Monica Duncan

Exemplar #1: School Data Analysis Project

CSP 769: Leadership, Advocacy & Systems Change
Standards Addressed: 23, 28 and 30
Introduction
The first exemplar that I have chosen is the Data Analysis Project, which includes a data analysis
paper and PowerPoint presentation. I chose this exemplar because it highlights my ability to conduct
data collection and evaluation, analyze findings with supportive research points, discuss barriers and
explore interventions. My fieldwork partner and I gathered and evaluated data points at our field work
site, including: student enrollment, Advance Placement (AP) test scores, Scholastic Aptitude Test (SAT)
scores, high school graduation rates, A-G completion rates, and college-going rates. We compared our
schools student data the school district, the state, and to the data of students at a similar school. I was
able to demonstrate and have conversations about how overall school data points can be seemingly
positive, yet when analyzed, evaluated and disaggregated by subgroups achievement gaps were
revealed. Through the duration of this project I learned how data is essential to a comprehensive school
counseling program and I gained the knowledge of how to initiate leadership, advocacy and systemic
change within schools.
Rationale for Standards
Standard 23: Advocacy

My knowledge and ability in identifying current student achievement gaps and trends at XYZ School
grew through the completion of the data project. By researching and analyzing the data available I
was able to gain knowledge of existing gaps and provide recommendations to the school site to

explore those areas to reduce the existing barriers.

Through this project I gained knowledge in how to identify gaps between male and female students
and African-American and White students at my fieldwork site. The completed project created an

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opportunity for me to dialogue about achievement gaps at XYZ School with counselors and
administrators. Through the sharing of my findings I brought attention to the need for interventions

to address the barriers that are affecting student achievement.

As an advocate for all students I used data analysis to share identified facts and trends. I realized
without sharing this project the achievement gaps could have gone unnoticed by key stakeholders.
Once the data points were shared and explained I realized that numbers can tell a story and by being
data-driven as a school counselor is crucial to advocacy. In my sharing I emphasized the need of
support for those students who are experiencing barriers, specifically female students, AfricanAmerican students, and AP students within those subgroups.

Standard 28: Organizational and System Development

As a measure of data collection I created and distributed a staff wide survey for the purpose of
collecting staff perceptions and to demonstrate how those perceptions contribute to the culture of the
school. In addition, I gained background knowledge of the schools organization, internal processes,

and how the roles of each stakeholder influence the overall functioning of the school.
After the completion of this project I gained a more comprehensive understanding of the strengths
and needs of my fieldwork site. I developed a more informed perspective of how the school
promotes student success and learned which student groups were not being fully supported. In my
analysis paper I provided research and recommendations to improve the schools areas of growth.

Standard 30: Research, Program Evaluation, and Technology

My work throughout the data project demonstrates proficiency in the use of relevant technology to
access and collect information and conduct research. Through this project I established skills in

interpreting school wide data in order to disseminate trends and patterns in student achievement.
I gained knowledge in both the use of technology and academic research skills. I utilized skills in
accessing databases in order to efficiently gather the required data. I also created and presented a

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PowerPoint presentation, which contained the use of multiple graphs, charts and informational slides
in order to concisely present the data to stakeholders. In addition, the analysis paper required
research in the form of a literature review regarding the achievement gap. I critically evaluated
important ideas regarding the effects of the achievement gap and made connections to how those
ideas can improve the existing gaps at my fieldwork site.
Conclusion
As I reflect on this project I would have spent more time in the data collection process because I
found that school sites can have difficult data retrieval processes. With more time to collect data I might
have been able to examine even more data points. Also, we used another charter school for comparison,
but the demographics and graduation requirements were different than my fieldwork site. Going back I
might have picked an even more comparable school to complete the side by side comparison.
I am eager to incorporate the use of data into my practice. By incorporating data collection and
analysis into a comprehensive school counseling program I will work towards normalizing the practice
of data evaluation in educational settings. Disaggregating data could lead to knowledge of potential
biases or discrimination within a school site and provide insight on which students require further
support to succeed. With the knowledge and skill set of data analysis, school counselors are in a prime
position to serve as leaders and advocates for equity. Evaluating a school site has better equipped me to
serve students and help create a learning environment that is more socially just.