Accountability policies and teacher decision making

Barriers to the use of data to improve practice

Debra Ingram, Karen R Seashore, Roger G Schroeder

Research output: Contribution to journalArticle

157 Citations (Scopus)

Abstract

One assumption underlying accountability policies is that results from standardized tests and other sources will be used to make decisions about school and classroom practice. We explore this assumption using data from a longitudinal study of nine high schools nominated as leading practitioners of Continuous Improvement (CI) practices. We use the key beliefs underlying continuous improvement - derived from educational applications of Deming's TQM models - and organizational learning to analyze teachers' responses to district expectations that they would use data to assess their own, their colleagues', and their schools' effectiveness and to make improvements. The findings suggest that most teachers are willing, but they have significant concerns about the kind of information that is available and how it is used to judge their own and colleagues' performance. Our analysis reveals some cultural assumptions that are inconsistent with accountability policies and with theories of continuous improvement and organizational learning. We also identify barriers to use of testing and other data that help to account for the limited impacts.

Original languageEnglish (US)
Pages (from-to)1258-1287
Number of pages30
JournalTeachers College Record
Volume106
Issue number6
DOIs
StatePublished - Jan 1 2004

Fingerprint

learning organization
decision making
responsibility
teacher
model learning
school
longitudinal study
district
classroom
performance

Cite this

Accountability policies and teacher decision making : Barriers to the use of data to improve practice. / Ingram, Debra; Seashore, Karen R; Schroeder, Roger G.

In: Teachers College Record, Vol. 106, No. 6, 01.01.2004, p. 1258-1287.

Research output: Contribution to journalArticle

@article{7d2fc971d64c4fa182bec9be0c03acf1,
title = "Accountability policies and teacher decision making: Barriers to the use of data to improve practice",
abstract = "One assumption underlying accountability policies is that results from standardized tests and other sources will be used to make decisions about school and classroom practice. We explore this assumption using data from a longitudinal study of nine high schools nominated as leading practitioners of Continuous Improvement (CI) practices. We use the key beliefs underlying continuous improvement - derived from educational applications of Deming's TQM models - and organizational learning to analyze teachers' responses to district expectations that they would use data to assess their own, their colleagues', and their schools' effectiveness and to make improvements. The findings suggest that most teachers are willing, but they have significant concerns about the kind of information that is available and how it is used to judge their own and colleagues' performance. Our analysis reveals some cultural assumptions that are inconsistent with accountability policies and with theories of continuous improvement and organizational learning. We also identify barriers to use of testing and other data that help to account for the limited impacts.",
author = "Debra Ingram and Seashore, {Karen R} and Schroeder, {Roger G}",
year = "2004",
month = "1",
day = "1",
doi = "10.1111/j.1467-9620.2004.00379.x",
language = "English (US)",
volume = "106",
pages = "1258--1287",
journal = "Teachers College Record",
issn = "0161-4681",
publisher = "Teachers College Record",
number = "6",

}

TY - JOUR

T1 - Accountability policies and teacher decision making

T2 - Barriers to the use of data to improve practice

AU - Ingram, Debra

AU - Seashore, Karen R

AU - Schroeder, Roger G

PY - 2004/1/1

Y1 - 2004/1/1

N2 - One assumption underlying accountability policies is that results from standardized tests and other sources will be used to make decisions about school and classroom practice. We explore this assumption using data from a longitudinal study of nine high schools nominated as leading practitioners of Continuous Improvement (CI) practices. We use the key beliefs underlying continuous improvement - derived from educational applications of Deming's TQM models - and organizational learning to analyze teachers' responses to district expectations that they would use data to assess their own, their colleagues', and their schools' effectiveness and to make improvements. The findings suggest that most teachers are willing, but they have significant concerns about the kind of information that is available and how it is used to judge their own and colleagues' performance. Our analysis reveals some cultural assumptions that are inconsistent with accountability policies and with theories of continuous improvement and organizational learning. We also identify barriers to use of testing and other data that help to account for the limited impacts.

AB - One assumption underlying accountability policies is that results from standardized tests and other sources will be used to make decisions about school and classroom practice. We explore this assumption using data from a longitudinal study of nine high schools nominated as leading practitioners of Continuous Improvement (CI) practices. We use the key beliefs underlying continuous improvement - derived from educational applications of Deming's TQM models - and organizational learning to analyze teachers' responses to district expectations that they would use data to assess their own, their colleagues', and their schools' effectiveness and to make improvements. The findings suggest that most teachers are willing, but they have significant concerns about the kind of information that is available and how it is used to judge their own and colleagues' performance. Our analysis reveals some cultural assumptions that are inconsistent with accountability policies and with theories of continuous improvement and organizational learning. We also identify barriers to use of testing and other data that help to account for the limited impacts.

UR - http://www.scopus.com/inward/record.url?scp=3142749031&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=3142749031&partnerID=8YFLogxK

U2 - 10.1111/j.1467-9620.2004.00379.x

DO - 10.1111/j.1467-9620.2004.00379.x

M3 - Article

VL - 106

SP - 1258

EP - 1287

JO - Teachers College Record

JF - Teachers College Record

SN - 0161-4681

IS - 6

ER -