With education research, true expertise doesn’t reside solely with researchers — it thrives in partnership. Collaborating with those closest to the work allows us to gain a deeper, more accurate understanding of what’s really happening in schools. Our partners bring indispensable knowledge of their contexts, cultures, strengths, and challenges, making their insights not just valuable […]
Despite decades of effort, persistent gaps in K-12 student learning remain a pressing challenge, exacerbated by the COVID-19 pandemic’s impact on reading and math achievement. While initial recovery efforts focused heavily on supplemental strategies like high-dosage tutoring, it’s clear that real, lasting progress requires more than just add-ons — it demands bold, scalable solutions embedded […]
As schools across the country embrace the transformative potential of artificial intelligence (AI), innovative educators are leading the way, showing how AI can enhance teaching and learning while keeping students at the center of the experience. Providing educators with concrete examples of how to implement AI-enabled instructional practices empowers teachers with new strategies and helps […]
Oftentimes, research is done on schools and systems. In this extractive relationship, researchers collect data, rarely including participants in the design or analysis, and then later report findings back to the sites. At The Learning Accelerator (TLA), we believe that research should occur with our partners. This means addressing questions that are meaningful to them […]
As educators, we’re used to hitting the ground running and doing what’s necessary to ensure our students fully benefit from our plans. In our rush to meet deadlines, reach objectives, and deliver instruction, it’s easy to overlook something important: celebrating the wins that shape our work and help us make progress toward larger goals. Celebrating […]
This is a summary of “Building a Shared Space of Innovative Research and Learning,” originally published on Aurora Institute’s blog. Rethinking how we conduct research and assessment within an education space undergoing deep transformation presents a foundational challenge to the field. It is also a challenge that cannot be addressed in isolation or by a […]
