Using Data to Improve Student Learning in School Districts

Victoria Bernhardt

• Publisher: Routledge
• Year: 2013
• eBook ISBN: 9781317922841
• Edition: 1
• Topic: Education
• Subtopic: Education General

This book helps you make sense of the data your school district collects, including state student achievement results as well as other qualitative and quantitative data. Easy-to-use templates, tools, and examples are available on the accompanying downloadable resources.

Chapter 1

Introduction

School districts that gather, analyze, and use information about their organizations make better decisions, not only about what to improve, but also how to institutionalize systemic improvement. Districts that understand the needs of their students and schools are more successful in planning improvements and remain more focused during implementation. Districts that simply gather some data, but make no sustained effort to comprehensively analyze and use data, are at a substantial disadvantage. Districts that use data in a comprehensive manner understand the effectiveness of their continuous improvement efforts; those that do not use data can only assume that effectiveness.

Districts that do not study their data in a comprehensive fashion cannot lead their schools through comprehensive data analyses or sustainable improvement.

Districts that do not study their data in a comprehensive fashion cannot lead their schools through comprehensive data analyses or sustainable improvement. School districts that look at the entire organization through data can guide their schools in data-driven decision making.

Districts committed to improving student learning analyze data in order to plan for the future through understanding—

▼ the ways in which the district and the community have changed and are continuing to change

▼ the current and future needs of the district, schools, students, teachers, parents, and community

▼ how well current processes meet these customers’ needs

▼ if all groups of students within the district are being well-served

▼ the gaps between the results the schools within the district are getting and the results they want

▼ the root causes for the gaps

▼ the types of education programs, expertise, and process adjustments that will be needed to alleviate the gaps and to meet the needs of all customers

▼ how well the new processes being implemented meet the needs of the district, schools, students, teachers, parents, and community

The Importance of Data

Businesses typically use data to determine customers’ wants and needs. No matter what occupation we, or our students, aspire to, everyone can appreciate that fact. We can also appreciate the fact that businesses not properly analyzing and using data, more often than not, are not successful. Those of us who work in the business of education, however, may not be as familiar with the ways that businesses use educational data.

In many states, the prison systems look at the number of students not reading on grade level in grades two, three, or four to determine the number of prison cells to build ten years hence (Lawmakers Move to Improve Literacy, 2001). The fact that the prison system can use this prediction formula with great accuracy should make us all cringe, but the critical point is that if businesses can use educational data for predictions, so can educators. Not only can we predict, we can use the same data to prevent undesirable results from occurring. Nothing would make educators happier than to hear that prison systems do not need as many cells because more students are being successful in school and, therefore, in life.

If businesses can use educational data for predictions, so can educators. Not only can we predict, we can use the same data to “prevent” undesirable results from happening.

School districts in the United States have a long history of adopting innovations one after another as they are introduced. Very few districts take the time to understand the needs of the children being served. Few take the time to understand the impact current processes have on these children. Few take the time to determine the root causes of recurring problems, or to measure and analyze the impact of implementing new approaches. Fewer still use sound information to build and stick with a solid long-term plan that will improve learning for all students. Across our country, we have found that schools in many districts spend an average of about two years engaged in their improvement efforts. The sad fact is that many districts are already requiring schools to change their improvement efforts before some of their schools start implementing the last efforts. Is it any wonder that nothing seems to generate results for these districts?

We find a different story among the school districts that measure and analyze the impact of implementing their approaches. These districts know if what they are doing is working and, if not, why not. These districts stick with their efforts to create improvement long after most districts have switched to new efforts. These districts show the patience needed to truly implement continuous improvement. These districts get results.

Using data can make an enormous difference in district continuous improvement efforts by improving district processes and student learning. Data can help to—

▼ replace hunches and hypotheses with facts concerning what changes are needed

▼ facilitate a clear understanding of the gaps between where the district is and where the district wants to be

▼ identify the root causes of these gaps, so the district can solve the problem and not just treat the symptom

▼ understand the impact of processes on the student population

▼ ensure equity in program and school participation

▼ assess needs to target services on important issues

▼ provide information to eliminate ineffective practices

▼ ensure the effective and efficient uses of dollars

▼ show if district goals and objectives are being accomplished

▼ ascertain if the district and school staffs are walking the talk

▼ promote understanding of the impact of efforts, processes, and progress

▼ generate answers for the community related to: What are we getting for our children by investing in the district’s methods, programs, and processes?

▼ continuously improve all aspects of the learning organization

▼ predict and prevent failures

▼ predict and ensure successes

Barriers to Using Data

Districts do not deliberately ignore data. Typically, districts say, “We have lots of data; we just do not know what data to use, or how or when to use them.” When district personnel first get interested in data and want to do more with the data they have, they often hit the proverbial brick wall.

While many districts gather data, barriers begin with attempts to analyze the data to help improve teaching and learning. Barriers can pop-up anywhere and for a variety of reasons:

▼ In contrast to the work culture in business, the work culture in education usually focuses on programs, and not results data.

▼ Few people in districts and schools are adequately trained to gather and analyze data or to establish and maintain databases.

♦ Administrators (who are mostly former teachers) and teachers have not been trained in data analysis

♦ Some teachers see data analysis as another thing that takes away from teaching

▼ Administrators and teachers do not see gathering and analyzing data as part of their jobs.

♦ District personnel have job definitions that often do not include, as a priority, analyzing data.

♦ District departments are afraid they will lose their power if they share their data with someone else.

▼ Gathering data is perceived to be a waste of time (after all, we are here every day—we know what the problems a...

Table of contents

• Cover
• Title Page
• Copyright Page
• Acknowledgements
• About the Author
• Table of Contents
• Foreword
• Preface
• 1 Introduction
• 2 What Data are Important?
• 3 Getting Started: On Data Analysis for Continuous Improvement
• 4 Analyzing the Data: Who Are We?
• 5 Analyzing the Data: How Do We Do Business?
• 6 Analyzing the Data: Where Are We Now?
• 7 Analyzing the Data: What Are the Gaps? What are the Root Causes of the Gaps?
• 8 Analyzing the Data: Where Do We Want to Be?
• 9 Analyzing the Data: Conclusions and Recommendations
• Appendix A: Overview of the CD Contents
• Appendix B: Continuous Improvement Continuums for Districts
• Appendix C: Continuous Improvement Continuums for Schools
• Glossary of Terms
• References and Resources
• Index
• End-User License Agreement
• CD-ROM Installation Instructions