Are Personalized Learning Environments the Next Wave of K-12 Education Reform?, the first issue paper in a new series from AIR, examines 16 successful applications from the first round of Race to the Top District (RTT-D) awards. It identifies trends and lessons learned from these pioneering grantees' efforts to implement and scale teaching and learning innovations.

The first of the U.S. Department of Education's RTT-D grantees proposed reforms for personalized learning environments that challenge every aspect of the traditional school culture, including what is taught, how it is taught, and where it is taught.

Now, as districts have been invited to apply for a portion of the $120 million Race to the Top fund for a second time, the first grantees' plans will inform policymakers and researchers about opportunities, promises, and pitfalls in the design and the development of personalized learning environments.

AIR’s analysis of opportunities, promises, and pitfalls in the design and development of personalized learning environments is structured around four main activities that emerged as central components of the 16 RTT-D grant applications:

1. Creating and implementing blended learning environments
2. Developing and using individualized college and career readiness learning plans
3. Implementing competency-based models to support and accelerate students’ progress through their learning plans
4. Engaging and empowering key stakeholder groups, including teachers, parents, and the broader community in the process of ensuring student success