IDS is a Unicorn: Making Data Science Accessible, Rigorous, and Transformative

The United States Census Bureau defines data science as “a field of study that uses scientific methods, processes, and systems to extract knowledge and insights from data.” One question I would posit is how this differs from Fisher’s definition of statistics in 1925 that states “statistics may be regarded as (i) the study of populations, (ii) as the study of variation, (iii) as the study of methods of the reduction of data.”

The field of data science is not entirely new. What is new is the technology and data available to the world, as well as the number of fields in which data is used as a powerful resource to inform decision making. Methods for data analysis and computation are continually being developed and everyone now has the potential to become a data scientist with access to information and technology. Data science lies at the intersection of computer science, engineering, mathematics, and statistics. Its applications require domain-specific knowledge in whatever field in which it is applied.  Moore and Cobb once stated, “The need for such a discipline arises from the omnipresence of variability.” Perhaps data science emerged from society finally recognizing the existence and importance of the “omnipresence of data.”

Data science, as it is sometimes currently practiced,  often overlooks  the foundational role data and statistics serve in its existence. We must recognize the contributions of Fisher and Tukey – as well as the role played by the American Statistical Association (ASA), founded in 1839 – in promoting the importance of statistics. The term “data science” was first introduced by Peter Naur in his book Concise Survey of Computer Methods over 50 years ago. We must honor the important roles played by statisticians like Richard Scheaffer in helping the discipline break through to be included in the K-12 curriculum. These efforts include the Quantitative Literacy Project,  NCTM’s 1989 Curriculum and Evaluation Standards for School Mathematics, the GAISE framework,  the Common Core State Standards, and more. Once again, the ASA led many of these efforts and its important role must be honored, appreciated, and valued.

The ASA and other organizations that advocate for the inclusion of statistics and data science in the K-12 setting aim to empower all students with analytical tools to process the “omnipresence of data.” As the Executive Director of Think Data Ed (TDE), I thought carefully about why I was interested in helping lead this organization. The reason is simple – It is an honor to work with such a talented group of individuals to expand access to high quality instructional materials and professional development aimed at empowering students with the knowledge of statistics and data science. The Introduction to Data Science (IDS) curriculum, co-developed by Dr. Rob Gould and Suyen Machado, stays true to the foundational role data and statistics serve in the newly “packaged” field of data science. Specifically, IDS helps students discover the data cycle, statistical investigative process, data collection methods (traditional and modern), and ethics in data collection as a foundation while using technological tools to analyze and interpret data.

The mission of TDE is to transform school education by providing professional learning and resources to support teachers in developing students’ data acumen, computational reasoning, and interdisciplinary collaboration. We specialize in curriculum-driven professional development that provides teachers with resources to create student-centered, inquiry-driven classrooms.  As someone who has dedicated my career to the inclusion, and assessment, of statistical and data literacy I could not imagine a better fit with an organization.

Access to high quality instructional materials and professional learning is one of the most important ways to help all students become equipped with the tools necessary to deal with today’s data-driven world. Data is all around us, yet it is important to have the knowledge, skill, and disposition to question the data that is being used. The most powerful aspect of IDS is that the curriculum is accessible to students who would otherwise think they were incapable of sophisticated mathematics, statistics, and coding yet simultaneously challenging to students who have taken advanced courses in statistics and calculus. I have never encountered a curriculum that can be so accessible yet also rigorous at the same time.

Students who might have otherwise given up on mathematics and STEM have their perspectives transformed by their learning experience in the course. Do not take my word for it. Listen to what students say they are able to do because of their experience in IDS.

Because of IDS, I…

• have the ability to program my future.
• try to prove points with facts more and think more deeply about things.
• have gained a bigger interest in mathematical science.
• want to pursue more classes containing data analysis.
• learned to think more logically.
• am more interested in computer science.
• have been able to explore a new side to numbers.
• plan to study computer science and coding in college.
• can feel smart.

IDS has the potential to serve as a pump, not a filter, for students to be inspired to enter STEM-related fields. And for those who think IDS is not rigorous, consider what advanced students have to say about the course. “I took IDS alongside AP Statistics and AP Calculus BC, and I can confidently say IDS uniquely prepared me for college.”

I cannot imagine anyone having a problem with a course that serves such a diverse group of students with wide ranging aspirations.

Although data science is not new, its inclusion in the K-12 setting presents a new opportunity to equip students with the tools necessary to live in a world that faces an “omnipresence of data.” I am honored to be part of a team that aims to empower teachers and students to be ready for that challenge through an incredible curriculum like IDS and other materials and resources that are on the horizon. Together we can help ensure all students have access to knowledge, so they are inspired, rather than intimidated, by access to a world full of data.