Use of Data to Inform Instruction in an Urban School System and the Impact on Standardized Assessments
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Date
2017-07-15
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Department
At-Risk and Diverse Learners
Program
Masters of Education
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Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Abstract
Data are increasingly used by teachers and schools to inform instruction. Inconsistency in its use likely affects the clinical utility of data collection and applications for improving teaching and learning outcomes. This study sought to determine whether Partnership for Assessment of Readiness for College and Careers (PARCC) scores for students in grades three to eight differed significantly among schools with varied levels of data use. Data usage was rated based on a qualitative School Effectiveness Review process which reviewed 20 schools in a large urban district. The study found no statistically significant relationship between the level of data use and PARCC scores for the schools. Hence, the null hypotheses, that the mean PARCC scores would not differ significantly among schools with varied levels of data use and that the correlation between PARCC scores and the schools’ levels of data use would be insignificant, both were retained. Despite these findings, the review of literature and current demands for accountability in education indicate further studies of how data collection and application to teaching and learning can most effectively benefit students are warranted.