One of the most serious problems in American education is the persistently low-achieving school, one that despite substantial attention and efforts over the years fails to make significant progress on test scores and other indicators. My colleague Robert Balfanz calls high schools like this “dropout factories,” but there are persistently low-achieving elementary and middle schools as well. Continue Reading →
Author Archive | Robert Slavin
This post originally appeared on Education Nation’s The Learning Curve blog.
Several years ago, I happened to be visiting a third grade reading class in a suburban, middle class school. The teacher, I will call her Ms. Fields, had just been named Teacher of the Year for the district, and she was truly outstanding: Enthusiastic, inspiring, a real delight to watch as she taught her high reading groups. However, as is my habit, I wandered over to see what the low reading group was doing. They had two pages from their basal’s workbook. Each had words arrayed on it inside puzzle-piece shapes. Their assignment was to cut out the puzzle pieces on one page, paste the words on synonyms on the other, and then color in the outline, which depicted a cat. Continue Reading →
Over a 37-year career in educational research and reform, I’ve always been an advocate for using proven programs and practices to improve schools. In that time, I don’t think I’ve ever met anyone opposed to the idea in principle. In the academy, there are those who argue about which research designs and measures should count as evidence of effectiveness, but in the world of education practice and policy, this is not the problem. Instead, educational leaders always have a good reason why, even though they strongly support the idea of evidence-based reform, they can’t do it right now. They complain that the evidence is never clear, and they don’t have the time or expertise to figure out what really works. But mostly, they say it’s just not the right time. Continue Reading →
There is great news from California. The State Board of Education has announced that it will drop its longstanding textbook adoption standards, which for many years have only allowed California schools to use state textbook funds on a limited set of choices. Many states have approved lists of textbooks, but California was relatively unique in limiting options to a very short list. For example, in recent years, California allowed only two basal reading series, Open Court and Houghton Mifflin. Continue Reading →