Central office foci and principal data use: A comparative study of equity-focused practice in six districts

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Abstract

In this comparative study, I examine principal data use in two sets of districts. One set of three districts has a district-wide focus on using data to improve instruction, and the other set, also with three districts, has a district-wide focus on analyzing disaggregated data by student demographic groups. Data sources include interviews with principals in each set (18 from data-focused districts, and 9 from disaggregation-focused districts), and analysis focuses on ways that they talk about analyzing data in relation to district expectations and equity. Findings showed that each set of principals shared a different approach to data, either performance-focused or demographic-focused, suggesting the central role of the district in guiding how data are used at the building level. I conclude with implications for practice, policy, and research.

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How to Cite
Roegman, R. (2020). Central office foci and principal data use: A comparative study of equity-focused practice in six districts. Education Policy Analysis Archives, 28, 181. https://doi.org/10.14507/epaa.28.5304
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Author Biography

Rachel Roegman, University of Illinois, Urbana-Champaign

Rachel Roegman is an Assistant Professor of Educational Leadership in the Department of Education Policy, Organization and Leadership at the University of Illinois, Urbana-Champaign. Her research examines the development and support of equity-focused leaders. Her work has been influenced by her experiences as a middle school teacher in traditional and alternative schools and her commitment to anti-racist, equity-focused practice.

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