Performance data is dominating education policy, with many researchers and policymakers convinced that a data-based approach results in improved performance. The implications of this should be questioned by the research community to promote debate and consideration of choices excluded by data dependency.
This is a preview of subscription content, log in via an institution to check access.
References
Molla, T. in Governing Knowledge: Comparison, Knowledge-based Technologies and Expertise in the Regulation of Education (eds Fenwick, T., Mangez, E. & Ozga, J. ) 75–86 (World Yearbook of Education 2014, Routledge, 2014).
Piattoeva, N. J. Educ. Policy 30, 316–334 (2014).
Finn, M. Cult. Geogr. 23, 29–49 (2016).
Koyama, J. & Menken, K. Biling. Res. J. 36, 82–99 (2013).
Selwyn, N. Learn. Media Technol. 40, 64–82 (2014).
Lawn, M. & Ozga, J. The Sleep of Reason Breeds Monsters: Data and Education Governance in England CES Briefing No. 52 (Centre for Educational Sociology, 2009).
Grek, S. & Lindgren, J. (eds) Governing by Inspection (Routledge, 2015).
Carvalho, L. M. EERJ 11, 172–189 (2012).
Carney, S., Rapplye, J. & Silova, I. Comp. Educ. Rev. 56, 366–393 (2012).
Ozga, J., Dahler-Larsen, P., Segerholm, C., Simola, H. (eds) Fabricating Quality in Education: Data and Governance in Europe (Routledge, 2011).
Zhao, Y. World Class Learners: Educating Creative and Entrepreneurial Students (Corwin, 2012).
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Ozga, J. Education policy should not be driven by performance data. Nat Hum Behav 1, 0014 (2017). https://doi.org/10.1038/s41562-016-0014
Published:
DOI: https://doi.org/10.1038/s41562-016-0014
- Springer Nature Limited