A school system is all of the schooling options, public and private.

SSRJ = School System Reform Journal

The peer- reviewed articles in the SSRJ will focus on the exploration of this question: What factors cause some school systems to produce better aggregate schooling outcomes than others?

School System Reform:

Why and How is a Price-less Tale

John Merrifield
October 2018

Dedication
To my school system reform mentor, Mike Liberman, and to all of the people determined to create a school system that can engage every child

Let the Differentiation Wars be Public

Let the Differentiation Wars be Public || John Merrifield || March 1, 2015

The James Delisle declaration that “Differentiation Doesn’t Work” in a back-page Education Week Op-Ed (very prominent) was a public assault on a key rationale for the public school system. I immediately noted its significance and strong language based on research. It’s hugely significant because either extensive, skilled differentiation of instruction is possible and widely ongoing, OR the current ‘business plan’ of the public school system will leave a lot of children behind; i.e. severely uneducated. And for decades, a lot of children have been left without even adequate basic skills. Continue reading »

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Ability Grouping

Doing Ability Grouping Right || John Merrifield || June 12, 2013

A June 9 NY Times article on the resurgence of ‘Ability Grouping’ is good news, and it illustrates why this resurgence in our public school system will yield much smaller benefits than if ability grouping by subject results from schools’ need to be choiceworthy within the needed dynamic menu of schooling options as diverse as our schoolchildren. Indeed, as the Times article points out, ability grouping was politically incorrect for a long time, resistance continues. And now that the resurgence has surfaced in a big way in the Times, it may prove to still be politically incorrect. The resurgence may be temporary, or forced to ‘stay under the radar’ that tends to detect and destroy anything that smacks of unequal treatment in our public schools, even if differentiation is needed to engage children with different subject-specific abilities. Continue reading »

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Persistent Failure to Address the Roots of the Problem

Persistent Failure to Address the Roots of the Low Performance Problem || John Merrifield || February 16, 2015

A recent journey through my archives produced a 2009 Ronald Wolk (founder of Education Week) article marking the 25th Anniversary of the first ‘Nation at Risk’ report. Wolk discussed the five assumptions he thought caused us to fail to address the Roots of the Low Performance Problem. I will summarize the five assumptions, comment, and add one to the list. Continue reading »

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A Key Myth About the Roots of the Problem

Still Widespread Cluelessness on Roots of the Problem || John Merrifield || February 19, 2014

Sadly, we have another example of good guys ‘stepping in it’; a major fallacy embedded in an attack on a major fallacy. In, The Myths of School Vouchers, Then and Now, Casey Given asserts this myth: “Poverty, not teacher quality, is the root of America’s educational woes.” He correctly points out that vouchers allow disadvantaged children to find schools that will work better for them. Poor fit is the central problem, not poverty or teacher quality. Misallocation of teacher talent, including rampant out-of-field teaching is a big part of the poor fit problem.

Continue reading »

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Taking Flak for Being on Target

Taking Flak for Being on Target: Vague Denunciation SOP by Defenders of the School System Status Quo || John Merrifield || November 11, 2016

Jesse Ortiz and I recently co-authored a chapter in, Improving Lives in Alabama: A Vision for Economic Freedom and Prosperity. On the basis of school system facts like persistent low performance in Alabama, and nationwide, non-controversial core principles like the diversity of children and educators, and the infeasibility of attendance zones for schools that address that diversity with specialized instructional approaches, we argued for a system that would have a dynamic menu of specialized schools of choice. We cited evidence of widespread dis-engagement in the current system’s implicit efforts to make comprehensive uniformity fit all. Continue reading »

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