Street data is the perspective that takes the closest look. According to Safir, S., & Dugan, J. (2021). "The data is asset based, building the tenets of culturally responsive education by helping educators look for what’s right in students, schools, and communities instead of seeking out what’s wrong. "

According to Safir, S., & Dugan, J. (2021), "Street data helps reveal what’s getting in the way of student or adult learning, illuminate where the learner is in relationship to a holistic set of goals."  

According to Safir, S., & Dugan, J. (2021), "It looks for what’s impeding a child’s ability to thrive, and what instructional or leadership moves should come next. It yields systematic information about equity, pulling back the curtain on implicit biases an microaggressions—subtle, everyday slights or insults that convey hostile or derogatory message to targeted people based on their identity as part of a marginalized group."

According to the Illinois Report Card, Corliss STEM high school did not participate in the Illinois Youth Survey which is a self report survey of 8th, 11th & 12th grades conducted in the spring of even numbered years. So, Corliss failed to gather street data to determine the real needs of the students which explains the lack of community.

Corliss STEM high school could benefit from using street data to estabish a powerful community that share a common mission and vision. Corliss must first figure out how they can assist the parents who are struggling with homelessness, proverty, and mental health issues. They must figure out why students are chronically absent and tardy. The problem is that families do not trust educators because they are afraid that if they tell us to much of their business that we will contact DCFS and they will be at risk of losing their children. That is the main barrier in underprivileged black communities.

The map data provides a closer loop than Satellite data and provides the leader with insight to why Corliss ratings statistics are what they are. It provides more information about the students, teachers, administrators, parents, community, culture and etc.

According to the reading, "Map data includes social and emotional learning, cultural and learning trends, literacy levels gathered by teachers through running records, math, english, science, decoding and teacher instructional skill gaps."

According to the reading "Map data includes "informal assessment and teacher observations are used and rubric scores and surveys that reveal student, parent, or staff perception and satisfaction levels."

At Corliss STEM high school Map data would include teacher observations, IEP benchmarks, running records, Unique Learning System online assessment scores, teacher informal and formal assessments, REACH teacher formal and information observations conducted by the administrators and the network.