This week the Carnegie Foundation for the Advancement of Teaching joins the Sharjah Education Academy’s International Summit on Improvement in Education. Carnegie’s own Tim Knowles, Paul LeMahieu, Tony Bryk, Jojo Manai, and Marytza Gawlik will each present to the Sharjah community about the tools, principles and methods of improvement science,…
Five-year studies show that Carnegie’s network approach to improving developmental math increased both student success in college-level math and transfer rates from 2-year to 4-year colleges compared to students in traditional remedial math, even as enrollment quadrupled.
A school performance framework in California’s Oakland Unified School District gives schools a multi-faceted and detailed look at where they need to improve based on more than a dozen measures of both academic achievement and the culture and climate of the school.
Social relationships are key to the potential of networked improvement communities to accelerate and sharpen education change using the improvement science approach. Veterans of the process explain how they keep strengthening those connections while expanding their networks.
A networked improvement community in Tennessee that’s applying improvement science to address literacy rates finds that journey mapping helps to see the system more clearly, to build empathy for students affected by the problems, and to focus their improvement work.
Continuous improvement is gaining adherents in education for its evidence-based and structured methodology to creating lasting, effective changes to improve student achievement. Two Wisconsin superintendents share lessons learned as pioneers of the improvement process.
With the upcoming presidential inauguration and confirmation hearings for the next education secretary, Carnegie Foundation and other scholars are urging the new administration to shift federal education policy to support better school improvement strategies.
There’s ample new evidence of successful interventions to increase high school and college graduation rates to prepare students for today’s jobs. But, in this Memo to the President, Carnegie researchers explain what the federal government has to do to help spread this work.
A new president, a new secretary of education, and a new version of ESSA are creating a confluence of unknowns about the future federal role in education policy. Carnegie Foundation scholars propose their recommendations as part of a series of Memos to the President.
Teachers at High Tech High, a network of charter schools in San Diego County, say using improvement science has cultivated collaboration; set guidelines for clear, measureable goals; fostered innovative ideas; and encouraged more teachers to start improvement networks.
The idea of forming collective action networks is growing among educators as they realize that today’s complex problems can’t be solved by one person alone. But there’s more than one type of community and which is best depends on the type of problem to be solved.
Policy can do a lot to support positive changes, but policy alone isn’t effective in such large, diverse, and complex arenas as education, wrote policy analyst Paul Lingenfelter in comments solicited by the federal Commission on Evidence-Based Policymaking.