B-2. Draft Protocol—School Data Culture Survey

This survey will be administered to both treatment and control schools to estimate the impact of 

EWIMS on school level outcomes. 

This attachment provides additional information on the draft protocols to measure School Data 

Culture. Table B-1 presents the reliability of the subscales and Key Dimensions of School Data 

Culture for principals and the reliability of the subscales and scales measuring principals’ report 

of School Data Culture. Cronbach’s alpha was calculated for each subscale and scale. It is 

generally accepted that Cronbach’s alphas above 0.70 indicate adequate internal consistency 

among the items in a scale. 

The reliability statistics of each scale and the number of survey items in each scale are shown 

below. The alpha statistic for all scales and subscales measuring School Data Culture (Context, 

Supports for Data Use, and Barriers to Data Use) is above 0.70, suggesting adequate reliability. 

Although ED’s contractor will revise items to fit the needs of the EWIMS evaluation, these 

Cronbach’s alphas are promising for the internal consistency of the revised School Data Culture 

Scale.
Table B-1. Reliability Estimates of Principals’ Key Dimensions of 

Data Use Scales and Subscales 

Cronbach’s Alpha

Key 

Dimension 

Scale

Subscales within each Key 

Dimension scaleSurvey 

item 

N

General 

principal 

responses

Reading 

instruction –

specific

Math 

instruction–

specific

Context 32 0.87 0.87

Assessment/Instructional Context 23 0.82 0.81

State, District, and School Data 

Culture 9 0.84

Supports for Data Use 51 0.92

Data Infrastructure 8 0.82

Organizational Supports 31 0.90

Staffing/Human Resources 12 0.93

Barriers to Data Use 13 0.76

Sample size: N = 212 Principals.

Note: The Supports for Data Use scale and Barriers to Data Use scale did not contain survey items that were reading 

or mathematics specific.

School-Level Instructional Response is a subscale specific to the Principal Survey.

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Per the policies and procedures required by the Education Sciences Reform Act of 2002, Title I, Part E, 

Section 183, responses to this data collection will be used only for statistical purposes. The reports 

prepared for this study will summarize findings across the sample and will not associate responses with a 

specific district or individual. Any willful disclosure of such information for nonstatistical purposes, 

except as required by law, is a class E felony.
Survey Items

1. How much do you agree or disagree with the following statements about your school’s 

priorities about using data?

Strongly

disagree Disagree Agree Stronglyagree

a. This school has clear goals for using data to 

improve student outcomes ⃝ ⃝ ⃝ ⃝

b. The school’s data use policies help us address 

student needs at our school. ⃝ ⃝ ⃝ ⃝

c. This school has adequate resources (e.g. time, 

staff, money) to facilitate teachers’ use of 

data.

⃝ ⃝ ⃝ ⃝

d. This school has adequate professional 

development to give teachers the skills to 

access, interpret, and make decisions about 

data.

⃝ ⃝ ⃝ ⃝

2. Now consider the professional climate in your school. To what extent do you agree or 

disagree with each of the following statements?

Strongly 

disagree Disagree Agree Strongly agree

a. Educators in this school are continually 

learning and seeking new ideas. ⃝ ⃝ ⃝ ⃝

b. Educators are engaged in systematic analysis 

of student data. ⃝ ⃝ ⃝ ⃝

c. Educators in this school work hard to match 

students with interventions that will meet 

their individual needs

⃝ ⃝ ⃝ ⃝

d. Assessment of student performance leads to 

changes in programming. ⃝ ⃝ ⃝ ⃝

e. Educators in this school regularly examine 

student data. ⃝ ⃝ ⃝ ⃝

3. To what extent do you agree or disagree with the following statements about your school 

leadership team (e.g. principal, assistant principals, other key administrators)?

The school leadership team...

Strongly 

disagree Disagree Agree Strongly agree

a. Encourages teachers to make decisions based 

on data. ⃝ ⃝ ⃝ ⃝

b. Facilitates conversations about using student 

data ⃝ ⃝ ⃝ ⃝

c. Commits adequate resources to help teachers 

interpret and use the student data ⃝ ⃝ ⃝ ⃝

d. Places too much emphasis on using the 

student data ⃝ ⃝ ⃝ ⃝
4. Please read the following response options and pick the one that best reflects the degree of 

support for data use provided by the school leadership team: 

o Not at all supportive: Does not make the student data a priority. There is limited 

discussion of the data with staff.

o Not very supportive: Occasional support for the student data use in faculty and staff 

discussions, but administrators do not see using the student data as central to the school’s 

mission.

o Supportive: Administration is supportive of teacher’s efforts, speaks positively about 

the student data with staff, problem-solves obstacles to using the student data, uses the 

system themselves.

o Very supportive: Administration is a “cheerleader” for the student data, effectively 

supports staff use of the system, and sees it as central to school mission.

5. About how often does your school have scheduled meeting time to review student data 

(e.g., in staff meetings, in data team meetings)?

