In order for evidence-based blended-learning practices to be successfully implemented, educators, administrators, and researchers must all be able to apply research in new/local contexts.
Innovation in education does not always take hold when mandated solely from the “top down.” Early adopters at the school and district level can show the way for others across the state, and they provide authentic, real-world experience from which to base policies and support for scale. See examples of how RI, TX, NJ, and MA supported their blended and personalized learning early adopters.
This report highlights one example of how a district in New York is innovating around the use of Open Educational Resources, including links, resources and key takeaways.
In order for what we know to benefit students, we must share and consume knowledge about how implementation might positively affect student outcomes, both academic and non-academic, as well as teacher outcomes, in multiple forms and fora.
In order for what we know to benefit students, we must understand the roles and benefits of different types of measurement, like research, evaluation, and other measurement activities.
In order for what we know to benefit students, we must share and consume knowledge about how implementation might affect student outcomes, both academic and non-academic, as well as teacher outcomes, in multiple forms and fora.
In order for what we know to benefit students, we must share and consume knowledge about student-focused, teacher-focused, data-focused, and infrastructural implementation requirements in multiple forms and fora.
The Every Student Succeeds Act (ESSA) of 2015 can be used to support states and districts in implementing personalized learning.
State and local policy makers need to identify key opportunities, levers, and barriers to scale personalized learning and then align and build supportive policy environments.
State leaders must align policies to support transformation. This policy brief provides multiple concrete, actionable recommendations for state policymakers including those for creating competency-based education systems.
