Data is everywhere in education. It’s thrown around in discussions, used to justify decisions, and often serves as the backbone for major initiatives. But here’s the thing—data alone doesn’t tell the whole story. It’s just numbers on a page. What really matters is the context we create around it. That’s where strong school boards make a difference. 

Great boards don’t shy away from data, even when it’s not what they want to see. They don’t cherry-pick the best numbers or ignore the tough ones. Instead, they dig in, ask questions and use data to push for continuous improvement in their schools. 

Asking the Right Questions 

When looking at your district’s strategic plan, consider why certain areas became priorities. What indicators pointed you there? If new data comes in and it doesn’t align with your expectations, don’t just dismiss it—ask why. Is this trend happening in other districts too? 

Some key questions to ask: 

• Where did this data come from, and why was it collected? 
• Does it reflect what our community values and what our students need? 
• If we keep investing in these strategic priorities, what should we expect to see improve over time? 
• Are we looking at the same data consistently, or only pulling numbers when they support a particular narrative? 

Think of tracking student data like monitoring your health. No single number—whether it’s weight, blood pressure or cholesterol—defines your overall well-being. It’s about patterns over time. One high blood pressure reading isn’t cause for panic, but if it keeps trending up, you’d take action. 

The same goes for school data. One rough test score doesn’t mean a program is failing, but a steady decline means it’s time to adjust. One way to stay on top of this is by dedicating part of each board meeting to reviewing student success metrics. 

Balancing Quantitative and Qualitative Data 

Not all data comes in neat numbers. While test scores and graduation rates matter, feedback from teachers, students, and families can give just as much insight into what’s working and what’s not. 

• Big changes take time to show up in test scores—often a year or more. 
• Early feedback from staff and students can tell you whether a new initiative is making a difference before the numbers reflect it. 
• If something isn’t working, don’t be afraid to ask: “What are we missing? How can we adjust?” 

Leading vs. Lagging Indicators 

Boards should understand the difference between leading and lagging indicators, which are discussed more in KESA 2.0. 

• Leading indicators track what you’re doing now—like how many teachers are trained in a new program. 
• Lagging indicators show the results, such as test scores and graduation rates. 

Focusing only on results can make it easy to miss opportunities for early course correction. A balance of both is key. 

Checking Our Biases 

We all have preconceived ideas about student demographics, staff experience and school performance, and those biases can shape how we interpret data. Effective boards approach data with curiosity and a willingness to challenge assumptions. 

This isn’t about lowering expectations for any group of students—it’s about making sure expectations are fair and realistic for all. 

Every student is different, and there’s no one-size-fits-all in education. The best boards create space for real conversations, question their own thinking and remain open to change. When we commit to using data as a guide—not as a final verdict—we set our schools and students up for long-term success.