The exploration of the use of data to modify instructional practices by representative teachers in the state of Illinois

The problem addressed in study is that teachers typically do not use all of the sources of data available to them in a regular and systematic manner to modify their instructional practices. Nine hundred and eighty one Illinois public school teachers participated by completing survey on their uses of educational data. The study employed a convenience sample of teachers from most counties in the state of Illinois, excluding teachers from the Chicago Public Schools. The correlational study used an online survey comprising 53 items related to the teachers' demographic information, participation in different types of training experiences, types of data they use, types of data analysis techniques they use, their perception of the value of different types of data, and their perception of the value of different data analysis techniques. The convenience sample used was a limitation of this study. Most teachers reported using more than four types of data to inform their instructional practices. Teaching strategies (e.g., teaching time) data were used by the largest number of teachers, and graduation data was the type used by the lowest number. The data analyses used by the largest number of teachers were intended to chart progress of individual students, identify patterns and trends over time, and chart progress of subgroup of students. Most teachers reported not using complex data analysis techniques. Weak but statistically significant correlations between the teachers' participation in different types of training activities and their use of different types of data were found. The strongest correlation found was between the teachers' number of types of trainings and their use of data from standardized test results. Retention rate data was the only type of data not significantly correlated to the teachers' number of trainings in data use. Weak but significant correlations were found between the teachers' number of trainings and their perception of the importance of all types of data. The strongest correlation found was between the teachers' number of trainings and their perception of the importance of using standardized test data. Future research is needed to investigate if teachers' use of specific types of data is correlated to student academic achievement.