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.
High-quality tutoring has become a critical tool for addressing pandemic learning gaps and accelerating student learning, but access to tutoring programs remains an issue.
Across the country, school systems are struggling to implement effective, research-based literacy instruction and to help students recover from lost learning time during the pandemic.
The pandemic created further opportunity and accelerated a movement toward nontraditional learning environments, such as independent microschools, homeschool cooperatives, and hybrid or virtual schools.
In the U.S. and around the world, young people in the wake of the pandemic are struggling with depression, anxiety, stress and other mental health challenges, and schools are often unable to find enough counselors and support staff.
An unconventional approach Professor Manoel Andrade Neto anxiously scanned the list of students admitted to Brazil’s Federal University of Ceará. He hoped that one student, Toinho, had been prepared enough to qualify.
Educators nationwide are forging their way in a landscape rocked by pandemic-induced disruptions. Training resources designed to spark new thinking among school staff often feel outdated—especially if they were published before 2020.
The work of post-pandemic learning recovery will take many years. As researchers Tom Kane and Sean Reardon noted in an opinion piece in The New York Times: “Especially in the hardest-hit communities, it is increasingly obvious that many students will not have caught up before the federal money runs out in 2024.” Schools are hungry for cost-effective strategies that can help students accelerate mastering foundational academic skills.
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