Module 6: Resources per Data, Student Need

Allocating Resources Based on Data and Student Needs


            This module examines the ways that data are used to make decisions and distribute resources and the ways that race/ethnicity, gender, and SES influence who gets what, when.  It also demonstrates ways to examine differences in achievement and responses to behavior by race/ethnicity, gender, and SES.  Activities will explore the validity of the data we use for all populations; the ways that resources are assigned and who benefits from those decisions; the process by which data-resource decisions are made; the procedures and variables that allow for a closer understanding of student achievement and student experiences in schools.

Theory of Action

            The Theory of Action underlying this model is grounded in a constructivist, problem based context. As participants work on authentic problems of practice, using their own school contexts and their own data, they will gain an understanding of the equity issues in data identification, collection, analysis, and decision-making

Objectives and standards

            Eight objectives are included in this module:

Objective 1 Objective 1Examine issues of diversity in the classroom and school and their relationship to data collection and use.
Objective 2 Build an ethical framework to understand and document educational practices that benefit some students and fail others
Objective 3 Understand the content and purpose of equity audits
Objective 4 Understand how to look critically at student and school level data from an equity framework
Objective 5 Learn to disaggregate data by gender, race/ethnicity, and proxies for SES
Objective 6 Learn to conduct an equity audit
Objective 7 Identify and frame the problem in relation to equity audit data Learn to use data to inform policy and practice
Objective 8 Learn to use data to inform policy and practice


This module addresses ISLCC/ELLC standard

Standard 1:  An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.


B. Collect and use data to identify goals, assess organizational effectiveness, and promote  organizational learning

Standard  4:  An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.

 A. Collect and analyze data and information pertinent to the educational environment

Standard  5:  An education leader promotes the success of every student by acting with integrity, fairness,and in an ethical manner.

 C. Safeguard the values of democracy, equity, and diversity

 D. Consider and evaluate the potential moral and legal consequences of decision-making

 E. Promote social justice and ensure that individual student needs inform all aspects of schooling

Standard 6:  An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

  C.Assess, analyze, and anticipate emerging trends and initiatives in order  to adapt leadership strategies

Content Area

            The content includes issue of diversity, the ethics of data use, and the nuts and bolts of identifying, collecting, analyzing and using the results of data.

Courses for Which Module would be Appropriate

            Parts of this module can be used in any in which data should be considered.  Courses that focus on enhancing instructional leadership, decision-making, human relations, facilities, diversity, and educational change all rely upon the ability to identify, collect, analyze, and make sense of data.       


            The module consists of eight inter-related powerful learning experiences (PLEs). Each PLE is designed to both constructivist—in which participants and instructor generate and synthesize ideas, attributes and criteria for advocacy-related tasks—and reflective, in which participants reflect in small and large groups on what they are learning to surface patterns in examining multiple issues and conditions for advocacy.