This article is motivated by interest in the deployment of massive numerical information produced by national examinations in the practices of control and steering. It examines how data generated in the compulsory school graduation examination in the Russian Federation connect together different actors within the education system and beyond, and the nature of the relationships so formed. These questions take as their unit of analysis the relations and relationships created and/or re-ordered through numbers, and they unmask who utilizes the numerical data, and for what purpose. The article brings together two major arguments in the existing literature on quantification, and develops them further into a coherent research framework which is then applied to capture and interpret the circulation and application of the examinations data. The first argument suggests that governance by numbers, characteristic of contemporary regulation practices, relies on and promotes the parallel existence of soft and hard regimes of regulation. The second addresses the increasingly public nature of social statistics, that is, its circulation on both official and popular levels. The article illustrates that it is by means of analysing the overlappings and interdependencies between the soft and hard regimes, and the two levels of data entry, that we can best understand how numbers exercise power and how they become rooted and gain more power in the process.