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If you ask professional educators in a public forum whether they view parents as assets or liabilities, the answers will vary only in decibel level: ‘Assets,’ ‘Our greatest asset,’ ‘invaluable partners,’ and so forth. But what if you caught them off guard, late at night after a few drinks, say?

Or, better yet, what if you simply examined how most schools treat parents?

Assets or Liabilities?

Data gives power to teachers. If we know my child is confusing rates and ratios, a teacher can correct that one misunderstanding that is preventing progress. If we know in great detail where misconceptions are occurring, as they occur, teaching can include many such tiny just-in-time interventions for each unique student that allows that child to learn more quickly and deeply.

Please Share my Children’s Data

Why are kids happy to go to off to school in the first place? It’s not so they can learn the multiplication tables or learn “i before e except after c.” It is to be with other kids. Humans are wired to put a priority on learning how to collaborate, how to turn difference into mutual learning, how to augment our brains through creative, challenging interaction with other brains.

Our Culture Creates the Behavior We Hate

We don’t hear the word “trust” very often in policy circles. The coin of the realm consists of colder, metallic words like “data,” “sub-population,” and “accountability.” I have heard the bizarre term “psychometrician” more often than I have heard the word “trust.” Yet I can’t think of a more foundational concept to the policy pivot points on everything from testing to teacher prep.

Trust