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One of the toughest challenges in improving K-12 ed is that the institutional bubble & the reformist bubble have entirely different priorities & metrics. It's like trying to steer a gameplay strategy on the field in real time without any agreement on which sport is being played
If you want to get the greatest number of students to competently perform the same set of rote operations on equations as quickly as possible, you just don't teach math the same way you would if your goal was to enable the greatest number of students to discover a love of math
If you wanted to foster a love of reading, one thing you wouldn't do is assign discrete chunks of a book to be dissected ad nauseam, stretching a single text to 2+ months and providing low grade torture to anyone who reflexively "reads ahead" when they're enjoying themselves
If you wanted kids to love science, you wouldn't force cookie cutter experiments onto them for which the materials are already chosen and the expected results are implied with a heavy hand or, worse yet, explicitly described before anyone is permitted to touch a beaker
Even writing, a skill so inherently generative that it would seem a priori impossible to make rote, becomes an exercise in filling out the 5-paragraph formula, perhaps with "words of the week" to include and a list of style choices — presented as grammar absolutes — to avoid
A phrase I often hear in the learning analytics world is "assessment is the 'tail that wags the dog' in K-12 education".
I'd say the toughest challenge "on the ground" is the sales/conversion cycle, which is a function of the misaligned incentives. For and non-profits simply starve themselves out trying to implement change (regardless of the change's quality).
'the reformist bubble' is a phrase I don't understand in this context
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