Education

world on international tests" prompts the questions I posed in #8:
1. What new material will be taught and what existing material discarded,
2. How will the process of teaching existing material be changed, and
3. Have the changes that produced the claimed improvements been verified as was done with the Head Start Impact Study?

IMO it's not just "well funded" that is the causal agent, it's how the funds are used.

A decade ago, I had test scores from every school in my state, per cent ethnic mix, per capita spending, and per cent free lunch stats.

Neither ethnic mix nor per capita spending had any significant correlation with test scores.

Per cent free lunch was correlated about .65 with test scores.

I don't claim anything for my quick and dirty study except to suggest state departments of education can easily replicate it.

I've not found anyone in the state education department interested in using its data to confirm or reject my findings.

In another post, I said we produced over 63 thousand new doctors of education in the last decade.

Why haven't they found the causal agent behind "Middle-class American students who attend well-funded schools rank at the top of the world on international tests"?

For the record, I am not a K-12 educator.