The Lens
Bringing vision and clarity to education policy

A Simple Recipe Needs Complex Conditions to Work

Robin Lake | Wed, 09/04/2019

Let districts be districts, when they work. But when they don’t, Robin Lake argues, try something else. 

Portfolio Systems Can and Must Lead When it Comes to Students with Unique Needs

Robin Lake | Wed, 09/04/2019

The more choice and autonomy become the norm, the more urgent is the need to find new ways to ensure they bring advantages to the most vulnerable and unique student populations.

Gentrification Presents Both Challenges and Opportunities for Cities and Schools

Paul Hill | Tue, 08/20/2019

The rapid movement of young college graduates into previously low-income neighborhoods opens up a new opportunity for effective integrated K–12 education.

Homeschooling Can Be a Living Room Laboratory for the Future of Education

Robin Lake, Travis Pillow | Tue, 07/23/2019

As a new CRPE research brief shows, homeschoolers are becoming more diverse, and so are their motivations.

4 Things States Should Do to Help Students With Disabilities Graduate Ready for the World of Work

Travis Pillow, Karla Phillips | Wed, 07/17/2019

With unemployment at a historic low, now is the time to focus on those who have been historically underemployed.

The History—and Future—of School Integration Defy Buzzwords

Paul Hill, Robin Lake | Wed, 07/03/2019

Paul Hill discusses the history of school integration and offers lessons learned about ways our school systems can better educate an increasingly diverse population.

Underserved Families Can't Always Manage School Choice Alone

Georgia Heyward, Ashley Jochim | Fri, 06/28/2019

Our latest report looks at a navigator organization that helps level the playing field so all families can find quality schools that meet their needs.

What if High School Were Different?

Georgia Heyward | Tue, 06/18/2019

To realize the goals of "new CTE," we must not only rethink our notions of vocational training; we must also reimagine how we go about secondary schooling.