This post comments on state differences in the use of big data to improve K-12 education. The post focuses on Oregon, but within it are links to state specific factors identified by the Data Quality Campaign. It is interesting to consider the factors this “campaign” recognizes and to determine your state’s performance on each of these factors. So, for example, I can learn that North Dakota is deficient in reporting longitudinal data. I would think one could just look at individual annual reports, but that is just me. Anyway, what I find lacking is a list of the adjustments that have been made because of the data that are available. I would like to see a list that might include items such as – state has committed more resources to preschool programs, state has increased number of online science courses available to rural schools.