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Focus Area:
Politics of Change

CRPE analyzes how politics—especially polarization and partisan divides—impact enacting and sustaining meaningful education reform. Political dynamics have often hindered progress, stalling promising innovations and narrowing the space for bipartisan solutions. Our work examines these tensions, identifies strategies to navigate them, and highlights opportunities for leaders to move reforms forward despite political headwinds.

  • Research Reports    

The Transformation Gap: Why Motivated District Leaders Pursue Incremental Change

Chelsea Waite, Michael Berardino, Maddy Sims

School districts are struggling to create both equitable and fundamentally different outcomes for young people through incremental improvements. The alternative is transformational systems change, when school districts redefine their purpose and operations through a coherent strategy to ensure every school is a high-quality, empowering place for all students to thrive—but this remains rare.

  • Blogs    
  • The Lens    

Small Changes, Big Relief: How States Can Support School Districts While They Work Towards Strategic Leadership

Lydia Rainey, Robin Lake

State education agencies (SEAs) are being asked to do something they have rarely been asked to do before: lead. As the federal government’s influence over education recedes, leaving confusion in its wake, calls for guidance, clarity, and strategic direction are shifting to states.

  • Research Reports    

A Mile Wide, an Inch Deep: The State of Civic Learning in U.S. School Districts

AK Keskin, Lisa Chu

As the United States marks its 250th anniversary, civic learning is having a moment—but new data suggest that more support is needed to move students from knowing the basics to participating in civics learning and practice within their communities.

  • Research Reports    

The Reckoning: Addressing Oakland’s Literacy Crisis

Ashley Jochim

Oakland Unified School District has spent the past five years trying to address a severe literacy crisis—one where most Black and Latine students were not reading at grade level.

  • Blogs    
  • The Lens    

Precision Learning Has the Potential to Do What Personalized Learning Could Not

Robin Lake

Driving past Fred Hutchinson Cancer Research Center in Seattle, I noticed a billboard that reads something like, “We treat your cancer like it’s YOUR cancer.” The message is more than a slogan.

  • Blogs    
  • The Lens    

Special Education Identification: What We Learned from the Unlocking Potential Data Sprint

Ashley Jochim

Fifty years ago, the Individuals with Disabilities Education Act (IDEA) promised to bridge the gap between what students with disabilities need and what the public education system was designed to provide.

  • The Lens    

A Truce in the Accountability Wars

Heather J. Hough

In American education, the scars of the “accountability wars” still run deep. More than two decades after the federal No Child Left Behind Act established punitive, high-profile accountability requirements for America’s K–12 schools, states and districts remain wary of debates over testing, student performance, and school improvement.

  • Blogs    
  • The Lens    

A “Zero-Based Budgeting” Approach for High School Course Requirements in the Age of AI

Mike Petrilli

For better or worse, AI, and especially chatbots associated with Large Language Models, are already changing the daily rhythms of education here and around the world.

  • Blogs    
  • Press Releases    
  • The Lens    

Request for Analysis: Unlocking Potential Data Center

Ashley Jochim, Alexander Kurz

More students than ever are being identified for special education. CRPE invites you to explore why using our new Unlocking Potential Data Center.

  • Research Reports    

Outmatched: Special Education Can’t Solve Problems Rooted in the Education Delivery System

Ashley Jochim, Alexander Kurz

In early 2025, the National Center for Education Statistics quietly announced a new record: 7.9 million public school students were identified with a disability under the Individuals with Disabilities Education Act (IDEA).

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Research Experts

AK Keskin

Assistant Policy Researcher, RAND

Bree Dusseault

Principal and Managing Director, CRPE

John Immerwahr

Emeritus Professor of Philosophy, Villanova University

Laura Kohn

Vice President of Care & Education, Mission Driven Finance

Robin Lake

Director, CRPE

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