Data Is Only Useful If It's Accurate

Collecting and organizing data on individual students is one of the key components of today’s corporate education reform. The thesis is that more data makes for better decision-making. And that’s a fairly logical thesis. Except when the data is incorrect or simply false. We can’t afford to take data for granted, as Principal Carol Burrus of South Side High School in New York points out in a posting on the Washington Post’s Answer Sheet. Alerted to discrepancies in a New York State Education Department’s report on how many of her students went on to college, she began to research the report’s data. What she found was disturbing.

The report claimed that, “only 80 percent of [her] students from the cohort of 2008 were enrolled in college.” The data she had said that 98% were enrolled. Within a few days, she had confirmed that over 90% of her students were in college and the number continued to climb. As she put it, “This was no small error.” And, it was not a byproduct of parents “opting out” their kids from data collection efforts.

Significant errors showed up elsewhere. Superintendent of the South Orangetown Central School District Ken Mitchell found that 80 of his 2012 graduates were not listed in the report. Four other school districts reported errors. Harrison Schools Superintendent Lou Wool, “characterized the NYSED report as ‘irresponsible’ and said that it was part of an agenda designed to convince the public ‘’that public schools were failing.’”

According to Burrus, “Flawed reports such as these reflect the mindset of those who are infatuated with data, and who jump to use it when it confirms their belief that schools are not doing a good job.” She goes on to say, “the confidence that they put in data is misplaced.”

http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/11/22/principal-uncovers-flawed-data-in-her-states-official-education-reports/?postshare=7181416714438870