About 

once a 

week

1–2 

times 

per 

month

1–2 

times 

per 

quarter

Once 

a year

My 

school 

does 

provide 

time for 

this

a. Review student data (e.g., state test scores, 

student work, curriculum-based unit tests) ⃝ ⃝ ⃝ ⃝ ⃝

b. Discuss individual student achievement ⃝ ⃝ ⃝ ⃝ ⃝

c. Discuss student achievement by subgroup (e.g. 

students with disabilities, ELL/LEP, gender, 

race/ethnicity)

⃝ ⃝ ⃝ ⃝ ⃝

d. Discuss and share instructional strategies ⃝ ⃝ ⃝ ⃝ ⃝

e. Assign students to interventions ⃝ ⃝ ⃝ ⃝ ⃝

f. Discuss students’ progress in interventions ⃝ ⃝ ⃝ ⃝ ⃝

6. In the last 12 months, how much professional development was offered to your staff that 

focused on using data to inform educational decisions?

No PD 

provided 

on this 

topic

Minor 

emphasis

Moderate 

emphasis

Major 

emphasis

a. Linking student data to classroom practice ⃝ ⃝ ⃝ ⃝

b. Analyzing student data ⃝ ⃝ ⃝ ⃝

c. Identifying strengths or weaknesses of their 

own teaching ⃝ ⃝ ⃝ ⃝

d. Incorporating student data into lesson 

planning ⃝ ⃝ ⃝ ⃝
No PD 

provided 

on this 

topic

Minor 

emphasis

Moderate 

emphasis

Major 

emphasis

e. Using data to target interventions for lowperforming students ⃝ ⃝ ⃝ ⃝

f. Using data to target interventions for highperforming students ⃝ ⃝ ⃝ ⃝

g. Understanding how data can be used to guide 

instruction ⃝ ⃝ ⃝ ⃝

7. How many teachers at your school have the following characteristics?

None Some About 

half Most All

a. The ability to use data from student 

assessments ⃝ ⃝ ⃝ ⃝ ⃝

b. The ability to analyze trends in 

individual student performance over 

time

⃝ ⃝ ⃝ ⃝ ⃝

c. The ability to analyze trends in 

classroom-level performance over 

time

⃝ ⃝ ⃝ ⃝ ⃝

d. The ability to translate data into 

knowledge about student strengths and 

weaknesses

⃝ ⃝ ⃝ ⃝ ⃝

e. The ability to make instructional 

changes based on data ⃝ ⃝ ⃝ ⃝ ⃝

8. This question concerns how teachers interact with each other in your school. Please indicate 

the extent to which your teachers do each of the following:

Not at all

To a 

slight 

extent

To a 

moderate 

extent

To a 

great 

extent

a. Meet together to look at trends in the data (or 

analyze data) ⃝ ⃝ ⃝ ⃝

b. Share ideas about using data to improve 

teaching with other teachers ⃝ ⃝ ⃝ ⃝

c. Share and discuss student work with other 

teachers ⃝ ⃝ ⃝ ⃝

d. Discuss particular lessons that were not very 

successful ⃝ ⃝ ⃝ ⃝

e. Discuss beliefs about teaching and learning ⃝ ⃝ ⃝ ⃝
9. Please rate how much you agree or disagree with the following statements.

Not at all To a slight 

extent

To a 

moderate 

extent

To a great 

extent

a. Teachers and administrators work together to 

review student data.

⃝ ⃝ ⃝ ⃝

b. Decisions about students’ enrollment in 

interventions and supports are made as a 

team.

⃝ ⃝ ⃝ ⃝

c. Teachers work together to identify their 

students strengths and weaknesses.

⃝ ⃝ ⃝ ⃝

d. Administrators and teachers work together 

to support their at-risk students.

⃝ ⃝ ⃝ ⃝

e. Teachers prefer to review data on their 

students independently.

⃝ ⃝ ⃝ ⃝

f. At this school, data review is a team effort. ⃝ ⃝ ⃝ ⃝

10. To what extent do the following factors hinder your ability to use student data to inform 

instruction and interventions?

Not at 

all

To a 

minor 

extent

To a 

moderate 

extent

To a 

great 

extent

a. Lack of time to study and think about available data ⃝ ⃝ ⃝ ⃝

b. Lack of time to collaborate with others in analyzing 

and interpreting data ⃝ ⃝ ⃝ ⃝

c. Lack or professional development or training on how 

to use the dashboards ⃝ ⃝ ⃝ ⃝

d. Personal discomfort with data analysis ⃝ ⃝ ⃝ ⃝

e. Lack of technology (e.g., access to computer with 

reliable internet connection) ⃝ ⃝ ⃝ ⃝

f. Insufficient amount of data ⃝ ⃝ ⃝ ⃝

g. Data provided too late for use ⃝ ⃝ ⃝ ⃝

h. The data in the system are inaccurate ⃝ ⃝ ⃝ ⃝

i. The pacing guides are too rigid to really allow me to 

re-teach or adapt my instruction to data ⃝ ⃝ ⃝ ⃝

j. Other (please specify) ⃝ ⃝ ⃝ ⃝
11. Which of the following best describes your role at your school?

o Principal

o Assistant principal

o Guidance counselor

o Other school administrator (please specify) _______________________________

12. How long have you been teaching? If this is your first year teaching please select “one.”

o Total number of years:_____(drop down menu 1 through 25 or more)

13. What is the highest level of education you have completed?

o Bachelor's degree

o Master's degree

o Professional degree (Ed.D., Ph.D.)

o Other (please specify)_________________________________________________