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This paper considers the public debate surrounding assessment in English education and presents evidence of the misuse of public data from national tests. Statistics generated by pupil assessments in schools and colleges in England are argued to be subject to misinterpretation by the media and policy makers. The discourse tends either to be sensationalist—for example, raising public anxiety by claiming falling standards—or politically charged—for example, where the incumbent government is criticised by its political enemies for pursuing failing policies—rather than being framed by objective and purposeful interpretations. Examples are provided to illustrate how interpretations by the media and policy-makers can be strikingly at odds with how the figures should properly be read. The paper analyses the propriety of these interpretations and makes suggestions as to how a more cautious approach to the use of results in the public sphere can be promoted. [ABSTRACT FROM AUTHOR]