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DOES DATA-DRIVEN DECISION MAKING MATTER FOR AFRICAN AMERICAN
STUDENTS?
by
Virginia Ward-Roberts
________________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2009
Copyright 2009 Virginia Ward-Roberts
Object Description
| Title | Does data-driven decision making matter for African American students? |
| Author | Ward-Roberts, Virginia |
| Author email | vyvetteward@yahoo.com; wardrobe@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2009-03-11 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-04-27 |
| Advisor (committee chair) | Datnow, Amanda |
| Advisor (committee member) |
Ragusa, Gisele Love, Laurie |
| Abstract | For over 30 years African American students' have been disproportionately placed in special education programs. Because of the heightened pressures of NCLB, data driven decision making (DDDM) has become a promising reform drawing attention to the academic performance of several student subgroups. In many academic settings, data use exists, however, it is unclear how DDDM assists (or not) in the schooling of African American students.; This study examined DDDM in three urban schools in the Central Unified School District. In addition to general education, a strong emphasis was placed on students with learning disabilities. This study also explored varied forms of assessment data, schools' leadership, and the intended and unintended consequences concerning the uses of data. Semi-structured interviews were used to facilitate the interview process and identify how educators used data to impact classroom instruction.; The findings suggest the behaviors of African American students contributed to mistaken referrals and inaccurate placements. In addition, to the focus on instruction, teachers differentiated lessons, and relied on teacher-made assessment data to inform instructional practices. While data improved the education of African American students, overrepresentation remains a constant concern.; The examination of policies and practices addressed the uses of consistent and reliable assessment data. Nevertheless, instructional decisions and practices relied on the correct uses of data to change for the better the educational outcomes of all students, especially the African American subgroup. |
| Keyword | data-driven decision making; African American students and data use; data use in general and special education classrooms with African American students; the uses of various forms of assessment data with African American students (e.g., benchmarks, standardized, teacher-made, bi-weekly, informal); data use and teachers' instructional practices |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2132 |
| Contributing entity | University of Southern California |
| Rights | Ward-Roberts, Virginia |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@dots.usc.edu |
| Filename | etd-WardRoberts-2829 |
| Archival file | uscthesesreloadpub_Volume26/etd-WardRoberts-2829.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@dots.usc.edu |
| Full text | DOES DATA-DRIVEN DECISION MAKING MATTER FOR AFRICAN AMERICAN STUDENTS? by Virginia Ward-Roberts ________________________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2009 Copyright 2009 Virginia Ward-Roberts |
