Does Training Predict Second-Grade Teachers’ Use of Student Data for Decision-Making in Reading and Mathematics? - Assessment for Effective Intervention

Oct 15, 2026

Uploaded by Marglet

The study examines whether data-focused professional development predicts how second-grade teachers use student assessment data for key reading and mathematics decisions. Grounded in the Early Childhood Longitudinal Survey: Kindergarten (2011), it evaluates four purposes: monitoring progress on specific skills, identifying deficits, tracking below-benchmark learners, and placing students into instructional tiers. Results show strong reading effects for using data to identify struggling learners and selecting interventions, while math effects vary across outcomes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Federal Educational Policy and the Need for Data Use

Teacher Data Literacy and Training Evidence

Purpose and Study Approach

Uses for Data in Education

Response to Intervention (RTI) Framework

Does Training Predict Second-Grade Teachers’ Use of Student Data for Decision-Making in Reading and Mathematics? Assessment for Effective Intervention 2021, Vol. 46(4) 247–258 © Hammill Institute on Disabilities 2020 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/1534508420902523](DOI: 10.1177/1534508420902523)[ ](DOI: 10.1177/1534508420902523)[aei.sagepub.com](aei.sagepub.com) Marissa J. Filderman, MEd 1, Jessica R. Toste, PhD 1, and North Cooc, PhD 1 Abstract Although national legislation and policy call for the use of student assessment data to support instruction, evidence suggests that teachers lack the knowledge and skills required to effectively use data. Previous studies have demonstrated the potential of training for increasing immediate teacher outcomes (i.e., knowledge, skills, and beliefs), yet research is still needed that investigates whether these immediate learning outcomes correspond to improved practices in reading and math instruction. Using the Early Childhood Longitudinal Survey: Kindergarten (2011), the present study sought to investigate whether data-focused training predicted teacher use of data for four prevalent decision-making outcomes: monitor progress on specific skills, identify skill deficits, monitor overall progress of students performing below benchmark, and determine placement in instructional tiers. Results indicate that professional development to use data to identify struggling learners and coursework focused on the use of assessment to select interventions and supports significantly predicted teachers’ frequent use of data across key decision-making dimensions in reading instruction. Results for math instruction differ in that more frequent data use was not consistent across outcomes, more training sessions were needed, and professional development to use data to guide instruction significantly predicted use of data to monitor students who performed below benchmark. Keywords data use, response to intervention, teacher training, professional development Federal educational policy and legislation (Civic Impulse, 2017; Every Student Succeeds Act, 2015; Individuals with Disabilities Education Improvement Act [IDEA], 2004) call for use of student assessment data to improve instruction. These data are tobe used in various ways along a spectrum of student needs, from monitoring student progress in the general education setting to determine efficacy of instruction, to identifying students who may be at risk and in need ofadditional intervention, to intensifying intervention for students who struggle the most through special education services. Although schools have been collecting increasing amounts of data, teachers report and have been observed to lack key understandings necessary to interpret and use data for these varied purposes (Gallagher et al., 2008; Means et al., 2011) . In turn, researchers and teacher educators have noted a concerning lack of data use to inform classroom instruction (Datnow & Hubbard, 2016; Mandinach & Gummer, 2016) . In recent years, there has been an increasing call to support teachers in building the data literacy skills needed to use data effectively (Hoogland et al., 2016; Lai & McNaughton, 2016; Mandinach & Gummer, 2016). A recent meta-analysis reviewed 33 studies that provided teachers with data literacy training, with findings indicating strong positive outcomeson teacher knowledge, skills, and beliefs surrounding data (Authors, 2019) . However, the authors noted that despite these promising findings, whether these immediate outcomes translate into practice remains to be investigated. Understanding factors that predict teachers’ use of student data in practice is critical to improving instruction. As such, the purpose of the present study was to investigate whether training in the use of data corresponds with increased data use by teachers usi

FAQs

What question does the study investigate about teacher training and data use?

It investigates whether data-focused training predicts teachers’ use of student assessment data for decision-making in reading and mathematics.

Which four teacher decision outcomes are assessed in the study?

The study measures data use for monitoring progress on specific skills, identifying skill deficits, tracking below-benchmark progress, and determining instructional tier placement.

What did the findings show for reading instruction compared with math instruction?

In reading, professional development focused on identifying struggling learners and using assessment to select interventions significantly predicted frequent data use across decision dimensions. In math, more frequent data use was not consistent across outcomes, requiring more training sessions for some effects.

Oct 15, 2026

Uploaded by Marglet