Critical data-driven decision making: A conceptual model of data use for equity

Dodman, Stephanie; Swalwell, Katy; DeMulder, Elizabeth K.; View, Jenice L.; Stribling, Stacia M.

doi:10.1016/j.tate.2020.103272

Cited by 20 publications

(13 citation statements)

References 77 publications

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“…A decade ago, Coburn and Turner (2011) noted the field's lack of an evidentiary basis for data‐use practice. Much work has been done over the past ten years to help us better understand the high variability of data‐use practice (Datnow & Hubbard, 2016), the nuanced differences between DDDM and teachers' assessment literacy (Xu & Brown, 2016), and how critical notions of DDDM can move from deficit approaches to those focused on promoting equity (Dodman et al, 2021). Of note, a more recent literature review on DDDM indicated two findings relevant to our study.…”

Section: The Qas Study: Framing the Workmentioning

confidence: 99%

“…This model of educational data use was theorized as a way of addressing inequities among students. Unfortunately, literature from the past two decades has shown that the use of data with this approach has often exacerbated inequalities, partly because certain subpopulations are singled out for remediation and viewed with a deficit lens (Diamond, 2012; Horn, 2016; Settlage & Meadows, 2002) and partly because the use of data is not neutral, but situated in relation to histories, incentives, and other contextual forces (Dodman et al, 2021; Wang, 2019). In some instances, the focus on “instructional management” (Horn et al, 2015) has resulted in teachers shifting toward didactic instruction to maximize test scores with little concern for students' sensemaking of core disciplinary ideas or engagement with disciplinary practices.…”

Section: Background Literature and Conceptual Frameworkmentioning

confidence: 99%

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Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice

et al. 2022

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Using evidence of student thinking and performance is crucial to enacting ambitious science teaching because intimate, formative data can be responsive to student ideas about science. However, narratives and policies about assessment and data use do not always position teachers to draw on the breadth and variety of evidence from the classroom to make instructional decisions that foster sensemaking. Thus, understanding whether, when, and how teachers view and use assessment and other forms of student data is critical to understanding classroom interactions and learning. This study explores teachers' baseline assessment conceptions and practices as well as their changes with relation to assessment and data use across a year‐long intervention using a portfolio of classroom assessment artifacts. Middle school science teachers participated in professional development in which they reflected on assessment artifacts in light of nine dimensions of effective science assessment and data‐use practice. Drawing on interviews, as well as baseline and outcome portfolios from the classroom, we noticed that initial conceptions of practice focused on the variety and frequency of assessment. Nine months later, participants' practice showed growth in several dimensions, but differentially among teachers based on their baseline proficiency. Teachers were more likely to show growth in dimensions related to feedback and data use if they had initially showed proficiency in articulating clear learning goals and had previously aligned their assessments to the stated goals. These findings suggest a possible developmental trajectory for improving teachers' assessment and data use practice.

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Section: The Qas Study: Framing the Workmentioning

confidence: 99%

Section: Background Literature and Conceptual Frameworkmentioning

confidence: 99%

Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice

et al. 2022

View full text Add to dashboard Cite

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“…NCLB guidelines require state education authorities to publish disaggregated data from standardized tests (Dodman et al, 2021;Skrla et al, 2004). This allows transferability from this study because researchers can adapt variables, determine relationships, and make judgments in educational studies of their own .…”

Section: Transferabilitymentioning

confidence: 99%

“…Under President George W. Bush, in 2001, the federal government enacted the NCLB Act, mandating public schools to participate in accountability methods and assessments to quantify student performance (Dodman et al, 2021;Farmer et al, 2006;Klein, 2015). NCLB was the largest educational reform since the 1960s, designed to boost overall student achievement and reduce achievement gaps between disaggregated groups of students (Dodman et al, 2019;Farmer et al, 2006;Skrla et al, 2004).…”

Section: No Child Left Behindmentioning

confidence: 99%

“…My dissertation provides research and results that highlight the possible impacts of school funding on student achievement, potentially influencing policymakers' decision-making. Any research focused on identifying possible factors affecting student learning gaps warrants the time and effort needed to analyze a multitude of studies prior to decision-making (Dodman et al, 2019(Dodman et al, , 2021Skrla et al, 2004). The dissertation process has strengthened my belief that researchers must continually engage in varied and inquiry-focused data collection (Dodman et al, 2019(Dodman et al, , 2021Lasley, 2009;Skrla et al, 2004) to produce research spurring positive changes in educational policy and reforms.…”

Section: My Abilities As a Scholarmentioning

confidence: 99%

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Local funding percentages as a predictor of seventh grade student success on the Missouri assessment program in mathematics

Sickels¹

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School finance formulas vary from state to state, impacting school district educational outcomes. Rural school districts are especially affected due to inherent challenges in producing high student achievement scores. This study examined whether variables including socioeconomic status and per-pupil local tax level impacted student achievement percentages on the Missouri Assessment Program (MAP) Mathematics assessment given Spring 2019. For this quantitative research, one-way ANOVA and multiple regression analyses were utilized. While ANOVA results indicated that student free and reduced lunch percentages and per pupil allotment from local taxes both have statistically significant effects on student achievement, multiple regression analyses indicated only free and reduced lunch was a significant predictor in the model. Recommendations for further research include examining reasons Missouri free and reduced lunch percentages continue to rise and conducting a similar study with differing grade levels and subject levels to determine whether results remain consistent.

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Strategic organizational changes: Adopting data‐driven decisions

Bilkštytė‐Skanė,

Akstinaite

2023

Strategic Change

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The paper examines the adoption of a data‐driven decision‐making (DDDM) process in organizations from purposefully selected European Union (EU) countries. It determines what organizational changes are required to adopt this process in organizations. This study uses a mixed‐method approach to identify organizational changes required for DDDM adoption. The responses from quantitative research in 10 EU countries (1091 respondents) and qualitative research with 20 C‐level managers are analyzed. The study offers the following organizational changes needed to implement DDDM in organizations: culture and mindset changes, digitalization, process improvements, new competencies, re‐organization, and legal requirements. This research contributes to a better understanding of the usage and adoption of DDDM globally and suggests specific organizational changes required to adopt this process.

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Critical data-driven decision making: A conceptual model of data use for equity

Cited by 20 publications

References 77 publications

Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice

Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice

Local funding percentages as a predictor of seventh grade student success on the Missouri assessment program in mathematics

Strategic organizational changes: Adopting data‐driven decisions

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