The Data-Driven Education Movement
In the education community, many proclaim themselves to be “completely data-driven.” Data Driven Decision Making (DDDM) has been a buzz phrase for a while now, and continues to be a badge many wear with pride. And yet, every time I hear it, I cringe.
Let me explain. During my first year in graduate school, I was taught that excessive attention to quantitative dataimpedes – rather than aids – in-depth understanding of social phenomena. In other words, explanations cannot simply be cranked out of statistical analyses, without the need for a precursor theory of some kind – a.k.a. “variable sociology” – and the attempt to do so constitutes a major obstacle to the advancement of knowledge.
I am no longer in graduate school, so part of me says: Okay, I know what data-driven means in education. But then, at times, I still think: Not really. What does “data-driven” mean even in this context?
Let me explain. During my first year in graduate school, I was taught that excessive attention to quantitative dataimpedes – rather than aids – in-depth understanding of social phenomena. In other words, explanations cannot simply be cranked out of statistical analyses, without the need for a precursor theory of some kind – a.k.a. “variable sociology” – and the attempt to do so constitutes a major obstacle to the advancement of knowledge.
I am no longer in graduate school, so part of me says: Okay, I know what data-driven means in education. But then, at times, I still think: Not really. What does “data-driven” mean even in this context?
