Data and the solidification of ability

Chapter 5 discusses datafication, defined as an increase in the prominence and importance of data in schools, with an impact on practice, values and subjectivities. The different elements are described here as the Five Ps of datafication: relating to pedagogy, practices, priorities, people and power. It is argued that one result of datafication is that much of what teachers do is geared towards producing the right data, particularly in relation to demonstrating progress. The chapter explains how this has been fed by policy which reifies progress measures and an inspection regime which relies on data analysis. The chapter goes on to explore data-based ability practices – the use of data to label and classify children into different levels or stages, which are then taken to be indicative of levels of ‘ability’. Research data on the significance of progress measures as systems which reduce children to data are explained. It is argued that data have a disciplinary function and that data and ability as discursive formations are co-reliant: data shows ability, and different abilities produce the data. They are also both based on principle of objective measurement as the best means to understand the child as learner.