Color-Neutral Disaggregation? Principals’ Practices Around Disaggregating Data From Three School Districts

Rachel Roegman, Ala Samarapungavan, Yukiko Maeda, Gary Johns

Research output: Contribution to journalArticle

Abstract

Purpose: We explored the practices and understandings around using disaggregated data to inform instruction of 18 principals from three Midwestern school districts. Research Method: This qualitative study used one-on-one semistructured interviews with the principals focusing on how they disaggregate data in practice. The protocol included general questions about principals’ data practices as well as specific questions around disaggregation. Initial inductive coding began with principals’ direct responses to specific questions around disaggregation, and then emerging themes were used to analyze the entire transcripts. Findings: Participants were more likely to talk about disaggregation in relation to performance (by teacher, by grade level, etc.) than by subgroup (by race/ethnicity, by gender, etc.). Further analysis highlighted principals’ purposes for disaggregating data that focused on identifying low performance on standards-based assessments, as well as the challenges they faced, particularly in terms of technical skills and software. Implications for Research and Practice: We conclude with a discussion of how disaggregation could support or challenge equity-focused leadership, with implications for policy, practice, and preparation. We consider the role of the principal in identifying inequitable patterns versus focusing on individual students, and different ways that equity can become part of regular leadership practice.

Original languageEnglish (US)
JournalEducational Administration Quarterly
DOIs
StateAccepted/In press - Mar 1 2018

Fingerprint

disaggregation
district
school
equity
leadership
performance
research method
coding
ethnicity
school grade
instruction
gender
teacher
interview
student

Keywords

  • accountability
  • data use
  • disaggregation
  • equity
  • leadership

ASJC Scopus subject areas

  • Education
  • Public Administration

Cite this

Color-Neutral Disaggregation? Principals’ Practices Around Disaggregating Data From Three School Districts. / Roegman, Rachel; Samarapungavan, Ala; Maeda, Yukiko; Johns, Gary.

In: Educational Administration Quarterly, 01.03.2018.

Research output: Contribution to journalArticle

@article{066301c3af7241ee870fef4889067bfa,
title = "Color-Neutral Disaggregation? Principals’ Practices Around Disaggregating Data From Three School Districts",
abstract = "Purpose: We explored the practices and understandings around using disaggregated data to inform instruction of 18 principals from three Midwestern school districts. Research Method: This qualitative study used one-on-one semistructured interviews with the principals focusing on how they disaggregate data in practice. The protocol included general questions about principals’ data practices as well as specific questions around disaggregation. Initial inductive coding began with principals’ direct responses to specific questions around disaggregation, and then emerging themes were used to analyze the entire transcripts. Findings: Participants were more likely to talk about disaggregation in relation to performance (by teacher, by grade level, etc.) than by subgroup (by race/ethnicity, by gender, etc.). Further analysis highlighted principals’ purposes for disaggregating data that focused on identifying low performance on standards-based assessments, as well as the challenges they faced, particularly in terms of technical skills and software. Implications for Research and Practice: We conclude with a discussion of how disaggregation could support or challenge equity-focused leadership, with implications for policy, practice, and preparation. We consider the role of the principal in identifying inequitable patterns versus focusing on individual students, and different ways that equity can become part of regular leadership practice.",
keywords = "accountability, data use, disaggregation, equity, leadership",
author = "Rachel Roegman and Ala Samarapungavan and Yukiko Maeda and Gary Johns",
year = "2018",
month = "3",
day = "1",
doi = "10.1177/0013161X18769052",
language = "English (US)",
journal = "Educational Administration Quarterly",
issn = "0013-161X",
publisher = "SAGE Publications Inc.",

}

TY - JOUR

T1 - Color-Neutral Disaggregation? Principals’ Practices Around Disaggregating Data From Three School Districts

AU - Roegman, Rachel

AU - Samarapungavan, Ala

AU - Maeda, Yukiko

AU - Johns, Gary

PY - 2018/3/1

Y1 - 2018/3/1

N2 - Purpose: We explored the practices and understandings around using disaggregated data to inform instruction of 18 principals from three Midwestern school districts. Research Method: This qualitative study used one-on-one semistructured interviews with the principals focusing on how they disaggregate data in practice. The protocol included general questions about principals’ data practices as well as specific questions around disaggregation. Initial inductive coding began with principals’ direct responses to specific questions around disaggregation, and then emerging themes were used to analyze the entire transcripts. Findings: Participants were more likely to talk about disaggregation in relation to performance (by teacher, by grade level, etc.) than by subgroup (by race/ethnicity, by gender, etc.). Further analysis highlighted principals’ purposes for disaggregating data that focused on identifying low performance on standards-based assessments, as well as the challenges they faced, particularly in terms of technical skills and software. Implications for Research and Practice: We conclude with a discussion of how disaggregation could support or challenge equity-focused leadership, with implications for policy, practice, and preparation. We consider the role of the principal in identifying inequitable patterns versus focusing on individual students, and different ways that equity can become part of regular leadership practice.

AB - Purpose: We explored the practices and understandings around using disaggregated data to inform instruction of 18 principals from three Midwestern school districts. Research Method: This qualitative study used one-on-one semistructured interviews with the principals focusing on how they disaggregate data in practice. The protocol included general questions about principals’ data practices as well as specific questions around disaggregation. Initial inductive coding began with principals’ direct responses to specific questions around disaggregation, and then emerging themes were used to analyze the entire transcripts. Findings: Participants were more likely to talk about disaggregation in relation to performance (by teacher, by grade level, etc.) than by subgroup (by race/ethnicity, by gender, etc.). Further analysis highlighted principals’ purposes for disaggregating data that focused on identifying low performance on standards-based assessments, as well as the challenges they faced, particularly in terms of technical skills and software. Implications for Research and Practice: We conclude with a discussion of how disaggregation could support or challenge equity-focused leadership, with implications for policy, practice, and preparation. We consider the role of the principal in identifying inequitable patterns versus focusing on individual students, and different ways that equity can become part of regular leadership practice.

KW - accountability

KW - data use

KW - disaggregation

KW - equity

KW - leadership

UR - http://www.scopus.com/inward/record.url?scp=85044938609&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85044938609&partnerID=8YFLogxK

U2 - 10.1177/0013161X18769052

DO - 10.1177/0013161X18769052

M3 - Article

JO - Educational Administration Quarterly

JF - Educational Administration Quarterly

SN - 0013-161X

ER -