When Data-Driven Decision Making Becomes Data-Driven Test Taking

A Case Study of a Midwestern High School

Rachel Roegman, Rachael Kenney, Yukiko Maeda, Gary Johns

Research output: Contribution to journalArticle

Abstract

This case study examines how district administrators and high school mathematics and science teachers use data in instructional decision making and what challenges they face in the current accountability context. Findings reveal unique aspects of data use directly related to a high school setting within the context of test-based accountability and illustrate how overlapping systems (state and federal policy, subject area knowledge, district norms, etc.) influence data practices. We conclude with implications for practice and policy around ways to use data to inform instruction beyond passing state assessments.

Original languageEnglish (US)
JournalEducational Policy
DOIs
StateAccepted/In press - Jan 1 2019

Fingerprint

decision making
school
District Administrator
responsibility
federal policy
mathematics
district
instruction
teacher
science

Keywords

  • accountability
  • assessment
  • content knowledge
  • educational policy
  • high schools
  • organizational behavior
  • testing

ASJC Scopus subject areas

  • Education

Cite this

When Data-Driven Decision Making Becomes Data-Driven Test Taking : A Case Study of a Midwestern High School. / Roegman, Rachel; Kenney, Rachael; Maeda, Yukiko; Johns, Gary.

In: Educational Policy, 01.01.2019.

Research output: Contribution to journalArticle

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