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DATA LITERACY: WHY IT IS IMPORTANT AND WHY IT IS SO

CHALLENGING TO ATTAIN

Ellen B. MandinachNASDTEC

June 9, 2013

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Problem Space

• Emphasis from policymakers for educators to use data

• No common definition of data literacy• Professional development providers • Teacher/Administrator preparation

• Confusion between data literacy and assessment literacy

• Lack of understanding of what it means to be data literate and use data effectively

• Lack of commitment to prepare educators to use data

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Some Key Questions

• What does it mean to be data literate?• To what extent are data literacy skills

and knowledge role-based?• What is the appropriate developmental

continuum for introducing data literacy?• What roles must key stakeholders play in

affecting change and helping to improve educators’ capacity to use data?

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A Systemic Issue: What are the Variables in the Equation to Leverage Change?

• State credentialing and licensure agencies

• State departments of education• Schools of education• Professional development providers• Testing agencies• Professional organizations

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How Do We Build Educators’ Capacity to Use Data?

• Professional development and in-service training are not sufficient

• The need for schools of education to step up• Do they have the internal capacity?• Stand-alone courses versus integrated

suites of courses?• Who will teach it?• How will it be delivered?

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The Dell Study: Objective

To understand how many and what kinds of courses and experiences are being offered in schools of education that help prepare educators to use data.

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Components of the Study

• Survey to schools of education to understand the landscape and have hard data

• Review of syllabi to dig more deeply into the course requirements

• Selected case studies• Review of licensure and certification

requirements• Dissemination and outreach to

stakeholders

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Initial Survey Findings

• Only 20% response rate – explanation• Represents over 50,000 teacher candidates• Nearly 60% IHE’s claim to have a course• 95% claim to integrate data into existing

courses• Most often integrated into assessment

courses• Nearly 50% report they have plans for a

course

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Initial Survey Findings - continued

• 78% report their state has licensure requirements – lets discuss this

• 80% report that NCATE’s recommendations for data use are important and have impact on their programs

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Licensure Scan

• Some states are steeped in data throughout their regulations

• Some states have nothing on data• Some states only discuss

assessment• Some states require only citizenship

and not being a pedophile• For some states, we couldn’t even

locate relevant documents – HELP!!!!

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If You Represent….. We Need Your Help• Missing in Action• Arizona• Georgia• Pennsylvania• South Dakota• Texas• Also – Idaho, Montana,

Washington

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Stars

• Virginia• Ohio• Alabama• Florida• Illinois• Kansas• New Hampshire• New York• Oregon• South Carolina• Utah

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The Dell Project: What Happens Next?

• Objective – Using the findings from the survey, case studies and policy analysis to provide the impetus for schools of education to include data literacy in their curricula• Identifying the levers of change• Working with diverse stakeholders to

focus and strengthen that change process

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Some Final Thoughts

• We need evidence that data literacy can impact teaching, learning, and school improvement.

• We need to determine what is the best way to build educators’ capacity to use data?

• We need to identify what are the leverage points needed to affect change so schools of education take seriously the need to help build the capacity to use data.

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Next Steps: Determining How Best to Build Data Literacy Capacity in Educators

• What is the difference between elephants mating and affecting change to establish the importance of data literacy?

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Contact Information

Ellen MandinachWestEdemandin@wested.org202-674-9300