Data Use in Title I Schools

There is a growing research base about the use of data for educational improvement. Unfortunately, nearly no data use research has been conducted in high-poverty settings. The present study responds to this need by providing a mixed-methods, comparative study on the data use practices of high- and low-achieving Title I schools. Preliminary findings indicate many similarities in the ways that high- and low-achieving Title I schools use data, but also some distinctions in terms of leadership, use of Title I funds, and culture of inquiry. These results will be discussed in light of prior research; implications for leadership in high-poverty settings will also be presented.