Zarek Drozda is the Director of Data Science 4 Everyone, a national initiative focused on advancing data science and data literacy education in K-12 schools.
In the past decade, data has become a dominant currency in nearly every sector – from technology to healthcare to finance. The amount of data in our world has grown exponentially since 2010. An estimated 85% of global companies plan to adopt advanced data analytics by 2025, along with many other data-related technologies. This is up from initial surveys conducted in 2015. In addition, McKinsey has identified data analytics as the top skill gap in a world of workforce automation.
Not convinced by studies and forecasts? Just observe the world around you. From Google to your bank account, data and digital platforms are replacing what were once physical resources.
Yet a closer examination of the most recent National Assessment of Educational Progress (NAEP) mathematics scores would suggest our classrooms are moving in the opposite direction.
Both during and before the pandemic, student scores in the fundamentals of data have been declining – greater than any other mathematics content area. Between 2019 and 2022, NAEP scores in data analysis, statistics and probability fell by a full 10 points – the only content area to experience declines that researchers believe equate to a full school year of lost learning.
More importantly, this record-breaking decline is only part of a more concerning trend. Long-term declines in foundational data-related skills and reasoning have outpaced any other mathematics content area since 2010. And students of historically disadvantaged race and socioeconomic backgrounds show even greater declines and lower overall achievement in data analysis, statistics and probability, as compared to students with access to more resources.
When combined with other data from NAEP questionnaires – such as surveys that allow teachers, students and school leaders to self-report successes and challenges across a number of topics – the results point to a larger systemic problem. Consider the following:
Across multiple survey years, students consistently report declines in the importance and relevance of their mathematics education. While most students enroll in a mathematics course because it “meets graduation requirements” (90%), students consistently become more pessimistic over time about the value of their courses. Between 8th and 12th grade, students change their opinions on whether “it is important to do well in math” (73% declining to 58%), whether “math will help [after] school” (55% declining to 45%), or “I look forward to my math class” (36% declining to 23%). Less than half of students believe mathematics will “help me in the future” by the time they graduate.
Even more concerning, students rarely interact with the tools and technology that are commonplace in any modern workplace. When in the math classroom, students “never or hardly ever” use spreadsheets (72%), database programs (86%) or use computers to research a new topic (82%) to find quantitative information.
These survey results directly contradict a 2019 Freakonomics Radio survey of white-collar workers on their daily use of mathematics in careers. While 4% use geometry, 2% use trigonometry and 2% use calculus, 66% regularly use spreadsheets. And 64% report that they wished they had additional education in “data analysis and interpretation.”
A likely contributing factor is that teachers are rarely equipped to blend technology with learning. While NAEP data show teachers are regularly given opportunities to take training or that they already feel proficient in using computers (89%) and integrating computers in instruction (86%), only a small minority actually use computers to teach the subject matter of mathematics (13%).
Another potential explanation relates to guidance intended to “focus” learning during the pandemic. Some national organizations recommended cutting data analysis and statistics content in an effort to lighten teacher obligations during remote learning. These recommendations further entrenched the regular practice of K-12 educators cutting the already minimal attention on statistics and/or data at the end of most standard mathematics courses.
NAEP scores clearly reveal critical gaps – if not entire misdirection – in the mathematics content students are currently learning. This can and must change.
What can states do to reverse the tide?
An important bonus step: Tell the world what your state is doing! Require public reporting of the number of students enrolled in data literacy and data science coursework.
Learn more about the NAEP analysis and next steps for your state in our new guide.
Want to take the first step? Contact info@datascience4everyone.org
