Date Awarded

2005

Document Type

Dissertation

Degree Name

Doctor of Philosophy (Ph.D.)

Department

Education

Advisor

James H. Stronge

Abstract

Educators are required by federal and state mandates to use data in order to improve student achievement and teacher performance in public schools. The public's faith in public schools is dependent upon the school organization's ability to respond to the data and to make changes that will improve schools. The perceptions of members of the school organization regarding barriers and facilitative strategies that either hinder or promote the effective use of data, respectively, inherently impact the effective use of data. The purpose of this study was to examine the perceptions of school staff members regarding the use of data to make educational decisions.;Although the use of data to make informed decisions to improve an organization's capacity to reach defined goals holds promise, the process of implementing an organizational structure and developing a culture and climate that facilitate the use of data within the public schools presents challenges. This study showed that although the respondents generally agreed that the school and/or district had the cultural components to facilitate greater student achievement, barriers existed that limit the most effective use of data within the organization.

DOI

https://dx.doi.org/doi:10.25774/w4-pva6-yf73

Rights

© The Author

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