> Published work by experts in the field who have thought deeply about the subject, published works on the subject, and even designed and tested new curricula in a scientific manner.
This is called "paralysis by analysis", a special case of "penny wise, pound stupid". There's a lot of low-hanging fruit in education that does not need much thinking. You are free to optimize the solutions as much as you want, but don't use that as an excuse to delay change. Also, some changes (computers in particular) only bring benefits when implemented at scale. Small incremental tests will always show negative results, because they will be dominated by costs of the change.
> All I am asking for is for you to do even one single solitary ounce of effort in validating your assertions.
Homeschooling parents validate tons of possible changes all the time. I did it too. One thing you learn when homeschooling is that major changes can be implemented quickly, easily, and cheaply by single person. You can iterate so quickly you end up being limited by the compulsory curriculum rather than by opportunities for improvement. You then look at the glacially slow pace of change (or even regression) in "professional" education and cannot help thinking it's insane. Something must be very wrong with the system.
> But your whole approach of disparaging the very people trying to make a difference
Are they really trying to make a difference? My impression is that teachers just want to do the minimum work they have to do and then go home. I have never seen a teacher care the way parents care. There are exceptions, rare innovators, but exceptional teachers, if they avoid traps of educational fads and try to implement real change, quickly run into resistance. They are locked in the inertia of the large organization. Their hands are tied, they get frustrated and they eventually give up.