Realizing deeper learning in innovative chartered schools

I want to share with you an important piece of research on chartered schools conducted by longtime Minnesota superintendent Dr. Charles Kyte. The research was conducted at the request of The William and Flora Hewlett Foundation.

Realizing Deeper Learning: The Economics and Achievements of the Innovative Chartered School Model” examines two innovative chartered schools in Minnesota which have expanded definitions of achievement and improved student outcomes without increased costs.

The Hewlett Foundation has a growing interest in broader dimensions of academic performance and in “deeper learning” – dimensions of student achievement that go beyond the knowledge and skills measured by standardized tests. The foundation wanted to know, Does “deeper learning” come at a higher price? The answer seems to be: No.

Teacher partnership model

Both of the schools studied in this report are organized as “teacher partnerships.” Under this model, each staff member has equal authority in the decision-making process and is responsible for part of the school’s operation. Teachers in such schools report a feeling of ownership for all aspects of school.

This model is now the subject of growing interest as an answer to the complex questions about teacher quality and accountability. School does not need to take the boss/work form it has traditionally taken.

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