Abstract
This chapter explains the implications of educational policy. One key to future evolution of the schools is to draw less on political rhetoric and business metaphors and more on the scientific foundations of educational practice based on a rapidly expanding research base. The chapter discusses that the implications of brain research are for educational policy. It highlights nine educational issues that should be informed by research on the brain and nature-nurture interactions: (1) age of entrance to schooling, (2) grade repetition, (3) early identification and intervention, (4) progress monitoring, (5) educational diagnosis, (6) teacher education, (7) dealing with diversity, (8) the educational pendulum, and (9) systems wide interventions. Free public education has only been available in the United States since the middle of the nineteenth century. The first step in educational diagnosis is to assess the curriculum rather than the student. Finally, educators should assess whether all the necessary instructional components are provided for developing all the components of a functional reading, writing, or math system.
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