We hear a lot about the promise of personalized learning. But what does it look like in action? Follow two middle school students through language arts class as they study “I Am Malala”—in two very different ways.
Confused by the high number of students who take remedial courses in college, we wanted to know what they were doing in school in the twelve years prior. To find out, we turned to an unlikely technology: potty-training watches.
Fishman Prize Winner Joshua Martinez introduced more rigorous content in his class, and his fourth-graders rose to the occasion. “When given a challenging and personalized learning environment, students thrive.”
In The Opportunity Myth, TNTP partnered with five anonymous school systems across the country to understand how students were experiencing the school day. In a candid interview, Buffalo Public Schools publicly names that they are one of those school systems.
“Change toward more culturally inclusive content is really important to me—especially considering the lack of teachers who look like me.”
In our upcoming national report, we take the radical step—for us and for our field at large—of asking kids themselves about their schooling.
“Even as a bilingual educator from a family of immigrants, I made a lot of assumptions in my effort to support my ELL students.”