Achievement vs. Learning: Needed Distinctions?

Since at least 1897, educational researchers have reported, with great frequency, "no significant differences" with respect to studies investigating the effects on educational outcomes of various treatments, suggesting that many educational variables are relatively impotent. A possible reason for at least many of the no-difference findings may lie in the nature of the criteria and especially in the use of standardized achievement tests as criterion measures. Oftentimes implicit in the use of such tests are the assumptions that learning and achievement are equivalent concepts and that achievement is modifiable through instruction. Given that educational research findings are now being used as a basis for formulating state and national policies, it becomes increasingly important that greater attention be given to exploring why so many studies report no-differences. Therefore it is suggested that (1) the distinctions between achievement and intelligence, if any, be clarified, (2) efforts be made to develop instruments which are capable of detecting unique contributions to the school (primarily instruction) to changes in the students, and (3) attempts be made to understand both the similarities and differences between the concepts of learning and achievement. (Author/RC)