“Maybe it’s just as well; school vouchers aren’t that “innovative” anyway. In D.C. at least, they merely help poor kids get access to good schools that have been around for a long time. In today’s education reform world, that’s not enough of a “game-changer.” Never mind the difference it makes for several thousand children.” — Mike Petrilli, “Voucher Program Dies” at Flypaper.
“Rather than using symbolism, the modern education reform movement has instead often allowed itself to be defined as a cloistered group of white dilettantes from Ivy League schools-counterproductive symbolism and off the mark.” — Andy Rotherham, “Education Reform Requires Symbols for the Movement to Embrace,” in U.S. News.
“Compare our top-performing schools and our weakest performing schools by looking at test scores, graduation rates, whatever measure you want. Do you find that most top-performing schools are running many more hours per day, or more days per year? Do you find that the top-performing schools have that much more, or better data? Do you find that they are more likely to have linked student data to teachers? Do you find that the top-performing schools have a maniacal focus on test preparation? No, no, no, no.” — David Cohen, a Palo Alto, CA English Teacher via Teacher in a Strange Land.
“I’m a reformist, not a revolutionary, because revolutions in human habits don’t work. Humans resist discontinuity and unpredictability. We may be “wired” that way? In any case, I’m sympathetic, not hostile, to caution. So I’m betting on exploring what “works” within the context of both shared ends and different ends—honoring both continuity and change at the same time. They needn’t be poised as enemies.” — Deborah Meier, “Seeing ‘Reform’ as More Than a Horse Race or Marketplace” at Bridging Differences.