03/04/2026
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Timothy Howarth “The Impact of Increasing Teacher Data Literacy on Educating Multi-Lingual Learners."

Candidate: Timothy Howarth
Degree: Doctoral- Ed.D. Leadership in Schooling
Defense Date: March 17, 2026
Time: 4 p.m.
Location: Via Zoom 
Thesis/Dissertation Title: The Impact of Increasing Teacher Data Literacy on Educating Multi-Lingual Learners

Dissertation Committee

  • Chair: William Goldsworthy, Ed.D., Adjunct Faculty, School of Education, University of Massachusetts Lowell
  • Committee Member: Phitsamay Sychitkokhong Uy, Ed.D., Associate Professor, School of Education, University of Massachusetts Lowell

Abstract
Multilingual Learners (MLLs) in high school are often thought to be successful if they finish high school, a clear distinction from being College and Career Ready as is usually expected of their regular education peers (Callahan & Shifrer, 2016). One way to support MLLs is through the use of progress monitoring data to make continuous adjustments to instruction in response to the needs of the MLL students (Rivera & McKeithan, 2022). At Maple Leaf High School in the Rocky Hill School District (both pseudonyms) the percentage of MLLs is rapidly increasing, but the outcomes on state accountability testing lag far behind that of their regular education peers in both achievement and growth. This mixed-methods PDSA cycle studied the impact of a professional development series designed to increase teachers’ data literacy in using diagnostic and curricular data for them to better meet the needs of their MLL students. Data from six participants were collected through the Educator’s Data Literacy Self-Assessment (EDLSA) survey by Donate-Beby et al. (2025), through pre- and post-interviews, and through teacher journals using prompts based on the Gibb’s Reflective Cycle. The results of this study were mixed. Quantitative data from the intervention showed a significant increase in teacher data literacy as measured by the EDLSA; however, qualitative data revealed a gap in the knowledge that teachers need to best support the MLLs in their classrooms. Findings suggest expanding the professional development sessions to all staff to increase data literacy while also working to increase MLL training for teachers through additional professional development sessions and by encouraging teachers to receive their MLL certifications.