The Data Chronicles: how teacher metrics shape urban realities

Abstract

This paper critiques the reliance on teacher value-added metrics in educational policy, examining their impact on urban housing markets and demographic shifts. Drawing from the 2012 release of such data in New York City, the study reveals how these metrics perpetuate socioeconomic and racial inequities by relying on standardized test scores that embed systemic biases. Employing a QuantCrit framework, the analysis highlights missed opportunities to integrate racial equity perspectives and proposes a paradigm shift toward justice-oriented quantitative inquiry. Recommendations include adopting culturally responsive measures, enhancing community participation, and reimagining definitions of school quality to foster inclusivity. The paper also explores the broader implications of these metrics, such as their role in exacerbating gentrification and displacing marginalized populations. By integrating interdisciplinary methods and emphasizing equity, this work aims to reshape educational metrics and policies to dismantle systemic barriers and promote equitable outcomes for all students.