As school districts move from “reopening” to “recovery,” what will they be recovering from?
Last winter we interviewed 29 school leaders about lost learning time over the last year and a half, and they were nearly unanimous on one point: rather than diverting struggling students to remedial tracks, they hoped to push forward with teaching grade-level content and skills across the board. The approach, sometimes referred to as “acceleration,” […]
Building public education back better: Could learning hubs and micro-schools be the foundation?
The consensus is becoming clear: families and district leaders want a return to in-person learning as soon as possible. But in a growing number of communities, that does not mean a return to normal. “Normal” wasn’t working for historically marginalized students who have suffered from unequal access to high-quality, rigorous instruction. It wasn’t working for […]
Technology to the rescue: How technology helped connect teachers and parents of students with disabilities through remote learning
This is the second blog post in our Notes from the Field: Special Education blog series. In the early days of the pandemic, schools scrambled to address new and daunting priorities like distributing meals to students and setting families and teachers up for remote learning. Unfortunately, in the frenzy, many schools failed to communicate sufficiently with […]
Statewide assessment plans are unclear and neglect remote learners
Weeks away from the end of the school year, it’s still unclear whether assessment data will play a role in shaping academic and social-emotional intervention strategies for 2021–22. The Biden administration has told districts to resume statewide assessments so they can better target student supports for next school year—with a popular waiver system available for […]
New England Profiles of Innovation | Map Academy
This profile of Map Academy from CRPE and the Christensen Institute details the school’s practices that have proven successful, how they have adapted in the face of the pandemic, and how other school communities can begin to make their systems and structures more responsive to students’ needs and interests.
How Six School Systems are Responding to Disrupted Schooling: Will It Be Enough?
This report examines how six school systems tried to address the academic consequences of disrupted learning in the 2020-2021 school year.
States and School Systems Can Act Now to Dismantle Silos Between High School, College, and Career
We interviewed K–12, state, and nonprofit leaders who have been focused on redesigning education and career pathways about how their work has changed in the last year and what their priorities are as the nation emerges from the pandemic.
COVID-19 Revealed New Roles for Cities to Create a Continuum of Support for Youth and Families. They Shouldn’t End with the Pandemic
This brief examines the involvement of the 100 largest cities in the U.S. in creating learning pods during the pandemic.
New England Profiles of Innovation | Common Ground High School
This profile of Common Ground High School in New Haven details the school’s practices that have made it successful, how they have adapted in the face of the pandemic, and how other school communities can begin conversations about wielding student voice and agency to innovate.
Hindsight is 2024: A premortem on districts’ return to school
CRPE offers a premortem to give leaders pushing for change the foresight they need to overcome the barriers that threaten the lifespan of ambitious work.
