Supporting Data-Driven Decision Making in a Canadian School District
Open accessAbstract
A main objective in educational settings is to build system and school capacity in data driven decisionmaking and evidence-informed practice in support of the development, monitoring, and measuring of initiatives targeted to support student achievement and well-being.In 2016-2017, the Ottawa-Carleton District School Board (OCDSB) implemented an innovative Data Support Model to provide support to senior staff, school administrators and teams of educators: (1) in the exploration/understanding of data reflecting student achievement/attitudes/ demographics, (2) in the design of school-specific initiatives, and (3) through the development of online and interactive data resource tools.This paper discusses the conceptual framework and collaborative approach of the model, as well as the use and impact of the model.The results indicate a strong positive relation between the Data Support Model and improved Data Literacy at both a systemand school-level.Implications and opportunities for model improvement and growth are discussed.There has been considerable commitment from participants and a continued desire to grow and enhance this model.With time, it is anticipated that student outcomes will also be positively impacted.This approach is unique to this school district and as such, can serve as a valuable model to other school districts.
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?
Supporting staff understanding of data can increase their data literacy.
“however, supporting staff understanding of data can increase their data literacy [10].”
From Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education (2021) · cites this paper as [10]
Teachers need training in DBDM, including collecting, interpreting, and using CBM and other progress monitoring tools to provide instruction.
“Additionally, teachers need training in DBDM [10], including in collecting, interpreting, and using CBM and other progress monitoring tools to provide instruction [46].”
From Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education (2021) · cites this paper as [10]
Cites
A Systemic View of Implementing Data Literacy in Educator Preparation
Mandinach, E. B., & Gummer, E. S. (2013) · Educational Researcher · doi:10.3102/0013189x12459803 · Cited by 492 · see citing works
A Perfect Time for Data Use: Using Data-Driven Decision Making to Inform Practice
Mandinach, E. B. (2012) · Educational Psychologist · doi:10.1080/00461520.2012.667064 · Cited by 490 · see citing works
Marsh, J. A., & Farrell, C. C. (2015) · Educational Management Administration & Leadership · doi:10.1177/1741143214537229 · Cited by 233 · see citing works
Wayman, J. C., & Stringfield, S. (2006) · American Journal of Education · doi:10.1086/505059 · Cited by 200 · see citing works
Park, V., & Datnow, A. (2009) · School Leadership & Management · doi:10.1080/13632430903162541 · Cited by 199 · cited 15× · see citing works
“This collaborative and organic approach contributes to growth in personal Data Literacy as well as to the transfer of knowledge from one project to another.”
BackgroundResultInfluentialTeacher needs for data-related professional learning
Wayman, J. C., & Jimerson, J. B. (2013) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2013.11.001 · Cited by 112 · see citing works
A classroom data literacy intervention for pre-service teachers
Reeves, T. D., & Honig, S. L. (2015) · Teaching and Teacher Education · doi:10.1016/j.tate.2015.05.007 · Cited by 97 · see citing works
McNaughton, S., Lai, M. K., & Hsiao, S. (2012) · School Effectiveness and School Improvement · doi:10.1080/09243453.2011.652126 · Cited by 77 · see citing works
Navigating the Landscape of Data Literacy: It IS Complex.
Mandinach, E. B., & Gummer, E. S. (2012) · Cited by 59 · see citing works
Sitting Down To Score: Teacher Learning Through Assessment.
Falk, B. F., & Ort, S. W. (1998) · Phi Delta Kappan · Cited by 32 · see citing works
Flagged first, then by citations
1 of the 11 references couldn’t be matched to a known paper.
Cited by
Sorted by citations
Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education
Wilcox, G., Fernandez Conde, C., & Kowbel, A. (2021) · Education Sciences · doi:10.3390/educsci11030129 · Cited by 45 · see citing works
“Additionally, teachers need training in DBDM [10], including in collecting, interpreting, and using CBM and other progress monitoring tools to provide instruction [46].”
BackgroundMethodVilleneuve, A., & Bouchamma, Y. (2021) · SN Social Sciences · doi:10.1007/s43545-021-00096-8 · Cited by 2 · see citing works
Effectiveness of Data-Driven Decision Making by School Principals in Indonesia
Syobri, A. Y., Ulfa, S. U., & Kazuhiro, S. (2025) · doi:10.1109/icet67257.2025.11290870 · Cited by 1 · see citing works
Technology-Based Decision Making in Inclusive Education
(2021) · Human, Technologies and Quality of Education · doi:10.22364/htqe.2021.30
La investigación educativa como elemento clave en el desarrollo de la competencia emprendedora
Galindo‐Domínguez, H., Esteban, J. M. V., & Trabada, A. V. (2022) · Aula Abierta · doi:10.17811/rifie.51.1.2022.17-26
- Authors
- Pagan, S., Magner, K., & Thibedeau, C.
- Venue
- International Journal for Digital Society
- Publisher
- Infonomics Society
- Published
- 2019-09-30
- Volume
- 10
- Issue
- 3
- Pages
- 1510-1515
- ISSN
- 2040-2570 (ISSN-L)
- OpenAlex
- W4251996185
- Cited by
- 5
- References
- 11
- Citations by year
- 2025: 1 · 2022: 1 · 2021: 3
- FWCI
- 1.19
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- International Journal for Digital Society (publishedVersion)
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Social Sciences › Business, Management and Accounting › Management Information Systems › Big Data and Business Intelligence
- Social Sciences › Education › Educational Leadership and Practices
- Keywords
- data-driven decision making, evidence-informed practice, data literacy, school district leadership, school administrators, school improvement initiatives, academic performance, student well-being
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
