Fischer, Brenda Elaine2011-06-222011-06-222011-05https://hdl.handle.net/11299/107811University of Minnesota Ed.D. dissertation. May 2011. Major: Teaching and Learning. Advisors:Dr. Joyce Strand, Dr. Julia Williams. 1 computer file (PDF); vii, 128 pages, appendices A-E.The No Child Left Behind Act of 2002 fundamentally changed the ways in which schools are held accountable for the academic achievement of all students. Each year, millions of tests are given to students in the United States to comply with the federal accountability mandates set forth by this unprecedented federal legislation. Since these tests are so plentiful and prevalent and so much time and energy is invested in gathering results, it seems it might be possible for this multitude of data to be used for purposes other than external accountability. Might school leaders be able to utilize the data from mandated standardized tests to strategically enable schools to move toward increased student achievement across curricular goals? This qualitative case study tells the story of how teachers and administrators at one Minnesota elementary school, that was labeled in need of improvement, used a variety of data available to them to increase student academic achievement scores. Findings from this study include discussions of the factors and combination of factors that led to increased academic success. This study also includes suggestions for teachers, principals, policy makers, and institutions of higher learning, based on information gained during interviews and from the literature, for creating the conditions under which data can be used as an essential component in the ongoing challenge to increase academic achievement for all students.en-USAccountabilityAchievementAYPDataMinnesota Comprehensive AssessmentsNo Child Left BehindTeaching and LearningThesis or Dissertation