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 language | English (US) |
|---|---|
| Journal | Educational Administration Quarterly |
| DOIs | |
| State | Accepted/In press - Mar 1 2018 |
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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 journal › Article
}
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
AN - SCOPUS:85044938609
JO - Educational Administration Quarterly
JF - Educational Administration Quarterly
SN - 0013-161X
ER -