Many commentators, though, feel that schools are too interested in nontraditional techniques, that educators tend to pick up every fad. It's interesting that only progressive practices are labeled fads even though that epithet would seem to be at least as appropriate for the latest version of, say, explicit phonics-based instruction, where kids can read only stories that match the skills lesson. My conclusion, based on research and my own visits to schools all over the country, is that this claim is so audacious as to be downright comical. Across the grade levels and the disciplines, American schools are stultifyingly traditional, far more similar to what they were like 30 years ago than they are different. Most students still spend the day with kids their own age.
Most schools still use awards assemblies and letter or number grades.
Most classes, especially in high school, continue to use textbooks. Most kids still have little to say about what they're being taught. Most math teaching is still about skills more than about understanding. In short, progressive practice, despite its powerful research backing, con- tinues to be present in only a tiny minority of classrooms around the country. This assessment, by the way, comports with that of most serious scholars, including John Goodlad and Larry Cuban.