policy churn draws us away from more-productive conversations about how to strengthen our schools. In one camp are those ready to seek out the next big thing—those who want to churn away. And in another are those committed to resisting simplistic, wholesale solutions—those who want to apply the brakes. We are left with a false choice between doing what won’t work and doing nothing at all.
Our schools don’t need disrupters, armed with grand notions about transformation; they need facilitators capable of building capacity. Rather than deciding what works and taking it to scale, we need donors and policy leaders who are interested in helping to strengthen schools and districts, encouraging experimentation, and facilitating the kinds of small changes that add up to big ones.