We emphasize the term "evidence-based" pertaining to 21st century education decisions. One of the more challenging aspects of the 21st century education movement is for making informed decisions related to pedagogy, curriculum, selection of models and programs, etc. based on evidence. However, at the same time I have found a disturbing prevalent pattern, at least in the U.S., in a lack of proficiency in understanding and using data by education decision makers, including superintendents, principals, and teachers. Almost everyone would agree that informing oneself with knowledge and understanding of the evidence is key to making your "best guess” as to what to try, continue doing, make changes in, or cease doing. Data understanding abilities and analysis skills, perhaps the most important and challenging elements that face inquiry-based instruction and learning, and the essence of scientific decision making, are sadly lacking for many of these education stakeholders. The issues posed by lack of these “data competencies” are a challenge to true reform in education, and especially for standards that emphasize supporting arguments with evidence. Some of this can be addressed in higher education through pre-service programs to aspiring teachers, teachers-in-training, and administrators. However, for obvious reasons, it is probably unrealistic to expect a substantial number of current stakeholders to go back to college to receive the level of training required to gain an adequate/functional level of data knowledge and skills. In-service programs can have some level of impact. But as a teacher, statistician, scientist, and professional development specialist, I have observed in many stakeholders a limited understanding as well as a less than enthusiastic commitment to learning how to understand data. Beyond the gathering and managing of student, cohort, teacher, school, and district data, what types of support can stakeholders (teachers, principals, and superintendents) use to increase their level of data literacy to inform themselves?
As you have said , literacy is the key . If people don't realise what they are looking at then they will not make sense of it . Perhaps they should be asked to show an acceptable level of data literacy before being allowed to make the decisions - perhaps they really should go back to school (or at least go on Youtube) !
Maths is probably the least favourite subject , but people who use it badly in responsible posts should have their poorer decisions or policies challenged . The figures are neutral - it is what one makes of them that is dangerous . How would you like your building to be wired by somebody who was not too good at physics ? A quick review of basic principles should be enough for the smarter ones , otherwise they should delegate .
Data analysis is the tool of attack and defence in policy decisions , unless one is literate this is beyond reach .
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