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From Data-Driven to Data-Informed: H...

Esqueda, Daisy,

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From Data-Driven to Data-Informed: How Principals, Counselors, and Teachers Use Collaborative Practices to Support Student Achievement in an Urban High School /

Record Type:	Electronic resources : Monograph/item
Title/Author:	From Data-Driven to Data-Informed: How Principals, Counselors, and Teachers Use Collaborative Practices to Support Student Achievement in an Urban High School // Daisy Esqueda.
Author:	Esqueda, Daisy,
Description:	1 electronic resource (109 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-06, Section: A.
Contained By:	Dissertations Abstracts International86-06A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31763816
ISBN:	9798346859581

From Data-Driven to Data-Informed: How Principals, Counselors, and Teachers Use Collaborative Practices to Support Student Achievement in an Urban High School /
Esqueda, Daisy,

From Data-Driven to Data-Informed: How Principals, Counselors, and Teachers Use Collaborative Practices to Support Student Achievement in an Urban High School /Daisy Esqueda. - 1 electronic resource (109 pages)

Source: Dissertations Abstracts International, Volume: 86-06, Section: A.

This qualitative case study explored how educators in a high-poverty, urban public high school used student achievement data to inform instruction. The sample consisted of one principal, five counselors, and ten teachers across multiple departments in a Los Angeles County high school recognized for its data-driven practices and collaborative culture. Data were collected through interviews with the principal, two counselors, and four English teachers, as well as observations of various meetings and co-planning sessions. Findings highlighted a shift from a "data-driven" to a "data-informed" approach, where data serves as a guide rather than a mandate. The study revealed that strong leadership, particularly from the principal, and structured collaboration, especially within Professional Learning Communities (PLCs), fostered a supportive environment for data use. This environment empowered educators to contextualize data within their unique classroom settings. However, variability in data engagement across departments underscored the need for sustained professional development. This study contributes to understanding how school culture, leadership, and resources shape data-driven decision-making, identifying both enablers and challenges educators face in their use of data. The results suggest that data use is most effective when embedded within a collaborative and supportive school culture that values professional judgment and contextual understanding alongside technical data analysis.

English

ISBN: 9798346859581Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Collaborative culture

From Data-Driven to Data-Informed: How Principals, Counselors, and Teachers Use Collaborative Practices to Support Student Achievement in an Urban High School /
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