Data-Driven Decision-Making and the Challenges Facing Pennsylvania School Administrators, Compliance Vs. Conviction PDF Download
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Author: Richard Fry
Publisher:
ISBN:
Category : Educational indicators
Languages : en
Pages :
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Book Description
Following the passage of No Child Left Behind (NCLB) in 2002, the pressure on school administrators to collect, analyze and report educational data in meaningful ways became greater than ever before (Gerwetz, 2006). As NCLB now fades into the distance pushed aside by the law's successor, the Every Student Succeeds Act (ESSA) of 2015, state legislators and policy makers are working through new assessment and data criteria for public schools. The understandings and impact of data-driven decision making (DDDM) on local school systems remains relevant as ESSA requires states to continue disaggregating data by student sub-group and in support of student growth.School administrators are under enormous pressure to show patterns of growth for all students. DDDM has been a widely utilized technique in managing school operations, charting student growth and helping plan reform. What has evolved post-NCLB is the emergence of DDDM tools and techniques to help guide and inform initiatives designed to improve schools. This growth is supported by a publishing industry that produces "how-to" books and articles for school leaders on applying DDDM. Much of the research done on DDDM has focused largely on the technical and structural dimensions of data use with less attention paid towards administrators'' perceptions of DDDM and how school administrators are utilizing DDDM to strategically frame a culture of continuous improvement. Research has focused on systems built around compliance to mandated accountability models but often not based on the conviction of school administrators in support of a culture of continual learning and growth. Under ESSA, how will DDDM be viewed and utilized by school administrators? This qualitative research study focuses on the concept of DDDM and school administrators' perceptions of this concept in their school district. 24 school administrators from nine distinct school districts were interviewed for their reactions regarding DDDM. Is DDDM supporting student centered school improvement work based on conviction, or has the concept supported the distortion of a compliance driven educational process?
Author: Richard Fry
Publisher:
ISBN:
Category : Educational indicators
Languages : en
Pages :
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Book Description
Following the passage of No Child Left Behind (NCLB) in 2002, the pressure on school administrators to collect, analyze and report educational data in meaningful ways became greater than ever before (Gerwetz, 2006). As NCLB now fades into the distance pushed aside by the law's successor, the Every Student Succeeds Act (ESSA) of 2015, state legislators and policy makers are working through new assessment and data criteria for public schools. The understandings and impact of data-driven decision making (DDDM) on local school systems remains relevant as ESSA requires states to continue disaggregating data by student sub-group and in support of student growth.School administrators are under enormous pressure to show patterns of growth for all students. DDDM has been a widely utilized technique in managing school operations, charting student growth and helping plan reform. What has evolved post-NCLB is the emergence of DDDM tools and techniques to help guide and inform initiatives designed to improve schools. This growth is supported by a publishing industry that produces "how-to" books and articles for school leaders on applying DDDM. Much of the research done on DDDM has focused largely on the technical and structural dimensions of data use with less attention paid towards administrators'' perceptions of DDDM and how school administrators are utilizing DDDM to strategically frame a culture of continuous improvement. Research has focused on systems built around compliance to mandated accountability models but often not based on the conviction of school administrators in support of a culture of continual learning and growth. Under ESSA, how will DDDM be viewed and utilized by school administrators? This qualitative research study focuses on the concept of DDDM and school administrators' perceptions of this concept in their school district. 24 school administrators from nine distinct school districts were interviewed for their reactions regarding DDDM. Is DDDM supporting student centered school improvement work based on conviction, or has the concept supported the distortion of a compliance driven educational process?
