If there’s one constant in education, it’s top-down reform. Long-time educators are as familiar with its ebbs and flows as a sailor the tide’s. A new administration or organization promises sweeping changes aimed at enhancing effectiveness; they leave behind a dross of curriculum changes, administrative requirements, and new testing standards.
A few years later, a new administration comes to wash it away and start over.
This ebb and flow would be welcomed by educators and parents if these reforms achieved their goals of improving scholastic achievement, creating productive environments, and imbuing students with a sense of motivation and self-worth. But that’s seldom the case.
Failing from the top down
There’s a long history of studies showing top-down reform’s lack of efficacy. In