The feedback issue is not about the quality of information, it is about which information is needed. By analogy consider a 1984 Chevy Corvette, a classic muscle car. I was just a sophomore in high school when it came out and it became an object of envy when a family friend bought one. Specifically, consider the driver's instrument panel in front of the steering wheel (see attachment). It consists of three boxes with the speedometer and tachometer being the largest displays. What would happen if they left out the fuel gauge in the center? Obviously, that would be a big problem. It is only “obvious” because we are so used to having and using fuel gauges. If gas-fueled cars had never had them, we would think that tracking fuel consumption through the clever use of odometers and purchase records was fine.
Need Thwarting → Needs Unsatisfied → Poor Quality of Motivation → Shallow Engagement → Shallow Learning (including executive function stagnation)→ Worse Observed Outcomes
There are some radically different school models that have scientific data suggesting that they defy the mainstream pattern of declining motivation and engagement. But, those models are mostly on the fringes (like EdVisions, which has received some Gates support). They hold out great promise as potential sources of innovation, but only if the organizational strengths that support motivation and engagement are valued and preserved. Also, their tendency to de-emphasize academics needs to be considered in light of the psychological advantages that may be conferred by that unusual pedagogical commitment.
-- The preceding proposal is a draft that I am planning on submitting to the Chan-Zuckerberg/ Gates request for information about potential research and development projects.