How data-driven reform can drive deficit thinking. (May 2021)

• Record Type: Journal Article
• Authors: Bertrand, Melanie; Marsh, Julie
• Is Part Of: Phi Delta Kappan. Volume 102:Number 8(2021)
• Page Start: 35
• Page End: 39
• Publication Date: 2021-05
• Subjects: data-driven -- deficit thinking -- improvement -- accountability -- equity -- students of color -- racism -- white supremacy; Education -- United States -- Periodicals; Greek letter societies -- Periodicals; Onderwijs; Éducation -- Périodiques; Associations désignées par des lettres grecques -- Périodiques; Éducation; Enseignement; Pédagogie; Politique éducative; Recherche en éducation; Réforme du système éducatif; Services aux élèves; Système éducatif; États-Unis; Étude comparée (Descripteur de forme); Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.0097305
• DOI: 10.1177/00317217211013936
• Languages: English
• ISSNs: 0031-7217

Abstract

Propelled by accountability policies, leaders have touted data-driven decision making as a means to improve K-12 student outcomes and drive equity, as teachers analyze data to change instruction. However, many data-driven decision-making reforms have failed to challenge inequity. Melanie Bertrand and Julie Marsh's study of six middle schools shows that teachers' deficit thinking about emergent bilingual students, students with disabilities, and "struggling" students contributes to this failure of data reforms. They argue that blaming these groups for test scores ultimately works to uphold systemic racism, white supremacy, and other forms of injustice, and they conclude by offering recommendations for policy and practice .