If only there were a system for organizing economic activity under which revenues are most easily raised by better‐serving one’s customers or by attracting additional ones. And if only that system had been shown to work in education just as in other fields.
Contrary to the speculations of NCRP’s website visitors, my highest priority as a think tank researcher is not to avoid antagonizing potential donors, it is maintaining my personal integrity and guarding my reputation and that of my employer for producing reliable, useful empirical research.
Why, given what we know about the diversity, interoperability, and dissemination of excellence within our private sector industries, would anyone imagine that the way to improve our centrally planned state school systems would be to centralize control over them even further, at the national level? Should we not perhaps draw the opposite conclusion?
On the 8th grade mathematics portion of TIMSS, Sweden’s rate of decline between 1995 and 2003 was over five points per year. Between 2003 and 2011 it was less than two points per year. Still regrettable, but less grievously so. “Something extreme clearly happened in Sweden in the mid‐to‐late 1990s, most probably due to the 1994 national curriculum that emphasised pupil‐led methods, which decreased teacher‐led instruction.”