Today I Hate Numbers

I am currently sitting in an air-conditioned Starbucks feeling the most “in-my-element” I’ve felt since January. What this says about my heritage, I don’t really care to explore at the moment. All I know is that I am so happy to have a venti café del dia in my hand right now. However, despite my blissful leisure, I find myself thinking about the kids I work with at VAMOS.

Statistically, these kids are one of many. One of many children who are labeled as “low income”, “underprivileged,” “undereducated”, and my personal label of, “lacking opportunities that other kids have, which is supposed to be directly correlated to their projected success.” But the problem with all of these labels is that they were derived from a top-down view of statistics. On ground level, when you are face-to-face with a young person, you will find it impossible to say or even think of classifying that young person with one of those labels. They are not a statistic, they are a person, and they most certainly are not limited. So what use are these statistics anyways?

Typically, statistics are used to numerically connect things to our world so that we can find relevance among them. However, usually, statistics are used by people to gain insight into another world, a glimpse into something that is not their own, thus the need for numerical description. If asked, I could not provide you with one statistic that I use to describe myself. And if you were asked, I highly doubt you could provide many negative statistics you identify with. And if you do identify with a negative statistic, you probably only use it to defend yourself to others. My point is, a kid who goes to VAMOS will never need to know any statistics that tells them they’re limited.

And with that considered, if they don’t need to know these statistics, why do I? I’ve been working in education for the last four years and to me, statistics only present a present state, not a future goal. And even if they are statistics that shine an optimistic light, they only tell me how a child did on their last test or how attendance has improved. Statistics have never once relayed to me how a child feels more empowered.

And in case there are some stats fans reading this, here is the reason numbers are bothering me today: when it comes to kids “lacking opportunities that other kids have which is supposed to be directly correlated to their projected success,” they are so often grouped into numbers to give others an insight into their world. But I don’t see these kids as numbers and I don’t want others to. I could go home after this experience and relay these statistics: “I worked in a classroom of about 20 kids. About 50% of these kids are reading and writing at a proficient level. I sit between two kids, ages 6 and 11, both working on the same math problem.” But, these numbers say nothing about the 11-year-old’s determination and resourcefulness. They also don’t say anything about the incredible, artistic talent the 6-year-old has. And without this information, these children are only numbers, and like I said before, today I am not a fan of numbers. I am a fan of information that highlights a child’s potential rather than their limits.