Tools

LEADER 03761cam a2200541 i 4500

001 on1523697298;

003 OCoLC;

005 20260817102620.0;

006 m o d ;

007 cr unu||||||||;

008 250616s2025 ncua obm 000 0 eng d;

035 a| (OCoLC)1523697298;

090 a| LB1062.5;

049 a| EREE;

100 1 a| Williams, Caren Roberts,e| author.;

245 10 a| Aiming past proficiency :b| re-defining data literacy for teachers to raise achievement for all /c| by Caren Roberts Williams.;

246 3 a| Aiming past proficiency re-defining data literacy for teachers to raise achievement for all.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2025.;

300 a| 1 online resource (215 pages) :b| color illustrations;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| application/pdfc| 7 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2025.;

500 a| Presented to the Faculty of the Department of Educational Leadership.;

500 a| Advisor: Jerry Johnson;

500 a| Title from PDF t.p. (viewed August 6, 2026).;

520 3 a| Achievement gaps between racial subgroups persist in many US schools, and the inequitable 100-point grading system-virtually unchanged over the last 100 years-has been identified as one contributing factor. Regional Rural School (RRS) took steps to better inform students and parents of their academic progress by transitioning to standards-based grading (SBG) in fall of 2000. RRS results have shown a decrease in the achievement gap for several subgroups, but Black students still had a noticeable achievement gap compared to their White peers. This project investigated whether increasing data literacy among teachers implementing SBG would help to reduce the Black-White achievement gap. The parallel mixed method study design utilized the Data Matters Framework and a modified Plan-Do-Study-Act continuous improvement model. The study assessed the current state of data literacy in the SBG environment and provided professional learning to increase data literacy, so teachers could focus on decreasing the achievement gap for this subgroup and assess how data literacy was supporting school-wide instructional practices. Findings from this study suggest that some teachers successfully reduced the achievement gap in three state-level assessments and had no noticeable gap in SBG data sets. Even though the school did not close the gap, there were more positive outcomes for participants who received professional learning in small group or individual settings.;

504 a| Includes bibliographical references.;

650 0 a| Critical thinkingx| Study and teaching.;

650 0 a| Researchx| Data processingx| Study and teaching.;

650 0 a| Academic achievement.;

650 0 a| Educational equalization.;

650 0 a| Rural schools.;

653 a| Data Literacy;

653 a| Professional Learning;

710 2 a| East Carolina University.b| Department of Educational Leadership.;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/14011;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6584109;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6584109-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/16/2025x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6584109-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/16/2025x| ETDz| HERESOURCE;

Aiming past proficiency : re-defining data literacy for teachers to raise achievement for all / by Caren Roberts Williams.

Author/creator	Williams, Caren Roberts author.
Other author	Johnson, Jerry D. (Jerry Dennis), 1967- degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2025.
Description	1 online resource (215 pages) : color illustrations
Supplemental Content	Access via ScholarShip
Subjects	Critical thinking--Study and teaching. Research--Data processing. --Study and teaching. Academic achievement. Educational equalization. Rural schools.

Variant title	Aiming past proficiency re-defining data literacy for teachers to raise achievement for all.
Summary	Achievement gaps between racial subgroups persist in many US schools, and the inequitable 100-point grading system-virtually unchanged over the last 100 years-has been identified as one contributing factor. Regional Rural School (RRS) took steps to better inform students and parents of their academic progress by transitioning to standards-based grading (SBG) in fall of 2000. RRS results have shown a decrease in the achievement gap for several subgroups, but Black students still had a noticeable achievement gap compared to their White peers. This project investigated whether increasing data literacy among teachers implementing SBG would help to reduce the Black-White achievement gap. The parallel mixed method study design utilized the Data Matters Framework and a modified Plan-Do-Study-Act continuous improvement model. The study assessed the current state of data literacy in the SBG environment and provided professional learning to increase data literacy, so teachers could focus on decreasing the achievement gap for this subgroup and assess how data literacy was supporting school-wide instructional practices. Findings from this study suggest that some teachers successfully reduced the achievement gap in three state-level assessments and had no noticeable gap in SBG data sets. Even though the school did not close the gap, there were more positive outcomes for participants who received professional learning in small group or individual settings.
General note	Presented to the Faculty of the Department of Educational Leadership.
General note	Advisor: Jerry Johnson
General note	Title from PDF t.p. (viewed August 6, 2026).
Dissertation note	Ed.D. East Carolina University 2025.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

Availability

Library	Location	Call Number	Status	Item Actions
	Electronic Resources	Access Content Online	✔ Available

Aiming past proficiency : re-defining data literacy for teachers to raise achievement for all / by Caren Roberts Williams.

Click here for more information about this title

Availability