How Often Should School Leaders Gather and Review Street Data?

As school leaders, we often turn to the numbers—attendance, assessments, referrals—to guide our decisions. But the data that’s easiest to measure isn’t always the most powerful.

In their book Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation, Shane Safir and Jamila Dugan challenge us to look beyond “satellite data” (test scores, dashboards) and even “map data” (surveys, walkthroughs) to gather street data—the lived experiences, narratives, and emotions of our students, families, and staff.

So how often should principals and vice principals collect and engage with street data?

The answer: intentionally and rhythmically.

Street data is the qualitative, human-centered information that comes from truly listening—through empathy interviews, open-ended surveys, student circles, and staff/family storytelling.

“Street data teaches us to look down and in, not up and out. It invites us to slow down, listen deeply, and walk alongside our students.”— Street Data, Safir & Dugan

This kind of data gives you insight into belonging, identity, bias, relevance, and wellness—the stuff you can’t find in a spreadsheet but that drives every student outcome.

🗓️ How Often Should You Engage with Street Data?

Here’s a suggested cadence to make street data part of your school culture—not just a one-time event:

🧠 Monthly: Mini Listening Moments

Format:

• One empathy interview per admin or coach

• Exit ticket or check-in survey after a staff or student event

• “What’s one thing you wish we knew?” question to families

Purpose:

• Stay close to student, staff, and family experience

• Inform monthly leadership decisions

• Catch early signs of disengagement

🧵 Quarterly: Focused Street Data Cycles

Format:

• A set of 6–10 empathy interviews or student focus groups, which can be an accumulation of the leadership team’s monthly empathy interviews 

• Staff pulse check surveys or individual meetings to receive feedback

• Family listening sessions (with interpreters when needed)

Purpose:

• Identify equity gaps, systemic barriers, or blind spots

• Reflect on progress toward your equity and culture goals

• Elevate voices that are often unheard

Pro Tip: Align each quarterly cycle to a guiding question like:“What helps you feel safe and seen at school?”“Where do you feel agency in your learning or work?”

📊 Biannually or Annually: Map + Street Data Combo

Format:

• Combine surveys (map data) with follow-up empathy interviews

• Include in school culture audits, equity reviews, or strategic planning

• Consider street data as part of your data walk or leadership retreat

Purpose:

• Triangulate with traditional data

• Drive improvement planning and resource allocation

• Elevate community voice in policy or design decisions

🔄 Making Street Data Sustainable

Safir and Dugan emphasize that street data isn't a “tool”—it’s a stance. To make it part of your leadership rhythm:

• Include empathy interviews in admin team goals

• Use survey open-response data in staff PD or PLCs

• Create space for student and family storytelling in existing structures

• Budget time and resources to gather, reflect, and act on what you hear

💬 Leading With Curiosity

Engaging with street data requires humility, patience, and openness. But the return is profound: stronger relationships, deeper trust, and solutions rooted in the actual needs of your community.

You don’t need to be everywhere—you just need to listen with intention.