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Data Use within an Education-Centered Cross-Sector Collaboration

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Title: Data Use within an Education-Centered Cross-Sector Collaboration
Language: English
Authors: Hackmann, Donald G., Malin, Joel R., Ahn, Joonkil
Source: Journal of Educational Administration. 2019 57(2):118-133.
Availability: Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Data Use, Career Academies, High Schools, Educational Change, Educational Cooperation, Accountability, Educational Improvement, Urban Schools
DOI: 10.1108/JEA-08-2018-0150
ISSN: 0957-8234
Abstract: Purpose: The purpose of this paper is to examine data use practices within a cross-sector initiative involving high school career academies. It discerns how partners used data to assess the public value of academies and address equity concerns. Design/methodology/approach: A case study methodology was applied to examine cross-sector activities supporting the district's career academy reform. Data were collected through interviews, observations and document analysis. Datnow and Park's (2018) conceptual framework involving key equity dimensions guided the analysis. Findings: Partners used data for both accountability and continuous improvement. Educators were required to document student growth for state accountability purposes, while providing evidence of the public value of the academies to the community. Data use for continuous improvement included identifying annual goals to improve academy performance. There was a lack of a district-wide focus on equity, with educators taking a passive approach to academy and career pathway selections by student subgroups. Practical implications: The findings provide insights into data use practices school and district leaders can implement to ensure equitable student participation in career academies and appropriate data use within cross-sector collaborations. Social implications: Students who are traditionally underrepresented in career fields, including students of color and females, need intentional efforts to encourage their participation in high-skill, high-wage career fields. Originality/value: This study identifies critical issues involved with data use for equity when promoting education-centered cross-sector collaboration, while also highlighting existing tensions between data use for accountability and continuous improvement.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1209580
Database: ERIC
FullText Text:
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  Data: Data Use within an Education-Centered Cross-Sector Collaboration
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  Data: <searchLink fieldCode="AR" term="%22Hackmann%2C+Donald+G%2E%22">Hackmann, Donald G.</searchLink><br /><searchLink fieldCode="AR" term="%22Malin%2C+Joel+R%2E%22">Malin, Joel R.</searchLink><br /><searchLink fieldCode="AR" term="%22Ahn%2C+Joonkil%22">Ahn, Joonkil</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Administration%22"><i>Journal of Educational Administration</i></searchLink>. 2019 57(2):118-133.
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  Data: Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
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  Data: 16
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Data+Use%22">Data Use</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Academies%22">Career Academies</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Cooperation%22">Educational Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink>
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  Data: 10.1108/JEA-08-2018-0150
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  Data: 0957-8234
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The purpose of this paper is to examine data use practices within a cross-sector initiative involving high school career academies. It discerns how partners used data to assess the public value of academies and address equity concerns. Design/methodology/approach: A case study methodology was applied to examine cross-sector activities supporting the district's career academy reform. Data were collected through interviews, observations and document analysis. Datnow and Park's (2018) conceptual framework involving key equity dimensions guided the analysis. Findings: Partners used data for both accountability and continuous improvement. Educators were required to document student growth for state accountability purposes, while providing evidence of the public value of the academies to the community. Data use for continuous improvement included identifying annual goals to improve academy performance. There was a lack of a district-wide focus on equity, with educators taking a passive approach to academy and career pathway selections by student subgroups. Practical implications: The findings provide insights into data use practices school and district leaders can implement to ensure equitable student participation in career academies and appropriate data use within cross-sector collaborations. Social implications: Students who are traditionally underrepresented in career fields, including students of color and females, need intentional efforts to encourage their participation in high-skill, high-wage career fields. Originality/value: This study identifies critical issues involved with data use for equity when promoting education-centered cross-sector collaboration, while also highlighting existing tensions between data use for accountability and continuous improvement.
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        StartPage: 118
    Subjects:
      – SubjectFull: Data Use
        Type: general
      – SubjectFull: Career Academies
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      – SubjectFull: High Schools
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      – SubjectFull: Educational Change
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      – SubjectFull: Educational Cooperation
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      – SubjectFull: Accountability
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      – SubjectFull: Educational Improvement
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      – SubjectFull: Urban Schools
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      – TitleFull: Data Use within an Education-Centered Cross-Sector Collaboration
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