Why What Works Hasn't Worked for Nontraditional Students

In 1986 Secretary of Education William J. Bennett directed his staff to assemble condensed booklet on public titled What Works.2 He characterized the effort as a distillation of large body of scholarly research in the field of education (p. v); however, those of us who have devoted our lives and research to the goals of educational parity will find very little in the way of useful information for nontraditional students. One would hope, or perhaps expect, the director of national educational policies to recognize that our citizens represent culturally pluralistic society; What Works falls woefully short of this reality. The decline of public is far too important for me to devote considerable attention to detailed criticisms of the string of well-worn platitudes that have been collected in this work, but it is vital that knowledgeable individuals expose the limitations of this document, particularly as it pertains to poorer citizens who have always looked to as the most viable avenue to attaining the American dream. My comments parallel the organization of What Works with one exception; I will offer some suggestions regarding the potential role of the Federal Government to education, as the nation strives for international competitiveness. What Works's text is divided into three major sections: home, classroom, and school. I will review the main thrust of several research findings and then point to corresponding limitations for nontraditional students. Wherever possi

Mathematics education · Pedagogy · Sociology · Diverse Education Studies and Reforms · Psychology · School Choice and Performance

• Black Street Speech

  John Baugh•Black Street Speech•1983

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