As currently constituted, schools alone aren’t capable of doing the job society has asked them to do. Academic achievement remains highly correlated with socio-economic income, despite decades of education reform. Paul Reville, founder of the Education Redesign Lab at the Harvard Graduate School of Education, discussed these challenges and strategies for reform during the Partnership for Resilience conference at Governors State University in June of 2016. With over half of all public school students now classified as low-income, Reville shares what is needed to create a new “education engine” capable of making “all means all” in academic achievement a reality.
December 22, 2016