Use of Data to Inform Instruction in an Urban School System and the Impact on Standardized Assessments
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Type of Work33 pages
Action Research Paper
DepartmentAt-Risk and Diverse Learners
ProgramMasters of Education
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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.