At CRPE, we study how public education can evolve to meet the challenges and opportunities of a rapidly changing world. Our research on innovation and the future of learning examines how schools are rethinking teaching and learning models—from personalized and competency-based approaches to the use of technology and AI—to better prepare students for life beyond school. We investigate how these innovations take shape in real contexts, what barriers and enablers schools encounter, and how systems can support sustainable change. Across this work, we aim to understand how schools and communities can design learning environments that are more equitable, adaptable, and responsive to the diverse needs of students.
This is the second in our series of “Notes From the Field” on personalized learning. Twenty-five years ago, I was a young history teacher soaking up progressive teaching methods that aimed to foster deep, personalized learning for my students.
Reorganizing time, talent, technology, and physical space to support personalized learning takes money, planning, and time. Dozens of philanthropies, new support organizations, and policy groups are dedicated to helping schools implement this model.
This paper takes the first systematic look at costs associated with implementing personalized learning schools, how leaders of these schools choose to allocate their funds, and what it might take to make personalized learning financially sustainable on public dollars.
We at CRPE have been watching the evolution of New York City Department of Education’s (NYCDOE) “iZone” for years. Betheny Gross and I did a paper on the early days of the iZone, when the district was asking about 200 schools to radically rethink their instruction, assessment, and staffing to revolve around personalization and customization for each student.
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