Asking the Right Questions for Getting School-Driven Policies into Classroom Practice
Every single federal, state, and district policy decision aimed at improving student academic performance has a set of taken-for-granted assumptions that link the adopted policy to classroom lessons.
From widespread adoption of Common Core standards, to the feds funding “Race to the Top” to get states to adopt charters and pay-for-performance schemes to a local school board and superintendent deciding to give tablets to each teacher and student, these policies contain crucial assumptions–not facts–about outcomes that supposedly will occur once those new policies enter classrooms.
And one of those key assumptions is that new policies aimed at the classroom will get teachers to change how they teach for the better. Or else why go through the elaborate process of shaping, adopting, and funding a policy? Unfortunately, serious questions are seldom asked about these assumptions before or after super-hyped policies were adopted, money allocated, expectations raised, and materials (or machines) entered classrooms.
Consider a few simple questions that, too often, go unasked of policies heralded as cure-alls for the ills of low-performing U.S. schools and urban dropout factories:
1. Did policies aimed at improving student achievement (e.g., Common Core standards. turning around failing schools, pay-for performance plans, and expanded parental choice of schools) get fully implemented?
2. When implemented fully, did they change the content and practice of teaching?
3. Did changed classroom practices account for Asking the Right Questions for Getting School-Driven Policies into Classroom Practice | Larry Cuban on School Reform and Classroom Practice:
