Improvement science relies on an understanding of the problem before creating solutions. Groups have found three key things helped them gain clarity on the problems and make the knowledge explicit, helping them design solutions with users, data, and will in mind.
During the opening keynote at Carnegie's Summit on Improvement in Education, Carnegie President Anthony S. Bryk advocated for a new way of learning to improve.
On March 3, Learning to Improve, a new book by Anthony S. Bryk, Louis M. Gomez, Alicia Grunow, and Paul G. LeMahieu, will be released. The book outlines how Networked Improvement Communities (NICs) offer a new model for improving our schools.
Using ideas borrowed from improvement science, Learning to Improve presents a process of disciplined inquiry that can be combined with the use of networks to identify, adapt, and successfully scale up promising interventions in education.
Social Policy Senior Fellow Lisbeth Schorr and Carnegie Foundation President Tony Bryk's op-ed advocates for an expanded conception of rigorous evidence used to inform social spending.
In September 2014, Carnegie convened a meeting in Washington, DC. to use the work of Austin Independent School District as a case study through which to examine the processes of quality improvement and the implications of networked improvement communities for policy.
The Building a Teaching Effectiveness Network (BTEN) was designed to enable a diverse group of leaders to come together to address the growing problem of beginning teacher development and retention. Across the United States, the demographics of teaching are changing. In 2011-2012, nearly a quarter of U.S. teachers had five or fewer…
Carnegie has created a network online workspace that serves as the primary access point for all network members. We present four key design principles to improve traditional ways of collaborating and sharing learning online.
Austin Principal John Rocha takes us through how a K-12-focused Carnegie program immersed district leaders and school principals in rapid, small tests of change to improve the quality of feedback and support that new teachers receive.
When Anthony Bryk became president of Carnegie, he set the Foundation to work on a new agenda, to lead the transformation of educational research. Here, Tony and his colleagues explain the Foundation’s work and vision for the future.
Carnegie’s work rests on the assumption that we need to increase the rate of learning to reach higher educational aspirations. A key component of that vision is building on others' learning.
Through the initiation and development of several Networked Improvement Communities, Carnegie has gained five key insight into what it takes to spur improvement activity in networks.
The Carnegie Foundation conducts its work by leveraging its expertise, assets, partnerships, convening power, and social and reputational capital to address long-standing educational inequities that impede economic mobility and exacerbate racial inequality.
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.
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.
Practical Measurement presents why improvement science requires a different type of measurement, distinct from accountability or theory development to allow for learning in and through practice.
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