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The power of the norm: how schools interpret, use and disclose education data.

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Title: The power of the norm: how schools interpret, use and disclose education data.
Authors: Pangrazio, Luci (AUTHOR), Duffy, Gavin (AUTHOR), Zomer, Chris (AUTHOR)
Source: Cambridge Journal of Education. Feb2026, Vol. 56 Issue 1, p1-18. 18p.
Subjects: Educational evaluation, Teacher evaluation, Education statistics, Educational equalization, Data protection, Educators
Abstract: While education data is frequently collected and used in schools, critical edtech research has revealed a range of issues and harms for individuals and institutions. In this article, the authors investigate how school administrators, teachers, parents and students understand the collection, use and disclosure of school data. They foreground data justice to reveal systemic issues in Australian education, revealing a complex picture of how school data is experienced that belies the more straightforward discourse that it leads to improved learning outcomes. The authors discuss three main stumbling blocks for schools in the quest for data justice: the increasing use of standardised data and the power of the norm in assessing learning;wellbeing and teacher performance; a lack of informed and knowledgeable stakeholders; and disparities in data infrastructures that are determined by school budgets. They conclude the article by making practical suggestions to advance data justice in Australian schools. [ABSTRACT FROM AUTHOR]
Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The power of the norm: how schools interpret, use and disclose education data.
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  Data: <searchLink fieldCode="AR" term="%22Pangrazio%2C+Luci%22">Pangrazio, Luci</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Duffy%2C+Gavin%22">Duffy, Gavin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zomer%2C+Chris%22">Zomer, Chris</searchLink> (AUTHOR)
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  Data: While education data is frequently collected and used in schools, critical edtech research has revealed a range of issues and harms for individuals and institutions. In this article, the authors investigate how school administrators, teachers, parents and students understand the collection, use and disclosure of school data. They foreground data justice to reveal systemic issues in Australian education, revealing a complex picture of how school data is experienced that belies the more straightforward discourse that it leads to improved learning outcomes. The authors discuss three main stumbling blocks for schools in the quest for data justice: the increasing use of standardised data and the power of the norm in assessing learning;wellbeing and teacher performance; a lack of informed and knowledgeable stakeholders; and disparities in data infrastructures that are determined by school budgets. They conclude the article by making practical suggestions to advance data justice in Australian schools. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192006650
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        Value: 10.1080/0305764X.2025.2590450
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        Type: general
      – SubjectFull: Teacher evaluation
        Type: general
      – SubjectFull: Education statistics
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      – SubjectFull: Educational equalization
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      – SubjectFull: Data protection
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      – SubjectFull: Educators
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              Text: Feb2026
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