August 2008
WHAT WORKS?
The Literacy and Numeracy Secretariat
Research into Practice
A research-into-practice series produced by a partnership between The Literacy and
Numeracy Secretariat and the Ontario Association of Deans of Education
Research Monograph # 15
How can teachers use data to
improve student achievement
at the elementary level?
Using Data to Improve Student
Achievement
By Dr. Christina van Barneveld
Faculty of Education, Lakehead University
Research Tells Us
Planned use of data is a common As lifelong learners, teachers recognize that their professional practice continues
characteristic of high-performing to evolve as they reflect and act on new information.1 If teachers have informa-
schools. tion that helps them confidently identify the root of educational challenges
and track progress, they can more readily develop action plans that will have a
Successful use of data to drive positive impact on their students. All teachers share a common goal: to see every
decision making results from a
strategic focus on specific issues.
student succeed. So, what are some effective ways to work with information to
improve student achievement?
Teachers vary in their conceptions
of what valuable data are and of In the context of education, data is a synonym for information. Data can be words,
how data should be used. numbers, or observations that are collected systematically, usually for a specific
purpose. Educational data include (but are not limited to):
Translating data into priorities, goals
and strategies requires that data are student achievement data such as teacher observational notes of students
clearly linked to school-planning and performance in class, samples of students class work, student portfolios, results
decision-making processes. of formal and informal classroom assessment, report cards or large-scale
assessment results
Teachers need a clear process, time
to acquire skills and guidance from other student data relevant to the students such as student mobility, attendance
an expert to translate data into useful data, behavioural incident data and homework completion
information.
contextual data that are not under the direct control of the teacher (such as
students linguistic background, gender or community socio-economic factors)
but are important to consider when planning for improved student achievement
CHRISTINA VAN BARNEVELD is
an associate professor in the Lessons Learned from the Research Literature
Faculty of Education at Lakehead
University. Her research in Most research articles on the uses of data for improving student achievement are
educational measurement and case study reports of school practices. Relatively few studies contain evaluations
evaluation includes quantitative of these practices.2 This monograph focuses primarily on research that evaluates
research methods, program
evaluation, and measurement
theory related to assessment The Literacy and Numeracy Secretariat is committed to providing teachers with current research
and certification. on instruction and learning. The opinions and conclusions contained in these monographs are,
however, those of the authors and do not necessarily reflect the policies, views, or directions of
the Ontario Ministry of Education or The Literacy and Numeracy Secretariat.
school data use, in order to highlight some effective practices in this fast-changing
area and to forge connections between research and practice.
Lesson 1. Flying blind through large amounts of data doesnt work.
Teachers need to develop an understanding of the process of data investigation.
To build their capacity to use data, teachers must not only access and analyze
Changes in Teacher Practice data, but also use their skills of inquiry, such as formulating questions and
interpreting results.3,4 Successful use of data to drive decision making is not
and School Culture
random, but results from a strategic focus on specific issues.5
As a result of using data to drive
educational decision making, Researchers6 propose five steps to effective data use:
teachers report:
1. determine what you want to know
greater differentiation of instruction
2. collect or access data
greater collaboration among staff
3. analyze results
increased sense of teacher efficacy
4. set priorities and goals
improved identification of students
learning needs 5. develop strategies
Administrators and principals report that I would add to these a sixth step follow up in order to assess the success of
working with data-support personnel the strategy. The suggestion of a follow up on strategies implies that the steps to
leads to more widespread feelings that effective data use are part of a cyclical process.
instructional practice should be:
open Lesson 2. Teachers must decide what data are useful to their investigation.
Teachers vary in their conception of what data are valuable and how data should
observed
be used. When researchers7 asked teachers to define good data, their responses
discussed tended to fall into the following categories:
not something that happens behind Data are psychometrically sound, such as reliable, valid predictors of future
closed doors student achievement, and are an accurate measure of change over time.
Data are aligned with valued academic outcomes, like grade-level out-
come standards.
Data provide insights into student thinking and reasoning in a particular
discipline.
