U.S. Department of Education, Office of Planning, Evaluation and Policy Development. (2011, February). Teachers’ ability to use data to inform instruction: Challenges and supports. Washington, D.C. Retrieved from http://dataqualitycampaign.org:8080/files/Teacher's%20Ability%20to%20Use%20Data%20ED%20report.pdf
This report developed by the U.S. Department of Education presents an exploratory study examining teachers’ use of data to inform instruction. Data collection included individual interviews with 52 teachers and 72 small group interviews. Teachers also responded to hypothetical scenarios about data use in education. Data were collected in 21 elementary schools and 14 middle schools across 12 states. The schools selected to participate were chosen because they demonstrate best practices regarding data use which includes having access to data and support for teachers' data-based decision making. Researches read teacher responses and identified both strengths and weaknesses related to five components of data literacy: Data location, comprehension, interpretation, use for instructional decision making, and question posing. The researchers also found that teachers worked with data more effectively in small groups rather than individually. The authors conclude with directions for future research, implications for education policy and practice, and provide resources for data literacy professional development.
Culture of Collaboration, Decision Making, Expectations for Data Use, Professional Development, Professional Expertise