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Focus Area:
Innovation and the Future of Learning

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.

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Still an Impossible Job? Large District Leaders Navigate Hazards—and Need New Solutions
  • The Lens    

Still an Impossible Job? Large District Leaders Navigate Hazards—and Need New Solutions

Paul Hill, Lydia Rainey

Big city districts face a sea of troubles—from persistent pandemic-related learning loss to student and teacher absenteeism, to declining enrollment, to political pressures and fiscal cliffs.

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When Challenges Never Let Up: School District Leaders Steer through Hazards in Baltimore and Chicago
  • Research Reports    

When Challenges Never Let Up: School District Leaders Steer through Hazards in Baltimore and Chicago

Paul Hill, Sarah McCann, Lydia Rainey, Chelsea Waite

In the face of financial, political, and capacity constraints, leaders within the Baltimore City Public School System and Chicago Public Schools are making progress toward closing post-pandemic gaps in student learning.

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“I Have Expensive Dreams.” Preparing Students for College and Career in the Face of Widening Equity Gaps
  • The Lens    

“I Have Expensive Dreams.” Preparing Students for College and Career in the Face of Widening Equity Gaps

Sarah Carr

Expensive dreams Eraste Talla Ngoualadjo always planned on attending a four-year university in the United States. But when his family emigrated from Cameroon to Boston in 2022, they were astounded by the high cost of even the country’s public universities.

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Teachers Alone Can’t Address the Literacy Crisis
  • The Lens    

Teachers Alone Can’t Address the Literacy Crisis

Ashley Jochim

This commentary was originally published by EdSource.  Improving literacy instruction is once again in fashion among America’s policy circles. Between 2019 and 2022, state legislatures passed more than 200 bills that sought to push and pull public schools to embrace the “science of reading.” But one year into closely following a big city school district’s effort to remake literacy instruction as part of a project with the Center on Reinventing Public Education, I can’t help but think these well-intended legislative efforts ignore the larger problem: teachers working alone in their classrooms are ill-positioned on their own to provide the support children most need to learn to read.

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