Factors promoting and hindering data-based decision making in schools

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Abstract

Although data-based decision making can lead to improved student achievement, data are often not used effectively in schools. This paper therefore focuses on conditions for effective data use. We studied the extent to which school organizational characteristics, data characteristics, user characteristics, and collaboration influenced data use for (1) accountability, (2) school development, and (3) instruction. The results of our hierarchical linear modeling (HLM) analysis from this large-scale quantitative study (N = 1073) show that, on average, teachers appear to score relatively high on data use for accountability and school development. Regarding instruction, however, several data sources are used only on a yearly basis. Among the factors investigated, school organizational characteristics and collaboration have the greatest influence on teachers’ data use in schools.
Original languageEnglish
Pages (from-to)242-258
JournalSchool effectiveness and school improvement
Volume28
Issue number2
DOIs
Publication statusPublished - 2017

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decision making
school
school development
instruction
responsibility
teacher
student

Keywords

  • IR-102407
  • METIS-319273

Cite this

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title = "Factors promoting and hindering data-based decision making in schools",
abstract = "Although data-based decision making can lead to improved student achievement, data are often not used effectively in schools. This paper therefore focuses on conditions for effective data use. We studied the extent to which school organizational characteristics, data characteristics, user characteristics, and collaboration influenced data use for (1) accountability, (2) school development, and (3) instruction. The results of our hierarchical linear modeling (HLM) analysis from this large-scale quantitative study (N = 1073) show that, on average, teachers appear to score relatively high on data use for accountability and school development. Regarding instruction, however, several data sources are used only on a yearly basis. Among the factors investigated, school organizational characteristics and collaboration have the greatest influence on teachers’ data use in schools.",
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Factors promoting and hindering data-based decision making in schools. / Schildkamp, Kim; Poortman, Cindy Louise; Luyten, Johannes W.; Ebbeler, J.

In: School effectiveness and school improvement, Vol. 28, No. 2, 2017, p. 242-258.

Research output: Contribution to journalArticleAcademicpeer-review

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AU - Luyten, Johannes W.

AU - Ebbeler, J.

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AB - Although data-based decision making can lead to improved student achievement, data are often not used effectively in schools. This paper therefore focuses on conditions for effective data use. We studied the extent to which school organizational characteristics, data characteristics, user characteristics, and collaboration influenced data use for (1) accountability, (2) school development, and (3) instruction. The results of our hierarchical linear modeling (HLM) analysis from this large-scale quantitative study (N = 1073) show that, on average, teachers appear to score relatively high on data use for accountability and school development. Regarding instruction, however, several data sources are used only on a yearly basis. Among the factors investigated, school organizational characteristics and collaboration have the greatest influence on teachers’ data use in schools.

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