Primary school achievement gaps and school decisions to support the academic achievement of disadvantaged students with data: A cross-country comparative study

Abstract

Reducing the academic disadvantage of all students is a significant educational goal for many countries. Increasingly, education reforms around the world, including those in Australia and the United States have sought to reduce achievement gaps by adopting a strategy of embedding accountability anchored by standardised assessment. Whether to meet federal and state educational requirements, to provide transparency to the general public, or to inform curriculum and instruction at individual schools, policy makers rely on assessment data and data-driven practice to make a difference. Although external forces such as policy expectations are generally the first step in creating social change, the internal beliefs of change agents can impact their course of action. Being agents of change, school educators can choose to adopt data-driven practice for compliance, or also to engage with data for continuous improvement. Applying the efficacy theory and the theory of planned behaviour from the social cognitive tradition, this thesis examined educators’ belief mechanism regarding embracing data-practice, and considered the direct and indirect benefits of data-engagement, as well as the costs that ensued for teaching and learning. Using standardised assessment results from 2008–2013 in Australia and two counties in California, and six case studies across New South Wales, California, and Hawaii, the present mixed methods research found evidence of progress in raising the proficiency of disadvantaged students, but not in narrowing achievement gaps between advantaged and disadvantaged students. The case studies suggest a positive relationship between academic proficiency progress and data engagement. This can be explained by the structural design and operational procedures of the data-driven process enhancing educators’ attitudes, intention, perceived efficacy beliefs, and perceived behavioural control relating to the challenging task of raising the educational outcomes of disadvantaged students. As a result, participants could see beyond mere compliance with data-driven practice to its potential for professional improvement.