Abstract
The use of data to inform instruction has been linked to improved student outcomes, early identification of intervention needs, and teacher decision-making and efficacy. Additionally, data are used as a means of accountability within educational settings. However, little is known about data use practices among early grades teachers. The purpose of the current study is to describe the data use of PreK to third grade teachers and to investigate differences in data use and support across grade levels. Participants were 307 early childhood teachers in PreK and early elementary school. Analysis of survey data revealed, overall, most teachers across grade levels collected observational data and direct assessments and data were predominantly used to inform instruction and determine if students are ready to learn new skills. In general, teachers indicated that support for data use is available. Results also indicate significant variation in data types, use, and support across PreK to third grade.
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Acknowledgements
We acknowledge our partner school districts, agencies, teachers, parents, and students for their cooperation and perspectives about factors that can enhance children’s development.
Funding
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant #R305N160016 to the University of Nebraska-Lincoln. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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Witte, A.L., Knoche, L.L., Sheridan, S.M. et al. How Teachers Use Data: Description and Differences Across PreK Through Third Grade. Early Childhood Educ J (2023). https://doi.org/10.1007/s10643-023-01588-3
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DOI: https://doi.org/10.1007/s10643-023-01588-3