How to ensure your school’s data doesn’t rely on luck
Schools invest a lot of time and energy collecting information to establish which approaches work. But when such data is applied without due care, it’s about as useful for improving outcomes as crossing your fingers or wearing lucky pants, finds Jo Clemmet
Have you ever noticed the way that some students hang back to be the last to enter an exam hall, while others attempt an inconspicuous speed-walk to be the first through the door – as if the position in which they enter will somehow affect their performance?
Or, perhaps you always make sure that you wear your “lucky” socks when you have an important presentation to deliver.
Many of us have routines or possessions that we think of as “lucky”. Even if we know, logically, that there is no such thing as “luck”, that doesn’t always stop the impulse to do something that we have always done ...