History is replete with cautionary tales of leaders making assumptions that led to mistakes.
In 1962, Decca Records rejected The Beatles after an audition, claiming guitar groups were out of style.
JK Rowling's manuscript for Harry Potter and the Philosopher's Stone was turned down by no less than 12 publishers, who doubted the market potential for a wizarding world.
Assumptions like this highlight the perils of making decisions based on what we think rather than on what we know (i.e. well-informed assessments).
In education, significant issues can occur when educators and school leaders rely on assumptions to address issues relating to poverty and disadvantage.
The challenge for us all – and especially for schools – is to move from broad generalisations and stereotypes to nuanced, data-driven strategies that acknowledge the complexity of educational disadvantage.
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