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Democracy Dies in Darkness
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By Alden S. Blodget
“We have built a cult of data, and we are now enclosed within.”
— Nicolas Sarkozy
We live in the age of Big Data. People no longer seem to trust intuition,
experience or observation, and anecdotal evidence causes the eyes to glaze
over. If you have a thought, chances are good that few will take it seriously
unless some sort of research supports it. Conclusions and evidence based on
research-produced numbers increasingly determine not only the direction of
decisions but whether a new idea is even considered.
Research and data can certainly be important tools in assessing claims and
effectiveness and in guiding people as they explore new initiatives, but the
elevation of data to a sort of monotheism is dangerous. Numbers offer only
one view of reality. Experience offers another. The worship of numbers,
especially when those numbers present a reality sharply at odds with the
reality that people actually live, can limit or stifle change and innovation.
Although the survey claims only to look at factors that contribute to a future
sense of well-being (good job, good life) rather than how well educated
students are, there is a tacit invitation for people to draw conclusions about
the superior quality of an NAIS education. As a result, the report could have
unintended consequences, the most dangerous of which is confirming a
tendency to believe that education in independent schools must be better
than what happens in public schools.
The data from this study are certainly being used in new marketing tools to
claim that NAIS schools are superior to public schools. After all, just look at
the numbers used in the NAIS fliers: “77 percent of NAIS grads complete
college on time, compared to 64 percent of public school grads,” and about
the same percentages enjoy academic challenges.
What is the reality of independent school? Does it merit this lavish self-
congratulation?
As a citizen who lives in the gap between the NAIS-Gallup data and my years
of experience in independent schools, I see a different reality “completely
out of sync with the story told by the data.” And I know that many of my
colleagues share this perception of reality, which comes from faculty rooms
and meetings filled with voices ranting about kids who can’t think, can’t
write, aren’t curious, don’t listen, know nothing, remember nothing, can’t
read and don’t care.
Teachers in NAIS schools, as well as public schools, complain about the
steady decline in focus and attention span as students become more
addicted to social media and smartphones: “I can’t give the same
assignments or tests to these kids that I could give them 15 years ago.”
My reality also comes from years of reading books and articles written by
others who think about and work in education. The most recent is education
philosopher Zachary Stein, who writes:
The recent economic crisis has involved the best graduates from our
most prestigious schools. The key players were our greatest test
takers, our academic overachievers, and those who leveraged Ivy
League success to land (unconscionably) high paying jobs in the
financial sector. Their greed, incompetence, and narcissistic
irreverence speak eloquently to the failure of our educational
systems.” (Education in a Time Between Worlds)
Stein is not alone in a belief that the complexity of the problems we face
today, from the degradation of our planet to the failure of our economic
system, far exceed the capacity of our schools, as currently designed, to help
students develop the skills or understanding to solve them. This is the
reality that the data produced by the NAIS-Gallup report not only fail to
capture but actually hide by implying that learning in NAIS schools must be
superior to learning in public schools.
One problem with comparing graduates from NAIS schools with those from
other schools is that schools are still schools. With a few exceptions, they all,
public and private, rest on the same flawed assumptions about how people
learn: teaching, telling and learning are synonyms; single skills can be
learned in a linear fashion; natural and necessary regression of a skill is
failure; emotion interferes with rational thinking and learning; brains come
in two forms — normal or disabled; performance can be judged independent
of context; recall is evidence of learning. We have a system badly in need of
rethinking and redesign.
One of the reasons so many educators, even in NAIS schools, might perceive
that students are not learning in deep, meaningful ways is that students are
not learning in deep, meaningful ways. The last thing we need is a poll that
assures those of us who work in independent schools that all is well.
Unlike most public schools, independent schools have the freedom and
resources to rethink education, yet reports like the NAIS-Gallup study are
likely to prevent deeper self-examination. After all, the data percentages that
the study produced are in our favor. We must be doing something right.
Sarkozy warns that “treating these [statistics] as objective data, as if they are
external to us, beyond question or dispute, is undoubtedly reassuring and
comfortable, but it’s dangerous. It’s dangerous because we get to the point
where we stop asking ourselves about the purpose of what we are doing,
what we are actually measuring, and what lessons we need to draw. That is
how the mind begins to close . …”
The point is not that data should be ignored. The point is that intuition
based on experience and deep knowledge should not be relegated to its
current inferior status. Anecdotal evidence can be useful. Data and intuition
can be equally valid (or invalid) tools for gaining insight into reality.
Intuition can serve as a meaningful check on data; data can serve as a
meaningful check on intuition. People need an accurate and complete sense
of reality from as many perspectives as possible to improve the actual lives
of people — those of our students.
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Valerie Strauss is an education writer who authors The Answer Sheet blog. She came to The
Washington Post as an assistant foreign editor for Asia in 1987 and weekend foreign desk
editor after working for Reuters as national security editor and a military/foreign affairs
reporter on Capitol Hill. She also previously worked at UPI and the LA Times.