Exploring Teachers' Data Literacy as a Predictor of Student Achievement

• In Event: All In: Students, Teachers, and Principals Focus on Achievement Using Transformative Data Practices

Abstract

The use of data-informed practice is widely recognized as a key strategy to support education reform and school improvement. Even with widespread implementation, the impact of data use on student learning remains unclear. This study explores teachers’ data literacy as a predictor of student achievement. A linear regression was conducted using survey data (n=27) measuring 18 data literacy items on student English Language Arts scores. The results indicate several items were significant predictors of achievement. Practices relying on multiple sources of data; conducting in-depth analysis at school, classroom and individual student levels; using of data to modify instruction; collaborating with colleagues to make instructional decisions; and assessing the impact of instructional modifications were predictive of learning.

Authors

• Lisa M. Abrams, Virginia Commonwealth University

• Jake Reynolds, Virginia Commonwealth University

• Divya Varier, George Mason University