How do you define a successful school? One obvious answer is the percentage of students achieving proficiency in core subjects. If that percentage is high, then obviously, the school has most its students on track not only for graduation, but for life after graduation. And so, it seems we could deem it a success.
This is the final post in a three-part series for National Charter Schools Week. View the first post, Charter Schools: Good News for Students, and the second post, Charter Schools: Still Growing! The US Department of Education (USED) is currently accepting grant applications from states to increase the number and quality of charter schools across […]
This is the second post in a three-part series for National Charter Schools Week. View the first post, Charter Schools: Good News for Students, and the third post, Charter Schools: Increasing quantity and quality in states. Today, about 3 million students across 43 states attend almost 7,000 charter schools. That is nearly ten times more students […]
This is the first post in a three-part series for National Charter Schools Week. View the second post, Charter Schools: Still Growing!, and the third post, Charter Schools: Increasing quantity and quality in states. Look at Florida. The Florida Department of Education published a performance study in March of this year, and the news is good […]
To maximize its effectiveness, an accountability formula needs to follow some basic principles. Chief among them is this: Focus on results, not on how they are achieved.
We’ve seen the good, the bad, the ugly, the unintended consequences and the double-edged sword of tough-love state accountability systems. Over the next few weeks, we will share some lessons that may help as states develop and finalize their accountability calculations.
Competency-based education holds the key to revolutionizing education and empowering students by building a foundation for personalized learning. Watch the two videos below to learn what competency-based education looks like and why it’s so important for our nation’s students.
These goals and dreams may seem lofty, but they should not be optional. Early implementation evidence and beginning research give us hope, but at the end of the day honoring and leveraging the unique gifts and talents of every child is simply the right thing to do.
The persistent incapacity of the system to change shouldn’t be a surprise—we are often stuck retrofitting well-intentioned ideas for students whose needs were too complicated to fit into our original models in the first place.
Our hope is that personalized learning may present the opportunity to flip the traditional model upside down. Or better yet, put it right side up.