The Data Speaks: Why We Should Be Listening

By Don Allen (Editorial Opinion) - Journal of A Black Teacher (2024)

In education, data speaks volumes, yet it’s often met with silence. Teachers, administrators, and policymakers stand at a crossroads when using data to drive decisions. Schools are rich in one crucial resource: children. The talent we have in our students is immeasurable. They are our society's future thinkers, creators, and leaders, and we are fortunate to be surrounded by this talent daily. But what happens when school sites and districts don’t listen to the data, refusing to acknowledge where the challenges lie? How can we possibly nurture this talent if we don’t understand the obstacles in their way?

This article explores the consequences of neglecting data and how the lack of collective determination in favor of individual agendas stifles growth and progress. Despite the immense talent within our classrooms and the available resources — human capital, expertise, and technology — our schools still struggle. The root of this issue is not always about resources. It often stems from a lack of coherent focus on what matters most: student success and equity.

Data in education is not just numbers on a spreadsheet; it’s a narrative that reveals our students' successes, struggles, and needs. Data provides a clear picture of what's happening in our schools, from test scores and graduation rates to student attendance and disciplinary records. It shows where we are falling short and where our students are excelling. Yet, schools and districts often ignore the hard truths that data reveals, opting instead for broad assumptions or gut feelings.

When we fail to look at the data, we fail to identify the actual challenges. For example, suppose a school consistently shows low reading proficiency among its students. In that case, the data may point to a gap in the curriculum, ineffective teaching methods, or a lack of student engagement. By acknowledging these challenges through data, administrators, and teachers can continue down a path of ineffective solutions, genuinely addressing the root cause of the problem. This cycle of avoidance leads to frustration among educators and continued failure for students.

In many ways, our schools are rich in talent. Students possess untapped potential, and teachers bring knowledge and dedication to the classroom. Yet, the system fails when it does not nurture this talent because individual agendas precede a collective vision. Administrators may focus on optics, ensuring that the school appears successful on the surface without addressing deep-rooted issues. Teachers may feel pressured to meet short-term goals — like passing state-mandated tests — at the expense of fostering long-term student growth.

Collective determination, or the ability of a school or district to work together with a unified purpose, is often absent. When individual agendas dominate, the focus shifts away from the students. A teacher may be more concerned about receiving a high evaluation score than improving student learning. Administrators may prioritize new programs to boost resumes rather than build on the school's foundational needs. In these cases, the children, who should be at the center of every decision, are sidelined.

We have the talent and resources. Yet, stakeholders' lack of unity and shared purpose hinders actual progress.

One of the most critical resources schools have is human capital. Teachers, staff, and administrators all play pivotal roles in shaping students' educational experiences. When leveraged correctly, this human capital can lead to transformative change. But all too often, schools fail to align their human resources with the needs revealed by the data.

Consider the case of a school that struggles with high absenteeism. The data is precise: students are not attending class, which directly affects their academic performance. However, instead of addressing the issue by focusing on student engagement, family outreach, and community support, the school might implement new technology or a trendy program that needs to do more to solve the problem. Human capital is not used effectively because the focus is misaligned with the data.

Effective use of human capital involves placing people in the correct positions and empowering them to address the challenges head-on. Teachers need professional development to tackle specific issues raised by data, whether improving literacy rates, reducing behavior incidents, or closing the achievement gap. Administrators must provide leadership that supports this work, creating a culture where data-driven decision-making is the norm.


The Substitution Problem: When Short-Term Fixes Replace Long-Term Solutions
Another issue that arises when we don’t talk about the data is the tendency to substitute short-term fixes for long-term solutions. When schools are focused on quick wins or the appearance of success, they often implement programs that provide temporary relief but do not address the underlying issues. These substitutions are a distraction, pulling attention away from the more profound work that needs to be done.

For example, a district might invest in flashy new educational software, hoping it will raise test scores overnight. However, without addressing the systemic issues of student engagement or the quality of instruction, the program is unlikely to have a lasting impact. It’s like putting a band-aid on a broken bone—the underlying issue remains unaddressed, and the problem persists.

Long-term solutions require a commitment to continuous improvement grounded in data. It involves making tough decisions, such as reallocating resources, providing targeted interventions, and fostering an environment where honest conversations about what the data is saying are encouraged.

Individual Agendas vs. Collective Determination…The tension between individual agendas and collective determination is at the heart of the issue. Schools operate within a system where competing interests can derail the collective mission of student success. Teachers, administrators, and district leaders may all have their own goals, but when these goals conflict, progress stalls.

Collective determination means working together toward a shared goal, with a focus on improving student outcomes. It requires putting aside personal ambitions or fears and committing to a data-driven approach to prioritizing student success. This is not to say that individuals cannot have their own professional goals, but these must be aligned with the school's broader mission. 

To achieve this, schools need to foster a culture where data is not feared but embraced. Administrators must lead by example, using data to inform their decisions and encouraging teachers to do the same. Teachers, in turn, must be supported in using data to guide their instruction and interventions. When everyone works together, focused on the same data, the power of collective determination can be unleashed.

The talent within our schools is undeniable. Our students are full of potential, and we have the human resources to nurture that talent. However, that talent will remain untapped without listening to the data and the collective determination to act on it. Schools must embrace data-driven decision-making, not as a burden but as a tool for meaningful change. When the data talks, we must be willing to listen and act — not with individual agendas or quick fixes, but with a unified, long-term commitment to student success. Only then can we truly harness the wealth of talent that fills our classrooms.