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Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools

Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student... Despite growing international interest in the use of data to improve education, few studies examining the effects on student achievement are yet available. In the present study, the effects of a two-year data-based decision-making intervention on student achievement growth were investigated. Fifty-three primary schools participated in the project, and student achievement data were collected over the two years before and two years during the intervention. Linear mixed models were used to analyze the differential effect of data use on student achievement. A positive mean intervention effect was estimated, with an average effect of approximately one extra month of schooling. Furthermore, the results suggest that the intervention especially significantly improved the performances of students in low socioeconomic status schools. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools

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References (67)

Publisher
SAGE
Copyright
© 2016 AERA
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/0002831216637346
Publisher site
See Article on Publisher Site

Abstract

Despite growing international interest in the use of data to improve education, few studies examining the effects on student achievement are yet available. In the present study, the effects of a two-year data-based decision-making intervention on student achievement growth were investigated. Fifty-three primary schools participated in the project, and student achievement data were collected over the two years before and two years during the intervention. Linear mixed models were used to analyze the differential effect of data use on student achievement. A positive mean intervention effect was estimated, with an average effect of approximately one extra month of schooling. Furthermore, the results suggest that the intervention especially significantly improved the performances of students in low socioeconomic status schools.

Journal

American Educational Research JournalSAGE

Published: Apr 1, 2016

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