When we talk about teachers and classroom data use, we’re oftentimes talking about data produced via assessment, or as Stassen et al. (2001) eloquently write, “the systematic collection and analysis of information to improve student learning.” The word “assessment” can conjure a lot of things for a lot of people, ranging from the high-stakes world […]
When We Talk About “Assessment,” What Do We Really Mean? Read More »
At TLA, we believe that the use of data is one of the most powerful strategies for realizing an effective, engaging, and equitable outcome for every child in classrooms across America. As our friends at the Data Quality Campaign (DQC) say, when used in service of learning “data is one of the most powerful tools
Schools across the country are transforming education by embracing innovation and breaking out of the traditional paradigms of time, place, and pace. Teachers are blending in-person instruction with technology to differentiate lessons, using real-time data to personalize learning and allow for mastery-based progression, and they are incorporating student choice and agency into instructional decisions. It
So You Want to Innovate? Remember to Communicate Read More »
Learning sciences seem to be everywhere these days. Over the last couple of years, the message that educators have been getting about evidence has flipped from, “the research is new,” or “the evidence isn’t conclusive,” to “learning science clearly shows us…” This is a positive development, but the challenge still remains to help educators clearly
Ignite Your Use of Ed Research Read More »
The end of the year is a time when The Learning Accelerator team likes to step back and reflect on progress and accomplishments. Above all, we spend a lot of time evaluating how well we’re doing against our mission to ensure that teachers and leaders across the country have the knowledge, tools, and networks they
2018: A Year to Remember for TLA Read More »
We are graduate students at the Harvard Graduate School of Education (HGSE) studying educational technology and innovation. As part of Barbara Treacy’s course, Connected Teaching in the Digital Age, we partnered with The Learning Accelerator (TLA) to research an important stakeholder in the field of blended learning: parents. We surveyed parents of children in blended
“For every 20 minutes a student spent [on our software], their MAP score increased by 2.5 points.” “Ensure that students see two years of reading growth [if they use our program].” “Our study has found that use of this math program with fidelity has roughly the positive impact of a second-year teacher versus a first-year
Blended Learning Data: Moving beyond binary results Read More »
The Learning Accelerator (TLA) is launching an 18-month partnership with a leading performance-based school system to support the district’s use of evidence across its adult-facing initiatives to inform continuous improvement and the scaling of highly innovative competency-based learning strategies and programs across the organization. We are looking for a new member to add to our
TLA Is Looking for a Data Analyst to Join Our Small but Mighty Team Read More »
This blog was originally published on the Brookings Institution’s Brown Center Chalkboard. As millions of students head back to school, families are probably wondering if those shiny new devices, apps, and even games that are becoming a typical part of the school day are good for learning. As an education researcher focused on blended learning,
Tech or No Tech, Effective Learning is All About Teaching Read More »
In education, we have a tendency to reinvent the wheel. At its core, the challenge is not a lack of will to share; rather, our public education system isn’t built for sector-wide collaboration. Instead, it decentralizes structures and policies, leading to the unintended outcome of a hyper-local system. While adapting content to local contexts is
Let’s Improve Professional Learning Through Collaboration and Knowledge Sharing Read More »
