FullScale Research Reports Archives

From Urgent to Future: Redesigning the Educator Role for the AI Era

This white paper reframes the debate about artificial intelligence in education by arguing that the central challenge is not technological disruption, but the design of the educator role itself. Grounded in research, field partnerships, and system-level analysis, it outlines how policy can be used deliberately to strengthen and sustain the human expertise students need to learn, grow, and thrive in an AI-enabled future.

June 18, 2026

Reimagining Schools as Community Infrastructure: Integrating Community Schools and Competency-Based Education for Whole-Child Success

Reimagining Schools as Community Infrastructure: Integrating Community Schools and Competency-Based Education for Whole-Child Success Type: pdf PDF Document: https://assets.resources.fullscalelearning.org/artifacts/pdf_files/Reimagining-Schools-as-Community-Infrastructure-v2.pdf Topics:

June 16, 2026

Executive Summary: What We Can (and Can’t) See: A National Landscape Scan of Competency-Based Learning in High Schools

As competency-based learning (CBL) gains momentum in U.S. high schools, FullScale’s national landscape scan examines how CBL is currently showing up across the field. This executive summary highlights key findings on what aspects of CBL are publicly visible, where current outcome measures provide an incomplete view, and how policy conditions shape implementation.

June 2, 2026

What We Can (and Can’t) See: A National Landscape Scan of Competency-Based Learning in High Schools

To better understand how competency-based learning (CBL) is showing up across high schools, FullScale conducted a national landscape scan of 106 schools engaged in CBL and related approaches. This report uses observable markers to examine which CBL practices are most visible across the field, where implementation remains harder to see, the extent to which current outcome measures capture quality, and the policy conditions shaping the work.

June 2, 2026

Lessons Learned from Blended Programs: Experiences and Recommendations from the Field

This book serves to provide in-depth case studies of blended learning programs from the perspective of experts and pioneering leaders in the field today.

The chapters have been collected to share lessons and stories from the experiences of those leading the development of new learning models using blended learning across the nation. From the start, Lessons Learned from Blended Programs: Experiences and Recommendations from the Field, helps to establish a framework for evaluating and understanding the blended learning field, from developing individual schools to working with entire districts to create new blended learning pathways for students in an increasingly digital world.

May 7, 2026

From Early Adoption to Implementation and Scaling: Lessons for the Field from FullScale’s Accelerating Adoption Network

This brief shares lessons from the first year of the Accelerating Adoption Network, highlighting what it takes to move technology-enabled innovations from early adoption to sustained instructional impact at scale.

February 3, 2026

From Distraction to Deeper Learning: How hardware keeps students engaged and connected

Artificial Intelligence (AI) currently sits at the center of most national conversations about education and technology. Although important, this narrow focus risks overlooking core foundational elements of the edtech environment, particularly regarding educators’ access to and use of hardware and accessories to meet learners where they are.

Logitech and FullScale conducted a national study with 676 K-12 leaders and educators to explore how hardware and accessories serve as catalysts for innovation in teaching and learning, and the extent to which they are recognized as essential tools for fostering engagement, creativity, and deeper learning. Educator responses reveal that the right technology setup, with hardware and software working together, extends students’ focus, deepens learning, and supports authentic, personalized instruction across K–12 classrooms.

February 3, 2026

Wyoming’s RIDE (Reimagining and Innovating the Delivery of Education) Initiative: Evaluation Report

The Wyoming RIDE (Reimagining and Innovating the Delivery of Education) initiative is the inaugural program of Wyoming’s Future of Learning Partnership, a state-level consortium working together to support innovative education across the state. The RIDE initiative created an opportunity for districts to update key elements of instruction and assessment to be more student-centered and aligned with the Wyoming Profile of a Graduate (Wyoming Future of Learning Partnership, 2024). Twenty-one districts (almost half of Wyoming’s 48 districts) and three community colleges have participated in the RIDE initiative since its inception in the 2023-24 school year.

We selected four deeply-implementing districts to feature in case studies, in consultation with 2Revolutions (the initiative’s lead design partner). These districts were all in their second year of RIDE involvement, but varied in geography, demographics, student-centered learning focus, and implementation approach. In exploring these districts’ RIDE experiences, we examined how they made sense of and enacted student-centered practices within their local contexts. We were especially interested in how leaders and educators defined what student-centered learning meant in their communities, what supported or hindered their implementation progress, and how early changes showed up in leadership, instruction, and student experiences.

In addition to the four case studies, we also used data from interviews conducted with professional learning providers, state, district, and school leaders, and survey data from 150 teachers and 800 students, to explore broader cross-district themes.

November 7, 2025

Opening New Pathways: Evidence of Learning Acceleration in Public Virtual and Hybrid Models

“Opening New Pathways: Evidence of Learning Acceleration in Public Virtual and Hybrid Models” explores how public schools, when given the space to innovate, align with community needs, and measure what matters, can design high-quality virtual and hybrid models that accelerate student learning.

October 22, 2025

Mastery-Based Learning Collaborative Evaluation Report – Cohort 2, Year 2

The Mastery-Based Learning Collaborative (MBLC) evaluation report offers insights and strategies for anyone working to shift K-12 schools, districts, and states toward more student-centered, equitable, and culturally responsive approaches.

The MBLC is a demonstration project taking place in nearly 50 schools across Washington to help decision makers understand the qualities of mastery-based (or competency-based) learning as they are enacted across diverse learning communities, how long it takes to implement, and what resources are necessary for sustained impact.

FullScale is conducting a six-year evaluation of the MBLC to identify policies, practices, and system changes that can support successful mastery-based and culturally responsive learning. The report shares findings from the first two years of the second cohort of MBLC schools, based on extensive surveys and interviews of educators, school leaders, students, state leaders, and professional learning providers.

October 15, 2025

Tag: FullScale Research Reports