Multiple initiatives, multiple challenges: The promise and pitfalls of implementing data

Hubbard, Lea; Datnow, Amanda; Pruyn, Laura

doi:10.1016/j.stueduc.2013.10.003

Cited by 60Educational Assessment and ImprovementTeacher Education and Leadership StudiesTeacher Education and Assessments

Multiple initiatives, multiple challenges: The promise and pitfalls of implementing data

Hubbard, Lea, Datnow, Amanda, Pruyn, Laura·2014·Studies in Educational Evaluation

DOI 10.1016/j.stueduc.2013.10.003

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In several DBDM studies, teachers indicated they were only using data because they felt forced to do so or felt pressured by the accountability system, and not because they believed data use to be important for improving classroom practice.
“In several DBDM studies, teachers indicated they were only using data because they felt forced to do so or felt pressured by the accountability system (e.g., social pressure), and not because they believed data use to be important for improving classroom practice”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Hubbard et al., 2014
Educators were likely to use data only in subjects in which there are regular benchmark assessments for accountability purposes, such as language and mathematics.
“A study by Hubbard et al. (2014) showed that educators were likely to use data only in subjects in which there are regular benchmark assessments for accountability purposes, such as language and mathematics.”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Hubbard et al. (2014)
In the DBDM studies, data use was often linked to accountability and high stakes testing, and not to improvement.
“In the DBDM studies, data use was often linked to accountability and high stakes testing, and not to improvement”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Hubbard et al., 2014

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Authors: Hubbard, L., Datnow, A., & Pruyn, L.
Affiliations: University of San Diego (US)
University of California San Diego (US)
Corresponding author: Hubbard, Lea
ORCID: Datnow, Amanda
Venue: Studies in Educational Evaluation
Publisher: Elsevier BV
Published: 2014-09
Volume: 42
Pages: 54-62
ISSN: 0191-491X (ISSN-L)
DOI: 10.1016/j.stueduc.2013.10.003
OpenAlex: W2057568166
Cited by: 60
References: 40
Citations by year: 2026: 3 · 2025: 1 · 2024: 5 · 2023: 2 · 2022: 9 · 2021: 6 · 2020: 7 · 2019: 5 · 2018: 6 · 2017: 8 · 2016: 3 · 2015: 4 · 2014: 1
FWCI: 5.86
Type: journal article
Language: en
Update notices: erratum (2014-12-01)
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
www.elsevier.com/legal/tdmrep-license (tdm)
Locations: Studies In Educational Evaluation (publishedVersion)
Topics: Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
Social Sciences › Education › Teacher Education and Leadership Studies
Social Sciences › Education › Teacher Education and Assessments
Keywords: data-driven decision making, data use in schools, educational reform, Common Core State Standards, 21st century skills, student-centered learning, primary school teachers, instructional planning, teacher motivation, school leadership capacity

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Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

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Multiple initiatives, multiple challenges: The promise and pitfalls of implementing data

Integrity signals

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