Tomorrow’s release of the Nation’s Report Card will surely generate abundant hand-wringing among parents, policymakers, business leaders, and educators. While the fine-grained details deserve examination, we can already tell you what the headlines will say:...
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Focus Area:
Innovation and the Future of Learning
In public education, we need to challenge our assumptions and recognize that we can’t get dramatically different results by doing the same things over and over.
We need to rethink traditional models for teaching and learning. Finding ways to use the innovative technology of the 21st century can improve public education by maximizing teacher expertise, and creating new ways for parents to engage with their child’s schooling. Some technology can also create more flexible learning environments for students to receive curriculum and instruction tailored to their unique needs. Using these technologies in the classroom can greatly increase the efficiency of teaching, learning, and administration. Our work addresses policy barriers that make many of the most promising innovations impossible to implement.
Current Work: A Learning Agenda for Taking Personalized Learning to Scale
With funding from the Bill & Melinda Gates Foundation, CRPE is conducting a multi-year, multi-method effort to learn about how school districts and regional partners can support the successful implementation, expansion, and sustainability of personalized learning (PL) in schools. CRPE researchers will use a combination of field studies, surveys, and secondary data analysis to explore how schools, districts, and partner organizations outside the school district help to seed and grow PL and with what results.
Key questions for the project include:
What do principals, teachers, and system leaders need to know and be able to do to successfully support, implement, and scale up PL?
What policies and practices, at the classroom, school, district, partnership, and state levels, offer important supports (and barriers) for successfully implementing and scaling up PL?
What are the early results for teachers and students?
To CRPE followers, colleagues, and friends: Happy 2025! Longtime readers will know that CRPE prides ourselves on “thinking forward.” We do make straight-out predictions from time to time, but mostly, we look around the corner...
Last February, I went out on a limb and made ten predictions about what we’d see this year in terms of policy and practice. At the time, I said: “Unlike cable news pundits, who rarely...
As education choice programs expand, the promise of securing better educational opportunities remains unevenly realized for many families. This report examines the challenges families face and offers practical solutions to help education choice programs deliver...
Over the past five years, the Canopy Project has documented innovations in K-12 education, uncovering how schools are addressing systemic challenges and envisioning the future of learning. This report highlights the progress and persistence of...
The Center on Reinventing Public Education (CRPE) is thrilled to announce the Phase II grantees of our Innovative School Systems Grant (ISSG). In partnership with the Walton Family Foundation, the first phase of this grant...
Big city districts face a sea of troubles—from persistent pandemic-related learning loss to student and teacher absenteeism, to declining enrollment, to political pressures and fiscal cliffs. Can district leaders keep this turbulence from disrupting schools...
In the face of financial, political, and capacity constraints, leaders within the Baltimore City Public School System and Chicago Public Schools are making progress toward closing post-pandemic gaps in student learning. They’ve had to choose...
Amid the chaos and multiple hardships of the COVID-19 pandemic, educators in the St. Vrain Valley School District vowed to extract long-term lessons from the crisis. We have been rethinking student time, instructional delivery systems,...
AI allows us to do what would have been inconceivable just a year ago. I had a student who loved art. She would have never considered taking a course on computer-integrated manufacturing—challenging even for engineering...
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