Examining the Association Between Local Education Agency (LEA) Data Use and Student Literacy Outcomes for Students in Schools Participating in a Comprehensive Literacy Program

Examining the Association Between Local Education Agency (LEA) Data Use and Student Literacy Outcomes for Students in Schools Participating in a Comprehensive Literacy Program

First Author: Meghan Welch -- GaDOE
Additional authors/chairs: 
Rihana Mason
Keywords: Reading Assessment, Grades K-12, Predictors for academic success, Teacher training, Large-scale Assessment
Abstract / Summary: 

Continuous improvement is stressed as a priority for US State educational agencies, especially those who serve large populations of students at risk for reading failure. Building a data informed culture is important for ongoing progress monitoring efforts and yet there is inconsistent worldwide evidence that data based decision making improves student achievement (Slavin, Cheung, Holmes, Madden & Chamberlain, 2013).

The aim of the current study was to examine the association between student literacy outcomes and district-wide orientation towards data usage in low performing schools in a southeastern US state. Key staff (n=1,075) in 38 Local Education Agencies (LEAs) were administered an adapted version of the Appalachia Regional Educational Laboratory Program (REL) Teacher Data Use Survey (Wayman, Wilkerson, Cho, Mandinach, & Supovitz, 2016). Survey questions were related to attitudes towards data, data competence, data actions, and organizational supports.

The surveyed LEAs are participating in Striving Readers Comprehensive Literacy (SRCL) Program. SRCL is a statewide literacy initiative competitively funded through US Department of Education. Sub-granted funds to LEAs allow district to develop site-specific literacy plans to serve students birth through grade 12. As grantees of the SRCL program, LEAs were required to administer specific literacy assessments across all grade levels PK-11th.

A series of regression models will be used to explore the research aim examining the association between student literacy outcomes based on required assessments and the district-wide orientation towards data usage. The emergent findings have Implications for data use in future literacy improvement efforts in LEAs.