Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools
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-t...
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| Veröffentlicht in: | American educational research journal 2016-04, Vol.53 (2), p.360-394 |
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| container_title | American educational research journal |
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| creator | van Geel, Marieke Keuning, Trynke Visscher, Adrie J. Fox, Jean-Paul |
| description | 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. |
| doi_str_mv | 10.3102/0002831216637346 |
| format | Article |
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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.</description><subject>Academic Achievement</subject><subject>Academic grades</subject><subject>Achievement Gains</subject><subject>Boards of education</subject><subject>Data Analysis</subject><subject>Decision Making</subject><subject>Educational Improvement</subject><subject>Educational Research</subject><subject>Elementary School Students</subject><subject>Elementary schools</subject><subject>Foreign Countries</subject><subject>Goal setting</subject><subject>Institutional Characteristics</subject><subject>Intervention</subject><subject>Meetings</subject><subject>Mixed Methods Research</subject><subject>Multilevel models</subject><subject>Netherlands</subject><subject>School year</subject><subject>Schools</subject><subject>Socioeconomic factors</subject><subject>Socioeconomic Status</subject><subject>Standardized tests</subject><subject>Students</subject><subject>Teachers</subject><issn>0002-8312</issn><issn>1935-1011</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><recordid>eNqFUM1LHDEUD2LBddt7L4WA5-h7ycxk57jquiqWFmzpcUiTl91ZdaJJ1tJT_3VnGFmkFyHw8vL7ynuMfUY4VgjyBADkTKHEqlJaFdUem2CtSoGAuM8mAywG_IAdprQBQFnPcML-zVOilNpuxfOa-MJ7sjnx4Lnht3Ydwr341Tri5yYbcWoSOX5Otk1t6MRXczforrpM8Zm63L_x_tzmres7Prfrlp7pYbgvY_iT17zt-PfYPpj499U8fWQfvLlP9Om1TtnPi8WPs0tx8215dTa_EbaoMIvSFV5pq1RVQC3BKUlUGee8Q6nKfhpfOXDOqcJC6eoaZk5r8qSdxfJ3bdSUHY2-jzE8bSnlZhO2sesjG9QzVKrQGnoWjCwbQ0qRfPM4frdBaIY1N_-vuZd8GSUUW7ujL64R6lJK1eNixJNZ0ZvQd_02KYe4M5SFLrEsavUCsmuP1A</recordid><startdate>20160401</startdate><enddate>20160401</enddate><creator>van Geel, Marieke</creator><creator>Keuning, Trynke</creator><creator>Visscher, Adrie J.</creator><creator>Fox, Jean-Paul</creator><general>SAGE Publications</general><general>American Educational Research Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20160401</creationdate><title>Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools</title><author>van Geel, Marieke ; 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| ispartof | American educational research journal, 2016-04, Vol.53 (2), p.360-394 |
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| source | SAGE Complete; Jstor Complete Legacy |
| subjects | Academic Achievement Academic grades Achievement Gains Boards of education Data Analysis Decision Making Educational Improvement Educational Research Elementary School Students Elementary schools Foreign Countries Goal setting Institutional Characteristics Intervention Meetings Mixed Methods Research Multilevel models Netherlands School year Schools Socioeconomic factors Socioeconomic Status Standardized tests Students Teachers |
| title | Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools |
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