New federal law creates opportunitiues for states to integrate new forms of assessment into state systems and measure a broader range of student competencies.

Measures such as grades, coursework, and authentic performances can provide a better picture of students' opportunities for deeper learning, according to Soung Bae of the Stanford Center for Opportunity Policy in Education (SCOPE).

A test of literacy, numeracy, and problem-solving skills shows college-bound and white young adults perform far better than high school graduates and young adults of color.

By engaging in authentic scientific thinking, students at an EL Education school in New York push their own learning and achieve academic success.

An experience with a once-recalcitrant first grader shows the importance of a classroom culture that fosters academic bravery, writes a teacher from an EL Education school in Washington, DC.

A Boston school's study of the Ferguson, Missouri, police department engaged students in a real-world problem about social justice and encouraged them to see themselves as agents of social change.

Responding to comments about a call to "end professional development as we know it," Jal Mehta suggests some challenges in creating new systems for professional learning.

With the passage of the Every Student Succeeds Act (ESSA), states now have the opportunity to explore and implement design elements into their accountability systems that support deeper learning.

A new report argues for a new kind of professional learning that is embedded in teaching, connected to content, and differentiated to teachers' needs—just like PD in other professions.

The stories of Deeper Learning Equity Fellows show varied experiences and approaches to the problem of ensuring that all students have access to deeper learning.

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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