Journal
EDUCATIONAL POLICY
Volume 24, Issue 6, Pages 872-907Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/0895904809341467
Keywords
Data-driven decision making; instructional coach
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This article examines the convergence of two popular school improvement policies: instructional coaching and data-driven decision making (DDDM). Drawing on a mixed methods study of a statewide reading coach program in Florida middle schools, the article examines how coaches support DDDM and how this support relates to student and teacher outcomes. Authors find that although the majority of coaches spent time helping teachers analyze student data to guide instruction, data support was one among many coach activities. Estimates from models indicate that data analysis support, nevertheless, has a significant association with both perceived improvements in teaching and higher student achievement.
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