Support for data-driven instruction intervention (coaching and support to schools for using student data)¶

Element · All elements
Evidence · 4 claims (2 for, 2 against) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

An intervention evaluated in a random assignment study that involved "providing coaching and support to schools to help them use student data to inform teachers’ instruction." It was examined for effects on "teachers’ practices and student achievement" and included additional resources and emphasis placed on data-related activities. Most aspects were implemented as planned, but it did not increase key data-related activities, teachers' data use, or instructional practices.

Design Implications¶

Context¶

Requirements¶

• Coaching and support delivered to schools to help them use student data to inform teachers' instruction
• Schools receive coaching and support aimed at helping them use student data to inform teachers' instruction, as the evaluated treatment

Constraints¶

• In this evaluation the intervention did not increase key data-related activities, teachers' data use, or change instructional practices
• The supplied executive summary does not describe the intervention's specific components, intensity, or implementation details

Target Learners¶

• K-12 teachers and schools
• K-12 teachers in schools receiving the data-use coaching and support

Target Learning Goals¶

• Using student data to inform instruction
• Teachers' instructional use of student data to inform instruction
• Student achievement

Claims¶

• Support for data-driven instruction did not increase teachers' data use or change their instructional practices [-W]
• Support for data-driven instruction did not increase key data-related activities despite additional resources and emphasis [-W]
• In the data-driven instruction evaluation, most aspects of the intervention were implemented as planned [+W]
• A random assignment study examined how providing coaching and support to schools to help them use student data to inform teachers' instruction affects teachers' practices and student achievement [+W]

Related Elements¶

• School-based coaching and support for using student data to inform instruction

Examples¶

- - Evaluate data-use supports with random assignment to generate causal evidence on teacher practice and achievement outcomes

Key Sources¶

• Philip Gleason, Sarah Crissey, Greg Chojnacki, Marykate Zukiewicz, Tim Silva, Sarah Costelloe, Fran O'Reilly. (2019). Evaluation of Support for Using Student Data to Inform Teachers' Instruction. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/
• Philip Gleason, Sarah Crissey, Greg Chojnacki, Marykate Zukiewicz, Tim Silva, Sarah Costelloe, Fran O'Reilly. (2019). Evaluation of Support for Using Student Data to Inform Teachers’ Instruction—Executive Summary. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://www.mathematica.org/publications/evaluation-of-support-for-using-student-data-to-inform-teachers-instruction-executive-summary