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ERIC Number: ED568597
Record Type: Non-Journal
Publication Date: 2013-Oct-8
Pages: 34
Abstractor: ERIC
Reference Count: 40
An Analysis of the Licensure Requirements That Pertain to Data Literacy: An Interim Report, Revised
This report documents the work of one component of a larger research effort. The objective of the project is to understand what schools of education are doing to prepare teachers to use data in their practice. The issue is multifaceted, complex, and systemic. Schools of education do not act alone to suddenly introduce courses on data-driven decision making into their curricula because they have a whim to do so or because policymakers say that data literacy among educators is important. Schools of education must come to realize on their own that building the human capacity to use data among their teacher candidates is a response to needs from the field, stimulated in part by policymakers' rhetoric that education must become an evidence-based field. The study, of which this report is a part, contains three distinct, but interconnected components that, in combination, provide a depiction of the landscape of teacher preparation and data literacy. The components include a survey to schools of education, a review of selected syllabi, and an analysis of state licensure documents and requirements. This document focuses on the licensure component. This report is formally about the examination of state licensure requirements for teacher candidates. This examination provides only part of the needed information by which to understand, interpret, and draw conclusions about such documentation. The requirements must necessarily be placed within the context of data literacy and the skills that comprise that construct. Therefore, to contextualize the current findings, this document reports on a prior study that provides findings about what experts in the field of data-driven decision making report as key skills and knowledge. Placing the expert findings side-by-side with the licensure requirements enables us to identify commonalities, differences, and gaps. The report describes both projects' methods and analytic approaches, and aligns the two studies to examine trends and differences. The following are appended: (1) General Characteristics by State; (2) List of Skills and Knowledge from Experts' Definitions; (3) Number of Skills Per State; (4) Number of States Per Skill; (5) Number of States Per Outcome; and (6) Alignment Matrix. [For "An Analysis of the Survey of Schools of Education on Use of Data in Their Teacher Preparation Programs: An Interim Report," see ED568599. For "Analysis of Syllabi Intending to Prepare Teachers to Be Data Literate: An Interim Report," see ED568598.]
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Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: WestEd; Michael & Susan Dell Foundation