Recently seven students attending public schools in Detroit sued the state of Michigan, arguing that their schools should have grounded literacy instruction in evidence-based practices.
We would like graduates to meet standards for graduation and not simply leave the system with a piece of paper and deficient skills.
Teachers do not manage or direct the system. Senior leaders make decisions that affect every aspect of life for teachers in schools.
State plans mostly ignored research on what works and what does not to achieve particular outcomes.
Four recent rigorous studies—in the District of Columbia, Louisiana, Indiana, and Ohio—used different research designs and reached the same result.
There are few studies going on about effective approaches for helping students graduate.
Two recent studies provide evidence that money matters, but that it will take massive amounts to close gaps.
The system is spending time and effort rating teachers using criteria that do not have a basis in research.