Robin Lake cautions that one-size-fits-all personalized learning programs are likely to let some students fall through the cracks. This is the sixth installment in our series of "Notes From the Field" on personalized learning.
Bryan Hassel is Co-Director of Public Impact. He consults nationally with leading public agencies, nonprofit organizations and foundations working for dramatic improvements in K-12 education. He is a recognized expert on charter schools, school turnarounds, education entrepreneurship, and teacher and leader policy. His work has appeared in Education Next, Education Week and numerous other publications. Dr. Hassel received his doctorate in public policy from Harvard University and his master's degree in politics from Oxford University, which he attended as a Rhodes Scholar. He earned his B.A. at the University of North Carolina at Chapel Hill, which he attended as a Morehead Scholar.
Example projects: Dr. Hassel’s recent work includes a chapter on how cutting-edge data strategies could transform public education in the book A Byte at the Apple: Rethinking Data Systems for the Post-NCLB Era and co-authoring “The Big U-Turn: How to bring schools from the brink of doom to stellar success” for Education Next. Dr. Hassel has also served as a consultant to leading efforts to create high-quality charter school systems, including charter school office of the mayor of Indianapolis, and, more recently, Rhode Island’s creation of a network of mayor-led charter schools. He also authored the Brookings Institution Press book The Charter School Challenge: Avoiding the Pitfalls, Fulfilling the Promise, co-edited the Brookings volume Learning from School Choice, and co-authored Picky Parent Guide: Choose Your Child's School with Confidence.
This report analyzes the main reasons charter authorizers close schools, and how districts can use those closures as part of an overall improvement strategy that aligns with and reinforces their core values.
What are the options for charter school authorizers or entities with similar responsibilities who want to preserve assets when closing low-performing schools? This study suggests that authorizers rarely try to salvage these assets.