These days, especially in the la la land of tech startups, there's endless talk of metrics. How many users do you have? For how long have you been in business? How many Facebook fans and Twitter followers do you have? How many daily likes do you get on Instagram?
These endless vanity metrics are amazing at providing a shallow and somewhat pointless insight into how well your business is doing. At the end of the day however, net profit and growth are what will keep you eating smashed avocado, sipping lattes and dressing in daggy jeans and t-shirts for years to come.
Schools unfortunately are no different. They make a huge deal about vanity metrics, in particular the academic results of those leaving Yr 12. There's even whole businesses that have sprung up from ‘consultants’ who help schools analyse these ‘results’ and provide advice on how to improve them. Perhaps I could offer you some snake oil at the same time…
Whilst I'm not saying academic results aren't an important gauge for a school, the obsession over them as being the most important metric, is ridiculously unhealthy and another hangover from the 19th century that just won't go away.
Despite all the academic focus of schools, only a third of school leavers will ever darken the door of a university. So now the majority of students have spent 13 years in school learning academic subjects they’ll never ever use. No wonder 40% of our students are disengaged!
I've previously sat through a couple of exam result analysis. They seem to be the highlight of the year for the principal (or not depending on the numbers). As with political opinion polls, schools will put a spin on their figures no matter what the case, but again this is mostly hot air and a key vanity metric for all involved, because it's not able to accurately reflect or gauge what happens after school and if a student will be successful.
The reality is that this single academic metric fails to consider the complexity of modern education and young adults. To thrive in our rapidly changing world, students need more from their 13 years at school than an academic number. If educators make this number out to be the single most important thing in their entire schooling, educators are unnaturally increasing the pressure on students in those final years.
If you look at some of the most successful people in the world, you’ll find that many of them never even finished school. Therefore, such metrics are purely for vanity, if education is truly about creating individuals who can succeed in life.
The bottom line is that education is about developing young men and women to be balanced, functional and proactive members of society. Through this, they can be enormously successful in everything they do. As a result, schools should broaden the scope of their metrics to cover not just exam results, but successful further training, employment, community service and even post school happiness.
You could even delve into the dangerously taboo topic of successful relationships. How many school leavers end up married and stay married? How many end up in divorce? Whilst many would say this is none of a school’s business, I argue strongly that it is! After 13 years of education through the most formative years of people lives, if you haven't had some impact on their social and emotional well-being and subsequent moral outlook on life, then there's something seriously wrong with the system.
There's so much more that can and should be explored to provide a real picture of the education a child will get at any given school.
Ultimately as teachers, we want to know if our efforts teaching young men and women have had a profound and lasting impact. Has what we’ve done at school actually made a difference socially and emotionally in their lives? Have we equipped them with the skills and a sense of social responsibility and enabled them to thrive in the real world? Or have we just been babysitting and spoon-feeding them to perform in an exam that most of them will never ever need?
I'd be horrified if it were the latter. Teachers have such an amazing impact on their students’ lives. However, until we start measuring far broader results than the vanity metrics of the year 12 exams, we will never truly understand the impact current teaching practices have, nor how we can make it even better to meet the challenges that the future of education holds.
Whilst you can keep your vanity metrics, always be careful to see them for what they are. To really gauge the success of your school this year, start tracking a much broader set of results from employability to happiness. Through this, you can start to really assess the lasting impact you're making in your students’ lives.