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 examines how six school systems tried to address the academic consequences of disrupted learning in the 2020-2021 school year.
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.
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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 Education Week on the challenges of local control.
Paul Hill is quoted in US Patch on increasingly policial school board meetings amid the pandemic.
Paul Hill is quoted in The Hechinger Report on lessons schools can take from post-Katrina New Orleans.
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.
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How do we change the incentives of education system leaders so they optimize responsiveness, not stability?
Rigor and quality in teaching core subjects can fill the void caused by ideological conflict.
Except for pandemic safety issues, which schools must manage, K–12 education is the wrong forum for culture war factions to fight through their differences.
The downsides of the rush to jam everyone back into classrooms are evident.
District leaders who seek more profound and radical changes—some of which aim to fundamentally upend the education system—will face even bigger challenges with acceptance and support.
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