This document summarizes the results of a study conducted by researchers at the University of Minnesota on data-driven decision making (DDDM) in K-12 schools. The study surveyed over 4,000 educators in Minnesota. Key findings included that teachers felt less positively about DDDM efforts than administrators, many teachers were not using state assessment data in their instruction, and elementary teachers had more positive views of DDDM than secondary teachers. The researchers identified next steps such as additional statistical analysis and exploring relationships between DDDM practices and student achievement data.

1. USING DATA TO MAKE DECISIONS: Results from the Minnesota Statewide DDDM Readiness Study Dr. Scott McLeod Dr. Karen Seashore University of Minnesota

4. Respondents

6. Respondents by gender, race / ethnicity 96% White

7. Respondents by urbanicity

8. Respondents by level

9. Respondents by AYP status

10. Assessment Intensity

12. I receive state assessment results each year [teachers]

13. I receive state assessment results each year [teachers]

14. I receive other yearly assessment results each year [teachers]

15. I receive other yearly assessment results each year [teachers]

16. Teachers collaborate to create and use common periodic assessments for student progress monitoring [teachers]

17. Teachers collaborate to create and use common periodic assessments for student progress monitoring [teachers]

18. Teachers use other (not teacher-created) periodic assessments for student progress monitoring [teachers]

19. Teachers use other (not teacher-created) periodic assessments for student progress monitoring [teachers]

21. Beliefs About Types of Assessments

23. Assessments are aligned with state curriculum standards

24. Assessment results are easy to understand and interpret

25. Assessment results are detailed enough to adequately inform teachers’ instruction

26. Assessment results are timely enough to adequately inform teachers’ instruction

28. Other Components of the Core

30. Measurable instructional goals

31. Measurable instructional goals

32. Measurable instructional goals

33. Teacher teams (PLCs) that meet regularly

34. Teacher teams (PLCs) that meet regularly

35. Teacher teams (PLCs) that meet regularly

36. Making instructional changes

37. Making instructional changes

38. Making instructional changes

40. Supporting Conditions

42. Data access and transparency

43. Data access and transparency

44. Data access and transparency

45. Data safety

46. Data safety

47. Data safety

48. Technology

49. Technology

50. Technology

51. Alignment for results

52. Alignment for results

53. Alignment for results

55. Other Factors

56. Leadership and support

57. Leadership and support

58. Leadership and support

59. Professional development

60. Professional development

61. Professional development

62. Beliefs

63. Beliefs

64. Beliefs

66. A Few Last Things

69. Miscellaneous comments

70. Our success as educators should be determined primarily by our impact upon student learning

71. Our success or failure in teaching students is primarily due to factors beyond our control rather than to our own efforts and ability