We also need to change policy to make our resources more effective. Increased funding does not always lead to desired outcomes, because schools often don't invest in the kind of resources that would raise outcomes. They tend to add what they like, such as higher salaries and smaller classes, without finding out which resources improve outcomes the most. For example, they might reduce class size without changing the teacher's instructional approach. Raising outcomes Successful schools and teachers, on the other hand, pay attention to what the kids already know, and then direct their resources to raise outcomes.
Teachers have specific instructional strategies.
For example, when the kids fall behind, they might receive intensive tutoring until they are brought back up to class average. For All program, which provides resources to children who most need them. Initiated in 1986 by researchers at Johns Hopkins University and the Baltimore City Public Schools, it increases reading achievement among disadvantaged students. We need to look at how they're doing it, look at their instruction, their productivity, how they efficiently manage outcomes and manage time. The key is better management of time.