Research for Teachers

Last semester, I sat down with a colleague in the English department to review our students’ reading and writing progress. We weren’t just looking at test scores — we included attendance, behavioral observations, and even student self-reflections. The data revealed more than who was “passing” or “failing.” It exposed underlying issues like motivation challenges, language acquisition hurdles, and unnoticed high achievers.

That moment made me realize: as teachers, being data literate isn’t optional anymore — it’s essential (Mandinach & Gummer, 2016). But what exactly does data literacy mean for us, and why is it particularly challenging in the secondary English classroom?

What Does Data Literacy Look Like for Teachers?

Recent research synthesizing over 80 studies (Lee et al., 2024) defines teacher data literacy as much more than just understanding test scores. It encompasses five key dimensions:

1. Knowledge about data — knowing what data exists, how it’s generated, and what it can reveal.
2. Skills in using data — being able to collect, analyze, interpret, and apply data to instructional decisions.
3. Dispositions towards data use — having positive attitudes, confidence, and a growth mindset toward data.
4. Application of data for various purposes — including teaching, advising, and administrative tasks.
5. Data-related behaviors — collaborating, communicating, and reflecting with data regularly.

For us in secondary English, this means going beyond just grades and scores. We need to incorporate qualitative data. This includes writing samples, reading logs, class discussions, and even student self-assessments. These elements together provide the full picture of our learners’ development.

The Challenges We Face

While data literacy is crucial, many of us encounter hurdles:

• Time constraints and workload: The demands of grading essays, planning complex lessons, and differentiating for diverse learners are substantial. Adding sophisticated data tasks can feel overwhelming (Datnow, Park, & Kennedy-Lewis, 2012).
• Misunderstanding data types: We often equate data with standardized test scores, overlooking qualitative and formative assessments that matter more in our field (Mandinach et al., 2014).
• Ethical and privacy concerns: The increasing use of digital tools means we must be vigilant about data privacy. Many feel ill-equipped to handle this area (Mandinach, Parton, Gummer, & Anderson, 2015).
• Teacher attitudes: Research shows that dispositions towards data—such as anxiety or skepticism—can be as significant a barrier as knowledge or skills (Lee et al., 2024).

Why It Matters for Our Students

Students themselves often miss out on the benefits of data literacy. When we don’t share data insights transparently, they may see assessments as judgment. If we don’t help them understand their progress, they may not view them as tools for growth (Jimerson, 2013). Engaging students in interpreting their own learning data fosters ownership, motivation, and metacognition—skills essential for lifelong learning.

Building Our Capacity as Data-Literate Educators

How do we rise to the challenge? Here are research-backed steps that make a real difference:

• Use diverse data sources: Combine quantitative and qualitative data like assessment scores, student writing, discussion notes, and self-assessments to form a rich, holistic view of student learning (Means et al., 2011).
• Develop positive dispositions: Cultivating confidence and openness towards data use is as important as acquiring technical skills. Reflect on your own attitudes toward data and seek collaborative environments that normalize inquiry and experimentation (Lee et al., 2024).
• Collaborate consistently: Data use flourishes in communities. Work with colleagues, students, and families to interpret data, share insights, and co-design interventions (Kerr et al., 2006).
• Adopt a cycle of data-informed reflection: Use data iteratively: collect, analyze, act, evaluate, and refine. This approach is designed to continuously improve instruction (Mandinach & Gummer, 2013a).

References

• Datnow, A., Park, V., & Kennedy-Lewis, B. (2012). High school teachers’ use of data to inform instruction. Journal of Education for Students Placed at Risk, 17(4), 247–265.
• Jimerson, J. B. (2013). Thinking about data: Exploring the development of mental models for ‘data use’ among teachers and school leaders. Studies in Educational Evaluation, 42, 5–14.
• Kerr, K. A., Marsh, J. A., Ikemoto, G. S., Darilek, H., & Barney, H. (2006). Strategies to promote data use for instructional improvement. American Journal of Education, 112(4), 496–520.
• Lee, J., Alonzo, D., Beswick, K., Abril, J. M. V., Chew, A. W., & Oo, C. Z. (2024). Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021. Educational Assessment, Evaluation and Accountability. https://doi.org/10.1007/s11092-024-09435-8
• Mandinach, E. B., & Gummer, E. S. (2016). What does it mean for teachers to be data literate? Teaching and Teacher Education, 60, 366–376.
• Mandinach, E. B., Parton, B. M., Gummer, E. S., & Anderson, R. B. (2015). Responsible data use as a skill in educators’ data literacy. Phi Delta Kappan, 96(5), 25–28.
• Means, B., Chen, E., DeBarger, A., & Padilla, C. (2011). Teachers’ ability to use data to inform instruction: Challenges and supports. U.S. Department of Education.
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.

Join the Conversation

Data literacy is not just an educational buzzword. It is an essential skill for secondary English teachers. They need to address the complexities of student learning with insight and care. To truly support growth, we must become fluent in the language of data. This fluency is important in reading comprehension, writing skills, and critical thinking, as much as in the language of literature.

So here’s my invitation: how do you use data in your English classroom? What barriers have you encountered? What supports would help you grow as a data-literate teacher? Share your experiences, questions, or strategies below or connect with me on social media.

Together, let’s build a community of reflective, data-savvy English teachers. They turn information into action. They help every student find their voice.