Amanda Datnow


Amanda Datnow is a Professor in the Department of Education Studies and Associate Dean of the Division of Social Sciences at the University of California, San Diego. Her research focuses primarily on K-12 educational reform and policy, particularly with regard to issues of equity and the professional lives of educators. She is currently engaged in two major research projects on the use of data to inform teaching and learning. These studies are aimed at uncovering best practices in data use and building educators’ capacity to use data effectively. Datnow has also conducted research on the pathways to postsecondary education for low-income students. Across her studies, she uses qualitative research methods in order to provide a detailed examination of school practices and of educators’ and students’ experiences with educational change. She is author or editor of seven books and over 60 articles and book chapters. Her most recent book is Data Driven Leadership (Jossey Bass, 2014). Datnow is on the editorial boards of several journals and consults for numerous professional organizations and government agencies.

Ph. D.
University of California, Los Angeles, 1995
Education (Specialization in Education Policy Studies)
Cognate in Sociology
University of California, San Diego, 1990

Selected publications are listed below. For a more complete list, please visit:

Datnow, A., & Hubbard, L. (2015). Teachers’ use of assessment data to inform instruction: Lessons from the past and prospects for the future. Teachers College Record, 117(4).

Datnow, A., & Park, V. (2015). Data use for equity. Educational Leadership, 72(5), 49-54.

Datnow, A., & Park, V. (2014). Data-driven leadership. San Francisco, CA: Jossey Bass.

Datnow, A., Park, V., Kennedy-Lewis, B. (2013). Affordances and constraints in the context of teacher collaboration for the purpose of data use. Journal of Educational Administration, 51(3), 341-362.

Solorzano, D., Datnow, A., Park, V., & Watford, T. (2013). Pathways to postsecondary success: Maximizing Opportunities for Youth in Poverty. Final report. Los Angeles, CA: UC All Campus Consortium for Research on Diversity. Retrieved at

Datnow, A., Park, V., Kennedy-Lewis, B. (2012). High school teachers' use of data to inform instruction. Journal of Education for Students Placed At Risk, 17, 247-265.

Datnow. A. (2011). Collaboration and contrived collegiality: Revisiting Hargreaves in the age of accountability. Journal of Educational Change, 12(2), 147-158.

Levin, J., & Datnow, A. (2012). The Principal as Agent of Mediated Educational Reform: Dynamic Models of Case Studies of Data Driven Decision Making. School Effectiveness and School Improvement, 23(2), 179-201.

Datnow, A., & Park, V. (2009). Conceptualizing policy implementation: Large-scale reform in an era of complexity. In D. Plank, B. Schneider, & G. Sykes (Eds.), AERA Handbook on Education Policy Research (pp. 348-361). New York: Routledge Publishers.

Datnow, A. (2005). The sustainability of comprehensive school reform in changing district and state contexts. Educational Administration Quarterly, 41(1), 121-153.

Datnow, A., Hubbard, L., & Mehan, H. (2002). Extending educational reform: From one school to many. London: RoutledgeFalmer Press.

Datnow, A., & Castellano, M. (2001). Managing and guiding school reform: Leadership in Success for All schools. Educational Administration Quarterly, 37(2), 219-249.

Datnow, A., Hubbard, L., & Conchas, G. (2001). How context mediates policy: The implementation of single gender public schooling in California. Teachers College Record, 103(2), 184-206.

Datnow, A. (1998). The gender politics of educational change. London: Falmer Press.

Datnow teaches in the undergraduate and graduate programs in Education Studies and is always eager to engage with students. Recent and current courses include:

  • EDS/SOC 117: Language, Culture, and Education

  • EDS 263: Introduction to Qualitative Data Analysis

  • EDS 270: Social Organization and School Reform

  • EDS 297: Accountability and Data Use

  • EDS 297: The Contexts of Teaching and Change