I think that half the problems (maybe more) in educational reform is that those doing research and those making policy really do not understand the principles of cause and effect - not in simple environments, and certainly not in complex environment. Which results in policy being driven by myth and urban legends, rather than anything based in reality. I mean, why don't we pay our decision-makers according to poll results, or the quality of life index? Or better yet, pay them whatever the poorest person in society makes. Oh yes, there's be a lot of sputtering about 'multiple factors' and 'indirect effects' then. Sheesh. Want to help education? Note this: "FCAT scores correspond more closely to parents income than to the work of any single teacher." And "kids who have at least two nourishing meals each day, score much high(er) on standardized tests." The talk about quality indicators and standards-based testing is meaningless if you're not willing to make sure children are properly fed.
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