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Phi Delta Kappan

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Learning from failure

Jay P. Greene and Michael Q. McShane

Phi Delta Kappan 2018 99:8, 46-50

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Learning from failure

Jay P. Greene and Michael Q. McShane

Phi Delta Kappan 2018 99:8, 46-50

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Learning from failure

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Jay P. Greene

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, Michael Q. McShane

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First Published April 30, 2018 Review Article

https://doi.org/10.1177/0031721718775678

Article Information

Volume: 99 issue: 8, page(s): 46-50

Article first published online: April 30, 2018; Issue published: May 1, 2018

Jay P. Greene, Michael Q. McShane

JAY P. GREENE (jpg@uark.edu; @jaypgreene) is Distinguished Professor and head of the department of education reform at the University of Arkansas in Fayetteville.

MICHAEL Q. McSHANE (mcshane@edchoice.org; @MQ_McShane) is director of national research at EdChoice, in Indianapolis, Ind. They are the co-editors of Failure Up Close: What Happens, Why It Happens, and What We Can Learn from It (Rowman and Littlefield, 2018).

Abstract

Over the last two decades, federal and state policy makers have launched a number of ambitious, large-scale education reform initiatives —No Child Left Behind, Race to the Top, the Common Core State Standards, and others — only to see them sputter and fail. In 2017, the authors convened a number of leading scholars to explore why those initiatives failed and what can be learned from them. Participants agreed that to be more successful in the future, reformers will need to balance ambition and urgency with humility, political acumen, and the ability to recognize when it’s time to slow down or scale things back.

References

Section:

	Elmore, R. (1979). Backward mapping: Implementation research and policy decisions. Political Science Quarterly, 94 (4), 601–616. Google Scholar \| ISI
	Von Hayek, F.A. (1975). The pretence of knowledge. The Swedish Journal of Economics, 77 (4), 433–442. Google Scholar
	Wilson, J.Q. (1989). Bureaucracy. New York, NY: Basic Books. Google Scholar

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