The Influence of Participation in Structured Data Analysis on Teachers' Instructional Practice

Abstract

The current high stakes testing environment has resulted in intense pressure on schools to become more data-driven. As a result, an increasing number of schools are implementing systems where teachers and school leaders collaboratively analyze assessment data and use the results to inform instructional practice. This study examined how teacher participation in the analysis of assessment data influences instructional outcomes. It also examined how levels of capacity in the areas of data use, professional learning, and leadership interact to influence the ability to respond to data. The method is a qualitative case study of an elementary school in the southeastern United States that has implemented formal structures for analyzing and collaborating around assessment data. Data collection occurred through teacher and administrator interviews, data analysis meeting observations, and through the examination of school and district documents. The school in this study responded to data analysis results through three major actions: large-scale initiatives designed to improve instruction in various content areas, remediation, and individual teacher variations in instructional practices. Findings show that while teachers express support for data analysis and suggest positive benefits for the school, they also indicate that participation in data analysis and the resultant improvement efforts have had minimal to modest impact on their teaching practices. Possibly contributing to this outcome was the finding that the school had uneven capacity in the areas of data use, professional learning, and leadership. The school has a well-developed system for data access and reporting. However, it has been less successful in providing the professional learning experiences that will enable more substantial changes in teacher beliefs and practices. Furthermore, a lack of clarity regarding the instructional purpose of data analysis from multiple levels of district and school leadership and the procedural nature of the data analysis process has reduced the ability of school leaders to effectively leverage data analysis for the purpose of substantive and sustained instructional improvement.