Transformative, Evidence-Based Ideas

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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?

The project runs through June 2018.

The State of the American School District: Policy Recommendations for the Road Ahead

This brief highlights five key takeaways from ASDP’s research that have implications for state policy and practice.

For these six schools, pandemic-era innovation demanded “know thyself”

Over the past year, we worked with six high schools in New England to learn how they’re reimagining the high school experience.

New England Profiles of Innovation | Great Oaks Charter School Bridgeport

Great Oaks Charter School Bridgeport in Connecticut offers an example of a high dosage tutoring model that has been refined and adapted to meet local needs.

New England Profiles of Innovation | Holyoke High School

Despite pandemic-induced challenges, Holyoke school leaders and staff kept student engagement at the forefront of their efforts to ensure continuity of learning.

Shrink the cereal box—but not the school week

As health and safety concerns recede, districts are under pressure to provide fewer days and hours of student-teacher contact than before the pandemic.

The COVID crisis cracked our education system. A new reform coalition must come together to fix it in the interest of children

This piece originally appeared in The 74. Anyone who cares about kids must rejoice over their being back in school with their peers. But that should not blind us to the harsh truths we have...

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