People who think the solution to disengagement at school rests in making it “more interesting” or “relevant” have never interacted with a teenager.

There are lots of things to be concerned about right now. Let’s not waste time on political theatre.

👏👏👏 It’s arguably worse than Zach Groshell suggests. Consider: we recently invested billions on teacher eval systems that treated effectiveness as a function of individual effort, not the tools & systems that support good instruction.

👀 People on the front lines of k12 education have stories to share about the effectiveness of popular k12 reforms. What if we actually listened to them?

We could learn a lot about how to design effective schools by talking to moms. Moms know: ✅ Children don’t always want to do what they need to do ✅ Cooperation depends on both consequences and relationships ✅ If you want children to behave, you need to teach them

Take note: You cannot hope to improve education without improving instruction.

Hive mind: What are the problems in popular math programs like i-Ready, Zearn, etc? What would you want to see in an effective tech-based math intervention program? tetheredtoed Zach Groshell Holly Korbey Carl Hendrick Sarah Powell

Remediation of foundational math skills is essential but “going back” to the beginning is not the best way to fill gaps. Remediation must focus on the fulcrum points-topics that play outsized roles in mastery (e.g., fractions).