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The Power of Data in Education: Balancing Numbers with Human Insight

Updated: Oct 6

Published by: Leaders for Learning



A ninth grader was flagged by her school’s early warning system due to poor attendance, declining grades, and a Tier 2 behavior referral. On paper, she looked like a student in serious trouble. However, when her teachers spoke with her, they learned the real story: every morning, she was caring for her younger siblings before school. The data made her look “at risk,” but her challenges had little to do with ability or motivation — and everything to do with circumstances the algorithm couldn’t see.


Stories like this remind us of a simple truth: data is powerful, but it isn’t the whole story. In MTSS (Multi-Tiered System of Supports), numbers point us toward patterns and concerns. But without human judgment, they risk steering us toward incomplete or even harmful decisions.


Why Data Isn't Enough


Dashboards and reports can tell us what is happening, but not why. Human judgment fills those gaps. Educators bring context about students’ home lives, cultural or linguistic differences, and the supports they already have. They also make the tough calls: deciding how severe a decline should be before action is taken or whether attendance, academics, or behavior should be prioritized first.


Data is also only as reliable as the tools that collect it. Assessments may carry cultural bias, and screening tools are not always normed for diverse populations. Errors in entry or interpretation can quickly mislead. When educators review and question data, they catch mistakes and prevent interventions that miss the mark. Most importantly, students and families are more likely to engage when they know their stories matter. While data builds a case, it is human judgment that builds trust.


What the Research Shows


Recent studies confirm this balance. A 2024 review of predictive analytics in education found that while machine learning models can forecast student risk, they also risk reinforcing inequities when built on biased data (Tsiakmaki et al., Applied Sciences, 2024). Arden and Pentimonti (2023) argue that data tools are useful only when paired with professional expertise and family input, making supports relevant and equitable (Ohio Literacy Initiative).


UCLA’s 2025 study of California’s MTSS rollout provides concrete evidence. Examining 35 schools across 26 districts, researchers found that districts relying mainly on dashboards struggled with teacher buy-in and inconsistent implementation. By contrast, those that embedded human judgment — through coaching, collaborative school-site teams, and culturally responsive practices — saw stronger results. In Phase 2B elementary schools, suspension rates dropped by 1.2 percentage points overall and by 2.5 points for Black students between 2018–19 and 2022–23 (UCLA Center for the Transformation of Schools, 2025). These gains weren’t from data alone, but from people interpreting it thoughtfully and acting with context in mind.


The Barriers We Need to Overcome


Most schools already conduct 'data cycles' every few weeks, reviewing metrics like attendance, test scores, and behavior. However, these cycles often fall short. Teams are asked to examine too much data without enough time or training to go deeper. Reports may not disaggregate by subgroup, masking inequities. In many places, data is treated as neutral and definitive — shutting down the very conversations that reveal what numbers can’t.


One district in California, for example, flagged rising absenteeism but missed that English learners were driving much of the increase. Teachers eventually pointed out that transportation challenges and family work schedules were major barriers. Until that context surfaced, interventions focused on the wrong things (UCLA CTS, 2025).


Overcoming these gaps takes more than better dashboards. Schools need time for collaborative data discussions, training that equips educators to ask critical questions, and leadership that values both numbers and lived experiences.


Moving Forward


Data is essential to MTSS. It sharpens our vision and helps us act early. But it cannot, on its own, tell us what students truly need. That comes from educators who combine data with professional judgment, from families who share their perspectives, and from students who voice their own experiences.


When schools strike this balance, data becomes more than a number on a screen. It becomes a tool for equity — guiding educators to ask better questions, uncover deeper causes, and design supports that actually help students succeed.


Because in the end, equity and success are not found in dashboards. They’re built in the daily choices educators make, informed by both evidence and empathy. Let's commit to making those choices with both data and human insight. At Leaders for Learning, we facilitate data inquiry cycles that integrate data and human insight, empowering leaders and educators to learn, reflect, and act together.


The Role of Technology in Data Integration


Technology plays a crucial role in how we collect and analyze data. With the right tools, educators can access real-time information about student performance. This allows for timely interventions and support. However, it is essential to remember that technology should enhance, not replace, human judgment.


When educators use technology thoughtfully, they can create a more equitable learning environment. For instance, using data dashboards can help identify trends. But it is the educators who interpret these trends and make informed decisions based on their understanding of student needs.


Building a Culture of Data-Driven Decision Making


Creating a culture of data-driven decision-making requires commitment from all stakeholders. Schools must prioritize professional development that focuses on data literacy. This training should empower educators to analyze data critically and make informed decisions.


Additionally, fostering collaboration among educators is vital. When teachers work together to analyze data, they can share insights and strategies. This collaborative approach leads to more effective interventions and supports for students.


Engaging Families in the Process


Engaging families in the data discussion is another critical aspect. When families understand how data informs decisions, they are more likely to support interventions. Schools should communicate openly with families about data findings and the steps being taken to address concerns.


By involving families, schools can gain valuable insights into students' home lives. This information can help educators make more informed decisions that consider the whole child.


Conclusion


In conclusion, while data is a powerful tool in education, it must be combined with human insight. Educators play a vital role in interpreting data and making informed decisions. By fostering a culture of collaboration, engaging families, and leveraging technology, schools can create a more equitable learning environment.


At Leaders for Learning, we believe in empowering K–12 instructional leaders and tech directors to integrate EdTech with equity and student-centered impact. Our signature offering, the Strategic Integration Lab, is a 12-week cohort that combines hands-on workshops, peer coaching, ESSA-aligned frameworks, and customized action plans. Enroll by August 29th to receive a bonus.


References


  • Arden, S. V., & Pentimonti, J. (2023). Data-Based Decision Making in Multi-Tiered Systems of Support: Principles, Practices, Tips and Tools. Ohio Literacy Initiative. onlit.org

  • Tsiakmaki, M., Kostopoulos, G., Kotsiantis, S., & Pierrakeas, C. (2024). Predicting Students’ Performance Using Machine Learning Approaches: A Review. Applied Sciences, 14(2). mdpi.com

  • UCLA Center for the Transformation of Schools. (2025). Scaling Equity: Unfulfilled Promises and Lessons from California’s MTSS Initiative. transformschools.ucla.edu



Dr.* Anecca Robinson is the founder of Leaders for Learning, a consulting firm that helps K–12 educators use technology to support student well-being and improve learning outcomes. She partners with schools to personalize instruction, strengthen professional development, and build inclusive classrooms where every child can thrive. At Leaders for Learning, we help schools innovate with intention and teach with heart




Innovate with Intention. Teach with Heart.

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