When I was a teacher, my administrative team was highly focused on the “numbers,” and their dismissal of my observations sometimes left me feeling undervalued. They didn’t recognize that my daily interactions and deep understanding of my students provided valuable context for data-driven decisions.
Throughout my 15 years in education, I’ve worn many hats — teacher, principal, administrator — and I’ve experienced both sides of the data conversation. As a principal, I was excited about using data to make impactful decisions for our school community. But as a teacher, I felt overwhelmed and undertrained, unsure of how all this data could support my work. I relied on strong relationships and daily interactions with my students and families, believing those were more valuable than the “data” (quantitative data) my administration team wanted to discuss.
What I came to understand is that “data” is both quantitative and qualitative — the numbers that show growth or gaps, and the insights and experiences that help make sense of those numbers. When we embrace both the numbers and the narratives, we gain a clearer, more compassionate understanding of what our students need to succeed.
Here’s the difference between quantitative and qualitative data:
Quantitative Data is numerical and objective, focusing on measurable aspects of student performance and behavior. It is often collected through standardized assessments, behavior checklists, and attendance records. This data can be analyzed statistically to identify trends, track progress, and evaluate the effectiveness of interventions.
Examples of Quantitative Data:
Qualitative Data is descriptive and subjective, capturing the nuances of student experiences, perceptions, and contexts. It is typically gathered through observations, interviews, focus groups, and open-ended survey questions. This data provides rich insights into the factors that influence student learning and behavior, and can inform the development of targeted interventions.
While we can't base decisions for students solely on our feelings, it's crucial to include educators' observations and daily interactions. Neither quantitative nor qualitative data alone provide a complete picture of what is happening with a student. Both are necessary to guide educators and families in making the best decisions. As a new administrator, I pledged to create a data-inclusive environment where both types of data were valued.
MTSS is all about using data to make informed decisions that support students. To start, I knew it was important for everyone to understand quantitative and qualitative data — the numbers that show trends and progress, and the observations that provide context.
Intentional training helps educators see the value of both types of data and how to use them effectively. With straightforward processes in place, it becomes easier to combine and analyze information.
To help educators become data-savvy, here are critical topics to cover:
Provide a clear understanding of the fundamental differences between these data types and ensure that all educators can distinguish between them and appreciate their unique contributions.
Introduce the basic principles and techniques of data analysis, equipping educators with the skills to interpret and draw meaningful insights from both qualitative and quantitative data.
Explore ways in which data can inform and enhance instructional practices, enabling educators to make data-driven decisions that support student learning and growth. Highlight the direct benefits that students can reap from data-informed practices, emphasizing the role of data in personalizing learning experiences and promoting academic success.
Provide practical guidance on selecting the most appropriate data sources and analysis methods for different purposes, empowering educators to use data effectively in their daily work.
When you prioritize understanding qualitative and quantitative data, you set your staff up for data confidence. The overarching goal is to create a shared understanding and acceptance among all educators that both data types play a vital role in informing educational practices. Quantitative and qualitative data are both valuable components of an effective MTSS framework.
Qualitative data provides rich insight into the context and nuances of a student's learning experience, going beyond what quantitative data alone can reveal. In a Multi-Tiered System of Supports, qualitative data helps educators:
When using qualitative data to understand students, it's essential to avoid common pitfalls that can lead to biased or incomplete decision-making.
As a principal, my job was to ensure teachers felt supported and confident using what they learned in their classrooms and offices. After helping everyone understand how to use qualitative data and offering ongoing training, the next step was to use simple, organized tools to gather, analyze, and apply that data.
*As a new administrator, surveying with open-ended questions was a game changer. For example, a survey revealed that students in the deaf education program were being scheduled for classes last. This resulted in limited course options and interpreters, leading to inequity, disengagement, and high behavioral incidents. I was totally unaware of this! By prioritizing deaf education students when scheduling courses, ALL students could choose their desired courses. Within a year, we saw a 72% decrease in behavioral incidents and a 56% increase in academic achievement and engagement among deaf education students. Qualitative data guided me to make a simple change that had a huge positive impact.
Downloadable Resource: MTSS Meeting Agenda Template
Branching Minds makes it easy to integrate qualitative data into your MTSS process with a centralized platform for collecting and organizing valuable insights:
When we value both stories (qualitative data) and numbers (quantitative data) to truly understand what is needed to support students, educators, and parents, this work becomes more enjoyable. By using qualitative data with quantitative data, the word “data” no longer triggers feelings of overwhelm or resentment!
Looking back, my observations as a teacher should have been valued as an essential piece of the puzzle; rather than something secondary to the numbers. Now, I understand how powerful it can be when schools bring both quantitative and qualitative data together. It’s not about choosing one over the other — it’s about listening to the stories behind the numbers. When we do that, we make decisions that truly reflect the needs of our students. And most importantly, we create a school culture where every teacher feels heard and every student feels seen.