A Study of Three Schools' Use of Data to Improve Practice and Indigenous Student Outcomes

• In Event: Equity Audits: Using Data Tools to Gain Parity

Abstract

Canada’s colonial relationship to First Peoples was predicated in the imposition of church-run residential schools, systemic racism, and chronic underfunding of education both on and off reserve (Dart, 2019). Recognizing the 2022 meeting theme Cultivating Equitable Education Systems, this paper presents findings from a study of the way 3 schools in an initiative to meet Indigenous students’ needs use data to inform leadership and instructional practice and improve outcomes. School-based strategic change leadership teams played a pivotal role in educators’ willingness and ability to engage deeply with data to draw meaning from them and alter practice in response. Detail about the initiative, additional findings, and the role of data in fostering improvement initiatives aimed at minority students will be discussed.

Author

• Scott D. Tunison, University of Saskatchewan