This report describes the purpose for developing a quantitative goal for the London Summit on Family Planning held in July 2012, the methodology behind its formulation, and the lessons learned in the process. The London Summit has evolved into the global initiative known as FP2020, and the goal has become "120 by 20," or reaching 120 million additional users of modern contraceptive methods by 2020 in the world's poorest countries. The success of FP2020 will first be evaluated on the basis of quantitative verification to determine that the "120 by 20" goal was reached. More important, however, is the extent to which the goal today serves as a global rallying cry to mobilize resources and leadership around current family planning programs, with a focus on voluntary family planning and quality of care, and with an emphasis on meeting girls' and women's unmet needs and their right to practice contraception. We hope this article provides greater transparency and understanding of the FP2020 goal, and that the global goal spurs annual monitoring of progress toward national goals in the world's poorest countries.

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Today’s educational practitioners are expected to know how to gather, analyze, and report on data for accountability purposes and to use that information to improve student outcomes. However, there is little understanding of how to support practitioners’ learning of and engagement with research and few studies on the research experiences of students enrolled in Doctorate of Education (EdD) programs. The success of students enrolled in Doctor of Philosophy (PhD) programs in conducting research has been found to be related to students’ self-efficacy and interest, but these concepts have not been explored with EdD students who are more likely to engage in applied research in their workplace than to create a research-focused career. This study sought to understand the self-efficacy and interest that EdD students enrolled in an Educational Leadership program have in research skills and tasks in order to improve research course offerings. Our findings with EdD students are consistent with existing research on PhD students regarding research self-efficacy but we did not observe significant changes in students’ interest over time. We suggest avenues for future study in light of current accountability reporting requirements for practitioners.

This convergent parallel design mixed methods case study of four community colleges explores the relationship between organizational capacity and implementation of data-driven decision making (DDDM). The article also illustrates purposive sampling using replication logic for cross-case analysis and the strengths and weaknesses of quantitizing qualitative data in a mixed methods design. The findings suggest that community colleges' organizational capacity for data-driven decision making is a function of human and social capital, but not physical capital. Methodologically, the data analyses suggest that researchers considering quantitizing qualitative data should consider an exploratory sequential design to better understand the phenomenon under study before reducing qualitative data to numbers.

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