This is the sixth installment in our series of “Notes From the Field” on personalized learning.
This is the fifth installment in our series of "Notes From the Field" on personalized learning.
Last spring, on our first visit to 35 schools committed to personalized learning, teachers often told us they weren’t sure what they were supposed to be doing to personalize learning. Revisiting the same schools this fall, we realized a more fundamental issue was at play: many teachers didn’t seem entirely sure why they were personalizing learning in the first place.
As states unfurl their Every Student Succeeds Act (ESSA) plans, we’ve been hearing a common dialog from state education leaders—promising on the one hand, troubling on the other.
Charter schools start out with big advantages, but there’s no guarantee they’ll keep them. It depends on whether they avoid the same financial traps that school districts have fallen into.
New charter schools control hiring and spending and can adapt to changes in students’ needs and improvements in instructional methods. In comparison, districts are frozen in place by commitments made in the past, to buildings, employees, and retirees.
After more than two decades of state supervision, Newark’s public schools are slated to return to local control. When the state hands the keys back to the city, local leaders will inherit a district that’s in a fundamentally different position than it was in 1995, the year the state took over.
Many have observed that the passage of the Every Student Succeeds Act provides states a prime opportunity to support improvement in K-12 education. But can state chiefs, historically weak and with few formal powers, deliver? In a new paper published today, we argue that they can.
While chiefs employ few people and control little money, their position and its limited but real powers create bargaining leverage that, skillfully used, can make a great deal of difference for students.
Americans are waking up to the plight of rural and small town areas. Rural students and workers need government and philanthropic help to link to jobs, higher education, and career opportunities, whether near their homes or in cities.