Giving Compass' Take:

• Frederick Hess at Education Next discusses 4 truths about U.S. education and schooling in the wake of data policies and practices. 

• How can this article help people get on more of the same page when it comes to evidence-based education?

Here's why education systems should be based on how students develop and not purely data-based initiatives. 

The OECD recently issued its new book-length report, “Measuring Innovation in Education 2019.” As I’ve previously noted (here and here), the authors offer some fascinating peeks at how the OECD nations compare when it comes to policy and practice around STEM and language arts. Today, I’ll dig into this one last time to flag a few surprising findings that seem to challenge received wisdom.

  1. Emphasis on testing is pretty typical by international standards: There’s been much talk in recent years about the rise of “test and punish” schooling, and I certainly share the sentiment that testing mania went too far.
  2. Elementary students are using computers less frequently: The rise of digital devices in schools has provoked a range of responses—from cheering the ability of ed tech to transform learning to lamenting its baleful effects.
  3. Hardly anyone does ability grouping (or at least, admits to doing it): Heated debates over de-tracking have often given the impression that the U.S. has tended to engage in ability grouping to an unusual degree.
  4. Teachers report an increasing amount of collaboration: One complaint about the Bush-Obama years is that overemphasis on testing and evaluation left teachers feeling alienated from one another and more isolated than ever.

Read the full article about four truths on US schooling by Frederick Hess at Education Next.