Date of Award

Spring 5-18-2020

Degree Type


Degree Name

EdD Education Leadership, Management and Policy


Education Leadership, Management and Policy


Gerard Babo, Ed.D

Committee Member

Daniel Gutmore, Ed.D

Committee Member

Wendiann Sethi, Ph.D

Committee Member

Tina Powell, Ed.D


Venables’ Data Action Model, professional learning community, PARCC testing, data-driven instruction, multi-tiered system of support


This quantitative study examined the impact of utilizing Venables’ Data Action Model as the focus of a professional learning community (PLC) in a small urban school district on mathematics achievement in Grade 3, Grade 6, and Algebra I courses, as measured by the 2018 mathematics PARCC assessment. More specifically, this study evaluated the impact of teacherdeveloped action plans that addressed the needs of selected students within all three tiers of the multi-tiered system of support (MTSS) model. The findings in this study contributed to the larger body of research on data-driven instruction and effective strategies for supporting teachers throughout the decision-making process as it relates to data-informed instruction. This quantitative study was conducted using a comparative, post-facto quasi-experimental design. Propensity Score Matching (PSM) was utilized to mimic a randomized experimental design without randomized delegation of subjects for both the treatment and control groups. Multiple regression analyses were conducted on variables to better isolate the impact that the teacher participating in the district-level data action PLC may have on students’ academic performance in mathematics. The findings of this study show that there is value in ensuring there are effective PLCs in the school and teachers are using data to drive instruction on a consistent basis. Although the model did not produce a statistically significant finding, the mean differences in scale score on the mathematics PARCC inspire further inquiry. Final recommendations encourage schools to promote an effective PLC with practices that permeate the entire school building and district and to prioritize data-driven decision-making professional development along with increased focus on building mathematics content knowledge.