The College Readiness Initiative launched through College Spark Washington has shown promising and informative results, and evaluation of the program suggests these 10 lessons for improving college readiness.

Our world is going to look and operate drastically different over the next two decades. Here are four primary reasons teachers, parents and students should pay attention to artificial intelligence--it's time to #AskAboutAI.

Since 2005, College Spark Washington has awarded more than $50 million to college readiness and degree completion programs. Learn more about how this innovative program is exponentially improving students' college, career and life readiness.

Curtis Ogden, Senior Associate at the Interaction Institute for Social Change, discusses how networks are part of the education solution in our latest episode of the podcast.

Today's science classroom focus has shifted from 'knowing' to 'doing' and is supported by the Next Generation Science Standards (NGSS). Here are how leading schools are using NGSS and what experts think is next.

The last quarter century of U.S. education was a bet on policy that didn't quite work as well as we'd hoped. Here are six reasons to support innovations in learning for the future.

Hoping to bring more innovation to your district? My advice is to start where you are and empower the teachers, students and families around you to think creatively and move forward with innovation

Ken Kay, CEO of EdLeader21, shares more about the Profile of a Graduate campaign, created to help districts envision the essential competencies for a successful graduate in their community.

It's a good time to ask about the existence and value contribution of middle managers in education, and re-examine why school districts exist, how they work and what value they add.

On a recent school tour trip to Chicago, we visited three schools creating powerful personalized learning environments that serve their unique student population and communities.

The opinions expressed in Vander Ark on Innovation 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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