The Greenfield Path to School Improvement
One of the many things the pandemic has illuminated is where schools get stuck. For more than a year, millions of children attended school remotely, and yet the quality of that instruction remained hostage to the capacities of geographically determined school districts.
For me, this period has brought back thoughts of Education Unbound, which I penned more than a decade ago. The book sketched a vision of what I call “greenfield schooling.” The premise is simple: Profound educational improvement requires more than fine-tuning systems that have evolved over two centuries; it requires policymakers and educational leaders to revisit organizing assumptions about the grammar of schooling.
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Pandemic or no, states ought to press for better technology for personalized learning and making staff and students safer.
State Policymakers can help clear away the rubble that impedes vibrant reform.
States are adopting a range of policies to personalize student learning and move away from seat-time rules.
Project-based learning tied to students' communities and interests readily makes the leap across modes of instruction.
Microcredentials embedded in effective learning systems can promote teacher growth, advancement, and retention.