> Fittingly, now that the politicians are paying attention, their immediate instinct is to just blindly ape the structure that he's built Entirely typical of s

> Fittingly, now that the politicians are paying attention, their immediate instinct is to just blindly ape the structure that he's built Entirely typical of school reform efforts. Study or (more often) a book built around a study or two comes out, hype builds, consultants latch on, dumb-shit school admins get ahold of it (and use it as an excuse for a free trip or two to some BS conferences, for them and maybe a favored teacher or two), and then try to implement it without understanding it. They usually make two major mistakes: 1) Assuming the study's results will generalize to any school, disregarding even caveats or limitations called out in the very reference work that's the foundation of the reform. 2) Ditching parts they're uncomfortable with, failing to appreciate that implementing 80% of something may not even achieve 20% of the desired effect. They do this even when it's super fucking obvious to anyone with a bit of common sense that the parts they're ignoring are key. They're especially bad about this with discipline systems, but it also frequently happens with other kinds of programs. Then they do this again every 2-4 years. For a given kind of system (English instruction, math instruction, discipline, all kinds of things). Result: schools are constantly flailing around, with shit changing for no good reason almost every single year.