Meanwhile statistics is progressing rapidly. The open-ended nature of statistical investigations and the sequential nature of statistical inquiry are not brought out. Statistics is too often presented as a branch of mathematics, and good statistics is often equated with mathematical rigor or purity, rather than with careful thinking. They fail to take into account the different ways in which different students may learn, both individually and in groups, or the many possible modalities of teaching. There is little attempt to measure what statistics courses accomplish.
Statistics is too little used.
Many teachers have inadequate backgrounds, both in knowledge of the subject and ability to communicate in English. Statisticians may put their subject in a bad light for the students. They often fail to see any need to convey a sense of excitement. Some teachers are technically incompetent, either in aspects of statistics or in the underlying mathematical tools. They may mislead by treating statistical investigations as if they entailed random sampling from some finite population.