Literaturnachweis - Detailanzeige
| Autor/inn/en | Fowler, Denver J.; Brown, Kelly |
|---|---|
| Titel | Data-Driven Decisions: Using Equity Theory to Highlight Implications for Underserved Students |
| Quelle | In: AASA Journal of Scholarship & Practice, 14 (2018) 4, S.18-28 (11 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1931-6569 |
| Schlagwörter | Data; Decision Making; Management Information Systems; Social Justice; Achievement Gap; Disadvantaged Youth; Urban Education; School Statistics; Evaluation Utilization; Educational Administration; Educational Practices; Student Improvement; Change Strategies; Elementary Secondary Education |
| Abstract | By using equity theory through a social justice lens, the authors intend to highlight how data are currently being used to solve the "what" and not the "why" as it relates to achievement gaps for marginalized students in urban settings. School practitioners have been utilizing quantitative data, such as district and state achievement test scores, math and reading levels, and class assignments to determine the academic levels of students. While this information is useful, the authors will argue it does not tell the whole story. Specifically, the authors explain why these measures may not accurately reflect the knowledge level of underserved students and the areas that may be needed to create a holistic picture of the social and academic needs of individual children. (As Provided). |
| Anmerkungen | AASA, The School Superintendent's Association. 1615 Duke Street, Alexandria, VA 22314. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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