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Bringing Data to Life: How Loudoun County Teachers Are Empowering Students with Real World Data in the Classroom



Loudoun County Public Schools (LCPS) has long been at the forefront of innovative education, with a particular focus on engaging students in research and data literacy. Dr. Stephen Burton, Science Outreach Teacher at LCPS and Darielle Timothy, the Science Supervisor at LCPS, are passionate about helping students view the world through the lens of data. For this team of educators, data science isn’t just about numbers and graphs — it’s about teaching students to navigate the data-driven world we live in and learn how to unlock the stories that data can tell.


“We are inundated daily with data summarized to communicate some idea,” Dr. Burton explains, pointing out just how much information students passively encounter on a regular basis. From election polls to weather forecasts, students are constantly processing information, but without the right skills, they risk being misled by how that data is presented.


“Without data literacy to evaluate how the data is being communicated and understanding what the summary descriptive statistics or figures can and cannot communicate, a person can be subject to being misled into an incorrect summary.”
-Dr. Stephen Burton, LCPS Science Outreach Teacher

A Broader Focus on Research and Data Literacy


LCPS’s commitment to fostering data literacy in students begins with its robust “research curriculum,” which includes research-focused courses in earth science, biology, and chemistry. This curriculum builds students’ critical skills and experiences in research and data literacy, preparing them to confidently explore their own research or engineering design projects.


The culmination of the research curriculum is the unique Independent Science Research (ISR) class, which allows students across the county to pursue independent research and explore their own questions, giving them hands-on experience working with data that relates to their lived experiences. By the time they reach the ISR course, students have gained valuable experience with data analysis, making them more confident and capable in conducting their own research projects. “Science research requires data because you’re always using data to draw information from. So that was the primary goal at the very beginning,” Dr. Burton explains


The resulting excitement about exploring data in the research curriculum courses has resulted in the ISR class expanding from four schools in 2011 to 16 high schools in the county today, with over 400 students currently enrolled in the ISR program.


Using DataClassroom for Real-World Learning


At LCPS, students are learning how to use their data literacy skills to analyze data critically and see beyond the numbers. Through a real-world data curriculum powered by DataClassroom, students engage with authentic datasets, develop critical thinking skills and learn how to solve problems in their daily lives. 


LCPS educator Jennifer Flynn updated a dataset in DataClassroom describing the Early Spring in Kyoto dataset, tracking 120 years of cherry blossom “full flowering dates” in Kyoto, Japan, to include cherry blossom bloom dates in nearby Washington D.C. This instantly rendered the dataset more locally meaningful to the LCPS students, allowing them to also explore how climate can impact ecosystems. Using this data, students are asked to explore why the bloom dates might look relatively similar when the two cities are located on opposite sides of the globe.



Cherry blossom bloom dates for Kyoto, Japan from 1912–2020 (Magenta) and Washington, D.C. from 1920 to 2022 (Green). Bloom dates represent when 70% of the cherry blossoms are open and are known to be largely driven by temperatures in winter and early spring. The Bloom Date on the Y-axis is date converted to the number of days starting with January 1st as day 1. As winters have become milder, the starting bloom dates for cherry blossoms has advanced between 7 days (in D.C.) and 10 days (in Kyoto) earlier.


“I think it’s important to capture how students are utilizing the resource to support their own scientific thinking and development.”
-Darielle Timothy, LCPS Science Supervisor

This hands-on curriculum allows students to move beyond textbook learning and actively engage in data analysis. Timothy emphasizes the importance of this approach in teaching students the nuts and bolts of real data collection and analysis: “I really like that [DataClassroom] takes students and teachers through the actual process of data analyses and displaying that data in the way that’s appropriate based on the research methods that were used or the best way to display the results of the student’s research or experiment.”


Incorporating Authentic Data Collection


LCPS has also embraced the power of authentic data collection in its classrooms. Dr. Burton explains LCPS managed to integrate local data into student learning on microhabitats, small areas within a larger habitat that have unique environmental conditions and support a distinct community of organisms.


