Districts’ Efforts for Data Use and Computer Data Systems

• In Event: Roundtable Session 116
  In Roundtable Session: Interventions to Support Data-Driven Decision Making and Instructional Improvement: Frameworks and Findings

Abstract

In this paper, we examine how K-12 educators use computer data systems to support the effective use of student data. In doing so, we apply an open systems perspective, demonstrating that agency, sensemaking, and social interactions all shape how an educator conceives of their systems – and ultimately, whether and how they use these systems.

Increasingly, school districts have turned to computer data systems as a means to build teachers’ capacity to use and analyze data (Burch & Hayes, 2009; Wayman et al., 2004). In many cases, however, access to these tools has not naturally resulted in their regular use in practice (Means et al., 2009; Wayman et al., 2009). Consequently, it is important to study ways for districts to better support use of these systems.

Open systems perspectives are one way to understand organizational behavior and change (Scott & Davis, 2007). In examining the use of data systems, we consider three specific aspects relating to the open systems perspective: agency, relationships, and sensemaking. The study of agency has shown that individuals regularly apply their unique, personal perspectives to new interventions but not necessarily in ways that align with the intents of planners (McDaniel & Driebe, 2001; O’Day, 2002). Also, the relationships among agents (educators) influence how they enact computer systems. In examining the organizational consequences of agency and relationships, we use a sensemaking lens (Spillane et al., 2002; Weick, 1993). “Sensemaking” takes place when people attempt to connect perspectives and interpretations about the world. Sensemaking not only influences how agents work together but also how they enact policies and technologies (Datnow, 2006; Leonardi, 2009).

This study draws upon data from a comparative case study of three school districts and their data use behaviors. In total, 82 central office members, campus administrators, and teachers participated in individual interviews or focus groups. Additionally, 15 observations of central office meetings, trainings, and principals’ meetings were conducted, helping to triangulate interview findings. Data were analyzed using a start list of constructs and matrices for seeking out patterns within and across social groups (Eisenhardt, 1989; Yin, 2009).

The full paper includes findings in three main areas:
(1) Social constructions about data use influenced what educators envisioned and sought out in their data systems; in turn, these notions directly affected their decisions to use or to reject systems.
(2) Effective alignment of understandings among different roles further shaped the success of districts’ data system initiatives.
(3) Other factors matter, including central offices’ adaptability during implementation, the effects of leadership, and the effectiveness of coaches and other boundary spanners.

Although investment in computer data systems is an important step to supporting teachers’ capacity to use data, districts and schools may still face significant barriers to ensuring that such systems are actually woven into practice. Additional work may be necessary to reshape expectations about data use and what systems mean for teaching and learning. Open systems perspectives can be especially useful for explaining and illuminating these issues.

Authors

• Vincent Cho, Boston College

• Jeff Wayman, Wayman Services, LLC