Date of Award
Fall 12-15-2018
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Jillian Skelton, Ed.D.
Second Advisor
Dion Jones, Ph.D.
Third Advisor
Derrick Tennial, Ed.D.
Abstract
The study examined the impact of a collaborative data-inquiry culture, promoted by the Harvard University Data Wise Improvement Process (DWIP), on student achievement. 58 teacher surveys and PARCC scores for 2, 631 students were taken from four middle schools in a minority district. A quantitative method and a quasi-experimental one-sample-pretest-posttest design were used. Analysis involved Chi-Squared tests followed by pairwise comparisons. Statistical significance was determined using standard alpha of p ppppppp< 0.00556. Future research should focus on a larger school sample, data on the student level, and the impact of the DWIP on school culture.