Article selection criteria
These are the questions Kim asks as he skims and reads more than 150 articles that arrive each week and decides which to summarize:
- Might this article help improve teaching, leadership, and learning?
- Is it convincing, with evidence of positive impact?
- Is it actionable for front-line educators?
- Does it have promising new ideas, or helpfully reprise vintage ideas?
- Are there cautions about unwise and ineffective practices?
- Are there vivid, convincing stories from schools?
- With turnaround descriptions, do the authors describe errors and setbacks as well as successes?
- Are there lively and authentic quotes from students, educators, or parents?
- Is there reliable information on high-quality curriculum programs and childen's books?
The Memo does not cover breaking news (Education Week and a number of online sites do that well). Kim also passes on articles that are preachy, self-promoting, ideological, macro policy, overly abstract and theoretical, narrow and technical, highly specialized, obvious, and those that beg the question, So what?