Amplifying Voices

Representing Marginalized Students in Data Use and Reporting

Abstract

This literature review examines how marginalized students are represented in educational data, addressing disparities faced by student groups such as racialized students, those with disabilities, LGBTQ+ students, students from low-income backgrounds, and those with limited English proficiency. Research on data and data reporting in schools is systematically examined, resulting in the identification of the need for a more holistic approach to gathering and analyzing student data. Approaches such as the integration of student stories and context into data analysis are considered in recommendations for various levels of data use. Recommendations for teachers and classrooms include acknowledging bias in interpretation, aligning outcomes with holistic student goals, and incorporating formative assessment data in classrooms. For administrators and schools, starting the data analysis process with data from marginalized groups, and reinforcing statistics with qualitative data are key. Educational systems can prioritize local needs for improvement, combine accountability with teacher development opportunities, and empower educators to lead school improvement efforts actively. Combined, these approaches to representing and reporting data can improve decision-making in education by recognizing diverse student needs and experiences.