Data-Informed Leadership and Implications for Student Achievement

• In Event: Examining the Capacity for Data Use

Abstract

The purpose of this mixed-methods study was to examine data-informed leadership practices at high poverty schools in Texas and the differences in responses between Met Standard and Improvement Required (TEA, 2015b) campuses on Jimerson’s (2015) Survey of Data Use and Professional Learning (S-DUPL). Ultimately, the findings identified 14 of 18 scales and items that resulted in a statistically significant difference between staff responses on the S-DUPL and the accountability rating of the campus. Met Standard campuses showed statistically significant differences in six of the seven leadership practices that foster data-informed decision-making as compared to Improvement Required campuses: shared vision and goals, questioning skills, district leadership and support, school culture and principal communication, professional development and support, and collaborative teams.

Authors

• Barbara Anna Ybarra, Bryan Independent School District

• Kaye Shelton, Lamar University