Data are authentic and based on teachers judgment.
Teachers perspectives on the appropriate use of data also fell into four categories:
to inform classroom instruction
to inform student placement decisions
to inform program and policy decisions
to meet accountability demands.
It should be noted that tensions might arise when individuals or groups adopt
differing perspectives on the valid use of data. For example, teachers reported
that large-scale assessment data were neither current enough nor aligned
adequately with daily instruction to be particularly useful to inform classroom
practice. In another report, however, teachers stated that the information
gained by systematic reviews of students performance results on large-scale
tests were useful.8 The variation in teacher conceptions about data may be
explained, in part, by the variation between educational contexts. Both the
selection and use of relevant data, therefore, must be considered in relation
to the educational context.
Lesson 3. Teachers need guidance to translate data into useful information.
Most teachers do not have formal training in how to draw meaning from data.
A short course on research and analysis skills, while helpful, is not sufficient;
teachers require a clear process, time to acquire skills and guidance from an
2 What Works? Research into Practice
expert over time.4 Translating data into priorities, goals and strategies requires
that data are clearly linked to school-planning and decision-making processes,
such that specific questions are answered, school goals are supported and
problems are identified.
Lesson 4. There are benefits and barriers to the successful use of data to improve
student achievement.
Benefits Planned use of data is a common characteristic among schools that
are high performing or beating the odds in terms of student achievement.9
The use of data to drive educational decision making results in changes in
teacher practice and school culture. Teachers report greater differentiation
of instruction, greater collaboration among faculty, increased sense of teacher
efficacy and improved identification of students learning needs as outcomes
of data use.5,10,11,12 Administrators and principals report that working with data
support personnel leads to more widespread feelings that instructional practice
should be open, observed and discussed, as opposed to something that happens
behind closed doors.8
Barriers These include problems with data collection or reporting systems,
lack of preparation and lack of time.9 The ability of teachers to effectively use
data to improve student achievement also depends on individual, school and
board-related factors. These factors include: teachers conceptions of their
roles and of what constitutes useful information, the nature of their work, their
pre-existing beliefs and experience with educational reforms, their access to
professional development and specialized expertise, the time afforded to consol-
idate new learning, their schools culture and climate, the use of multiple data
sources (i.e., triangulation) in a positive manner, and educational leadership.5
Systematic Processes for
It is complex and, like any evolution, takes time, resources, collaboration, Gathering Information
support and persistence. Gathering information for formative
purposes helps you to improve your
teaching and guide your students
learning.
Implications for Educational Practice
Gathering information for summative
As teachers, our goal is to improve students learning. Reaching this goal will purposes helps you to judge the quality
take time and several steps. The challenge is to get teachers individually, in of students achievement after the
small groups, or in large groups to reconsider their practice in the context instructional process is completed.
of new information. Based on lessons learned from the research literature, this
monograph outlines three recommendations. These recommendations may not
be generalized to all contexts; the local needs of schools, boards and authorities
must also be considered.
Recommendation 1. Develop professional learning communities focused on
reviewing and interpreting data for the purpose of improving student achievement.
The PLC may be a school group, if the school is large enough to have more
than one teacher per grade, or a board level group, if the schools have only
one teacher per grade. Each member should fulfill a role within the functioning
of this group. The distribution of roles for the data-related function of the
group may include dealing with data reporting, interpreting data and teaching
teachers about data, furnishing instructional resources linked to issues arising
from data analysis, facilitating meetings so that teachers identify next steps
and following up with teachers on their responses to data analysis.13 These
roles allow educators to disperse responsibilities, develop individual areas of
special expertise and foster feelings of interdependency in the collaborative
group. The group works together to shape learning strategies for their students.
Group tasks may include, for example, a systematic review of student work from
multiple sources and/or a review of large-scale assessment results, disaggregated
by subtopic or skill.14
August 2008 3
Recommendation 2. Leaders must be prepared to guide a process of data
investigation that results in improved student achievement.
Leadership affects teachers engagement with the use of data for improvement.