Outside LCPS classrooms, teachers are using data sensors to measure light and temperature, building a large database of readings spanning over five years that allows students to explore environmental patterns in the area. These tools give students a unique opportunity to analyze how local conditions impact the environment. Additionally, the integration of geographic information systems (GIS) allows students to map data to their surrounding ecosystems, making their learning experience both interactive and locally relevant.


A comparison of three forest “islands” light levels at the Academies of Loudoun. Data were collected with hobo sensors were placed in 5 N-S 50 m long transects spaced approximately 20 m apart with hobo sensors every 10 m..  The central island is 50 m long in the N-S direction. The North and South “islands” start at a road (higher temperatures) and extend 50 m into the forest. In general the Central forest island shows higher light levels (with greater variability) compared to the North and South forest island.


A comparison of the three forest “island” temperatures. The Central forest island has more edge compared to the North and South forest islands allowing more light to penetrate (Fig A). The result is that the Central forest island has higher overall temperature across the forest compared to the North and South forest islands (Fig B).


“That’s the beauty of using real data in the classroom. Students can make global-local connections and engage with data that’s meaningful to them.”
-Dr. Stephen Burton, LCPS Science Outreach Teacher

Through programs like DataClassroom, LCPS encourages students to dive deeper into real-world phenomena. By providing access to real data and fostering authentic application, Loudoun County ensures students are not just learning science — they’re actively participating in it. This approach emphasizes the power of data literacy, equipping students with the skills they need to interpret the world around them and draw meaningful conclusions.


Dr. Burton highlights how these real-world data opportunities help students better understand their environment: “Students can look at how quickly the air above the snow warms up, or compare micro-habitats within a specific area to see how the temperature varies due to different environmental conditions.” By teaching data collection through local projects, the school is making data-driven learning accessible, engaging, and impactful for students.


Supporting Teachers Through Professional Development


Loudoun County schools are not only focused on student learning but also on empowering their teachers through dynamic professional development opportunities. While there are designated district-wide PD days, the school district has found success in also offering smaller, focused “micro PD” sessions as well. These quick, targeted training sessions allow teachers to gradually build their comfort and confidence with programs like DataClassroom, especially those teachers who are new to the platform.


Dr. Stephen Burton highlights how LCPS encourages peer learning: “It’s one thing for us at the administration to say, ‘Use this resource,’ but it’s another for teachers in the trenches to say, ‘I’m using this resource, and it’s really great.’” This peer-to-peer approach has empowered educators to take ownership of their learning, with some now presenting to fellow teachers on how they successfully use DataClassroom.


Timothy adds that many teachers appreciate the ability to gradually integrate these new resources into their classrooms: “How do you eat an elephant? One bite at a time.” This philosophy underpins LCPS’s approach to PD, offering small, manageable steps that help teachers develop their skills in data collection and analysis. The district’s commitment to dynamic and flexible PD opportunities ensures teachers are supported at every stage of their journey, making the integration of data science tools seamless and effective.


Building Data-Confident Students


For Dr. Burton, building data literacy in students is key to preparing them for a data-driven future. “When our citizens have poor data literacy, they can be more easily misled,” he explains, emphasizing why the data curriculum at LCPS is so vital. By giving students the tools to think critically and question the data they encounter, LCPS is setting them up for success in any future career they may choose to pursue.


“It’s exciting to see students so engaged with the material,” Dr. Burton says. And that’s exactly what LCPS aims for: creating empowered, data-confident students ready to take on the challenges of tomorrow.


As these programs continue to expand, LCPS is preparing its students to confidently navigate a data-rich future, where they will be empowered to solve complex problems and make informed decisions. The commitment to integrating authentic data collection and analysis in the classroom ensures that Loudoun County students are not just learning about data — they’re shaping the future with it.


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