Extending the Reach

Knocking Down Barriers: How California Superintendents Are Implementing Blended Learning

This policy brief presents findings from a convening of California school district superintendents on the barriers encountered and methods used to overcome obstacles in efforts to successfully implement blended learning programs.

Teacher-Led Professional Learning website

This website, developed by a team from the Pahara-Aspen Teacher-Leader Fellows, offers overviews and links to resources from schools, districts, and support organizations to help teachers and their schools, unions, and districts design high-quality collaborative, job-embedded, teacher-led professional learning that leads to better student learning.

Policy Barriers to School Improvement: What’s Real and What’s Imagined?

The Center on Reinventing Public Education (CRPE) enlisted the help of principals in three states, New Hampshire, Connecticut, and Maryland, to find out more about ways they are using their autonomies to maximize the resources at their disposal. The report looks at how principals are reallocating funds to organize their schools in innovative new ways. Prime examples of this include extending the reach of teachers and increasing the use of technology in schools to customize learning.

Learner at the Center of a Networked World

This report by the Aspen Institute takes a look at the different ways young students learn today. Backed by research and stakeholder input, it recommends ways that teachers and policymakers can expand learning opportunities for students, making the best and safest use of the technology and resources available in today’s changing learning environment. 

Blending Towards Competency: Early Patterns of Blended Learning and Competency-Based Education in New Hampshire

This white paper examines the impact of blended learning in 13 schools in New Hampshire where state law mandates high schools measure learning by mastery of a subject rather than by credit hours. The report cites several ways in which blended learning can support competency-based learning, including on-demand testing, alternative pathways to learning, and personalized learning. 

Navigating the Ed-Tech Marketplace

This special report from Education Week, directed to school leaders, maps the current educational technology marketplace and takes a look at the fastest growing categories in the sector, including increasing use of online testing and virtual education. The report gives school leaders tips and advice on how to narrow down their choices and make wise decisions in the fast-growing world of ed-tech products and services. 

Projected Statewide Impact of “Opportunity Culture” School Models

This brief estimates the impact of a statewide implementation of Opportunity Culture models, using North Carolina as an example. Impacts estimated include student learning outcomes, gross state product, teacher pay and other career characteristics, and state income tax revenue. Opportunity Culture models extend the reach of excellent teachers to more students, for more pay, within budget—typically in collaborative teams on which all teachers can pursue instructional excellence together and are formally accountable for the students they serve.   

The Metlife Survey of the American Teacher: Collaborating for Student Success

This report examines how educators working together can improve student outcomes. Through surveys of teachers and principals, this report examines the views of teachers, teacher leaders, and students on what collaboration looks like in schools and the impact it can have. It also assesses the importance of building time into the school schedule to accommodate collaboration among in-school educators. 

Spending Money Wisely: Getting the Most from School District Budgets

Produced by the District Management Journal, this series of 10 briefs summarizes 10 key opportunities for districts to realign resources and free up funds for other district priorities. This “Top 10” list takes into account both theory and practice, using real-life lessons from districts that implemented similar initiatives. Briefs cover topics including professional development for teachers, extending the reach of effective teachers, and scheduling services equitably using data.

Right-Sizing the Classroom: Making the Most of Great Teachers

This working paper—produced by the CALDER Center—examines whether it is possible to improve student achievement by reallocating pupils among teachers so that the most effective teachers teach a greater number of students. The paper shows that student outcomes in mathematics, reading, and science improved in both the fifth-grade and eighth-grade North Carolina classrooms examined in this research study.


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