Student Involvement and Data-Driven Decision Making: Developing a New Typology

Kennedy, Brianna L.; Datnow, Amanda

doi:10.1177/0044118x10388219

Cited by 37Educational Assessment and ImprovementHigher Education Practises and EngagementChildren's Rights and Participation

Student Involvement and Data-Driven Decision Making: Developing a New Typology

Kennedy, Brianna L., Datnow, Amanda·2011·Youth & Society

DOI 10.1177/0044118x10388219

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Abstract

Existing literature supports the inclusion of students in education reform, documenting benefits for both students and educators. When student voice is not included in reform efforts, these efforts are more likely to flounder. The emerging educational reform of data-driven decision making (DDDM) offers promise for increasing student achievement. However, scant research documents the involvement of students in DDDM reforms. Using a theoretical framework that advocates for democratically involving students in education reform, this cross-case analysis examines the role of students in DDDM reforms in elementary and high schools known to be exemplars of data-driven decision making. Based on findings of efforts made by exemplar districts as well as actions they did not take to involve students, the authors conclude that a new typology is necessary for assessing student involvement in DDDM. Consequently, the authors propose a new three-tiered typology for conceptualizing this phenomenon.

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Most schools do not involve students in the use of data.
“Kennedy and Datnow (2011) focused on discussing assessment results with students, and concluded that most schools do not involve students in the use of data.”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Kennedy and Datnow (2011)
Students were involved in the analysis of their test scores in some exemplary schools.
“However, students were involved in the analysis of their test scores in some exemplary schools.”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Kennedy and Datnow (2011)

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Student Involvement and Data-Driven Decision Making: Developing a
Typology, N., Kennedy, B. L., & Datnow, A. (2016)
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Authors: Kennedy, B. L., & Datnow, A.
Affiliations: University of Florida (US)
University of California San Diego (US)
ORCID: Kennedy, Brianna L.
Datnow, Amanda
Venue: Youth & Society
Publisher: SAGE Publications
Published: 2010-12-01
Volume: 43
Issue: 4
Pages: 1246-1271
ISSN: 0044-118X (ISSN-L)
1552-8499
DOI: 10.1177/0044118x10388219
OpenAlex: W2138595792
Cited by: 37
References: 36
Citations by year: 2026: 2 · 2025: 1 · 2024: 3 · 2023: 2 · 2022: 2 · 2021: 4 · 2020: 4 · 2019: 5 · 2018: 3 · 2017: 1 · 2016: 4 · 2015: 3 · 2014: 2 · 2013: 1
FWCI: 0.71
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Youth & Society (publishedVersion)
Topics: Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
Social Sciences › Education › Higher Education Practises and Engagement
Social Sciences › Sociology and Political Science › Children's Rights and Participation
Keywords: student involvement, data-driven decision making, educational reform, student voice, school democracy, academic performance, elementary school, high schools

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