School Reforms That Are Persistent and Admired But Marginal (Part 1)
A head-scratching puzzle of school reform over the past century is the innovation that arrives in tinsel and enters tax-supported public schools. Often districts adopt such glittering new programs and they settle into protected niches. But, and here is the puzzle, praised and admired as they are, they cannot break out of that nook. They stick around at the edges of the system remaining isolated, failing to spread throughout the district.
Early 20th century Progressives had their Project Method and the Dalton Plan. Both were adopted in many public schools because they seemingly solved organizational, curricular, and instructional problems. And they had internal constituencies of teachers and administrators yet they remained on the periphery of school systems. They did not become standard practices across classrooms.
Mid-century curricular reformers had their New Math. Late-20th century insurgents rallied around Coalition of Essential Schools and Core Knowledge programs. And early 21st century reformers have their problem-based learning and International Baccalaureate programs still awaiting that magic moment when the “system” adopts the innovation district wide completely altering how teachers teach and students learn. All had supporters either inside or outside districts (or both) but failed to move from the margins to become regular programs across districts.
To many reformers, the difficulty of getting adopted into public schools appears CONTINUE READING: School Reforms That Are Persistent and Admired But Marginal (Part 1) | Larry Cuban on School Reform and Classroom Practice
