Date of Award

Spring 5-2023

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Education

Committee Chair

Dr. David Lee

Committee Chair School

Education

Committee Member 2

Dr. Noal Cochran

Committee Member 2 School

Education

Committee Member 3

Dr. Kyna Shelley

Committee Member 3 School

Education

Committee Member 4

Dr. Gregory Stall

Committee Member 4 School

Education

Abstract

The Every Student Succeeds Act has an accountability model that holds the educational system in the United States accountable. It was decided that students throughout the United States should be held to the same standards, independent of where they lived. Furthermore, the Every Student Succeeds Act seeks to provide considerable opportunity for all students to obtain a fair, equitable, and high-quality education and reduce academic performance disparities. The study aims to identify the role teachers, instructional support staff, and administrators’ attitudes and beliefs regarding data-driven decision-making plays in student achievement.

Data-driven decision-making is the systematic process of gathering, evaluating, and interpreting data to inform education decisions (Schildkamp & Kuiper, 2010; Mandinach, 2012). Teachers and administrators typically analyze data collected at school, district, or state levels to make an informed decision on possible ways to make an informed decision about educating students. With the push for more accountability through test scores, teachers and administrators must take the data provided to make knowledgeable decision. This research provides a perspective on this vital topic in hopes of increasing the literature.

A survey research method was used to perform a quantitative study. A Teacher Data Use Survey was completed by 52 teachers, 12 instructional support staff, and 5 administrators at a public school district in western Mississippi. The study’s findings show that the attitudes and views held by teachers, instructional support staff, and administrators toward data, data-driven decision-making, and the student achievement were consistent across all their categories. Attitudes and views regarding data, data-driven decision-making, and student accomplishment among teachers, instructional support personnel, administrators were not statistically significant. Concerning the study results, suggestions were also given concerning creating data teams to promote continuity across the school district. The implications for future study include delving deeper into other sources that can assist in student achievement. Another implication of this research was to promote equity amongst all students to increase student achievement.

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