Science Policy News
Data-Driven Decisionmaking and
the Department of Education
Steve Pierson, ASA Director of Science Policy, pierson@amstat.org
I
n my July column, I highlighted Office of
Management and Budget (OMB) Director
Peter Orszag’s call for data on what works and
what doesn’t as an example of the Obama
Administration’s emphasis on data-driven decision-
making. Orszag focused on health care and educa-
tion as two areas where more data is needed. While
all eyes are on health care this summer, I thought it
would be helpful to look forward to one of the next
debates: education. Therefore, I’m spotlighting the
administration’s education secretary, Arne Duncan,
this month.
As the new administration examines and sets its
education policies, there are ample opportunities for
statisticians to influence those policies. One vehicle
will be the reauthorization of No Child Left Behind
(NCLB), which Congress is expected to undertake
in the next year—most likely under its previous
name, the Elementary and Secondary Education Act
(ESEA). Our opportunities are to provide or high-
light the data on which the administration will base
its new policies, help the public (and policymakers)
understand the data, and encourage the inclusion of
statistical literacy in any new legislation. As you may
know, 60 ASA members will take advantage of one Schools, he noted how sad it was that parents didn’t
of these opportunities by promoting statistical litera- know how far behind their children’s schools were
cy during the ASA congressional visits during JSM. because they couldn’t understand the data. Making
sure the public can understand the data driving the
Secretary Duncan’s ‘Data Challenges’
policies, Duncan says, “is the only way that good
In a recent address during the annual Institute of
ideas can lead to action and not just remain on a
Education Sciences (IES) Research Conference,
shelf somewhere.”
Duncan made it clear that he shares President
In noting the need for higher education stan-
Barack Obama’s emphasis on data-driven deci-
dards, Duncan identified a second data challenge:
sionmaking when he said, “I am a deep believer
determining a better means to compare the per-
in the power of data to drive our decisions. Data
formance of students. He used the “staggering[ly]
gives us the road map to reform. It tells us where
large” disparities between most state tests and
we are, where we need to go, and who is most at
NAEP results as an example. Calling it a “huge step
risk.” Duncan’s speech, which can be found at
in the right direction,” he noted the work led by the
www.ed.gov/news/speeches/2009/06/06082009.html,
National Governors Association and the Council of
provides insight into his vision for heading the
Chief State School Officers, which have agreed to
Education Department as it relates to data.
devise a set of voluntary national standards in math
Duncan identified three general data needs or
and language arts (see http://www.ccsso.org/federal_
challenges, the first being an area in which I think
programs/13286.cfm).
statisticians can be of great service: helping the
Here, too, is an opportunity for statisticians to
public understand data. Referring to his experi-
make sure statistics is part of the voluntary stan-
ence as chief executive officer of the Chicago Public
dards. ASA President Sally C. Morton recently took
AUGUST 2009 AmstAt News 29
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