| With the current focus on student progress and results, there is a continuous search for ways to help schools improve their student outcomes. As a result, research in data-driven decisions making continues to grow as this process has demonstrated its ability to increase student learning and progress. The purpose of this study is to add to the body of knowledge on data driven decision making and to focus specifically on how teachers use data to make instructional decisions in their classrooms. This study has investigated the types of data teachers find most useful in making instructional decisions, the ways teachers make instructional decisions based on data, and the kinds of professional development that is provided to assist teachers in engaging in the process of data-driven decision making. To explore these topics, a qualitative case study was conducted at one elementary school site. Interviews with administrators and teachers were conducted and observations at data-related meetings and in classrooms were completed. Qualitative data were coded for themes in relation to the research topics.;Through this research, it was found that the use of data driven decision making is one way in which low performing schools can improve student outcomes and academic success. Low performing schools can use their data constructively to make informed decisions about their instruction that will benefit their students. In addition, teachers need time to reflect, collaborate, and share with colleagues so that they are continually growing and learning from each other. Also, findings showed that teachers need to be introduced to the idea of data as a facilitator for instructional decisions as well as be provided with training on how to use data effectively. |
