Leading Data Use in Schools: Organizational Conditions and Practices at the School and District Levels
Abstract
This study examined data use and conditions influencing data use by typical principals and teachers, as well as the relationship between data use and student performance. The analysis drew upon a multi-method investigation of leadership at the school, district, and state levels. The findings emphasize the leadership of principals in establishing data use purposes and expectations, opportunities, training, access to expertise, and follow-up actions. Principal and teacher use of data is strongly shaped by district leaders in the context of state accountability systems. Statistical evidence linking patterns of data use to achievement test results was weak, and limited to elementary schools.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Understanding school culture encompasses recognizing conditions that may facilitate or hinder teachers' data use.
“This encompasses recognizing the conditions that may facilitate or hinder teachers’ data use (Abdusyakur & Poortman, 2019; Anderson et al., 2010; Keuning et al., 2017) and navigating various challenges associated with using assessment data in the school (Datnow et al., 2012; Ford, 2018; Kanjee & Moloi, 2014; Thomas & Huffman, 2011).”
From Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021 (2024) · cites this paper as Anderson et al., 2010
Cites
Ikemoto, G. S., & Marsh, J. A. (2007) · Yearbook of the National Society for the Study of Education · doi:10.1111/j.1744-7984.2007.00099.x · Cited by 244 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Interventions Promoting Educators’ Use of Data: Research Insights and Gaps
Marsh, J. A. (2012) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146811211401106 · Cited by 328 · see citing works
Jimerson, J. B. (2014) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2013.10.010 · Cited by 97 · see citing works
Farley-Ripple, E. N., & Buttram, J. L. (2014) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2013.09.006 · Cited by 79 · see citing works
The effects of a data use intervention on educators’ satisfaction and data literacy
Ebbeler, J., Poortman, C. L., Schildkamp, K., & Pieters, J. M. (2017) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-016-9251-z · Cited by 77 · see citing works
Effects of a data use intervention on educators’ use of knowledge and skills
Ebbeler, J., Poortman, C. L., Schildkamp, K., & Pieters, J. M. (2016) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2015.11.002 · Cited by 53 · see citing works
Kearney, C. A. (2021) · Child & Youth Care Forum · doi:10.1007/s10566-020-09591-0 · Cited by 51 · see citing works
Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021
Lee, J., Alonzo, D., Beswick, K., Abril, J. M. V., Chew, A. W., & Oo, C. Z. (2024) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-024-09435-8 · Cited by 40 · see citing works
Implementation of a collaborative data use model in a United States context
Jimerson, J. B., Garry, V., Poortman, C. L., & Schildkamp, K. (2021) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2020.100866 · Cited by 21 · see citing works
Data use in Kenyan secondary schools
Omoso, E., Schildkamp, K., & Pieters, J. (2019) · Journal of Professional Capital and Community · doi:10.1108/jpcc-11-2018-0027 · Cited by 3 · see citing works
- Authors
- Anderson, S., Leithwood, K., & Strauss, T.
- Affiliations
- University of Toronto (CA)
- Corresponding author
- Anderson, Stephen
- Venue
- Leadership and Policy in Schools
- Publisher
- Informa UK Limited
- Published
- 2010-07-08
- Volume
- 9
- Issue
- 3
- Pages
- 292-327
- ISSN
- 1570-0763 (ISSN-L)
- 1744-5043
- OpenAlex
- W2144464692
- Cited by
- 210
- References
- 1
- Citations by year
- 2026: 3 · 2025: 8 · 2024: 7 · 2023: 6 · 2022: 6 · 2021: 11 · 2020: 20 · 2019: 17 · 2018: 16 · 2017: 18 · 2016: 24 · 2015: 25 · 2014: 14 · 2013: 15 · 2012: 15
- FWCI
- 24.68
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Leadership and Policy in Schools (publishedVersion)
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Social Sciences › Education › Educational Leadership and Practices
- Social Sciences › Education › School Leadership and Teacher Performance
- Keywords
- data use in schools, educational leadership, school principals, school district leadership, state accountability systems, academic performance, teacher data use, organizational conditions, elementary school
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
