When Data-Driven Decision Making Becomes Data-Driven Test Taking: A Case Study of a Midwestern High School

• In Event: Assessment Policy and Practice: Examining the (Unintended) Consequences

Abstract

This case study examines how district administrators and high school mathematics and science teachers use data and what challenges they face in the current accountability context. Findings reveal unique aspects of data directly related to test-based accountability and illustrate how overlapping contexts (state and federal policy, subject area knowledge, district norms, etc.) influence data practices. We conclude with implications for practice and policy around ways to use data to inform instruction beyond passing state assessments.

Authors

• Rachel Roegman, University of Illinois at Urbana-Champaign

• Rachael Kenney, Purdue University

• Yukiko Maeda, Purdue University

• Gary Lee Johns, Purdue University