In designing two alternative mathematics pathways for students taking college developmental math classes, Carnegie has acknowledged student baggage as one of the key drivers that must be addressed to fully support student success.
As Carnegie Senior Associate Susan Headden writes in her recent report "Beginners in the Classroom," public education loses a lot of new teachers to attrition and pays a heavy price in talent and treasure.
Design-based implementation research (DBIR) bears a family resemblance to a portion of the work done by Networked Improvement Communities (NICs). But NICs are not a research approach, and their raison d'être is not theory building.
Carnegie addresses the challenge of teacher retention in its latest publication, Developing an Effective Feedback System, by presenting a feedback framework to help beginning teacher feel supported and engaged.
Dan Heath, author of Switch: How to Change Things When Change is Hard, at Carnegie’s Summit on Improvement in Education, presents an approach for working towards change in education.
A 90-Day Cycle conducted at the Carnegie Foundation explored the question of if teacher evaluation and teacher development efforts can and should be combined as aspects of a single system.
At a convening of experts in continuous improvement methodology hosted by Carnegie’s Advancing Teaching-Improving Learning identified four essential organizational conditions for continuous improvement to take root and thrive.
In its second year, Carnegie’s Community College Pathways program sustained its high level of student success while also experiencing a growth in the number of students enrolled and the number of campuses teaching Pathways.
Carnegie’s Pathways have had notable success in their first implementation. In addition to their high success rates, Rob Johnstone finds that Statway and Quantway very well may make money for an institution.
Teacher evaluation has evolved markedly over the past four years. Unsurprisingly, consequent proliferation of evaluation systems has also yielded a great deal of variation in terms of system design, structure, and coherence.
The 90-Day Cycle has emerged as an invaluable method for supporting improvement. The Handbook serves as a guide to the purpose and methods of this disciplined and structured form of inquiry.
The Carnegie Foundation has developed the Carnegie Cost Calculator to help district leaders and members of the broader K-12 community understand and estimate time and financial resources involved in evaluation.
Human capital is the largest single investment that K-12 districts make to influence student outcomes. A Human Capital Framework for a Stronger Teacher Workforce presents a framework to build a stronger teacher workforce.
The Carnegie Foundation's latest brief, Strategies for Enhancing the Impact of Post-observation Feedback for Teachers, examines the struggle to use post-observation conversations effectively to support and develop teachers.
In a recent New York Times Sunday Review article, Clinton Leaf questioned the effectiveness of traditional clinical drug trials. We argue that improvement science is an alternative, effective research method.
The scan explores K-12 credit policies in all 50-states and the District of Columbia to better understand which states define credit based solely on seat-time and which allow districts to define credit more flexibly.
Permanent link to page: https://www.carnegiefoundation.org/blog/giving-credit-where-credits-due-a-50-state-scan-of-course-credit-policies/
