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Indiana school districts' capacity to use student-data information systems for analysis and decision making
DISSERTATION

, Indiana State University, United States

Indiana State University . Awarded

Abstract

The study investigated if student data is readily accessible and utilized to determine the academic abilities of the student. This study also investigated the current capabilities of the district and school to perform multiple tasks pertinent to data collection, assessment, and to what extent the system could be utilized to predict the principles of instructional change, staff training, communication and feedback. A review of the literature was conducted to design a survey instrument to measure the capacity of school districts student data-information systems. The population of this study consisted of all superintendents, assistant superintendents, business managers, or technology directors in the State of Indiana. The data was analyzed using 12 one-way ANOVAs. The tests measured the interaction effect of the four independent variables when compared to the dependent variables (i.e., capacity of the LEA and district teachers to have instant technological access and to access and assess student academic data-information systems to generate, aggregate, and disaggregate information. The dependent variable was derived from organizing the first 30 survey items into three groups that were representative of LEA capacity, teacher accessibility, and LEA assessment. Significant differences were found between enrollment size of the school district, geographical location of the LEA, amounts of district money, and the amount of Capital Projects Fund (CPF) money allocated to technology when compared to technological access to student academic data, and capacity of the LEA to assess student academic data.

Citation

King, R.A. Indiana school districts' capacity to use student-data information systems for analysis and decision making. Ph.D. thesis, Indiana State University. Retrieved June 17, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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