Absence of data stumps school plans

The Editor, Sir:

The recent thrust and urgency of the Ministry of Education regarding literacy development is long overdue and necessary. Within this thrust is the call for data-driven decision making. I applaud this proposed move. It has always been my belief that there should be a clear link between assessment and instruction.

This data-driven decision-making concept attempts to forge this link. So, it was quite surprising to me and others that after months of sitting the Grade Four Literacy Test, the results have not been disseminated to the relevant stakeholders so that they can plan needed interventions on the basis of this data.

Long-term plans

On the last week in August, teachers and school administrators returned to school to make long-term plans and conduct professional development for the school year. A number of decisions were made at all levels regarding the literacy development of pupils. These decisions were made in the absence of critical information from the results of the recent Grade Four Literacy and Numeracy tests. The analysis of such data should have been central to these decisions. Among other things, it should be used to plan pertinent programmes for the school year and to redeploy teachers. Also, teachers' action plans and long-term plans should have been influenced by this data.

Cumulative competencies

Since the Grade Four Literacy and Numeracy tests assess cumulative competencies which were initiated at grade one, this should affect the action plans not only of the grade-four teachers' but all teachers. During this preparatory week in August, the results of the Grade Four Literacy and Numeracy tests were anticipated by all, teachers, parents and principals alike.

However, for reasons unknown to us, the results were not forthcoming. Up to this date, the results have not been accessible. In this current climate of data-driven decision making, this is disappointing. One wonders if the administration is softening its concern with, or has shifted its focus from the literacy improvement in the primary schools.

This is not the time to ease up on the monitoring of literacy development in the primary schools. Doing so would undermine the small gains made so far. However, in so doing, all stakeholders must be meticulous and strive for efficiency in carrying out their functions.

This is necessary for the system to work as a unit of efficiency that will optimise students attainment and teachers' and principals' performance. Efficiency on the part of the Ministry of Education will effect principals' effectiveness and, in return, be extended to teachers' and students' performance.

I welcome this climate of data-driven decision making in education and applaud the source of its initiation. However, decision making is mediated by efficiency. Therefore, to attain optimal results from all involved in this partnership of educating our nation's children, we must all "throw our weights" and strive to build an efficient and effective education system.

I am, etc.,

CECILLE YOUNG

genfeb@hotmail.com

St Catherine