Use of Data to Support Teaching and Learning: A Case Study of Two School Districts

ACT Research Report Series 2015 (1)Use of Data to Support Teaching and Learning: A Case Study of Two School DistrictsBy Chrys Dougherty © 2015 by ACT, Inc. All rights reserved. 3185 iiiContentsAbstract ................................................................................ivAcknowledgements ...................................................................ivIntroduction ............................................................................5Research Questions ..................................................................7Methodology ...........................................................................8Participating Districts .................................................................8Data Collection .......................................................................8Data Analysis ........................................................................9Limitations ...........................................................................9Results ................................................................................10What data did district and school leaders use to assess the quality of teaching and learning in the school(s) under their supervision, and how did they use the data? .......10What support did district leaders provide to facilitate the use of data by teachers and school leaders? .................................................................19What support did school leaders provide to facilitate the use of data by teachers and students? .......................................................................22What information was discussed in teacher team meetings and how was it interpreted? .........................................................................24Conclusion ............................................................................25References ...........................................................................27Appendix A ...........................................................................29Questions for District Leaders .......................................................29Questions for School Leaders ........................................................31Appendix B ...........................................................................33List of Codes Used for Interview Analysis .............................................33 ivAbstractThis report summarizes how school and district leaders and academic coaches in two Texas school districts used assessment and other types of data to assess the quality of teaching and learning, to coach and supervise teachers, and to guide management decisions. The report also describes how district and school leaders supported teachers’ use of data. The results in this report are based on interviews with district and school leaders and academic coaches, supplemented by observations of teacher team meetings. The data most frequently used were from three- or nine-week tests and from classroom observations. School leaders also reported using data from non-assessment sources such as attendance, discipline referrals, and surveys to intervene with students and adjust school procedures.AcknowledgementsThe author would like to thank Jeff Allen, Jean Rutherford, Raeal Moore, and Richard Sawyer for their helpful comments on the report, as well as the educators in the two Texas school districts whose kind hospitality made this study possible. ACT Research ReportR # 2015 (1)www.act.orgIntroductionAs school systems become increasingly data-rich—with longitudinal student information systems providing electronic reports on student test scores, grades, attendance, discipline, course participation, course credit, academic interventions, dropping out, and graduation—educators have an opportunity to use this windfall of data to improve teaching and learning in their schools (Datnow, Park, & Wohlstetter, 2007; Wayman, Spring, Lemke, & Lehr, 2012). This case study examines the use of data in two school districts with well-developed student information and reporting systems. The purpose of the study is descriptive: to describe how educators in the two districts use different types of data to assess teaching and learning, to coach and supervise teachers, and to guide instructional and management decisions.The use of data is part of a larger set of practices and policy actions intended to improve outcomes for students. Many of these practices are listed in the Core Practice Framework (ACT, 2012), which divides educator practices related to teaching and learning into five areas of focus, or themes:1. Curriculum and Academic Goals—What do we expect all students to know and be able to do in each course, grade, and subject?2. Staff Selection, Leadership, and Capacity Building—How do we select and develop the leaders and teachers needed to ensure every student in the system is able to meet these expectations?3. Instructional Tools: Programs and Strategies—What programs, strategies, materia