Carnegie Foundation President Anthony Bryk recounts his experience of facilitating a workshop activity that enabled participants to accelerate their collective problem-solving and helped them see the power of attacking a common problem as a structured network.
When we look for “bright spots,” we tend to see the tools or practices that we believe contribute to the positive results in certain classrooms, schools, or districts. In this way, we identify the what of improvement; but are we overlooking how these changes came to be?
Studies on the effects of educational programs often focus on “fidelity of implementation.” But this approach often fails to consider the complexity both of the programs themselves and of the demands they place on the contexts in which they are carried out.
In this AEI report, Alan Ginsburg and Carnegie Senior Fellow Mike Smith analyze 27 RCT mathematics curriculum studies contained in the What Works Clearinghouse, and they find serious threats to the usefulness of all 27.
The fifth post in our series on the initiation networked improvement community explores what lessons can be taken from other similar efforts outside of the education industry, primarily pop up businesses.
In “Quality and Equality in American Education: Systemic Problems, Systemic Solutions,” Jennifer O’Day and Carnegie Senior Fellow Marshall (Mike) Smith explore how the field might understand and address the underlying systems that result in disparate educational outcomes.
By W. Gary Martin, Auburn University, and Howard Gobstein, Association of Public and Land-Grant Universities
This third post of our series on networked improvement community (NIC) initiation focuses on how to organize and lead a NIC to maximize individual engagement, while ensuring individual work is related to the shared aim.
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.
In “Proof,” Policy, and Practice: Understanding the Role of Evidence in Improving Education, Paul E. Lingenfelter discusses differing ideas around what is considered “proof” of improvement in education and how to make it more actionable.
In a recent article, Carnegie Corporation of New York's Kathryn Baron outlined the development, success, and future of the Community College Pathways. Drawing on student and faculty experiences, the article highlights supporting students' mindsets.