Data fluency—the ability and confidence to actively make sense of and use data—is increasingly recognized as essential for students’ civic participation and scientific literacy, yet questions remain about implementing data-rich instruction effectively. This exploratory mixed-methods study examined current practices and professional learning needs through surveys with 155 secondary Earth science educators across the United States and focus groups with 21 participants. Educators reported comprehensive engagement with data practices (91% using 5+ practice categories) but showed critical gaps: only 39% used pre-existing datasets despite their importance for investigating large-scale phenomena, 45% employed dynamic visualization tools that could democratize data exploration, and 18% did not foster dispositions for student data agency. Teachers recognized diverse student assets for data work, including community-based knowledge and problem-solving approaches, with 42% seeking support for community-connected pedagogy. Barriers included accessing relevant datasets (53%), time constraints (42%), and integrating data into lessons (47%)—challenges that reflect systemic rather than individual limitations. These findings reveal that while educators serving diverse communities envision data science as an opportunity to value different strengths and ways of knowing, realizing this transformative potential requires systematic support including accessible tools, relevant datasets, and professional learning that bridges recognition of student assets with classroom implementation.
Wong et al. (Thu,) studied this question.