"I argue that much of the current education reform movement [uses] reductive notions of data to create the appearance of growth as opposed to authentic and sustainable growth in pedagogical practice and outcomes.
Data tell a story. How we select, manage, organize, and report those data influences the story in two ways: (1) it reveals our values and priorities and (2) it has the power to shape, highlight, and/or obscure the knowledge it purports to share. Software and information systems play a central role here as the logic they rely on to structure and use data saturates educational practice (Lynch)."
Golden, N. (2014). Education reform and potemkin villages: expanding conceptions of “data.” English Journal, 104(2), 115-117.
National Council of Teachers of English
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