ABSTRACT
This chapter examines the inherent non-neutrality of quantitative educational data acknowledging that they are framed within the prevailing white cultural norms, influencing the interpretation and application of educational policies and practices in ways that reinforce existing disparities. In response to the QuantCrit tenet that numbers are not neutral, the chapter advocates for practitioners and researchers to shift from focusing on outputs to analyzing the inputs—like access to resources and support staff—that influence educational outcomes. This chapter also urges practitioners and researchers to reevaluate how data is collected, analyzed, and utilized in calculating averages or in statistical models.
