Concluding comment We should make clear in our concluding remarks that we are not opposed to the use of data and numbers in politics and policy processes. Nor are we opposed to quantitative approaches to research. Rather, we have been concerned to document, in the contemporary Australian schooling policy context, the ways in which policy as numbers works as a central technology of governance within a restructured state – central to steering at distance and contemporary forms of accountability, set against contemporary politics as managing the ordinary everyday. The national schooling agenda in Australia works at one level through policy as numbers. Indeed, we have suggested ‘like school measures on NAPLAN performance, as published on the My School website, help to constitute a national system of schooling as a manifestation of quantification as technology of distance. The ‘like school’, now ‘similar school’ comparison consists of 60 like schools across the nation, most unknown to each of the 60 schools.