Carnegie Board Chair Diane Tavenner and President Tim Knowles discuss how technology and personal relationships can be combined to create a resilient learning community and why the Carnegie Unit must be reconsidered to stay effective and relevant.
This paper looks at the question: What must designers of interventions at the classroom, school, and district levels in communities disadvantaged by the U.S. educational system take into account to create a developmental path towards deeper learning in their organizations?
The scaling-for-equity framework supports a journey in which members of a team work to improve educational practice by traveling over time from their origin to a destination. It consists of three components—scaling intentions, scaling strategies, and influential factors.
Writer and educator David Kirp talks to Carnegie President Tim Knowles about scalable and sustainable programs in New York, Georgia, and Columbia that are getting teaching and learning right.
Tim Knowles talks with Carnegie board chair Lillian Lowery about the importance of teachers of color, the changing role of assessment, and the future of the classroom.
Lumina Foundation President Jamie Merisotis talks with Tim Knowles about the need for innovation in the post-secondary sector: “Our top priority as a country has to be to narrow and ultimately eliminate those large racial gaps that exist in American society.”
Christopher Emdin and Timothy Knowles share a microconversation about the impact of poverty on the imagination, the role of “freestyleability” and “ratchetdemics” in the classroom, and how teachers are performance artists and students their works of art.
Carnegie President Timothy Knowles and Trustee Yo-Yo Ma discuss the future of learning, why young people will be instrumental to leveraging this moment to make real change for humanity and for the earth, and how happiness can be found in confronting challenges.
Carnegie President Timothy Knowles talks with Senior Fellow Dr. Janice Jackson, formerly of Chicago Public Schools, about education, equity, and the future of learning in a post-pandemic school system.
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.
When a 2010 study found dismal success rates in college developmental math, the Carnegie Foundation formed a network of experts to address the problem guided by improvement science. This narrative tells how the process led to a new remedial program with stunning results.
Dr. Martin Luther King, Jr. spoke of the fierce urgency of now as an immediate call to action for social justice. The phrase and meaning behind must be thoroughly and thoughtfully applied to educational equity, writes UCLA education professor Louis Gomez.
Networked Improvement Communities may hold the key to ending decades of educational inequity that have resisted most other efforts at reform.
In his 2016 Carnegie Summit keynote, Bryan Stevenson reminded us of the power of getting "proximate" to suffering to deepen understanding. This blog post explores how this relates to the first core principle of improvement.
Disparities within K-12 education are the product of institutional structures and cultures that both disenfranchise certain groups of students and depress quality overall. As these inequalities have systemic causes, systemic are solutions required.
Permanent link to page: https://www.carnegiefoundation.org/resources/publications/quality-and-equality-in-american-education-systemic-problems-systemic-solutions/
