The successful school: a genuine trend or a statistical artifice?

Schools are increasingly being expected to make improvements based on data about students\u27 learning outcomes. Such an expectation implies that principals, teachers and key personnel within systems can read and act upon the data available. There is evidence, however, that many people have poor understanding of statistical information, and that many factors inside and outside the school have an effect on students\u27 outcomes. This study considers one primary school\u27s data from statewide testing programs. Trends across time are considered as a basis for making judgments about the school\u27s performance in improving students\u27 learning outcomes in literacy and numeracy.