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.
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 overview of flexible provisions culled from various collective bargaining agreements.
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 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.
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 state of Ohio.
No results found.