CRPE's Robin Lake, Betheny Gross, and Paul Hill will be featured speakers at "The Urban Education Future?" - Lessons from New Orleans 10 Years after Hurricane Katrina conference, hosted by the Education
This report provides key lessons for states seeking to make improvements in districts and schools navigating a transition to local control.
Three new briefs assess the impact of California charter schools on school districts.
This essay lays out a theory of integrated “light governance” of local schools, colleges, learning pathways, and special courses.
This essay explores what it would take to ensure that personalized and weighted funding follows students across multiple learning experiences.
This essay explores the need for new models that expand who works with students and differentiate teaching roles to a far greater degree.
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Join CRPE's Paul T. HIll and Ashley E. Jochim as they discuss their new book, A Democratic Constitution for Public Education.
This webinar provides a deep dive into the portfolio strategy, the importance of school autonomy within a district context, and the conditions that make a district a promising choice for Carnegie Corporation of New York's "Opportunity by Design" initiative.
Several CRPE researchers are presenting at the 2013 annual conference of the American Educational Research Association in San Francisco.
Paul Hill will be a key issue speaker at the 2nd Annual International School Choice and Reform Academic Conference, presented by the Journal of School Choice.
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Paul Hill is quoted in The 74 on teachers unions impacting districts' reopening plans.
Paul Hill and Heather Schwartz write how different stakeholders can use pandemic-related momentum to make online learning a common staple of public schooling.
Paul Hill discusses the four-day school week on BYU Radio's Top of Mind With Julie Rose.
Paul Hill is quoted by OZY on the four-day school week.
Ashley Jochim and Paul Hill write that the authority to intervene in local districts remains an essential tool if states want to continue playing a meaningful role in improving local schools.
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As children return to school after as much as a year away, schools and districts have a new strategy for helping them make up for lost time.
Experienced state and district leaders see dangers among the opportunities offered by the K–12 education stimulus funding.
Schools and districts must set priorities so students don't fall perpetually behind because of school closures and the difficulties of virtual learning.
District and school leaders can no longer presume parents’ trust in schools, or forget that it must be constantly renewed during and after the pandemic.
An increasing number of children will attend schools that deliver instruction, use time, and define the work of teachers and students very differently.
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