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.
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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