For decades, under the influence of efficiency-minded policymakers the “wisdom” of reform has been as follows:
To solve serious school problems policymakers and philanthropists take “good” ideas, find the right people to implement them faithfully on a small scale (e.g., pilots, “demonstration” projects), and then, using positive results from independent research and evaluation, spread the results across a larger playing field to reach the most students. Rational and scientific, that is how reform should be done.
That policy “wisdom” on how best to “scale up” reforms has dominated reform…
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