Data misinterpretation – a problem or a tool?

This article examines the interpretive stage in the use of education data in policy processes, where statistical results are first translated into claims about problems, progress, and policy priorities. It argues that the misinterpretation of data is common at this stage, and an ordinary feature of professional practice as actors routinely select, frame, and emphasise certain aspects of evidence when communicating results. Drawing on reflections from national stakeholders participating in the ETF Monitoring Forum “Evidence in Action”, held in October 2025, the article explores how misinterpretation arises in everyday work, the forms it takes, and the reasons behind it. It also argues that data misinterpretation can be a legitimate and useful professional tool, and asks where its responsible use ends and malpractice begins.