Data use processes in rural schools: management structures undermining leadership opportunities and instructional change

ABSTRACT

Data use has become a priority in educational systems throughout the world under the belief that rational instructional decisions can be tailored to individual learner needs. Despite increasing expectations for school principals to be instructional leaders, there is little evidence that they – or other system or school leaders – are responsible for anything more than ensuring structures are in place for teachers to work with data. In this study, we analyze interview and observational data collected over the period of 1 academic year in four elementary schools in one rural school district in the United States. We consider results through a conceptual framing of collective leadership to understand how leaders across district, school, and classroom levels do or do not support data use in the school system. Among our findings, data use is espoused and portrayed but generally unsupported. Data team meetings and structures are embedded in school cultures, but they are mostly managed and routine, prioritizing expediency and process over instructional adaptation or response. As a result, we conclude that the establishment of data team meetings and related structures is critical but insufficient to improve instruction and increase student learning.

KEYWORDS:

• Data use
• school leadership
• rural schools
• collective leadership

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 Meetings were only conducted through March.

2 No other school had an assistant principal.

Additional information

Notes on contributors

Coby V. Meyers

Coby V. Meyers is the Chief of Research of the Darden/Curry Partnership for Leaders in Education (PLE) and Associate Professor of Education. His research focuses primarily on understanding the role of school system leadership, especially in the context of under performing schools.

Tonya R. Moon

Tonya R. Moon is a Professor of Education who teaches courses in research design and serves as principal investigator for multiple research projects. Her major research interests include issues associated with accountability, including the effects of high-stakes testing on classrooms, teachers, and students; assessment of gifted children, program evaluation, and research methodology.

Jane Patrick

Jane Patrick holds a master’s degree in Curriculum and Instruction from the University of Virginia. Currently, she is a doctoral student at the University of Virginia’s Curry School of Education. Her research interests include rural schools and data-driven decision making.

Catherine M. Brighton

Catherine M. Brighton is the Associate Dean for Academic Programs & Student Affairs and Professor of Curriculum & Instruction. Her research interests include teacher change and school reform initiatives, differentiating curriculum, instruction, and assessment, and qualitative methodologies.

Latisha Hayes

Latisha Hayes is an Associate Professor and Director of the McGuffey Reading Center. She teaches courses on the diagnosis of and intervention for reading difficulties as well as English/Language Arts methods for elementary educators.