This study aimed to discover the perspectives and experiences of elementary school teachers in rural southeast Tennessee regarding their collaborative efforts to effectively implement data-driven instruction for individual student success. The research problem is that the current collaboration efforts for teachers to implement data-driven…

This study identified the impact of elementary teachers' perceptions and the change that data-driven instruction had on student achievement on the Measures of Academic Progress (MAP) assessment in English language arts and mathematics in an urban elementary charter school. The researcher secured an inner-city charter school in Tennessee to…