HB1808

Testimony Against HB 1808: Ethical and Equity Concerns I strongly oppose HB 1808, which proposes the establishment of a new data analyst position within the New Hampshire Department of Education under the guise of improving academic research. While the intention may be to enhance data collection and analysis, the bill dangerously prioritizes surveillance over the dignity and agency of students and educators. By emphasizing metrics as the primary means of evaluating educational experiences, it risks reducing the rich tapestry of learning to mere numbers, which can overlook the nuanced and contextual needs of our diverse student population. Moreover, the potential for reinforcing systemic inequities is profound. This bill lacks necessary ethical and trauma-informed safeguards, which means that it may disproportionately impact marginalized communities already facing educational challenges. Rather than fostering an inclusive and holistic educational environment, HB 1808 may inadvertently entrench existing disparities by concentrating power in a technocratic framework that prioritizes data-driven decisions over meaningful relationships and care. Education is not simply about metrics; it is about cultivating understanding, relationships, and opportunities for all students. Without substantial amendments, this bill risks undermining those core values essential for fostering equitable education.