Don't Forget the Kitchen Sink

By: John Squires

“I have I shall rather enjoy the experience though the stations are full of people trying to get out and the streets blocked with perambulators, bird cages, and ‘everything but the kitchen sink.’” – Syracuse Herald, 1918

The phrase “everything but the kitchen sink” first appeared in the Syracuse Herald in 1918, and was subsequently popularized during World War II, when it was often said that everything but the kitchen sink was thrown at the enemy.  In education there has similarly been an endless stream of initiatives since World War II, each designed to confront the enemies of education: student failure, low success and completion rates, achievement gaps, and a shortage of trained workers to enter the workforce, to name a few.

During the last decade, higher education and P-20 systems have implemented a plethora of initiatives designed to increase student success, and many of these efforts have focused on mathematics, a frequent stumbling block for students in college.  The results to date have been promising yet sporadic. Many institutions have experienced success when implementing one of these math reform efforts, whether it be pedagogical changes or curricular shifts. There have still been struggles; it seems that for every successful implementation that is lauded, there is another one that doesn’t quite get it right.

“The best advice I can give to our educational leaders who are currently undertaking a new initiative is to be mindful that teamwork and attention to detail are critical to success.”

I have personally overseen the implementation of redesign projects and the scale-up of a statewide college readiness program, and I have worked with institutions, systems and states on reform initiatives.  Having directed both successful and struggling projects, I am aware of the challenges involved when trying to improve education. The best advice I can give to our educational leaders – chancellors, university presidents, college deans, and faculty members – who are currently undertaking a new initiative is to be mindful that teamwork and attention to detail are critical to success.

Whether at the institutional, system, or state level, it takes a tremendous amount of teamwork to create sustainable change.  Beyond the issue of faculty buy-in, administrative support is essential at the institutional level, and depending on the initiative, the student affairs and business offices may need to be involved.  At the system or state level, a new initiative may necessitate policy, financial, or legislative support. Efforts to improve education may require leaders to build bridges beyond the classroom or laboratory.  Some initiatives may involve linking K-12 to higher education, finding corporate partnerships or non-profit support, or working with industry to align educational outcomes.

When launching a new initiative, someone needs to ask, “What if we succeed?”  Improved student outcomes can grow enrollment in departments and programs, and institutional enrollment patterns may shift as a result.  Further, if the intervention is in a developmental math program, success would mean fewer students needing remediation and more students taking college math.  Hence, success of a new initiative may necessitate changes in staffing or funding.  

As someone who has implemented sweeping change at multiple levels, I am often asked whether the key to success is faculty buy-in, administrative support, proper planning, curricular changes, or pedagogical shifts. My response is simple – yes!  Each of these is important to consider, and successful projects take these factors into account, and more. My advice to educators who are trying to improve student outcomes and the educational system is straightforward: it takes teamwork and attention to detail.  In other words, “Don’t forget the kitchen sink.”

If you are starting or currently involved in a reform at your school, system, or state, take 10 minutes and do an inventory of the status of these areas:  faculty buy-in, administrative support, planning, curricular changes, and pedagogical shifts.  What is not getting enough attention? For a reform to work and last, all of these components are necessary. Any one of them that is overlooked will necessitate another reform at a later date. If you have strong faculty support, it is imperative that you capitalize on that and do as much as possible to operate the reform at a high level and with a comprehensive approach. There is a limit to how much change people will tolerate and cooperate with. 

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