Insufficient Application of Quality Research in Classroom Practices: An Examination of Factors Preventing Integration

In the midst of ongoing disruptions, the public school system continues to demonstrate an unappreciated capacity for expanding learning opportunities. This resilience is evident in various aspects, such as the growth of Advanced Placement (AP) Computer Science Principles exams. Since its introduction in 2016, the number of students taking this exam has nearly quintupled, with approximately two-thirds of this growth attributed to the course itself. Notably, AP Computer Science Principles has attracted a more diverse group of students without reducing engagement in the original computer science course.

However, the education sector faces numerous challenges. Key indicators of student learning have been in decline, particularly among vulnerable students, for over a decade. The federal Institute of Education Sciences (IES) has produced few reliable insights into effective school and classroom practices. One significant issue is the broken or nonexistent links between education research, policy, and practice.

Addressing this disconnect is crucial. A study suggests that state initiatives can bridge the policy-practice gap when evidence-based guidelines, oversight, flexibility, and financial support are provided at the school and classroom levels. Universities should prioritize hiring and promoting faculty who conduct credible research that solves real problems in the field and reflect these insights in teacher training. Decisions at universities and research organizations that influence the development and funding of rigorous, practice-relevant research projects in U.S. education are made by decision-makers in politics, educational administration, and university leadership. Entities like the scientific unit of the Wübben Stiftung Bildung (impaktlab) support these decision-makers with scientific analyses, funding programs, and advisory services to improve the connection between research, policy, and practice.

To improve reading instruction on a national scale will also require changing the curricula in many preservice teacher-training programs. Academics who direct many teacher-training programs are often siloed from and hostile to the evidence-based consensus on reading instruction. Improving this situation is essential, as reading instruction plays a vital role in students' overall academic success.

Another challenge is chronic absenteeism, which can significantly impact a student's academic progress. Focused federal, state, and local investments in data systems and messaging platforms for attendance monitoring provide a cost-effective and scalable solution to this issue. Real-time attendance monitoring coupled with low-cost messaging to parents and caregivers can reduce chronic absenteeism by up to 20%.

Continuous improvement efforts often fail in education because the leaders promoting change don't empower the front-line professionals needed for true success. District and school leaders should empower and support front-line educators in implementing continuous improvement, using focused and recurring Plan-Do-Study-Act cycles. Continuous improvement requires additional supports such as nimble supportive data systems and the time and training educators need to use those systems. Education professionals need better training and support to identify high-quality, practice-relevant research.

State and district leaders can address barriers to continuous improvement by authorizing local improvement teams and providing relevant supports, while also nurturing a firm institutional commitment to continuous improvement that can endure beyond leadership turnover. This commitment is essential, as it ensures that improvements are sustainable and long-lasting.

In conclusion, the U.S. education system faces numerous challenges, but there are also opportunities for growth and improvement. By addressing the disconnect between research, policy, and practice, prioritizing evidence-based teaching methods, investing in data systems and attendance monitoring, and promoting continuous improvement, we can create a more effective and equitable education system for all students.

Insufficient Application of Quality Research in Classroom Practices: An Examination of Factors Preventing Integration