Study on four urban school districts experimenting with new school designs and new ways of holding schools accountable for performance by implementing a “portfolio strategy.”
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?
Study on four urban school districts experimenting with new school designs and new ways of holding schools accountable for performance by implementing a “portfolio strategy.”
As portfolio districts take on duties they were not designed for, this report offers guidance on how to manage some of the most complicated tasks.
Are teachers unions and collective bargaining agreements barriers to high school reform and redesign efforts in Washington, California, and Ohio? The report offers an overview of real and perceived barriers to reform, along with an...
This report presents findings from exploratory case studies of six charter schools identified due to their reported success educating children with disabilities.
This report addresses choices made at the intersection of two very important trends in education: special education and charter schools.
This report explores the various difficulties charter schools face related to educating children with disabilities and examines potential opportunities to address those.
This paper is a companion piece to the District Resource Allocation Modeler (DREAM) tool developed by Education Resource Strategies.
In this working paper, Michael Kirst suggests that a productive education system would focus relatively greater resources on out-of-school interventions, especially for the most disadvantaged children. He argues that such interventions could help teachers and...
This report presents the results of an analysis of perceived barriers to high school redesign and real impediments embedded in federal and state statutes and regulations, as well as in local district policies in the...
This paper explores how schools can seek “continuous improvement.”
Current Research
Previous Research
