At both the local and national levels, policymakers are rightfully fixated on data systems’ importance to teacher quality. Most recently, the American Recovery and Reinvestment Act calls on states to develop data systems to improve teacher effectiveness. To receive a share of the act’s $54 billion stabilization fund, governors must demonstrate a commitment to developing a statewide data system that allows schools to track each student’s academic progress. At the local level, the Achievement Reporting and Innovation System (ARIS) became available to all New York City classroom teachers in November. ARIS is designed to expand educators’ access to information from Department of Education computer systems, to enable educators to better diagnose students’ needs and measure student success.

Data systems are only one area where Web 2.0 tools can be utilized to improve teacher effectiveness. The SMHC Case Studies show that technology is integral to developing effective educators, and that successful urban districts use technology to automate the teacher application, review, and selection process.

The differences between public and private organizations on these broad issues are not that significant.   Though schools are unique public organizations, the basic ideas and findings in this study are relevant to the education sector and to the strategic management of human capital in public education.