School conditions and principal practices promoting instructional data use in high-stakes accountability systems

• Published in: Studies in educational evaluation 2024-12, Vol.83, p.101399, Article 101399
• Main Authors: Rojas-Bravo, Jorge, Fromm, Germán, Carrasco-Ogaz, Diego
• Format: Article
• Language: English
• Subjects: Accountability; Data-driven decision making; Enabling factors; Evidence-based practice; Leadership styles
• ISSN: 0191-491X
• DOI: 10.1016/j.stueduc.2024.101399

This study explores how school environments and principal behaviors enhance the use of data within Chile's high-stakes accountability systems. Emphasizing the importance of Data-Driven Decision Making (DDDM) for improving educational outcomes, this mixed-methods research analyzed data employment for accountability, improvement, and instructional purposes. Findings show that schools prioritize data use for enhancing instruction and school improvement over mere compliance with external accountability. Key leadership behaviors, notably instructional leadership, are crucial in promoting effective data utilization. The study identifies both minimal and organizational conditions as critical enablers for data use, although their impact varies with the type of data employed. The results advocate for a balanced approach that considers both quantitative and qualitative factors to optimize data use in educational settings. Future research should delve deeper into specific instructional practices and the factors that influence teacher decision-making to further improve data-driven instruction. •Chilean Context: Dual accountability defines the unique educational landscape.•Diverse Data Usage: Schools transition from compliance to dynamic data practices.•Leadership: Distributed leadership centralizes data-driven pedagogical decisions.•Enablers: minimal and organizational conditions for data-driven school strategies.•Implications: Teamwork foster richer data interpretation and decision-making.