How and why teachers engage students with data

ABSTRACT

Just as accountability policies have led to increased levels of teacher data use, teachers have begun to increase the extent to which students track and analyse data about their own learning. Although some might argue that such “student-involved data use” (SIDU) might empower or motivate students to take charge of their own learning (e.g. planning or goal setting), others might see it as unduly pressuring youngsters. Because research about this practise is nascent, it is unknown how or why teachers might engage in this practise. Leveraging a sense-making lens, we employed qualitative methods to explore these issues with teachers in 11 elementary school classrooms in Texas. Findings describe teachers’ strategies for engaging students with data, as well as their beliefs that SIDU was beneficial to student reflection, learning, motivation and teachers’ instructional practises. We conclude by positing considerations for future research and leadership.

KEYWORDS:

• School improvement
• data-driven decision-making
• student-involved data use
• continuous improvement
• leadership

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Teacher and campus names are pseudonyms.

2. Daniel completed a university-based teacher programme in another state; because of a lack of reciprocity amongst certifying entities, he used an alternative certification to obtain certification in Texas.

3. Effie also worked as a classroom assistant for four years prior to earning her degree and teaching certificate.

4. Effie reported that she did take education courses as a component of her degree plan, but because the university did not offer a formal teacher certification programme, she had to complete alternative certification.

5. All data reflect the 2013–14 school year, the most recent year for which accountability data were available; all data are also approximated within two percentage

points to help preserve participant identities. For each district or campus, all racial/ethnic groups that comprise 2% or greater of the overall population are identified.

6. Proxy for students whose family income is near or below the federal poverty level.

Source: Texas Education Agency (2015). Texas Academic Performance Reports.