A Plea for Strong Practice

Author: Elmore, R.F.
Publisher: Association for Supervision and Curriculum Development (ASCD)
Publication Date: 2003, November
Journal: Educational Leadership
Journal Volume: 61(3)
Pages: 6-11
Full text available online at: http://www.ascd.org/publications/educational_leadership/nov03/vol61/num03/A_Plea_for_Strong_Practice.aspx

Abstract (written by WestEd)

Elmore states that "policymakers usually know shockingly little about the problems for which they purport to make policy." He believes there are a number of design flaws in NCLB that are a result of this disconnect, including an overinvestment in testing (relatively cheap and easy) and an underinvestment in capacity building (expensive and complex).

Elmore advises that educators should resist the quick fix of test preparation because it does not lead to true improvement in student learning. Instead, they should work on building a culture of continuous improvement; provide coherent, sustained professional development focused on teaching and learning; and institute internal accountability that measures school change by incremental steps (patterns of gains and flat spots) rather than unrealistic linear growth. School leaders must be knowledgeable about effective teaching practices and organizational learning and then distribute leadership and protect time to focus on teaching and learning.