The Effects of a Schoolwide Data-Based Decision Making Intervention on Elementary Schools' Student Achievement Growth for Mathematics and Spelling
The Effects of a Schoolwide Data-Based Decision Making Intervention on Elementary Schools' Student Achievement Growth for Mathematics and Spelling

Author: Trynke Keuning

Publisher:

Published: 2016

Total Pages: 16

ISBN-13:

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Around the world during the last decade, policymakers increasingly emphasize the use of data in education to enhance student achievement. As a result, the number of reform initiatives to promote "data-based decision making" (DBDM) or "data-driven decision making" (DDDM) has increased rapidly. At the University of Twente in the Netherlands, a DBDM intervention was developed in which whole school teams participate in the training. In 2011, a first group of 53 elementary schools participated in this DBDM intervention and showed promising results. In 2012, a new cohort of schools started the intervention. The study reported on in this abstract was aimed at evaluating the intervention effects of this new cohort of schools. Data for this study were gathered from 40 elementary (K-6) schools in the Netherlands which participated in the DBDM intervention from August 2012 until July 2014. Student achievement data covering the period August 2010 until July 2014 were retrieved from schools' student monitoring systems. A multiple single-subject design was used to investigate the effect of this DBDM intervention on student achievement growth, and to investigate patterns in DBDM effectiveness based on background variables at both the school and the student level. Each school was measured repeatedly over time, before the intervention period (the control phase) and during the intervention period (the treatment phase). Findings revealed that a significant intervention-effect was found for both spelling and mathematics. This study revealed that mathematic outcomes improved especially for low-SES schools. Tables and figures are appended. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.].

Investigating the Relationship Between the Perceptions of Principals and Teachers on Site-Based Decision Making
Investigating the Relationship Between the Perceptions of Principals and Teachers on Site-Based Decision Making

Author: Sandra Deshon Owens

Publisher:

Published: 2014

Total Pages:

ISBN-13:

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The purpose of this record of study was to investigate the nature of relationships between the perceptions of principals and teachers on site-based decision making (SBDM) and to uncover patterns existing in relationships between and among state school ratings, principals' and teachers' perceptions of SBDM decision making at their schools, and school outcomes of discipline referrals and attendance percentages. The investigator chose four schools with different state school ratings as sites for investigating these relationships. Participants in the study were principals and teachers selected from four school types: Exemplary, Academically Recognized, Academically Acceptable, and Academically Unacceptable. The research design was a non-experimental and descriptive design focused on the four selected elementary school types. The descriptive statistic of mean was used to determine the strengths of relationships between these variables. Results of the investigation identified various trends between principals' and teachers' perceptions about SBDM at their schools. Outcomes from discipline referrals and attendance percentages in the four types of schools did not show a noteworthy difference. Overall, the data were an indication that elementary principals and teachers embrace the idea of SBDM at levels between 30% and 69% or at a higher level of 70% or above, regardless of the state's rating of school type, number of student discipline referrals, or percentage of student attendance. This was demonstrated by the vast number of "strongly agree" and "agree" responses to survey items among the four schools with different ratings. Using this study as a baseline, recommendation is made to conduct a study of all district schools using a more precise survey to determine the effects of principals' and teachers' perceptions of SBDM on student achievement. Additional recommendation is made for a study to determine whether common variables other than SBDM exists in high performing Texas elementary schools that could possibly have an impact on student achievement. Although achievement objectives and instructional activities may vary as described in a state's curriculum, this particular research could be accomplished without regard to a particular state. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/151966

Data-based Decision Making in Education
Data-based Decision Making in Education

Author: Kim Schildkamp

Publisher: Springer Science & Business Media

Published: 2012-09-18

Total Pages: 221

ISBN-13: 9400748159

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In a context where schools are held more and more accountable for the education they provide, data-based decision making has become increasingly important. This book brings together scholars from several countries to examine data-based decision making. Data-based decision making in this book refers to making decisions based on a broad range of evidence, such as scores on students’ assessments, classroom observations etc. This book supports policy-makers, people working with schools, researchers and school leaders and teachers in the use of data, by bringing together the current research conducted on data use across multiple countries into a single volume. Some of these studies are ‘best practice’ studies, where effective data use has led to improvements in student learning. Others provide insight into challenges in both policy and practice environments. Each of them draws on research and literature in the field.

Data-Driven School Improvement
Data-Driven School Improvement

Author: Ellen B. Mandinach

Publisher: Teachers College Press

Published: 2008

Total Pages: 296

ISBN-13: 0807775509

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The first comprehensive examination of the field, this book brings together stakeholders representing a variety of perspectives to explore how educators actually use data and technology tools to achieve lasting improvement in student performance. Contributors: David V. Abbott, Carrie Amon, Jonathan Bertfield, Cornelia Brunner, Fred Carrigg, Jere Confrey, Katherine Conoly, Valerie M. Crawford, Chris Dede, John Gasko, Greg Gunn, Juliette Heinze, Naomi Hupert, Sherry P. King, Mary Jane Kurabinski, Daniel Light, Lisa Long, Michael Merrill, Liane Moody, William R. Penuel, Luz M. Rivas, Mark S. Schlager, John Stewart, Sam Stringfield, Ronald Thorpe, Yukie Toyama, Jeffrey C. Wayman, and Viki M. Young. “If you want to understand usable knowledge, read Data-Driven School Improvement.” —Ellen Condliffe Lagemann, Harvard University “It is reassuring to know that at least some of the data being generated in our data-driven age are being used to make wiser decisions. We can all learn from these illustrative accounts.” —David C. Berliner, Mary Lou Fulton College of Education, Arizona State University “Replete with examples from real schools and districts, this volume provides a multi-layered portrait of what it takes to establish a culture of data use. Readers will come away with an appreciation of the systemic changes needed to reap the full potential of data-driven decision making.” —Barbara Means, Center for Technology in Learning, SRI International