This blog hosts occasional guests who share a deep commitment to advancing education innovation with evidence. Here are a few recent contributions that you may have missed:
Education Innovation: What It Is and Why We Need More of It
By Jim Shelton
Education not only needs new ideas and inventions that shatter the performance expectations of today’s status quo; to make a meaningful impact, these new solutions must also “scale,” that is grow large enough to serve millions of students and teachers or large portions of specific under-served populations. True educational innovations are those products, processes, strategies, and approaches that improve significantly upon the status quo and reach scale.
What Would Evidence-Based Policy Look Like in Education?
By Steve Fleischman
I was struck several years ago while reading “Polio: An American Story” how, led by science and the commitments of policy leaders, our entire nation was mobilized in a multi-decade effort to eradicate the dreaded disease. Even Lucy and Desi and other celebrities of the 1950s were engaged in the cause. Today, by combining science and policy, the Bill & Melinda Gates Foundation has extended the fight against polio around the world. Imagine if evidence-based policy could similarly mobilize our entire nation to accomplish a few critical educational outcomes: all children reading by grade three, successful transitions to high school, and significant reductions in dropout rates. What would our education system look like then?
Gold-Standard Program Evaluations, on a Shoestring Budget
By Jon Baron
In today’s tough economic climate, quality evaluations of education reforms - to determine which are truly effective in improving student achievement, graduation rates, and other key outcomes - are especially important. They enable us to focus our limited resources on strategies that have been proven to work.
A Commitment to Research Yields Improvement in Charter Network
By Richard Barth
This process of improvement is hard work; there’s no question. But by committing to research and accountability, we can set off a more vigorous and transparent conversation among public educators across the country about what we need to do to ensure success for all of our schools and students.
Supplemental Educational Services: Noble Ideas + Unreasonable Expectations = Disappointing Results
By Steven Ross
Making tutoring available to increase the academic performance of low-achieving and disadvantaged students is a noble idea. After all, one-on-one and small-group tutoring has been supported by extensive research evidence, while having universal appeal as a teaching strategy. However, expectations that tutoring can be delivered efficiently and effectively when filtered through multiple layers of administrative requirements and processes are unrealistic.
The opinions expressed in Sputnik are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.