Learn More about LNS
The leadership function encompasses articulating the rationale for teachers
Resources ... use for particular types of data, modelling data use, planning and providing
Visit The Literacy and Numeracy Secretariat a framework for teachers to learn about using data, and structuring time to
Guide to Print and Multi-media Resources at do so collaboratively.13 In order to perform these functions, leaders themselves
http://www.edu.gov.on.ca/eng/literacynumeracy/
must have the requisite knowledge and skills to work with data, as well as
PrintMultiMediaResources.pdf
an understanding of which types of professional development are effective
Call: for the teachers. Access to specialized expertise, (e.g., collaborating with
416-325-2929
experts from a university) professional development and resources may be
1-800-387-5514
required to help leaders prepare to fulfill this function.
Email:
LNS@ontario.ca Recommendation 3. Induct new teachers into a data-based decision-making
culture by linking them with veteran teachers who have experience in using
data to enhance student achievement.
This must go beyond a veteran teacher sharing tips with a talented novice teacher
through war stories. It must include ongoing collaboration over time in which
each professional perspective is valued. Induction activities should be struc-
tured activities with protected time for veteran and new teachers to collaborate.
The process of gathering information to address specific educational issues is
one way for educators to work together to reach a common goal: to see every
student succeed. When the barriers to successful data are minimized, the
conversations and collaborations that arise from teachers use of data to plan
for improvement can strengthen the links between school culture, teaching
practice and success for students.
1. Schn, D. (1987). Educating the reflective 8. Kerr, K. A., Marsh, J. A., Ikemoto, G. S.,
References practitioner. San Francisco: Jossey-Bass. Darilek, H., & Barney, H. (2006).
2. Wayman, J. C., & Stringfield, S. (2006). Strategies to promote data use for
Data use for school improvement: School instructional improvement: Actions,
practices and research perspectives. outcomes, and lessons from three urban
American Journal of Education, 112, districts. American Journal of Education,
463468. 112, 496520.
3 Herman, J., & Gribons, B. (2001). Lessons 9. Snipes, J., Doolittle, F., & Herlihy, C.
learned in using data to support school (2002). Foundations for success: Case
inquiry and continuous improvement: studies of how urban schools improve
Final report to the Stuart Foundation student achievement. New York: MDRC.
(CSE Technical Report 535). Los Angeles, 10. Chen, E., Heritage, M., & Lee, J. (2005).
CA: Center for Research on Evaluation, Identifying and monitoring students
Standards, and Student Testing (CRESST). learning needs with technology. Journal
4. Mason, S. (2002). Turning data into knowl- of Education for Students Placed at Risk,
edge: Lessons from six Milwaukee public 10, 309332.
schools. Wisconsin Center for Education 11. Copland, M. A. (2003). Leadership of
Research. Retrieved December 12, 2006, inquiry: Building and sustaining capacity
from www.wcer.wisc.edu/archive/mps/ for school improvement. Educational
AERA2002/Mason%20AERA%202002%20 Evaluation and Policy Analysis, 25,
QSP%20Symposium%20Paper.pdf 375395.
5. Wayman, J. C., & Stringfield, S. (2006). 12. Feldman, J., & Tung, R. (2001). Using
Technology-supported involvement of data-based inquiry and decision making
entire faculties in examination of student to improve instruction. ERS Spectrum,
data for instructional improvement. 19(3), 1019.
American Journal of Education, 112, 13. Young, V. M. (2006). Teachers use of
549571. data: Loose coupling, agenda setting,
6. Heritage, M., & Chen, E. (2005). Why data and team norms. American Journal of
skills matter in school improvement. Phi Education, 112(4), 521548.
Delta Kappan, 86, 707710.
7. Coburn, C. E. & Talbert, J. E. (2006).
Conceptions of evidence use in school
districts: Mapping the terrain. American
Journal of Education, 112, 469495.
What Works? is updated monthly and posted at: www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html
ISSN 1913-1097 What Works? Research Into Practice (Print)
ISSN 1913-1100 What Works? Research Into Practice (Online)
