Over the past year, we worked with six high schools in New England to learn how they’re reimagining the high school experience.
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The world is changing. It is long past time for public education to change as well.
Our current research centers on the changing education landscape in our post-pandemic world and how school systems can meet the ever-evolving needs of students. This includes work in innovative school solutions, responsive systems and policies, workforce innovation, community-led solutions, and the advent of AI.
We analyzed reopening documents from the 25 largest U.S. public school districts to understand district-level messaging in the 2020–21 school year.
Great Oaks Charter School Bridgeport in Connecticut offers an example of a high dosage tutoring model that has been refined and adapted to meet local needs.
Despite pandemic-induced challenges, Holyoke school leaders and staff kept student engagement at the forefront of their efforts to ensure continuity of learning.
As health and safety concerns recede, districts are under pressure to provide fewer days and hours of student-teacher contact than before the pandemic.
This piece originally appeared in The 74. Anyone who cares about kids must rejoice over their being back in school with their peers. But that should not blind us to the harsh truths we have...
In 2020–21, many teachers, despite all of their struggles, saw a surge of collaboration and coordination.
We spoke with teachers and administrators in three New England districts with large numbers of multilingual learners about how the pandemic influenced student learning and teaching practice last year.
A diverse array of communities are working to reinvent schooling in pursuit of their visions for thriving young people and families.
States and districts should be using this moment as an opportunity to reassess how they support adolescents and their families.
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