Together with our partners, we have identified areas where evidence-based insights can most accelerate the design and spread of learning models that will far better prepare children to thrive in—and transform—the 21st century. We focus on actionable insights that help practitioners make concrete decisions about building new school models or adapting effective school models into new contexts. We work collaboratively with practitioners, communities, and domain experts to ensure that these insights represent the best and most current thinking and practice across the sector. As our school partners apply these insights and try their own approaches, we will harvest the learning from their efforts and add this to our knowledge base. We invite you to download and share these insights below, and we welcome your feedback!

  DEFINING GRADUATE AIMS: A COLLECTION OF RESEARCH AND RESOURCES FOR DESIGN TEAMS   What learning outcomes will best prepare students to thrive in and transform the 21st century? This brief helps design teams clarify their graduate aims by presenting current thinking on the competencies needed for success in the 21st century and providing insight into how to define aims with your community. We anticipate its content will be most helpful to those in the early “Dream & Discover” phase of the design process. 

DEFINING GRADUATE AIMS: A COLLECTION OF RESEARCH AND RESOURCES FOR DESIGN TEAMS

What learning outcomes will best prepare students to thrive in and transform the 21st century? This brief helps design teams clarify their graduate aims by presenting current thinking on the competencies needed for success in the 21st century and providing insight into how to define aims with your community. We anticipate its content will be most helpful to those in the early “Dream & Discover” phase of the design process. 

  HOW CAN LEARNING ENVIRONMENTS FOSTER STUDENT AGENCY, WHILE ACCOUNTING FOR VARIATION IN STUDENTS' READINESS FOR AUTONOMY?   Increasing student agency is a goal for many education systems across the country. However, understanding what agency entails and designing environments that nurture and enhance learners’ innate desire to be agents of their own learning, is an audacious task. 

HOW CAN LEARNING ENVIRONMENTS FOSTER STUDENT AGENCY, WHILE ACCOUNTING FOR VARIATION IN STUDENTS' READINESS FOR AUTONOMY?

Increasing student agency is a goal for many education systems across the country. However, understanding what agency entails and designing environments that nurture and enhance learners’ innate desire to be agents of their own learning, is an audacious task. 

  THE COLLABORATIVE: WHAT WE LEARNED FROM BRINGING EDUCATORS TOGETHER TO REIMAGINE SCHOOL   In this report, we share our vision behind Transcend+ NewSchools Collaborative, how we designed and evolved the program, our key results and lessons learned, and the stories of four participating teams (District of Columbia Public Schools, Gestalt Community Schools, Hiawatha Academies, and Spring Branch Independent School District).

THE COLLABORATIVE: WHAT WE LEARNED FROM BRINGING EDUCATORS TOGETHER TO REIMAGINE SCHOOL

In this report, we share our vision behind Transcend+ NewSchools Collaborative, how we designed and evolved the program, our key results and lessons learned, and the stories of four participating teams (District of Columbia Public Schools, Gestalt Community Schools, Hiawatha Academies, and Spring Branch Independent School District).

  IF YOU COULD BUILD ANY SCHOOL: A CASE STUDY OF ACHIEVEMENT FIRST'S GREENFIELD SCHOOLS PILOT   The story of Greenfield's pilot describes the launch of what would become a multi-year innovation effort to create a new model of school for the Achievement First network of schools.

IF YOU COULD BUILD ANY SCHOOL: A CASE STUDY OF ACHIEVEMENT FIRST'S GREENFIELD SCHOOLS PILOT

The story of Greenfield's pilot describes the launch of what would become a multi-year innovation effort to create a new model of school for the Achievement First network of schools.