This week, I’ve been struck by two education research studies that reached broad conclusions, but also seemed to be missing critical context.
I highlight the issues in the below tweets.
I’m adding this post to The Best Resources For Understanding How To Interpret Education Research.
I wonder how much of parent ‘lack of interest’ in tutoring for their child could really be “I’d be interested, but I need my child to care for siblings or work at a job to help support our family, instead”? https://t.co/I189jhQxxj
— Larry Ferlazzo (@Larryferlazzo) August 17, 2022
2/3 …I wonder how often reading assignments used in this analysis were assigned so that students could acquire background knowledge required 2 access a more complex text they would be reading in class together – or even more complex text they would read on same online platform
— Larry Ferlazzo (@Larryferlazzo) August 19, 2022
3/3 Having students read a "below-grade" text to acquire needed background knowledge in this way is pedagogically sound & appropriate. There r dangers to drawing conclusions from online data when u have little or no knowledge of the classroom context.
— Larry Ferlazzo (@Larryferlazzo) August 19, 2022
What do you think?
ADDENDUM
Here’s another critique of the TNTP report:
"…find out how below grade-level work [CAUSE] holds students back in literacy [EFFECT]– and what makes a successful #learningacceleration strategy: https://t.co/YqBDoEuAfp
— Tom Loveless (@tomloveless99) August 22, 2022
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