School-level data analysis should be about helping schools understand if they are achieving their purpose and meeting the needs of all students—and if not, why not. Schools cannot use student achievement measures alone for continuous school improvement because the context is missing. If we want to get different results, we have to change the system that creates the results. To do that, we must look at intersections of demographic, perception, student learning, and school process data, and then plan accordingly.
Reporting is making public what we learn and the questions we have based on our analysis of pertinent data.