Personalized learning is often equated with individual learning using technology. Yet for many students, learning on their own may not effectively meet their needs. The aim of this study was to explore racial differences in experiences and benefits associated with collaboration.
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31 Aug 2016
Today, success isn’t just about what you know. It’s also about how quickly you can grasp and apply new knowledge. That’s the theory behind “deeper learning,” a broad term encompassing the goals of an increasing number of U.S. schools and school systems. In a series of reports, researchers at AIR examined whether and how opportunities for deeper learning change high school graduation and college attendance rates for students. In this blog post, Kristina Zeiser, Jordan Rickles, and Mette Huberman share the studies’ results.
19 Aug 2016
The Study of Deeper Learning: Opportunities and Outcomes assessed whether students who attended high schools that focused on deeper learning got more opportunities for deeper learning and whether they had better outcomes than students in comparison high schools. In an updated set of analyses from the study, AIR found that students who attended high schools focused on deeper learning were more likely to enroll in four-year institutions and in college in general than their peers who attended comparison schools.
9 Aug 2016
This report builds on the analyses from the original Study of Deeper Learning: Opportunities and Outcomes to explore the connections between deeper learning opportunities, deeper learning competencies (in the interpersonal, intrapersonal, and cognitive domains), and high school graduation.
29 Jun 2016
Competency-based education makes student mastery of learning goals—rather than seat time—the metric to determine student credit and progression. Take a closer look at how schools implement competency-based education, and how it is related to what students need to learn effectively.
9 Mar 2016
Can deeper learning approaches lead to higher graduation rates? Consistent with the findings from the original Study of Deeper Learning, newly completed analyses find a graduation rate advantage of 8 percentage points for students in participating deeper learning network high schools compared with similar students in matched non-network high schools.
30 Sep 2014
The extreme levels of debt accrued by students pursuing postsecondary degrees has been identified as one of the nation’s most worrisome educational issues. About 90 percent of STEM Ph.D. recipients funded their graduate education through primarily institutional sources. In contrast, 65 percent of those with a doctorate in the social, behavioral and economic sciences did.
24 Sep 2014
The William and Flora Hewlett Foundation defines deeper learning as “a set of competencies students must master in order to develop a keen understanding of academic content and apply their knowledge to problems in the classroom and on the job.” In this third report, the focus is on whether students who attended selected network schools had higher educational outcomes than did their matched counterparts who attended similar non-network schools.
16 Sep 2014
The concept of deeper learning has been used both to describe a set of competencies or goals for students, and to characterize a way of learning (or a process) that promotes these competencies. In this report—our second in a series of three—we focus specifically on the opportunities that students experienced to engage in deeper learning in their classrooms.
AIR is studying the ways in which schools provide opportunities for students to acquire complex knowledge and deeper learning skills. Funded by the William and Flora Hewlett Foundation, the study examines the impact of these opportunities on how students develop five dimensions of deeper learning: mastery of core content, critical thinking skills, collaboration skills, communication skills, and independent learning skills.