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.
At the 2016 Carnegie Summit, Alex “Sandy” Pentland shared his research in the field of social physics that can help us understand the relationships between human behavior, collective experience, and the spread of ideas.
At the 2016 Carnegie Summit, Anthony S. Bryk gave a glimpse of what it looks like to struggle towards a common understanding of a problem and develop a working theory of improvement.
Carnegie Foundation President Anthony Bryk recounts his experience of facilitating a workshop activity that enabled participants to accelerate their collective problem-solving and helped them see the power of attacking a common problem as a structured network.
When we look for “bright spots,” we tend to see the tools or practices that we believe contribute to the positive results in certain classrooms, schools, or districts. In this way, we identify the what of improvement; but are we overlooking how these changes came to be?
Studies on the effects of educational programs often focus on “fidelity of implementation.” But this approach often fails to consider the complexity both of the programs themselves and of the demands they place on the contexts in which they are carried out.
In this AEI report, Alan Ginsburg and Carnegie Senior Fellow Mike Smith analyze 27 RCT mathematics curriculum studies contained in the What Works Clearinghouse, and they find serious threats to the usefulness of all 27.
In this final post of the series on networked improvement community (NIC) initiation, Donald Peurach analyzes the relationships NICs have with the environments in which they operate.
The fifth post in our series on the initiation networked improvement community explores what lessons can be taken from other similar efforts outside of the education industry, primarily pop up businesses.
In the fourth post in our series on initiating networked improvement communities, we explore how the National Board for Professional Teaching Standards focused on building a culture of improvement.
In “Quality and Equality in American Education: Systemic Problems, Systemic Solutions,” Jennifer O’Day and Carnegie Senior Fellow Marshall (Mike) Smith explore how the field might understand and address the underlying systems that result in disparate educational outcomes.
This third post of our series on networked improvement community (NIC) initiation focuses on how to organize and lead a NIC to maximize individual engagement, while ensuring individual work is related to the shared aim.
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.
This second post in our series about networked improvement community initiation focused on how to build capacity of network members to use improvement science to learn from practice.
In the first post of our network initiation series, we outline the networked improvement community initiation framework, exploring each of the 5 domains.
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.
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