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The article definitely glossed over how they measure "good students" and this is a very real problem. When student success is measured only or mainly by standardized tests (and teacher and school success extrapolated from that) surprise surprise: teachers start teaching only to the test. Now you have students that are great at taking tests but have not been encouraged to develop those "Feynman smarts."

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Now you have students that are great at taking tests but have not been encouraged to develop those "Feynman smarts."

Proof that one goal necessarily excludes the other? Right now we are getting neither, in most cases in most schools, so what Teach for America is looking at seems to be progress to me.

Sure these things don't, by definition, implicitly exclude each other, but in practice they do. How much time do you think teacher's have in a day? For proof talk to any good teacher, or sit in on a school board meeting.

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