Over five million children in the US are served by Title I schools. Following the implementation of the Improving America's Schools Act (IASA) in 1994, Title I has sought to assist schools in helping children to gain the knowledge they need for academic success.

As one of the foremost journals specifically aimed at the improvement of the educational experience of at-risk students, JESPAR assists researchers, policy makers, and practitioners in identifying what programs and policies work in our schools today.

Volume 10, No. 3

SPECIAL ISSUE: Transforming Data into Knowledge: Applications of Data-Based Decision Making to Improve Instructional Practice

GUEST EDITOR
Jeffrey C. Wayman

Guest Editor’s Introduction
Jeffrey C. Wayman

Linking Data and Learning: The Grow Network Study
Cornelia Brunner, Chad Fasca, Juliet Heinze, Margaret Honey, Daniel Light, Ellen Mandinach, and Dara Wexler

Using Student Assessment Results to Improve Instruction: Lessons from a Workshop
Richard J. Murnane, Nancy S. Sharkey, and Kathryn P. Boudett

Using Artificial Intelligence to Identify Actionable Information: Breaking New Ground in Data-Driven Decision-Making
Philip A. Streifer and Jeffrey Schumann

Involving Teachers in Data-Driven Decision-Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection
Jeffrey C. Wayman

Identifying and Monitoring Students’ Learning Needs with Technology
Eva Chen, Margaret Heritage, and John Lee

Practices that Support Data Use in Urban High Schools
Mary Ann Lachat and Stephen Smith

Notes on Contributors
Journal of Education for Students Placed At Risk
University of Louisville
College of Education and Human Development
Leadership, Foundations and Human Resource Education, Room 333
Louisville KY 40292
Phone: (502) 852-0616
Fax: (502) 852-4563
Email: jespar@louisville.edu
Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430-2262
For assistance, please email jespar@louisville.edu.