Degree Type

Dissertation

Date of Award

2016

Degree Name

Doctor of Philosophy

Department

Education

Major

Education

First Advisor

Lorenzo Baber

Abstract

Data-driven decision making (DDDM), or the use of data to inform educational practices, has become an emerging field of interest over the past decade for educational leaders and researchers (Mandinach and Gummer, 2013). With increased pressure for accountability and improved outcomes by educational institutions, agencies from the federal to the local level have adjusted policies accordingly. National discussions about education reform are replete with calls for more transparency, stronger accountability, improved outcomes, and a more efficient use of public resources (Achieving the Dream, 2012). Advancements in technology have given educators improved access to data, making it easier to retrieve and analyze information. Policy makers at all levels are being pressured to create an evidence-based culture and have been setting benchmarks to create the accountability needed for this culture to grow. All of these goals require good data about student achievement that are more detailed, accurate, and accessible than any state currently has available (Achieving the Dream, 2012). The purpose of this study was to determine the level of data literacy among the leaders of the 15 Iowa community college districts. The researcher examined the relationship between student completion and factors such as collaboration, advocacy, data-driven decision-making, and culture at the 15 Iowa community college districts. The quantitative findings from this study support the use of data-driven decision making in post-secondary education. Implications for policy, practice, and future research are presented.

Copyright Owner

Marvin Leo Dejear

Language

en

File Format

application/pdf

File Size

189 pages

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