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.
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.
Data mining is a powerful tool being used by educational institutions to support student success, but often students do not know what data are being collected and how their privacy is being protected. This post explored the tension between privacy and data mining.
A recent publication cautions against using existing measures around students' personal qualities because they were primarily designed for research. Rather, new measures, including practical measures, must be developed to provide insight into this aspect of learning.
Senior lecturer Marshall Ganz closing keynote at the 2016 Carnegie Summit on Improvement in Education focused on a framework for social action. Drawing on his own experience in social movements, Ganz talked of combining the power of the heart, head, and hands.
The participants of Building a Teaching Effectiveness Network (BTEN) have sought to build the type of integrated system of measurement described in Practical Measurement that is so often lacking in our educational systems.