I think there's two sides to the story. Actually, no, there's more than two sides to the story, and the idiots who think there are two sides to the story and m

I think there's two sides to the story. Actually, no, there's more than two sides to the story, and the idiots who think there are two sides to the story and making everything worse: * Some teachers are awful, and the unions protect them. They also manipulate educational policy, both to improve teacher conditions (which is fair enough - that's their job), and to push the pet beliefs of a couple of batty union leaders. * Most teaching "methods" (fads) suck, and are cooked up by the kind of people who get PhDs in "education" - ivory tower researchers who can't do, and can't teach, but can publish in a naval-gazing journal. * Most "methods" (fads) require mounds of paperwork, so the teachers can prove they are complying. * Direct Instruction (DI) was found to be the best teaching method by far, the last time they did any serious research. However, it does cramp creative teachers, and it's quite possible that more serious research will find better methods (possibly based on DI, but not as anal), but the opponents of DI don't want serious research (as their pet "methods" suck, compared to DI, and they know it) and DI fans think the problem is solved. * Some kids are "special needs". Some kids are dumb. Some kids are smart. Some kids just look dumb because they aren't motivated, and some kids just look smart because they are being pushed hard, and nobody can agree what "smart" and "dumb" means. Mixed classes are good in some ways, but they can't be too big (or the teacher can't help the outlying kids). Big classes are good for the better kids, but only if they are streamed. * Text books are often terrible. * School work can be assessed (extrinsically motivated) or un-assessed (intrinsically motivated). Extrinsic motivation drives out intrinsic motivation, but some assessment is necessary. The current trend is to pile on more assessment (both tests and formally assessed homework) under the assumption that kids have already been jaded by the existing assessment, and no longer care about learning for learning's sake. * We are spending too much, and not enough. * Finally, there's rarely any end goal in mind. Or there are several end goals, and everyone forgets which ones are important. Feeding universities, creating a skilled workforce, providing opportunities for poor kids, getting good numbers in international tests, and most importantly convincing parents (voters) that something needs to be done, and we are already doing all that is humanly possible to help YOUR child beat the kid sitting next to them.