Author: Janice Marie Jordan
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author: Leah Dey Cochran Zigmund
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 228
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Book Description
Author: Gary J. Mattei
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 143
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Book Description
This case study investigated how the district administrators in one southeastern county of Pennsylvania perceived the role of Data-Driven Decision Making (D3M) technology systems as tools to meet the demands of reporting and accountability defined by No Child Left Behind's (NCLB) contemporary architecture of accountability. Public educational systems that included public school districts, charter schools and the intermediate unit were solicited to participate from the selected county. To evaluate the perceptions of the participants, this study employed three research questions. 1. What are the perceptions of selected district administrators regarding the role of D3M technology systems in an educational system as tools to meet the contemporary demands of reporting and accountability defined by NCLB? 2. What are the perceptions of the same district administrators regarding the role of D3M technology systems in an educational system as tools to provide the data necessary in a timely manner to drive improvements in instruction and student achievement? 3. What are the perceptions of the same district administrators regarding the implementation of a D3M technology system in an educational system within the contemporary architecture of accountability specified by NCLB?
Author: Theodore Kowalski
Publisher: Routledge
ISBN: 1135890838
Category : Education
Languages : en
Pages : 686
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Book Description
Education has fought long and hard to gain acceptance as a profession and, since professionals by definition use data to shape the decisions they make, education has little choice but to continue moving in this direction. This 3-part handbook represents a major contribution to the literature of education. It is a unique compendium of the most original work currently available on how, when and why evidence should be used to ground practice. It is a comprehensive, cross-disciplinary, research-based, and practice-based resource that all educators can turn to as a guide to data-based decision making. The Handbook of Data-Based Decision Making in Education is a must read for researchers who are just beginning to explore the scientifically based nature of educational practice. It is also appropriate for policy makers and practitioners who are confronted with young people who need to be in classrooms where "best practices" are the norm and not the exception.
Author:
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages :
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Book Description
This report investigates the preparedness of Southwestern Pennsylvania school districts to meet the challenges of using data to improve instruction, evaluate the effectiveness of schools, teachers and programs, and create reports. It examines state policies and the roles of regional service agencies, identifies next steps in developing data-driven decisionmaking capabilities, and recommends actions stakeholders can take to support this development.
Author: Sandra Watkins
Publisher: R & L Education
ISBN: 9781578866946
Category : Educational accountability
Languages : en
Pages : 0
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Book Description
Accountability for Results: The Realities of Data-Driven Decision Making addresses the most salient questions that administrators, school board members, and community stakeholders need to ask to ensure academic and fiscal accountability, providing definitions, background information, and current research. Research on professional development indicates little correlation between spending and student achievement. Teachers are often provided training with little or no monitoring for actual implementation. This lack of follow-up and follow-through minimizes the positive impact on student achievement. Examples are provided of different types of data for the analysis and evaluation of progress in district- and school-level improvements. To elicit collaborative discussions and support the development of district planning, reflective questions are also included. Book jacket.
Author: Ellen B. Mandinach
Publisher: Corwin Press
ISBN: 1412982049
Category : Business & Economics
Languages : en
Pages : 281
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Book Description
"Gathering data and using it to inform instruction is a requirement for many schools, yet educators are not necessarily formally trained in how to do it. This book helps bridge the gap between classroom practice and the principles of educational psychology. Teachers will find cutting-edge advances in research and theory on human learning and teaching in an easily understood and transferable format. The text's integrated model shows teachers, school leaders, and district administrators how to establish a data culture and transform quantitative and qualitative data into actionable knowledge based on: assessment; statistics; instructional and differentiated psychology; classroom management."--Publisher's description.
Author: American Bar Association. House of Delegates
Publisher: American Bar Association
ISBN: 9781590318737
Category : Law
Languages : en
Pages : 216
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Book Description
The Model Rules of Professional Conduct provides an up-to-date resource for information on legal ethics. Federal, state and local courts in all jurisdictions look to the Rules for guidance in solving lawyer malpractice cases, disciplinary actions, disqualification issues, sanctions questions and much more. In this volume, black-letter Rules of Professional Conduct are followed by numbered Comments that explain each Rule's purpose and provide suggestions for its practical application. The Rules will help you identify proper conduct in a variety of given situations, review those instances where discretionary action is possible, and define the nature of the relationship between you and your clients, colleagues and the courts.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 760
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Book Description
