One of the most disappointing characterizations of educators in recent years is the love-hate relationship we have with achievement data. The love and hate usually accompany specific organizational roles with administrators typically being the "lovers". I wouldn't say that teachers typically hate data, (all the haters scream, "Yes, I do!") but I would go as far as to purport that many teachers are mangled with frustration at the misuse of (specifically student demographic and achievement) data.
Having served in positions ranging from classroom teacher to district administrator over these 15 years, I can admit that I was a hater-want-to-be-lover. I was so frustrated by how we were using this information, but I could see a lot of value in using it the right way.
So what if we could change WHAT information was used to measure students and teachers?
Action Research (as described by Stringer, 2014) is a trusted practice of doctoral scholars and practitioners in many fields including education. In the initial phases, background information such as perceptions of the organization, identification of interests and needs, and personal experiences as described by stakeholders are collected, classified, and use to guide strategic planning. This means that a more realistic picture of the child, teacher, or situation is informing the decision-makers.
It's a rough and righteous battle to make this shift- especially at the table with fellow administrators who may only see numbers. However; there is a lot of evidence that action research including the analysis of qualitative data is effective in driving improvement. And remember- descriptive data and often be quantified as a measure of success.
Break the cycle of mining data only to arrive at half the picture! Here are some links to learn more. Come back and let us know your thoughts!
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