All Publications

A hallmark of deeper learning is students’ ability to apply their knowledge to new situations and complex problems. Big Picture Learning has successfully instantiated, sustained, and spread deeper learning practices in ways that advance equity in schools across the nation. This deep look into its systems and structures reveals how the network and its leaders have consistently been responsive to communities and local conditions, which allows network-affiliated schools to take on a distinct character while maintaining fidelity to Big Picture Learning's deeper learning focus.

A hallmark of deeper learning is students’ ability to apply their knowledge to new situations and complex problems. Internationals Network, a network of schools specifically for English learners, has successfully instantiated, sustained, and spread deeper learning practices in ways that advance equity in schools across the nation. This deep look into its systems and structures shows how the network and its leaders are raising expectations and outcomes for English learners.

A hallmark of deeper learning is students’ ability to apply their knowledge to new situations and complex problems. New Tech Network has successfully instantiated deeper learning practices in many geographically, politically, and socioeconomically diverse school settings. This deep look into its systems and structures shows how the network has spread its practices to many traditionally structured, public school districts across the country.

Research suggests that deeper learning strategies that support critical thinking and problem-solving can improve student outcomes, but implementing these strategies is not easy. Three networks of schools—Big Picture Learning, Internationals Network for Public Schools, and New Tech Network—have created the systems and structures to scale their equitable deeper learning models in diverse public school settings to serve students in more personalized and productive ways.

What skills and competencies do early childhood educators need in order to provide high-quality early learning experiences? What essential skills should children master before entering kindergarten? The Early Childhood Essentials framework answers these questions based on an analysis of relevant research. It is a must-read for local and state decision-makers looking to build and expand high-quality early learning programs.

Based on the report, Early Childhood Essentials: A Framework for Aligning Child Skills and Educator Competencies, this fact sheet presents the skills children should have upon entering kindergarten and the skills and competencies early educators need to support effective learning experiences. Providing leaders with a fundamental understanding of early childhood education will help them make informed decisions to ensure educators have the resources they need to provide every child with the opportunity to enter school ready to thrive.

Most students at New York’s Bronxdale High School enter 9th grade achieving well below proficiency levels on standardized tests, yet they end up outperforming their peers and city averages in credit accrual, graduation rates, and enrollment in postsecondary education. Educators at Bronxdale teach the way students learn best by tightly weaving  social and emotional skills and academic mindsets with academic learning in a safe, caring and collaborative learning environment.

Supporting the achievement of all students requires a strong commitment to equity, ensuring a stable high-quality educator workforce, providing access to professional development, and a focus on deeper learning and social and emotional learning. Seven California school districts provide examples of successful approaches to this work. 

This report examines the commonalities among seven diverse "positive outlier" school districts in which students are achieving at higher-than-predicted levels. The seven districts are among more than a hundred California school districts in which African American, Latino/a, and White students achieved at higher-than-predicted levels, controlling for their socioeconomic status.