A student's body is not simply a transportation device for their number two pencils.
And yet, if you speak with most people about how they measure learning or what they mean when they talk about student achievement, you'll quickly find that what they are really talking about are numbers.
While it is true that numbers may impress, they conceal more than they reveal.
What we find is largely dependent on what we are looking for and where we are willing to look for it. If our premise is to reduce learning to numbers so that we can play around with the mean, median and mode on graphs and tables that show value-added improvements that are data-informed, then we run the predictable and inevitable risk of trivializing the entire education endeavor.