Preparing Teachers to Read the Data: Strengthening Data Literacy for Early Literacy Decision-Making

Teachers are increasingly expected to use literacy screening and benchmark data to guide instruction, identify student needs, and participate in multi-tiered systems of support. However, pre-service and early-career teachers may enter the profession without sufficient preparation to interpret assessment data or connect benchmark patterns to instructional action. This white paper examines the gap between teacher preparation and the realities of K-12 data use, with particular attention to early literacy decision-making. Drawing from Bradbury’s discussion of teacher preparation and the changing realities of education, this paper argues that data literacy is an essential part of preparing teachers for equitable classroom practice. The problem is not simply that schools collect data, but that educators must be prepared to understand what the data mean, recognize repeated patterns of literacy risk, and determine appropriate responses. To address this issue, the paper proposes an applied data-literacy sequence within teacher preparation programs. This sequence would include guided interpretation of benchmark data, realistic literacy screening scenarios, collaborative data conversations, clinical application, and continued support during the first year of teaching. Strengthening pre-service teachers’ data literacy can help bridge the gap between assessment knowledge and instructional decision-making, supporting more timely and equitable responses to student literacy needs.