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Title:What matters in data use: examining equity and data driven decision making in diverse elementary schools
Author(s):Crenshaw, Hope L
Director of Research:Greene, Jennifer
Doctoral Committee Chair(s):Trent, William; Schwandt, Thomas
Doctoral Committee Member(s):Dixson, Adrienne; Welton, Anjalé
Department / Program:Educ Policy, Orgzn & Leadrshp
Discipline:Educational Policy Studies
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Data use
Abstract:Although political leaders tout contemporary reform strategies such as data driven decision making (DDDM) as being essential for eliminating the achievement gap between black and white student populations, little scholarly attention has focused on the ways DDDM for instructional decision making has been used to address issues of inequality within schools. This thesis explores the ways in which DDDM for instructional decision making (for teaching and learning) can promote or inhibit equitable arrangements for diverse student populations. What has been needed is an organizing framework for school leaders to provide equity focused questions within schools. In the first paper, I explore the utility of the Hodges Persell (1979) framework in creating appropriate equity-focused questions that promote or inhibit equity within diverse elementary schools. In the second paper, I explore features of DDDM processes within two teacher teams to examine whether the teams are responsive to issues of equity. In the third paper, I explore how leaders took up district mandates declaring schools be more equity-focused and more data driven. Collectively, these papers show the importance of understanding how data use and equity shape the educational experience across three elementary schools.
Issue Date:2016-03-16
Rights Information:Copyright 2016 Hope L. Crenshaw
Date Available in IDEALS:2016-07-07
Date Deposited:2016-05

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