Data Driven Practice: Using Family Engagement Data to Inform Instructional Practices at Educare of Washington, D.C.

Abstract

This research project explored how family engagement data was collected, shared and utilized by teachers and staff at Educare of Washington, D.C., a birth to age five school serving low-income families in the District of Columbia. Data was collected through focus groups with parents, teachers and family engagement specialists at Educare DC. Findings included strong mechanisms for collecting family engagement data through both the family engagement staff, the local evaluation partner and teachers, but inconsistency around data sharing among staff, leading to underutilization of data in the classroom to improve instruction. The research project concludes with recommendations guided by improvement science and systems thinking.