If You Build it Will They Come? Teachers’ Online Use of Student Performance Data
Open accessAbstract
Testing of students and computer systems to store, manage, analyze, and report the resulting test data have grown hand-in-hand. Extant research on teacher use of electronically stored data are largely qualitative and focused on the conditions necessary (but not sufficient) for effective teacher data use. Absent from the research is objective information on how much and in what ways teachers use computer-based student test data, even when supposed precursors of usage are in place. This paper addresses this knowledge gap by analyzing the online activities of teachers in one mid-size urban district. Utilizing Web logs collected between 2008 and 2010, I find low teacher interaction with Web-based pages that contain student test information that could potentially inform practice. I also find no evidence that teacher usage of Web-based student data are related to student achievement gains, but there is reason to believe these estimates are downwardly biased.
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Online web-based data systems are increasingly becoming popular as they allow access to updated data.
“Online web-based data systems are increasingly becoming popular as they allow access to updated data (Tyler, 2013).”
From Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) (2024) · cites this paper as Tyler, 2013
The Introduction and Prior Research sections describe a proliferation of Web-based tools for accessing student performance data. Section 3 says the district’s system returns test data to teachers in a timely manner, but the paper does not establish that access to updated data is why these systems are becoming more popular. (LLM, conf=0.84)
Experimental — accuracy not yet measuredTime allocated for teachers to review and discuss data in small groups and adopt procedures for discussing data is essential for data use.
“Time allocated for teachers to review and discuss data in small groups and adopt procedures for discussing data is essential for data use (Tyler, 2013).”
From Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) (2024) · cites this paper as Tyler, 2013
The Summary and Conclusions section says time needs to be allocated for teachers to access and analyze student data regularly; Prior Research also identifies allotted time as a factor that promotes data use. Neither passage specifies reviewing and discussing data in small groups or adopting procedures for those discussions. Page numbers are not available in our copy. (LLM, conf=0.87)
Experimental — accuracy not yet measuredAnother significant hindering factor revealed in this study is the perceived reliability and validity of data.
“Another significant hindering factor revealed in this study is the perceived reliability and validity of data (Tyler, 2013).”
From Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) (2024) · cites this paper as Tyler, 2013
The Prior Research section says teachers’ belief that test data contain valid information, and their perception of its validity, affect data use. But it summarizes earlier research rather than reporting a barrier revealed by Tyler’s own study, and it does not identify perceived reliability as a separate factor. The Introduction describes Tyler’s study as examining whether and how long teachers access the data, not their perceptions of it; page numbers were not provided in our copy. (LLM, conf=0.86)
Experimental — accuracy not yet measuredThe availability of training for teachers increases their skills and confidence in using data systems to extract useful insights to inform learning and teaching activities.
“In addition, the availability of training for teachers increases their skills and confidence in using data systems to extract useful insights to inform learning and teaching activities (Tyler, 2013;van der Kleij & Eggen, 2013).”
From Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) (2024) · cites this paper as Tyler, 2013
The Summary and Conclusions (page unavailable) says teachers need training and support to use data effectively and translate analysis into instructional practice. But it does not establish that training increases teachers’ skills or confidence. In Results and Discussion, additional training may have increased printing of data, but did not increase interactive use of the Dashboard. (LLM, conf=0.85)
Experimental — accuracy not yet measuredIf teachers' attitude towards data is negative, they will be less inclined to use data to inform practice.
“If teachers' attitude towards data is negative, they will be less inclined to use data to inform practice (Tyler, 2013;van der Kleij & Eggen, 2013).”
From Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) (2024) · cites this paper as Tyler, 2013
In Prior Research (page unavailable), Tyler reports that teachers’ belief in the validity of test data affects data use, and describes teachers who were unconvinced that a data-analysis system was useful. This supports a link between particular negative perceptions and data use, but not the broader, categorical claim that any negative attitude toward data means teachers will be less inclined to use it to inform practice. (LLM, conf=0.82)
Experimental — accuracy not yet measured
The probability of teachers' data use proliferating in a school is increased when the 'culture of data use' is developed.
“Furthermore, Tyler (2013) argues that the probability of teachers' data use proliferating in a school is increased when the “culture of data use” is developed.”
From Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) (2024) · cites this paper as Tyler, 2013
The probability of teachers' data use proliferating in a school is increased when the 'culture of data use' is developed.
“Furthermore, Tyler (2013) argues that the probability of teachers' data use proliferating in a school is increased when the “culture of data use” is developed.”
From Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) (2024) · cites this paper as Tyler (2013)
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- Authors
- Tyler, J. H.
- Affiliations
- National Bureau of Economic Research (US)
- Corresponding author
- Tyler, John H.
- ORCID
- Tyler, John H.
- Venue
- Education Finance and Policy
- Publisher
- MIT Press - Journals
- Published
- 2013-04
- Volume
- 8
- Issue
- 2
- Pages
- 168-207
- ISSN
- 1557-3060 (ISSN-L)
- 1557-3079
- PMC
- PMC4292877
- OpenAlex
- W2060914432
- Cited by
- 19
- References
- 26
- Citations by year
- 2026: 1 · 2024: 2 · 2023: 2 · 2022: 1 · 2021: 1 · 2020: 2 · 2019: 4 · 2017: 4 · 2016: 1 · 2015: 1
- FWCI
- 2.93
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Education Finance and Policy (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R24HD041020)
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Social Sciences › Education › School Choice and Performance
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Keywords
- teacher data use, online data access, blogs, academic performance, urban school districts
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