Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools

被引：103

作者：

van Geel, Marieke ^{[1
]}

Keuning, Trynke ^{[1
]}

Visscher, Adrie J. ^{[1
]}

Fox, Jean-Paul ^{[2
]}

机构：

[1] Univ Twente, Postbus 217, NL-7500 AE Enschede, Netherlands

[2] Univ Twente, Dept Res Methodol Measurement & Data Anal, Postbus 217, NL-7500 AE Enschede, Netherlands

来源：

AMERICAN EDUCATIONAL RESEARCH JOURNAL | 2016年 / 53卷 / 02期

关键词：

data-based decision making; student achievement; intervention; school improvement; linear mixed model; PROFESSIONAL-DEVELOPMENT; DATA-DRIVEN; REFORM; METAANALYSIS; DESIGN; IMPACT; TIME;

D O I：

10.3102/0002831216637346

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Despite growing international interest in the use of data to improve education, few studies examining the effects on student achievement are yet available. In the present study, the effects of a two-year data-based decision-making intervention on student achievement growth were investigated. Fifty-three primary schools participated in the project, and student achievement data were collected over the two years before and two years during the intervention. Linear mixed models were used to analyze the differential effect of data use on student achievement. A positive mean intervention effect was estimated, with an average effect of approximately one extra month of schooling. Furthermore, the results suggest that the intervention especially significantly improved the performances of students in low socioeconomic status schools.

引用

页码：360 / 394

页数：35

共 61 条

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