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This special report addresses the relentless production of data to monitor the quality and performance of education in Europe and their interpretation in terms of governance. Contributors examine to what extent these data and the drive towards quality assurance and evaluation motivating them can be interpreted as a form of fabrication, or even governance of education in Europe. Drawing on collaborative research (2006–2009, England, Denmark, Finland, Scotland, and Sweden), the authors analyze how performance data have changed the governance and control of education. Beyond data on quality assurance and their effects, the development of a European education policy area is at the heart of this issue. What is discussed is how national strategies promote (or not) the Europeanization of education and contribute to fabricating a data-governed European education policy area. The purpose is to analyze the (often neglected) Europeanization of education and to take a critical approach to how data fabricate a joint European education system and area that might reflect a simplified, if not distorted, picture of the world.