What are some barriers to data use in schools in relation to equity?
Some barriers to data use in schools in relation to equity would be the access to resources, budget, ethics, and time constraints. I often hear complaints that when our board does conduct surveys, the response rates are low, which serves as another deterrent for collecting data. “It is easy but problematic to find reasons not to collect information and perspectives from stakeholders, especially those who have been marginalized or underserved” (Radd et al., 2021, p. 165). Barriers aside, data usage in schools should be encouraged and utilized in order to help improve equity.
The collection of data should be a collaborative process. “Work hard to be collaborative and continue to build relationships to support the development of your staff, teammates, and other stakeholders” (Radd et al., 2021, p. 183). Data collection should also be attainable to all those involved. “Ensure that any data-collection activities are accessible to those you intend to engage” (Radd et al., 2021, p. 165). In my current position working in schools, many staff members would benefit from having professional development time to collect and analyze data in relation to equity. The main issue is that there is not enough time in the day for every teacher to finish their own classroom duties and responsibilities, much less engage in personal reflective practices, or analyze and verify data in an ethical way.
The last data analysis process that I participated in was during the height of online teaching. I took three months to survey my classes and collect information on strategies that helped them stay engaged in online learning. This was a process that took over half the semester and while the experience involved a lot of organization, open communication with my students about the data that I was collecting, and time, I found the results were well worth it. My students felt more encouraged to complete their tasks because they felt like their voices were being heard. Each student had the opportunity to showcase their learnings in a creative way that played to their strengths and preferred learning styles.
While time-consuming, it would make for a more positive school culture if our board could encourage using data-based decision making and create this time within our schedules to do so. We could use this data to improve student achievement and engagement levels, as well as account for marginalized or underserved groups. We may not see the results overnight, but an investment in data collection in relation to equity is a valuable one for everyone involved.
References
Radd, S., Generett, G. G., Gooden, M. A., & Theoharis, G. (2021). Five practices for equity-focused school leadership.
Toronto, December 2022
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