Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)




Teacher data use has become an increasingly central feature of American education. Messages from the public policy, research, philanthropy, and professional development arenas assert that collecting, analyzing, and interpreting data€”particularly number-based achievement data€”will increase student achievement. in this dissertation, a review of literature exploring the link between data use and achievement yielded mixed results. While increased achievement was slightly more likely when data use involved multiple types of data and/or data use strategies, its effectiveness was not consistently supported, and least apparent when tied to marginalized students. to better understand what effective data use might look like at the micro level in marginalized communities, this dissertation also includes a collective case study of three urban charter school teachers with action research experience. These reflective educators routinely used multiple types of data (e.g., achievement data; student, parent, and peer input; observation of students and peers; instructional feedback; and collaboration data), as well as professional judgment (which is rooted in teachers' education, knowledge, and experience), simultaneously to solve three primary problems of practice: building relationships with students, monitoring student progress, and informing and improving instruction. This work was shaped by assessment, context, and teacher factors. Implications for research and practice are discussed, as well as the study's limitations.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Included in

Education Commons