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Abstract:
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This study examined how higher performing middle schools in the Rio Grande Valley use data to drive instructional decisions . Three research questions guided this study : (a ) to what extent do higher performing , Title -1 , middle schools in the Rio Grande Valley utilize data to make schoolwide instructional decisions ; (b ) how does the principal support data use for instructional decision -making ; and (c ) what do teachers perceive to be the processes that have led to the current level of data use in instructional decision making ?
A mixed -methods multiple -case study included middle schools that were drawn from a list of higher performing schools according to Just for the Kids and the National Center for Educational Achievement . To be included in the study , schools had to be located in the Rio Grande Valley , Texas , specifically in the counties of Starr , Cameron or Hidalgo . Additionally , the schools needed to be designated a Title -1 school , according to federal criteria . Data for the study was collected using a survey , followed by one -on -one interviews . Descriptive analyses was then conducted using the survey data . The interview data was analyzed using first -level coding followed by the use of cross case analysis to determine themes common to all cases .
The findings from this research revealed that data is used extensively in the schools studied ; primarily to determine the instructional scope of what is taught . It was found that while data use was extensive , the source and purpose of data use was limited to that which was directly tied to the state -administered assessment (TAKS ) . The second major finding was that principals create the necessary conditions for data use that becomes an embedded practice , where teachers can take risks with their colleagues in reviewing and using data .
This study concludes that more principals can lead their schools to greater levels of data use by creating the necessary conditions for change . At the same time , the findings suggest that there is a need for leaders at all levels to examine and mitigate the unintended consequences of data use that is derived from a single -source and for a single purpose—that is , performance on the state exam (TAKS ) . |