IMPACT OF ACCESS, ABILITY, AND ATTITUDE ON TEACHER AND ADMINISTRATOR USE OF DATA FOR COMPREHENSIVE PLANNING

This study explores the analysis and use of assessment and accountability data by teachers and administrators. It also examines the role that data play in school and district planning. Three general barriers to data access or data use by teachers and school administrators in New York State Public Schools were investigated. The attempt was to understand why educators, despite the claims that the use of data increases the effectiveness of teachers and administrators, are unable or unwilling to do so. A researcher-designed survey was administered in an attempt to uncover these barriers, which were found to be technical, institutional, and personal in nature. This study examined numerous types of data and the influence that access, ability, and attitude toward that data have on educators’ use for comprehensive planning. The impact of technology, professional development, and other areas of access and ability were taken into consideration.