CFUL opened Whitney M. Young Academy, a microschool designed to meet the individual needs of low-income, African American students.
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?
CFUL opened Whitney M. Young Academy, a microschool designed to meet the individual needs of low-income, African American students.
This year’s Canopy data suggest schools are innovating is to design solutions to the problems most often faced by marginalized students and families.
The African Leadership Group created a learning pod that in most cases not only helped students keep up but actually improved their academic performance over the 2020–21 school year.
When school buildings closed in March 2020, Community Works started offering more versatile programming options to meet the needs of their students.
The City of North Las Vegas funded education nonprofit Nevada Action to set up a microschool.
This report summarizes what we observed from a survey of New England high schools as they navigated the uncertainty of the pandemic.
This report offers the first in-depth look at families’ and educators’ experiences with pandemic pods.
How do we help schools prevent “back to normal” inertia and fuel change?
Cleveland came into the pandemic with a history of collaboration among civic organizations and schools.
During the pandemic, HPNC staff supervised students’ online learning and provided social experiences that were designed to mimic those that students would experience in school in a normal year.
Current Research
Previous Research
