Carnegie Commons Blog

Carnegie Commons Blog: Page 12

  • December 7, 2011

    A Hub by Any Other Name

    By Gay Clyburn

    Joshua Glazer visited Carnegie recently to talk about ideas outlined in an article, “Reconsidering Replication: New Perspectives on Large-Scale School Improvement,” that was published in the Journal of Educational Change. Glazer is with The Rothschild Foundation in Jerusalem and his co-author Donald Peurach is with the School of Education at…

  • December 6, 2011

    Learning From Practice to Improve Practice

    By Gay Clyburn

    In a keynote address at the annual meeting of the Association of Community College Trustees in Dallas recently, Carnegie President Tony Bryk outlined for the Trustees how Carnegie is using improvement research in our work to improve the success rate of students in developmental math. “We need to rethink how…

  • November 14, 2011

    Pathways Update: Good News from the Campuses

    By Gay Clyburn

    Good News from the Campuses We now have 30 colleges participating in our two networked improvement communities—22 in Statway™ and eight in Quantway™. There are 1200 students enrolled in 60 sections of Statway™, and Quantway goes live in classroom beginning in January. Over 80 faculty members are now network members,…

  • September 29, 2011

    There Is More to College Success Than Test Scores and Lesson Plans: Carnegie’s Focus on “Productive Persistence”

    By David Yeager

    Why do some college students persist while others don’t? David Levin asked this question about the alumni of the Knowledge is Power Program (KIPP)—a network of urban charter schools.  Instead of focusing on students’ test scores or college professors’ instructional styles, he found something different. Students who were successful “were…

  • July 8, 2011

    Mathematics and Democracy and What We Know

    By Gay Clyburn

    LESSONS LEARNED FROM MATHEMATICS AND DEMOCRACY “Indeed, as the twenty-first century unfolds, quantitative literacy will come to be seen not just as a minor variation in the way we functioned in the twentieth century but as a radically transformative vantage point from which to view education, policy, and work.” Mathematics…

  • July 1, 2011

    Fong, Treisman are part of new commission

    By Gay Clyburn

    New National Commission To Help Reshape the Future of Community Colleges Association Leader Says Effort Will Address Hard Choices, Embrace Innovation WASHINGTON, D.C. – For only the third time in their 110-year history, community colleges are preparing to take a holistic look at their broad and continuously evolving mission with…

  • June 29, 2011


    By Gay Clyburn

     TED’s Chris Anderson says the rise of web video is driving a worldwide phenomenon he calls Crowd Accelerated Innovation — a self-fueling cycle of learning that could be as significant as the invention of print. But to tap into its power, organizations will need to embrace radical openness.

  • June 9, 2011

    A Brief History of the Quantitative Literacy Movement

    By Rikki Blair and Amy Getz

    Background Information for Faculty Arithmetic and Algebra Skills Aren’t Enough Any More! “Despite its occasional use as a euphemism for statistics in school curricula, quantitative literacy is not the same as statistics. Neither is it the same as mathematics, nor is it (as some fear) watered-down mathematics. Quantitative literacy is…

  • June 9, 2011

    Learning by Doing: Building a Networked Improvement Community

    By Gay Clyburn

    A concrete way to learn how a Networked Improvement Community (NIC) might organize and carry out a better program of educational R&D is to build one. In this spirit, the Carnegie Foundation in partnership with several other colleagues and institutions, is now initiating a prototype NIC aimed at addressing the…

  • February 3, 2011

    Educational Innovation and Technology

    By Gay Clyburn

    A New Look at Scale and Opportunity to Learn “There still remains room for optimism in technology’s ability to transform education, in part, because of its almost unique role in enhancing all students’ opportunities to learn,” write Carnegie Senior Partner and University of Pittsburgh professor Louis Gomez, Carnegie Visiting Resident…

  • January 5, 2011

    90–Day Cycles and Improvement Research

    By Gay Clyburn

    In a recent Education Week article, representatives from private and government organizations concerned with education research lined up behind the 90-day cycle model, developed by the Institute for Healthcare Improvement (IHI) in Cambridge, Mass., as a way to accomplish “deep-dive, quick turnaround” education research. Carnegie leadership spent a week at…

  • October 12, 2010

    90-Day Cycle: Exploration of Math Intensives as a Strategy to Move More Community College Students Out of Developmental Math Courses

    By Gay Clyburn

    Last year, Carnegie engaged Jennifer Zoltners Sherer from the University of Pittsburgh to work with a team of Carnegie staff to explore the potential of math intensive programs as a strategy for addressing the failure rates of developmental mathematics students in community colleges. These math intensive programs include boot camp…

  • August 24, 2010

    Learning from The Wisdom of Crowds

    By Gay Clyburn

    In The NYT article, Scholars Test Web Alternative to Peer Review,” Patricia Cohen advocates using the Internet to expose scholarly thinking to the swift collective judgment of a much broader audience.