KANSAS CITY, Mo. (AP) A study has determined that Kansas schools are relying too heavily on test scores rather than teacher comments when deciding if changes are needed in an individual student’s education. University of Kansas researchers argue student assessments in the state should be data-driven rather than data-dependent in determining if a deviation from the established curriculum is required. The study released earlier this year calls for a balanced system that includes teacher recommendations, test scores and other metrics. Don Stull is one of the study’s authors and a professor emeritus at KU. He says good teachers are right to say standardized tests are merely a part of the picture, and that assessments of a child’s performance should include “all that we know.”