Practices That Support Data Use in Urban High Schools

Item

Title

Practices That Support Data Use in Urban High Schools

Abstract/Description

This article presents initial findings of a case study focusing on data use in five low-performing urban high schools undergoing comprehensive schoolwide reform. The case study investigates: (a) the ways in which disaggregated data can be used to examine progress and guide improvement in the process of restructuring urban, low-performing high schools; (b) factors and conditions that either promote or act as barriers to data use; and (c) the policy and practice implications of achieving effective data use in a high school reform process. Study findings point to several key factors that have an impact on data use in the study sites: the quality and accuracy of available data, staff access to timely data, the capacity for data disaggregation, the collaborative use of data organized around a clear set of questions, and leadership structures that support schoolwide use of data. The findings build on current literature and also contribute new knowledge of the key roles played by a data team and a data coach in fostering effective data use in high school reform.

Author/creator

Lachat, Mary Ann

Smith, Stephen

Date

2005

In publication

Journal of Education for Students Placed at Risk (JESPAR)

Volume

10

Issue

3

Pages

333-349

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Open access/full-text available

en No

Peer reviewed

en Yes

ISSN

1082-4669

DOI

10.1207/s15327671espr1003_7

URL

Official Publisher's Webpage (Taylor & Francis)

Citation

Lachat, M. A., & Smith, S. (2005). Practices That Support Data Use in Urban High Schools. Journal of Education for Students Placed at Risk (JESPAR), 10(3), 333–349. https://doi.org/10.1207/s15327671espr1003_7

Item sets

OB Citations: Teacher Collaboration in School Improvement

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