• Research Reports   
Robin Lake, Maddy Sims, Bree Dusseault

In November 2025, the Center on Reinventing Public Education (CRPE) convened a diverse group of policymakers, system leaders, educators, researchers, funders, and technology experts for the Think Forward: Learning with AI Forum in New Mexico. At a moment when rapid advances in artificial intelligence are colliding with longstanding inequities and structural challenges in K–12 education, participants came together to grapple with a shared question: how can education lead, rather than react to, AI-driven change?

Must-Reads

Latest Research Publications

  • Research Reports    

Pods in Action: The Boston Community Learning Collaborative

Thomas Gold, Melissa Steel King

A group of community-based organizations that had been working to reimagine education before the pandemic capitalized on a window of opportunity to create new microschool-inspired learning environments for Black and Latino youth.

  • Research Reports    

Pods in Action: Black Mothers Forum

Eupha Jeanne Daramola

An education advocacy group that responded to the COVID-19 crisis by launching two microschools for Black families in Phoenix, Arizona.

  • Research Reports    

Pods in Action: Neighborhood North

Elizabeth Steiner, Heather Gomez-Bendaña

Neighborhood North leaders saw a need to support students at risk of falling behind in school and support families by providing childcare.

  • Research Reports    

Pods in Action: Engaged Detroit

Britany J. Gatewood, Joy S. Jones, Kathaleena Edward Monds

Engaged Detroit was created to help Black families interested in homeschooling “take control” of their children’s learning.

  • Research Reports    

Equitable Pandemic Learning Pods? A Glimpse of an Emerging Ecosystem

Juli Kim, Bryan C. Hassel, Paola Gilliam

This working paper maps the ecosystem of organizations needed to support equitable learning pods.

  • Research Reports    

Pandemic Pods and Teaching to the Whole Child: The Role of Parents and Community

Melissa Steel King, Thomas Gold

This paper outlines lessons we can draw from the focused implementation of the whole-child approach in pandemic learning communities.

Skip to content