This Washington Post article will likely generate interest. It challenges the lack of evidence that argues for “educational reforms” and claims young learners have suffered. The dean responsible for the position argues that the reform agenda is misguided and without empirical support.
I agree educators seem easily enamored of messages promoting disruption. Often these messages emerge without solid empirical support from some likely to benefit in the form of attention or financial gain. Gradual improvement is not good enough and ideas are sold based on interest and a good story. To be fair, the Washington Post article mentions research findings without a way to examine this research. I hope these findings are identified in future releases.
Read the comments. In response to the piece, one individual suggested that those in higher education have been too quiet on this situation. I agree and hope those who have been immersed in current research make the effort to make public their opinions (with citations).
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