The vitriol that characterizes much of the dialog on school reform is most roiling when the conversation turns, as it invariably does, to teachers unions on one hand, and “corporate reformers” on the other. At...
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?
The vitriol that characterizes much of the dialog on school reform is most roiling when the conversation turns, as it invariably does, to teachers unions on one hand, and “corporate reformers” on the other. At...
Clearly it wasn’t only the failed $1.3 billion deal to put iPads in the hands of all students and teachers that forced the resignation of Los Angeles Unified School District (LAUSD) Superintendent John Deasy. What’s...
This report outlines the problems districts face in procuring innovative goods and services, shows how other sectors have modernized procurement processes, and recommends ways to reform district procurement.
The recent New York Times article on New York City’s high school admissions process describes how the incorporation of game theory into an algorithm for matching students with schools has substantially increased the rates at...
Michael Horn’s recent piece on the failure of inBloom captures why it was the very opposite of a disruptive innovation from a markets perspective, as well the fatal blind spots and judgment errors present from...
Steven Hodas (@stevenhodas) is a veteran of both the New York City Department of Education and the edtech industry. In this blog series, School District Innovation: When Practice Collides with Policy, he provides insights into...
This blog was first posted on 6/11/2014 at redefinED, as part of their series on the future of parental choice and accountability. Like it or not, many cities are moving toward nearly universal school choice....
This blog was originally published by the National Association of Charter School Authorizers, June 5, 2014 Charter schools are leading the nation in seeking new ways to personalize learning with a blend of teacher-led and...
This report examines federal, state, and district barriers that principals say hinder their ability to make innovative school improvements.
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...
Current Research
Previous Research
