Anyone who knows me can attest that I love data. I can’t get enough of it. I love numbers . I find data intriguing to the point of obsession. Right now I can tell you that 43% of Americans want the Federal Government more involved in education with 56% of parents wanting more involvement (Gallup), the average American spends about 38 days of their life brushing their teeth and classes at my school spend about 10 school days per year on bathroom breaks. I have acquired nicknames from friends and colleagues such as “Graph Man” and “Chart Boy.” Enough said.
In addition to having an interest in the numbers themselves, what I find even more interesting is how data can be manipulated and how it can be misleading if used out of context. In a poll for example, the results can easily be manipulated by simply framing the question in a certain way. With assessment data, you can manipulate the format of the reporting depending upon the outcome you want. With research data, a company can base the effectiveness of the product they want to sell on a certain sample size or chosen group of people.
Numbers can’t lie. They can’t tell the truth either. They are just numbers. People still have to think. When used with caution numbers can guide us and help make us more effective communicators, teachers and learners. When we try to assign numbers to things that are not measurable or when used solely without thought or used haphazardly numbers can, I would argue, make us look foolish.
Numbers are foolishly being used in schools across America to unofficially label students. And believe me, in education, once you have a label it is very difficult to get rid of and if you can’t get rid of it, it becomes a self-fulfilling prophecy. Year after year. Teacher after teacher. “Look at those scores. This student can’t learn.” “They are so low.” “My whole class is below basic.” “They shouldn’t be in this class.” “How can I possibly teach someone that low.” “How can they possibly be in grade __ . They can’t even _____” “They shouldn’t be in this grade, they just came from [insert country here].” “They don’t even know ____” These numbers were supposed to help teachers identify the needs of students so teachers could take them from where they are and move them to their fullest potential. They were not supposed to be reasons for why students couldn’t be taught.
Let me repeat, numbers don’t lie or tell the truth. What is hindering education today is not the numbers, not the data but the mindset of “me,” the attitude of “can’t” and the work ethic of “don’t want to” that exists in some classrooms in every school today. Instead of “what ever it takes” it is “I don’t have time to.” Instead of “What can I do?” it is “Someone needs to.” It is true that it is not like this in all classrooms. But just as a label can become a self- fulfilling prophecy for a student the selfishness, negative attitude and poor work ethic of a few teachers can and does infect the whole school.
So let’s not be data dumb. Use data with caution. Children are people, not budgets, batting averages or burgers. They are all different. Our job is to teach all students from where ever they come. Our job is to meet student needs whatever they are. Period. So when you hear an educator making an excuse, do not let it go. Challenge it. Make it clear to them that teachers can teach all students and that all students can learn.
Not everything that counts can be counted, and not everything that can be counted counts.