This paper reports on a two-year, field-based study set in a charter management organization (CMO-LAX), a not-for-profit educational organization that operates 18 public schools exclusively in the Black and Latinx communities of South and East Los Angeles. At CMO-LAX, the nine-member Data Team pursues the organization's avowed mission of making public schools data-driven, primarily through the aggregation, analysis, and visualization of digital data derived from quotidian educational activities. This paper draws on the theory of racialized organizations to characterize aspects of data-driven management of public education as practiced by CMO-LAX. I explore two examples of how CMO-LAX shapes data to support racial projects: the reconstruction of the figure of chronic truants and the incorporation of this figure in a calculative regime of student accomplishment. Organizational uses of data support a strategy I call productive myopia, a way of pursuing racial projects via seemingly independent, objective quantifications. This strategy allows the organization to claim to mitigate racial projects and, simultaneously, to accommodate them. This paper concludes by arguing for approaches to research and practice that center racial projects, particularly when data-intensive tools and platforms are incorporated into the provision of public goods and services such as education.
A Data-Driven Model of Language Teacher Autonomy in Iran's Public Schools
