Psychological and Cultural Conditions Underlying Ill-Equipped Parenting Introduction The Misassigned Accountability Thesis establishes that responsibility for educational outcomes is systematically assigned to institutions that do not control the conditions necessary for instruction, while those who do control those conditions remain insulated from scrutiny. That paper demonstrates that this misalignment is not accidental. It is structurally […]
Capacity Failure, Structural Avoidance, and the Upstream Limits of Schooling Introduction Educational systems are routinely held accountable for outcomes they do not control. This is not primarily a misunderstanding of schooling. It is a stable arrangement that treats schools as compensatory institutions for failures that originate elsewhere. When children arrive unready to learn, the public […]
Capacity Failure, Structural Avoidance, and the Upstream Limits of Schooling Introduction Public debate around educational failure is dominated by downstream analysis. Schools are evaluated, teachers are scrutinized, curricula are revised, and assessments are recalibrated. Far less attention is paid to the upstream site where learning capacity is first produced: the household. When the household is […]
Responsibility Avoidance and the Persistence of Educational Failure Introduction Educational failure persists despite decades of reform, data accumulation, and institutional intervention. This persistence is often attributed to complexity, inequality, or changing social conditions. This essay argues that a more precise explanation is required. Many of the counterarguments offered in response to caregiver-centered responsibility function not […]
Free Will, Structural Avoidance, and the Political Economy of Educational Blame Introduction Modern schooling systems are routinely held accountable for outcomes they do not control. This is not a failure of analysis. It is a structural accommodation. While educators, administrators, and institutions are publicly scrutinized, the household remains largely insulated from formal accountability despite exercising […]
Introduction Educational failure is routinely attributed to schools. Instructional quality, curriculum design, teacher effectiveness, and institutional culture are treated as the primary explanatory variables when student outcomes deteriorate. This attribution persists despite decades of reform and an expanding body of research demonstrating that instructional changes alone do not reliably reverse large-scale academic decline. The persistence […]