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How data can change our worldview

(+ why CensusAtSchool matters more than ever)

Introduction - Co-director of CensusAtSchool, working on project since 2003 when it started in NZ. Used to lecture in the department before having children. Now design websites for largely US-based clients and use data to help improve their websites and grow their businesses.
In this workshop, we’ll cover a variety of examples where the data can take us by surprise, including drawing from CensusAtSchool’s data.
We and our students are all affected by data every day and its influence is only increasing. Data has the power to challenge our students to think differently about their world, rather than only being influenced by what the media tells them, or what their social media filter bubble displays.
Now in its sixteenth year, CensusAtSchool continues to provide unique insights for our students about themselves.

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gapminder.org/dollar-street

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“I meant to say… up to 90 percent of the kids in the schools [KidsCan] works with need lunch every day. Not 90 percent of kids in all schools.”

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55,000 go without lunch one or more times a week

–KidsCan

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Unknown number of children go to school one or more times a week without lunch.

–Official figures

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290,000 children in households in income poverty, living on less than 60% of the median income

–Official figures

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134,000 children suffering from material hardship, missing out on things everyone should have.

–Official figures

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2012 2017

Decile 1 48% 28%

Decile 10 0% 0%

–Campbell Live/Checkpoint

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2007 2017

4.0% 4.4%

~35,000

–CensusAtSchool

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CensusAtSchool

Official Census

CensusAtSchool has always had ties with the official census - the project is partially funded by Statistics New Zealand who values educating New Zealanders about the importance of collecting data to help inform our worldview and make decisions about where to put government resources.

This year’s Census had the lowest response rate in 50 years - interim calculations show that full or partial information for at least 90% of individuals was received, compared with 94.5% for the previous census. 82% were filled in online, exceeding the goal of 70%.

Having missing data means using other methods and datasets to try and fill in the gaps, and it could mean that it’s not as reliable in making predictions this time around.

Currently there is an independent review being conducted into the Census to find out what can be done better as it’s vital that we maintain public trust and confidence in the census.

Students who did CensusAtSchool in the past are now adults filling in their Census forms online. Helping our students understand the important of collecting this data will help make a difference for future official Census participation rates.

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