Data Don't Drive: Building a Practitioner-Driven Culture of Inquiry to Assess Community College Performance

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dc.contributor.authorDowd, Alicia C.
dc.date.accessioned2008-12-13T19:48:27Z
dc.date.accessioned2024-07-23T20:36:13Z
dc.date.available2008-12-13T19:48:27Z
dc.date.available2024-07-23T20:36:13Z
dc.date.issued2005-12
dc.description.abstractReviews three types of benchmarking activities — performance, diagnostic, and process — and assesses their value in raising accountability in a new culture of inquiry emphasizing meaningful analysis of data on student learning and progress.en
dc.identifier.citationhttp://www.luminafoundation.org/publications/datadontdrive2005.pdfen
dc.identifier.otherfdc70400007
dc.identifier.urihttps://hdl.handle.net/10244/261
dc.language.isoen_USen
dc.publisherLumina Foundation for Educationen
dc.subjectPublic Affairsen
dc.subjectHigher Educationen
dc.titleData Don't Drive: Building a Practitioner-Driven Culture of Inquiry to Assess Community College Performanceen
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