Longitudinal Analysis Technique to Assist School Leaders in Making Critical Curriculum and Instruction Decisions for School Improvement

Abstract

To meet the constantly changing needs of schools and diverse learners, educators must frequently monitor student learning, revise curricula, and improve instruction. Consequently, it is critical that careful analyses of student performance data are ongoing components of curriculum decision-making processes. The primary purpose of this study is to demonstrate the application of panel study longitudinal analysis techniques to inform curricula and instructional improvement efforts using actual data retrieved from state accountability reports of a Texas school district.