Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas ISSN: 1068-2341
[email protected] Arizona State University Estados Unidos Snodgrass Range, Virginia; Monroy, Carlos; Bell, Elizabeth R. Science Teachers’ Data Use Practices: A Descriptive Analysis Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, vol. 24, 2016, pp. 1-34 Arizona State University Arizona, Estados Unidos Available in: http://www.redalyc.org/articulo.oa?id=275043450079 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative education policy analysis archives A peer-reviewed, independent, open access, multilingual journal Arizona State University Volume 24 Number 86 August 8, 2016 ISSN 1068-2341 Science Teachers’ Data Use Practices: A Descriptive Analysis Virginia Snodgrass Rangel University of Houston & Carlos Monroy Rice University & Elizabeth R. Bell Accelerate Learning Inc. United States Citation : Rangel, V. S., Monroy, C., & Bell, E. (2016). Science teachers’ data use practices: A descriptive analysis. Education Policy Analysis Archives, 24 (86 ). http://dx.doi.org/10.14507/epaa.24.2348 Abstract: There is a debate on students’ low science achievement in the United States, particularly among low income, African American students, and Latino students. An important part of the education community’s response to low achievement generally and in science specifically has been the implementation of high stakes accountability policies. Because of ac countability’s emphasis on educator data use, much research has examined different facets of it throughout educational organizations, but research has not focused on the extent to which data use might be content-specific.