Supporting Principals' Equity-Focused Data Use: An Examination of Three Districts' Practice

• In Event: The Principals' Everyday Practice Examined

Abstract

In this study, we examine principals’ data use within three districts that are engaged in district-level professional learning around equity. Drawing on systems theory, we consider how data use is situated, in relation to state policy, central office expectations, and individual beliefs. Findings suggest that several factors support principal use of an equity lens in looking at data, reflecting the many systems in which they practice. These include a supportive superintendent and district-wide professional development; additionally, individuals who had prior interest in equity and capacity to analyze data had more sophisticated equity-focused data practices. Findings illustrate how different definitions of equity result in different strategies in the three districts. We conclude with implications for policy, preparation, and practice.

Authors

• Rachel Roegman, University of Illinois at Urbana-Champaign

• Ruqayyah Perkins-Williams, University of Illinois at Urbana-Champaign

• Matthew Scott Budzyn, University of Illinois at Urbana-Champaign

• Olivia Killian-Tarr, University of Illinois at Urbana-Champaign

• David Allen, College of Staten Island - CUNY