How state systems of accountability can support doing good, not just looking good.

Transforming schools and districts for deeper learning for all students requires a different set of abilities than those required in Industrial Age Schools, writes Carmen Coleman of the University of Kentucky's Center for Innovation.

A systems-thinking approach helps explain the relationships among performance, proficiency , and standards--and how raising standards can mean lower proficiency rates but higher levels of performance.

Systems thinking can address problems before they worsen and can turn a high-performing school into a school on fire.

A coach from Envision Education relates how a student's experience in defending his accomplishments in high school transformed his learning.

Depth, creativity, and reflection are the hallmarks of instructional design for deeper learning, according to Bob Lenz.

A new Hollywood movie about the unlikely triumph of a group of low-income students highlights the kind of project-based real-world learning that is becoming increasingly common.

The Granite State's pioneering accountability pilot makes performance assessment count.

A glance at performance tasks included on new tests show that they do a better job than previous tests of measuring higher-level competencies.

An examination of policies in four countries by Linda Darling-Hammond and Robert Rothman offers lessons for strengthening instructional quality.

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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