The availability of teachers, and small classes, do not necessarily translate into sustainable learning.

It is often frightening to see how many teachers know the science of good education but actually just do high-control talk-and-chalk work in their classrooms.

The science is in about what creates reading skills, thinking skills (complex, effective thinking skills) and how to maintain both the love of learning and the confidence of children to believe that they can learn easily and well.

The problem is that the logical results of the science are often not apparent in the actual classroom.

The actions which are needed in homes to support effective learning are also researched, documented, and easily implemented with a wide range of variations by parents across a wide range of personal circumstances. But it is seldom happening.

Any ideas on the reasons?