Tina Rosenberg, writing for the New York Times:
The results were dramatic: the failure rate in English dropped from 52 percent to 19 percent; in math, it dropped from 44 percent to 13 percent; in science, from 41 percent to 19 percent; and in social studies, from 28 percent to 9 percent.
The next year, in the fall of 2011, Clintondale flipped completely — every grade, every class. “On average we approximated a 30 percent failure rate,” said Green. “With flipping, it dropped to under 10 percent.” Graduation rates rose dramatically, and are now over 90 percent. College attendance went from 63 percent in 2010 to 80 percent in 2012.
Very interesting look at one school’s experience with the flipped classroom model.
On the one hand, common sense suggests that teachers spending more one-on-one time with struggling students can only be for the best.
On the other hand, one school’s experience doesn’t necessarily generalize. And the observed improvement could be due to a sense of “things changing” at the school, the kids feeling like they are a part of a movement greater than themselves, and thus finding more motivation in their schooling.