Can Teaching Be Improved by Law?
If there’s one lesson education policymakers might have learned in the last twenty-five years, it’s that it’s not hard to make schools and districts do something, but it’s extremely hard to make them do it well. There has always been at least a tacit assumption among policy wonks that schools and teachers are sitting on vast reserves of untapped potential that must either to be set free from bureaucratic constraints or shaken out of its complacency. Those of us who have spent lots of time in classrooms watching teachers trying their best and failing (or trying hard and failing ourselves) often find those assumptions curious. Compliance is easy. It’s competence that’s the rub.