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Abstract

State administrators have reported data for compliance since the inception of the Individual with Disabilities Education Act, Part C in 1986. Recently, Results-Driven Accountability (RDA) introduced a shift to use data for continuous improvement at the state and local levels. While ample research addresses how teachers learn to use data, none has focused on the state administrators who have to implement RDA. This act assumes that administrators can apply their data to continually improving programs for children with disabilities: however, this has been unexplored by researchers. I used a multiple-case study to investigate the environmental factors that influence the behavioral shift from using data solely for compliance to using data for continuous improvement. This research finds that multiple environmental factors contribute to the use of data for continuous improvement.

Keywords

Results-Driven Accountability continuous improvement data practices compliance

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Part C Coordinators’ Use of Data Through Implementation of Results-Driven Accountability

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