“We tried small schools, it didn’t work.” In the early 2000s, the Gates Foundation put a bunch of money into creating new small schools and breaking down big high schools into smaller ones. I thought a lot of good work happened. Then after a few years, they released an evaluation that found that scores on bubble tests did not suddenly go up. For the past twenty years, if anyone says anything about small schools, someone will definitely say, “Not a good idea. Gates put money into small schools and it didn’t work.” Here’s Gemini’s summary, which after all is a reflection of what you can find on the internet: “The Gates foundation’s small high school initiative had mixed results, with a RAND study finding little positive impact on student outcomes and graduation rates overall.” Here’s the thing. A couple of years after that first report, they issued a second evaluation that found all kinds of better outcomes for students in the smaller schools. Lower suspensions, higher attendance, better grades, better parent and student satisfaction. However, the world had moved on and nobody read this report. Including our AI overlords, apparently. Now I’ve learned that the Gates Foundation has continued to follow those students to today. According to the latest evaluation, New York City small schools had a 10% higher graduation rate, 5% higher college enrollment, more engaged students, safer schools, and the schools were cost neutral. I recognize that I am trying to fight a communications war that is long since lost. Still though, in the spirit of evidence and accuracy, shout it with me from the rafters: “We tried small schools. It worked!”

So, David Brooks used to think (https://lnkd.in/gEZBXyby) that schools need to put content knowledge acquisition in first position: “the cathedrals of knowledge and wisdom are based on the foundations of factual acquisition and cultural literacy. You can’t overleap that, which is what High Tech High is in danger of doing.” Now he thinks (https://lnkd.in/gYSryvmg) that this view of education is problematic:  “At [the] project-based-learning school, High Tech High in San Diego… the students get an education in what it feels like to be fully engaged in a project with others. Their school days are not consumed with preparing for standardized tests or getting lectured at, so their curiosity is enlarged, not extinguished.” Some people might point out that if you write one thing publicly and then later write the opposite, you ought to acknowledge the change in your viewpoint. Some people might point that out, but not me, because I’m bigger than that. As fellow proponents of the development of non-cognitive skills, I will demonstrate "emotional flexibility, social agility, and moral qualities" by welcoming you into the fold, David. P.S. If you want to learn about how to implement project based learning, how to develop student portfolios such as the ones from our friends at Big Picture Learning, how to develop student non-cognitive skills, and how to participate in the dismantling of the alleged meritocracy, join us at the Deeper Learning conference! (https://lnkd.in/gKaSvxm3)

Woot woot

Today I learned that contrary to popular belief, college graduation continues to provide an economic advantage to people, while the net cost of college has actually been decreasing. "Just 20% of midcareer jobs with salaries of at least $45,000 go to workers without a college degree." Meanwhile, "after subtracting grants and scholarships for tuition and fees and adding other costs, the typical net cost of attending public college has been flat or falling since 2015." I've been obsessively reading the back catalog of EdResearch for Action reports, which I love, because I want to engage with research evidence, but as a caveman practitioner, it's hard to make room in my life to totally stay abreast of scholarly literature, particularly across a wide range of topics in education. https://lnkd.in/d23nnr9i

I really love this article by Amber McEnturff with Alexandria City Public Schools on her efforts with colleagues to reduce chronic absenteeism. At Ferdinand T Day elementary school, chronic absenteeism improved much more than across the rest of the district and state, even more so for English Learners and Hispanic students. I find the story of how they did it to be quite compelling. Sample quote: "Chronic absenteeism was an urgent issue impacting students and possibly the school’s accreditation... However, the team’s initial hunches and biases, as shown in the fishbone diagram, turned out to be wrong, and if they had acted on those without taking time to investigate the system, they likely would not have been as successful." Many people have told me that we need more stories of improvement science methods working in education. You're welcome. https://lnkd.in/gibZFuVY