Leading Data Use in Schools: Organizational Conditions and Practices at the School and District Levels

Abstract

This study examined data use and conditions influencing data use by typical principals and teachers, as well as the relationship between data use and student performance. The analysis drew upon a multi-method investigation of leadership at the school, district, and state levels. The findings emphasize the leadership of principals in establishing data use purposes and expectations, opportunities, training, access to expertise, and follow-up actions. Principal and teacher use of data is strongly shaped by district leaders in the context of state accountability systems. Statistical evidence linking patterns of data use to achievement test results was weak, and limited to elementary schools.

Notes

1. Teacher results should likely be privileged in the face of evidence that principals often perceive their schools and their own work more positively than do teachers (e.g. Desimone, 2006).