Leading With Data to Promote Social Justice in Schools

• In Event: 33.057 - Leadership for Social Justice and Educational Improvement

Abstract

Data driven decision making (DDDM) is a popular educational reform in the US and other countries including the Netherlands, Canada, South Africa, and New Zealand among others (Schildkamp & Lai, 2012). While each locale may take a different approach to data use, the theory of action is that when educators use data to guide decisions, they will become more effective in reviewing their existing capacities, identifying weaknesses, and charting plans for improvement. Data-informed leadership is essential in this endeavor. Leaders play a critical role in shaping how and why data are used, as well as what counts as “data.”

Drawing on a multiple case study, this paper reports on how leadership can create structures and cultures that support thoughtful engagement with data for continuous improvement and social justice in schools. Analysis for this paper draws on data collected in six public schools (3 high schools; 3 elementary schools) located in three districts in three different states. All schools were racially diverse and served a majority of students from low-income backgrounds. The sites were selected for participation because they were identified as leaders in data use. In addition to conducting observations and reviewing documents, we conducted approximately 100 interviews with leaders at the school and district level and with teachers.

Our study revealed that leaders play a key role in supporting the beliefs and norms that allow data-driven decision making to be part of a culture of continuous improvement and social justice, rather than an isolated activity. Strong connections between the school and district office leaders were essential in framing data use as a synergist effort. Leaders also modeled the thoughtful and careful use of data, rather than simply asking teachers to jump on a train with an uncertain direction. Leaders in this study realized that “data don’t drive” (Dowd, 2005). Consistent with the findings in Knapp et al.’s (2007) study, these leaders understood that the purpose of using data was to raise questions and inform discussions, rather than to provide a course of action. Schools were thus allowed sufficient autonomy to make decisions on the basis of data, as were teachers.

One of the most important elements activities of the data informed leader who prioritized equity was to use data is to create a culture of high expectations for all students. The leaders in this study used data to address teachers’ low expectations from students from low income and racially diverse backgrounds. Data played a key part in helping leaders convince teachers that they could have success with their students, showing them data from other schools or classrooms in the district where diverse students were achieving at high levels. Data were not solely use to examine the achievement gap but also opportunity-to-learn gaps. Leaders understood that changing teachers’ mindsets would take time, but they were relentless in their efforts to help teachers confront their assumptions about students and begin to think in new ways. The findings from this study have important implications for promoting social justice in schools.

Authors

• Amanda L. Datnow, University of California - San Diego

• Vicki Park, San José State University