Who buys blue bananas? Check the data! Good data can lead to exciting decisions that lead to learning

Leadership, Nov-Dec, 2001 by George Manthey

Many years ago the only place one could purchase an "It's It" ice cream confection was at Playland at the Beach in San Francisco. I was introduced to this treat at age 10 when my big brother took me to San Francisco for a day of adventure. As we toured Chinatown, Fisherman's Wharf and the downtown stores, he enticed me with what he described as the most delicious food in the world. When I asked what that was he would only tell me, "It's it; you'll know that when you taste it."

After a long day we arrived at Playland, which those many years ago was indeed a playland. The rides and carnival games -- especially the competition for prizes at the skee ball games -- had me wide-eyed.

As we rounded a corner a huge arrow with the words, "This Is It!" appeared. Finally I would know what was "it." Taking the first bite I discovered that "it" was good, but not that good. Ever since that magical day I've been on a quest to discover where the "This Is It!" arrow truly points.

Currently in education it seems to be pointing to "data-driven decisions." There is a wonderful example of data-driven decision-making in a recent IBM software commercial. Perhaps you've seen it. Produce clerks are stocking vegetables in a grocery store late one night. A young clerk begins speculating, "Who would buy blue bananas? What's with mini broccoli? Who in the world wants striped mangos?" A voice from above responds, "The same people who purchase gourmet coffee beans, French champagne and imported cheeses."

So it's data that has driven this store to stock exotic items -- data that shows the people who buy these items are likely to purchase other items that also happen to have large mark- ups.

Imagine a classroom where the teacher had data this detailed. Students who selected answer B to item three and answer C to item 15 will be assisted by direct instruction in the use of the blends sh, th and st taught through a multi-sensory approach. Students who used 38-56 words in their response to essay item six will require vocabulary development of adjectives that can be used to describe sunsets. That kind of data could create exciting decisions.

The problem with data-driven decisions is not the decision -- it's the data. For example, the decision of our Legislature to pass most any bill could have very well been based on data, but what data? My cynical side responds, "poll data." Similarly, a decision to create a school-wide emphasis on interpreting and using ratios in different contexts might be based on data from one year's SAT-9 results.

Most data that teachers have comes from the tests they give. A very likely source of those tests is the textbook used to provide instruction. As instructional leaders our task is to change that paradigm. The tests teachers should most likely use are ones carefully aligned to what students must know in order to be successful in the world of education, which currently is standards-based. The test a teacher does use should provide teachers with knowledge about what students have and have not learned today, as well as suggestions for modifying instruction tomorrow based on that information.

Otherwise, we'll once again find that "It's It" is not as good as promised, and educators will not have full access to an important "unknown" in the equation that will create the conditions where "all children will learn."

George Manthey, an educational services executive for ACSA, coordinates the services of individuals who support II/USP schools through the California Curriculum Management Audit Center.