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.
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.
Working to reliably land paper airplanes, educators, researchers, and other workshop participants experienced how improvement science offers a different way to solve problems and collect data.
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.
A look into how Carnegie is using design-based development to support our Networked Improvement Communities and the key design principles to help make the sites successful and useful for the users.
This report provides descriptive statistics on 2013-2014 student outcomes as well as insights into potential areas for improvement based on data from the third year's implementation of the Pathways.
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.
Dan Heath, author of Switch: How to Change Things When Change is Hard, at Carnegie’s Summit on Improvement in Education, presents an approach for working towards change in education.
This report presents the student outcome data from 2012-2013 Statway and Quantway classes across the network. The success of the previous year was repeated as the network expanded.
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.
While articles focus on access and privacy of data, what needs to be explored is how to utilize increasing access to individualized, longitudinal data to improve student outcomes and decisions making.
This report presents the student outcome data from 2011-2012 Statway and Quantway classes across the network.
Permanent link to page: https://www.carnegiefoundation.org/resources/publications/community-college-pathways-2011-2012-descriptive-report/
