Contributing conditions: A qualitative comparative analysis of teachers' instructional responses to data

Despite the press for data-informed decision making, there is still much to learn about when and under what conditions data promote changes in instruction and when they may contribute to other outcomes. The study uses qualitative comparative analysis to examine 245 cases of teachers' data use in five middle schools from a year-long study in the United States. Analysis points to the important influence that certain types of data, the involvement of a coach or peer group, and the school culture can have on teachers' instructional responses to data.