As Senators begin to question Betsy DeVos, the nominee to be U.S. Secretary of Education, they would do well to listen to students about what matters in schools.

Managing information and acting on information are two distinct strands of work that must interlock. An initiative by New Visions for Public Schools and a partner high school shows how that can be done.

Well-designed project-based learning engages students with peers and with their community, which helps them build their knowledge and skills and enables them to solve problems that are personally meaningful.

The "race problem" afflicting the movement toward deeper learning is the same one that afflicts society at large, argues Sam Seidel.

A teacher at High Tech High North County used authentic experiences and original documents to help her students understand the reality of slavery.

For a student at High Tech High, mathematics became exciting when she learned it involved finding patterns and reasons, not just following procedures.

A graduate of High Tech High Chula Vista, now at Dartmouth College, finds that his high school prepared him very well for the Ivy League.

The 2015 PISA results show that students in teacher-directed classrooms outperform those in classrooms using inquiry-based instruction. But that might not tell the whole story.

The world of deeper learning should engage with the world of critical pedagogy, argues Sarah M. Fine.

The ideas of Ted Sizer and the Coalition of Essential Schools offer some guidance for improving high schools in this rapidly changing era, writes Kathleen Cushman.

The opinions expressed in Learning Deeply are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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