Abstract
This study investigates the Korean Educational Information Disclosure System (KEIDS) and suggests sustainable development policies for KEIDS to improve school-level data-based decision-making (DBDM) from the educational administration’s perspective. It also raises the following questions: What are the barriers impeding effective data use by the KEIDS? How do school teachers, who are directly involved in using data, effectively prepare for DBDM using the KEIDS? How can the KEIDS be improved for DBDM concerning quality data, school context, and institutional support? To answer these questions, the study reviewed KEIDS-related documents and interviewed 24 school teachers through an interpretive case study approach while using a research framework of data quality, school contexts, and institutional support. Its results highlight important issues with the KEIDS and sustainable DBDM, in other words, teachers and administrators are not always conscious of the need for using data; the lack of data use understanding creates issues among principal leadership and teachers’ involvement and cooperation; the quality of the student data in the Schoolinfo system is questionable; and the central education authority focuses on simply disclosing student data rather than pursuing the goal of the KEIDS. The study suggests facilitating DBDM through the KEIDS in terms of data quality, school context, and institutional support.
Highlights
Under the Elementary and Secondary Education Act (ESEA), 2001, nicknamed No Child Left Behind, US accountability policies mandated that educators, administrators, and policymakers significantly employed standardized test results for improving student achievement and teaching and learning [1,2,3,4,5]
As stated in Article 1 of the ADIE and suggested in the master plan of the Korean Educational Information Disclosure System (KEIDS) published by the Ministry of Education (MOE) [11], the primary aim of the KEIDS is to protect the right of the public to know and to participate in education, to guarantee the improvement of efficiency and transparency in school management, and to promote scientific and policy research
The KEIDS aims to actively disseminate the educational information managed by education-related institutes (ADIE, Article 2), and it functions as a main mechanism to form a data-based decision-making (DBDM) culture [12]
Summary
Under the Elementary and Secondary Education Act (ESEA), 2001, nicknamed No Child Left Behind, US accountability policies mandated that educators, administrators, and policymakers significantly employed standardized test results for improving student achievement and teaching and learning [1,2,3,4,5]. As stated in Article 1 of the ADIE and suggested in the master plan of the KEIDS published by the Ministry of Education (MOE) [11], the primary aim of the KEIDS is to protect the right of the public to know and to participate in education, to guarantee the improvement of efficiency and transparency in school management, and to promote scientific and policy research. The ADIE suggests publication, which means “an education-related institution notifies or provides information held and managed,” as a method of disclosure (Article 2, Paragraph 3). . To guarantee citizens’ right to know and promote academic studies and research on policies by providing for the duty to disclose information held and managed by each education-related institution . The KEIDS aims to actively disseminate the educational information (see Table 1) managed by education-related institutes (ADIE, Article 2), and it functions as a main mechanism to form a data-based decision-making (DBDM) culture [12]. 7 on matters with regard to accounting of the school and foundation, including the budget and settlement of accounts; Paragraph 8 on matters with regard to the operating committee of a school; and Paragraph 14 on matters with regard to the correction orders specified in Articles 63–65 of the ESEA. 3 Refers to the Schoolinfo website (http://www.schoolinfo.go.kr/). 4 The content is based on the enforcement decree of the ADIE
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