Understanding Schools’ Search for Improvement Strategies

• In Event: Data Use for School Improvement: Findings From Studies of School Leaders’ Decision Making in Accountability Contexts

Abstract

Although schools are supposedly transparent, public institutions, it is surprising how little we know about how they search for and collect data and evidence on programs and strategies to raise student achievement levels. Some literature exists on the various barriers to successful search processes in organizations (Honig & Coburn, 2007; Coburn & Talbert, 2006; Gross et al., 2005), although few studies focus exclusively on the search process, choosing instead to analyze the decisions themselves or their implementation. This study attempts to fill those gaps by first applying the literature on search and evidence use in other disciplines to the field of public K-12 education, and then providing evidence from a three-year qualitative study of schools and districts that were under pressure to improve within the context of performance-based accountability systems. Accordingly, this paper paints a picture of how schools approach the search phase of the decision-making process, especially when they have been called upon by the state to improve student achievement (as measured on the state standardized tests). Included in this paper are examinations of the types of data and evidence that schools consider during the search phase of the decision-making process, the locus of control for search in districts and schools, and the sources of information (either familiar or technical) that school actors use to support their decision-making process.
I found that schools consider three factors during search: a) alignment to state and federal accountability policies; b) the right “fit” with identified student needs; and c) the accessibility of the new programs and strategies. In terms of the locus of control for search in schools, the vast majority of districts employed a “middle-out” strategy for decision-making, which runs in contrast to popular belief that schools are top-down decision-making entities. Finally, when decision-makers search for data and evidence on new programs and strategies for identified problems, they typically draw upon trusted individuals who can provide feedback on programs, but are unsure how to make good use of technical information gleaned from professional associations, journals, and other sources. These findings have important implications for policymakers, especially in the context of performance-based accountability systems.
Understanding the who, what and why of the search process in schools allows policymakers to fill knowledge gaps and establish relationships with the appropriate individuals to disseminate new information and ideas, for example by providing targeted technical assistance to struggling schools. School leaders also stand to benefit from an enhanced understanding of school search mechanisms. For example, a detailed explanation of the degree to which searches are limited by geography and familiarity may help school leaders identify techniques and resources to overcome barriers to robust evidence use for decision-making.

Authors

• Jessica K. Beaver, Research for Action

• Brittan Leigh Hallar, Research for Action