Author

Marcie Wilson

Date of Award

2018

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Wendy Frye

Abstract

The goal of this study was to determine the impact of data-driven teams on student learning, collaborative practice, and school culture. The participants in the study were the data-driven team members from four middle schools in a North Carolina county. The study used EOG test results in 6–8 reading and math from before implementation to after implementation of data-driven teams, EVAAS growth in 6–8 reading and math from before implementation to after implementation of data-driven teams, results on Gruenert and Whitaker’s (2015) School Culture Survey given after implementation, interviews with the principals of each middle school, and focus group interviews with data-driven team members from each middle school to determine the impact of these teams on student learning, collaborative practice, and school culture. Based on this research, the implementation of data-driven teams results in increased student learning as well as some positive improvement in collaborative practice and school culture. These findings support the need for the implementation of data-driven teams. The findings of this study also indicate that administrator support and presence is vital to the impact of data-driven teams. Administrators should not only attend the data-driven team meetings but should also provide any necessary support to the teams in order to ensure their success. The findings of this study also indicate the value of the implementation of data-driven teams. Each middle school showed statistically significant increases in student learning as measured by EOG tests since the implementation of the data-driven teams.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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