By Emily Ayscue Hassel and Bryan C. Hassel; published by EdNC, July 8, 2024 Every year, hundreds of billions of dollars will evaporate from the U.S. economy due to permanent learning shortfalls post-COVID, by McKinsey’s calculation. Research has shown high-dosage tutoring is crucial to addressing these shortfalls. In effective high-dosage tutoring, tutors provide students with at […]
Engagement, Demographics, Academic, Economics—School Needs Index a New Way to Gauge Success in Serving Students With the Greatest Challenges
By Bryan Hassel and Greg Lippman; published in The 74. A version of this essay originally appeared on the FutureEd blog. We have heard a great deal over the course of the pandemic about learning loss. But while the negative impact of COVID-19 on students of all kinds is becoming increasingly clear, some students have struggled […]
Cost-Effective Ways to Rethink School Staffing
By Emily Ayscue Hassel and Bryan Hassel; first published in Education Week. Even before COVID-19 sent students and educators home, teachers’ jobs had grown increasingly complex. Rightful demands for standards matching those of other nations—and for equitable opportunities allowing students to meet or exceed those standards—swelled over recent decades. With research clearly indicating how important […]
Will Learning Pods Be Only for the Rich?
By Bryan Hassel and Sharon Kebschull Barrett; first published in Education Week. To exhausted or worried parents deciding whether to send their children into school buildings this fall, “pandemic pods” may look like an appealing way out. Keeping their boys and girls at home learning alone may be better for physical health but not for […]
States: It’s not too late to guide districts on teaching and learning
By Emily Ayscue Hassel and Bryan Hassel; first published by CRPE, August 4, 2020 One striking finding of the CRPE and Public Impact review of state reopening plans is what’s not there: the primary purpose of schools, teaching and learning. During COVID-19, states are giving districts only minimal guidance and support about teaching and learning. […]
North Carolina district responses to COVID-19: An updated database from EdNC and Public Impact
By Molly Osborne, Jessica Struhs, Troy Smith and Beth Clifford; first published on EdNC. In March 2020, the Center on Reinventing Public Education (CRPE) released “District Responses to COVID-19,” an online database tracking how some of the nation’s largest public school districts have shifted instruction, student support, and organizational operations in response to COVID-19 school closures. CRPE continues to update the […]
Putting Data In Its Place How Strong Teaching Teams Use Data To Achieve Student Growth
By Sharon Kebschull Barrett; first published in EducationNC. Can deep dives into large flows of student learning data actually lower teacher stress? Successful multi-classroom leaders, who lead small teaching teams in data analysis, say yes. When schools focus on small teams led by highly successful teachers, they help address the concerns North Carolina teachers expressed in […]
The Killer App for Digital Learning at Scale: Human Connection
By Emily Ayscue Hassel and Bryan Hassel; first published in Education NC. Digital learning has gotten a bad rap, in some cases reasonably so, especially for the lack of results with disadvantaged learners. Meanwhile, alarms are sounding about the rise of online screen time co-timed with surges in anxiety, depression, suicide and insomnia among teens and young adults, here and […]
How To Get Past the “Talent Hogs” Problem
By Emily Ayscue Hassel and Bryan Hassel; first published in Education Next. A charismatic charter network leader reminded us recently of his high-poverty schools’ laudable learning results. His secret sauce? Wooing the best teachers and principals away from surrounding districts. We call this a “Talent Hog” strategy, and its prevalence explains, in part, why reforms […]
A Missing Key Ingredient for Widespread Personalization: Innovative School Staffing
By Emily Ayscue Hassel and Bryan Hassel; first published on EdNext. Educators nationally are striving to incorporate more personalization: giving students what they need by adapting what, when, how, and where students learn. But personalized learning is just one of several big instructional trends—high standards, aligned curricula, teaching the whole child, improving social-emotional skills, to […]
Analysis: Through Co-Teaching, Team Teaching, and Collaboration, These Pioneering Schools Are Rethinking How to Best Deliver Personalized Learning for Students
The 74, May 28, 2018, by Thomas Arnett and Bryan Hassel
K-12 education is abuzz with interest in personalizing instruction and a drive to change the student experience. Yet amid this innovative fervor, the traditional classroom staffing arrangement is still an unquestioned assumption in many schools, with each teacher working largely alone, taking sole responsibility for a roster of students.
Analysis: New Study Finds Huge Student Learning Gains in Schools Where Teachers Mentor Their Colleagues as Multi-Classroom Leaders
By Emily Ayscue Hassel and Bryan Hassel; first published on The 74. In survey after survey, teachers report dissatisfaction with the professional development they receive. Many aren’t satisfied with their professional learning communities or coaching opportunities. Teachers say they want more on-the-job development, career advancement while teaching, and collaboration time. Some teachers are getting what they want. But is that good news for students? […]