When Data Don't Drive: Teacher Agency in Data Use Efforts in Low-Performing Schools

• In Event: 64.063 - Data Use Practices: Teachers' Perspectives

Abstract

Grounded in the belief that data will drive instructional change, data-driven decision making continues to be a prevalent reform strategy in schools. However, the use of data does not always prompt teachers to change their instructional practices, particularly in low-performing schools. Drawing on in-depth qualitative data gathered in four middle schools, we explore the questions: How do teachers exercise agency in efforts to use data for instructional change in low performing schools? How does the school structure and culture shape their agency and vice versa? We found that, within prevailing accountability frameworks, teachers exercised agency to bridge structural and cultural gaps between data use and instructional improvement, yet their efforts were kept largely on the periphery.

Authors

• Marie Lockton, University of California - San Diego

• Hayley Ryan Weddle, University of California - San Diego

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