CRPE’s research examines both the promise and the challenges of charter schools and school choice, with a focus on how they can expand opportunity, drive innovation, and better serve diverse student needs. We study charter schools alongside district schools and other models, highlighting lessons that can inform the broader system. New data and evidence help innovators across the country collaborate, communicate, and develop best practices.
A new study released last week provides first glimpses at how blended learning is affecting student performance. The report, published by the Michael & Susan Dell Foundation and SRI International, is rich with information about blended-learning programs and implementation details, but the study’s new contribution to the field is that it presents an impact analysis of K–12 blended-learning programs.
Andy Smarick, Ashley Jochim, and I have been exchanging posts on new roles for school districts and state education agencies. We agree government should set goals and hold providers accountable for performance but rely on independent parties to run schools and deliver services.
This fiscal analysis finds that early difficulties forecasting enrollment and revenue can undermine implementation of personalized-learning models that blend computer-based and teacher-led instruction.
As the charter movement grew, so did concern that charter schools would become boutique schools for affluent families. By 2010, that concern had been dispelled—half of the 1.8 million students in charter schools came from low-income families.
I recently read a fascinating Wall Street Journal article by Raymond Zhong, a Delhi-based reporter, about regulating global financial markets. I’m by no means a finance person; what caught my interest were the insights relevant to education and how we oversee and regulate schools.
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