Study examines how 'data in the wild' is used in diverse school district
For several decades, federal policymakers have pushed for education in America to be a more scientific endeavor. Researchers have sought to improve all aspects of education, but little attention has been paid to the experiences of educators putting research into practice. By studying one school district's adoption of a comprehensive reform initiative, a recent study from the University of Kansas found that teachers became "data-deferent" rather than "data-driven" as ideally intended. The authors argue districts and expert consultants can do more to facilitate practitioner access and understanding of educational research. They should also expand what counts as "data" and consider how reform models can both maintain fidelity while remaining flexible enough to fit local circumstances.