Patrick Riccards

30 years ago, John Stossel asked why San Diego schools weren’t using Direct Instruction to address students’ struggles in reading and math. The superintendent’s response? Classrooms should be “more than just worksheets and multiplication facts.” When Stossel pointed out that kids weren’t mastering basic skills, she cited rising graduation rates. His retort: “You’re graduating them, but they can’t read.” Fast forward to today, the reflex remains the same: When students aren't academically proficient, deflect to gameable metrics.