The article argues that current discussions about governance through data in education can be fruitfully extended through: (1) the establishment of connections with wider debates about the role of commensuration processes and governmentality in the recreation of education systems; (2) greater emphasis on the "artefacts" through which data--increasingly in the form of digital data--is collected, displayed and retrieved; and (3) the strategies of alignment and resistance that social actors adopt to deal with the increase in data availability and capacity for the automated interrogation of that data. The article concludes that these artefacts and strategies are providing a wide set of "active" social actors with new resources in, and arenas for, their struggles for economic as well as social advancement, processes of self-monitoring and also, crucially, of self-formation. The article focuses on the interplay and tensions between governments and bureaucracies, private companies, education institutions, and various types of "active" individuals (the individual customer, the individual manager and the individual worker) in the process of surveillance and recreation of education through digital data.