Transcript
TOM LOVELESS: The third section has something to do with policy. We take a question up that has to do with policy relevance. And, as Pietro mentioned, this year it’s on "time," and the correlation between time and achievement which, oddly enough, using international data in the past 50 years, researchers have not been able to find any relationship between the amount of time the kids actually study math in classrooms and then their subsequent achievement -- on a national basis.
We came up with a different finding that’s a little more positive and a little more intuitive, as opposed to counterintuitive. So let’s get started.
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