Leading Through Learning

“It is amazing that the systems that we entrust with managing our own children’s learning are terrible at learning themselves.” So Harvard University economist Tom Kane bluntly and accurately framed a core impediment to meaningful advances in student learning across the country. Central to this quandary is that many educators still don’t know which interventions are working for which students and why. To accelerate and make sustained progress and ensure we are spending limited funds efficiently and effectively, we need to redesign systems to learn.