From Innovation to Change: Forging A Physics Education Reform Agenda for the 21st Century

Education reform cannot be limited to what goes on in the classroom. Innovation does not inevitably lead to change until and unless the innovators take back control over factors exogenous to the classroom, factors like pre-college selection, outside testing, accreditation requirements, and class size. If nothing else changes, even the most promising of the curricular, pedagogical, laboratory, and classroom innovations will fail, unless the input/output flow of students is changed as well.