It is our commitment to make the knowledge we develop accessible to all who can use it to advance student success. The following reports are available to read and share.
August 2015 | Andrea Venezia and Jodi Lewis
The report compares state policy leaders’ expectations for and high school educators’ early experiences with the Common Core. As the state passes the five-year milestone in implementation, the report recommends ways to better leverage California’s “college and career readiness standards” to help improve outcomes for graduating students.
March 2015 | Colleen Moore, Andrea Venezia, Jodi Lewis, and Bina Lefkovitz
This report examines 19 regional education partnerships in California that include representatives from among K-12 and postsecondary education and business and community organizations. The study reveals what 37 participants identified as critical components of their work, challenges they have encountered, and promising strategies they share to help inform the work of new and existing partnerships. This information is helpful as the state and philanthropic foundations continue to invest millions of dollars in regional efforts.
September 2014 | Jodi Lewis
In this Next Generation Learning Challenges blog, Jodi Lewis addresses the hope of technology-enabled practices to improve college and career readiness, the challenges associated with these strategies, and the evidence we need to know whether they're helping students drive their own learning.
August 2014 | Andrea Venezia
This report examines technology-enabled innovations at seven postsecondary institutions in the Next Generation Learning Challenges (NGLC) Building Blocks for College Completion grant program. Using the Hewlett Foundation’s definition of Deeper Learning as a reference point, this report analyzes the innovations and approaches of the grantees in promoting Deeper Learning and student engagement in higher education. The grantees adopted various innovations including supplementing existing courses, supporting the adoption of blended learning and complete course redesign. The brief's findings indicate that students need support to transition to the more active role in their own learning that Deeper Learning demands and that faculty need support, training, and time to create, implement, and sustain the technology-enabled reforms.
July 2014 | Nancy Shulock and Jolene Koester
This report addresses the problem of excessive time-to-degree for many students at public regional universities and examines strategies and practices leaders can use to support timely degree completion, especially for low-income students. The report provides many examples of institutions that have used these strategies, describes available evidence of their effectiveness, addresses potential challenges to implementation, and offers recommendations to university leaders interested in using these practices to improve timely graduation. This report is part of HCM Strategists’ Maximizing Resources for Student Success project that is aimed at making college more affordable.
EdInsights presentations are also available for the public to view and share.
Read about the latest updates from EdInsights Center in the new Insights blog.