In this Stanford Social Innovation Review article, Lisbeth B. Schorr explores how the conversation around evidence is shifting. The use of evidence is being redefined as there is growing emphasis on not just figuring out if something works, but where and why.
Under Chancellor Nancy Zimpher the State University of New York is aiming to educate more people and educate them better. To reach this goal they are using improvement science to generate system-wide change.
In a recent article, High Tech High faculty and administrators highlight how they used the tools and mindsets of improvement science to increase the number of African American and Latino male students who directly attend 4-year institutions.
Improvement science relies on an understanding of the problem before creating solutions. Groups have found three key things helped them gain clarity on the problems and make the knowledge explicit, helping them design solutions with users, data, and will in mind.
Panelists at Carnegie’s convening, Using Evidence to Advance Teaching: The Promise of Improvement Science in Networks, discuss how to create a political environment to support and not impede the use of improvement science.
Carnegie Fellow Jim Stigler highlights how if teachers create recurring and sustained exposure to three key learning opportunities (productive struggle, explicit connections, and deliberate practice), students can become flexible experts.