I wanted to take note of a WSJ op-ed from Roland Fryer. The short version is that there are good ways to reform our educational system, particularly in the lowest-performing schools. Here’s the kernel of the op-ed:
In 2012, my graduate student Will Dobbie and I collected unprecedented data from nearly 50 New York City charter schools to see which practices truly boosted student learning. Class size and teacher credentials—political obsessions for decades—mattered little. What mattered most were five concrete, replicable practices: more instruction time, high expectations, frequent teacher feedback, data-driven instruction and high-dosage tutoring. Together, these five tenets explained roughly half the difference between effective and ineffective schools.
Armed with that evidence, we searched for districts willing to test the model—from Haiti to Harlem. Most weren’t interested. But in Houston, superintendent Terry Grier opened the door. Together we applied the Five Tenets in 20 struggling public schools serving nearly 20,000 students. We lengthened the school year by 20%, brought in hundreds of tutors, replaced 95% of principals and half the teachers while retraining the rest, embedded data into instruction, and built a culture of high expectations. It was one of the most ambitious social experiments in American public education.
The results were astonishing. In elementary-school math, students gained the equivalent of four extra months of learning a year—enough to erase the racial achievement gap in less than two years if we implemented these practices in the lowest-performing half of schools nationwide. In secondary schools, where skeptics said reform was impossible, students gained nearly eight additional months of learning in a nine-month school year. These were bigger effects than those produced by the Harlem Children’s Zone. Bigger than Success Academy. Bigger than anything else I’ve seen in my career.
For context, cutting class size yields about three months of extra learning. Teach for America adds two months in math. Head Start delivers about two months in early literacy. The Houston schools doubled those gains—year after year. By the third year, elementary students had accumulated the equivalent of an extra academic year. In middle and high school, it was two. These weren’t “miracle kids” or “superhuman teachers.” The system—not the students—changed.
He concludes:
High-dosage tutoring, extended learning time, relentless use of data and feedback, and refusing to accept the soft bigotry of low expectations—these aren’t theories. They’re proven. They worked in Houston. They worked in Denver. They can work anywhere, if we have leaders with the courage to act. Kids don’t get a do-over on their school years. If we squander another decade, the damage will be permanent.
The nation faces a choice. We can let another school year pass while students—especially minority students—fall further behind. Or we can finally summon the will to scale what works and sustain it beyond the news cycle. America’s children hang in the balance.
Per Dr. Fryer nobody is doing that. My question is why?
I could speculate but it would only be a speculation. My conjecture is that Dr. Fryer’s strategy gores too many sacred cows.







