Date

7-2020

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Carolyn McCreight

Keywords

Data-driven, Instructional leadership, Achievement, Social Cognitive, Collaboration

Disciplines

Education | Educational Leadership

Abstract

Instructional leadership is key in reaching educational goals for students. Data-driven instructional leadership leveraged to improve teachers’ instructional practices provides opportunities for teachers to reflect, collaborate, and improve instructional practice. Data-driven leadership has been studied, but achievement results have not been a common topic. It is of value to understand the aspects of school leadership with causal nexus to student outcomes and what actions by leaders are associated with positive student outcomes. This study examined the achievement scores of four groups of schools (N= 81) in the state of New Mexico. The treatment groups leveraged data-driven practices, while the control groups did not use formalized data-driven practices. A causal-comparative design with a t-test analysis was conducted on the differences of achievement scores based on the Partnership for Assessment of Readiness for College and Career assessment. Results of independent samples t-tests did not reveal a statistically significant difference between data-driven groups and nondata-driven groups on neither reading nor math achievement outcomes. However, the mean averages of data-driven groups were higher than the nondata-driven groups on both academic measures.

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