Recently, ASU Preparatory Academy South Phoenix transformed into a vibrant fiesta of colors and sounds, paying homage to the rich tradition of Día de los Muertos. The community gathered for a night bursting with entertainment.

On November 4, the campus filled with families, their faces painted in vivid designs and many had heads adorned with floral crowns, eager to participate in the festive activities offered throughout the night. Guests danced alongside the lively mariachi, watched the twirling baile folklórico dancers and marveled at a daring aerialist performance.

There was authentic cuisine and craft stations to create sugar skulls and paper flowers, but the heart of the celebration was the breathtaking Cihuapactli Collective Altar, where guests paid tribute to loved ones.

The event was a chance for attendees to soak in the spirit of the ASU Prep community as the South Phoenix campus buzzed with excitement. Student Nataly Garcia shared what makes the school special, and therefore, the event: “It’s a small school and everyone here knows each other. The teachers and staff support each kid individually.” Alejandro Bonfil added how fun it was to hang out with friends and classmates at the celebration.

About the festivities, student Zain Gehrig said, “I would totally recommend this. It’s so much fun being here. I’m having the time of my life.” The pictures and memories of this year’s event will linger on, and are already fueling anticipation for next year’s celebration. As Garcia puts it, “You want to make sure you come next year because you don’t want to miss this fun, amazing party that ASU Prep South Phoenix has offered to everyone!”

To see a recap of the event, please visit our YouTube channel.

No need to wait until next year to join in the fun. ASU Prep is hosting more free community events, including the upcoming Creative Fusion Fest at ASU Prep Pilgrim Rest and Let it Snow at ASU Prep Phoenix Downtown. Find out more about upcoming events here.

November is Native American Heritage Month, a time to reflect on the rich and diverse cultures, traditions, and histories of Native Americans and to acknowledge their valued contributions.

In his National Native American Heritage Month proclamation, President Joe Biden stated: “Native Americans are essential to the fabric of the United States. They serve in the United States armed forces at higher rates than any other ethnic group. They continue to steward so many of our great lands. Their contributions to science, humanities, arts, public service, and more have brought prosperity for all of us. Their diverse cultures and communities continue to thrive and lead us forward.”

This month, and all year long, take the time to educate, advocate, and raise greater awareness for the rich traditions and histories of Indigenous communities.

The history of Native American Heritage Month

The journey to recognition was not an easy one. It started with Dr. Arthur C. Parker, a descendent of the Seneca tribe and the director of the Rochester Museum and Science Center, who was one of the first proponents of an American Indian Day back in 1915. His efforts, combined with the relentless work of Red Fox James, a member of the Blackfeet Nation, led to the declaration of the second Saturday of May as American Indian Day by the governor of New York.

Years later, in 1990, President George H.W. Bush approved a joint resolution designating November as “National American Indian Heritage Month”. Since then, this commemoration has evolved into what we now know as Native American Heritage Month. It is an opportunity to educate the public about tribes, raise awareness about the unique challenges Native people have faced both historically and in the present, and honor the vital role they play in enriching our nation.

From the Iroquois Confederacy’s influence on the U.S. Constitution to the Navajo Code Talkers’ contribution during World War II, the impact of Native Americans is deeply woven into the fabric of American history.

Honoring the vital role of Native Americans

Celebrating Native American Heritage Month can come in many forms. One of the most meaningful ways is through education. Take the time to learn about the different tribes, their histories, and their contributions. Many museums, libraries, and educational institutions like ASU offer exhibits, discussions, and resources during this month.

Participating in cultural activities is another great way to honor this month. Many communities host powwows, dance exhibitions, craft fairs, and other cultural events. These gatherings are not only fun but also provide a deeper understanding of the rich cultural diversity of Native Americans.

Consider supporting Native American businesses and artists to show respect and appreciation. By purchasing Native American art, jewelry, food, and other goods, you’re helping to sustain their traditions and support their communities.

Learn about the important contributions of barrier-breaking Native Americans who continue to shape our society, lead their communities, and impact our culture today. Research Marine Colonel Nicole Mann, the first female Native American to travel to space or Interior Secretary Deb Haaland, who became the first Indigenous Cabinet member in U.S. history, among countless others.

Lastly, advocacy is a powerful way to celebrate. Stand with Native communities in their fight for recognition, rights, and respect. Advocate for policies that protect their lands, cultures, and identities. Arizona State University has taken steps to increase awareness & appreciation, as well as motivate advocacy, through the ASU Indigenous Land Acknowledgement, recognizing its campuses are situated on the homelands of many indigenous communities, many of whom continue to live in the area.

Continue to celebrate, learn, and honor

Native American Heritage Month is a reminder of the enduring and resilient spirit of Native people. The richness of their cultures, the depth of their wisdom, and the strength of their spirit continue to inspire us all. In honoring their heritage, we enrich our own understanding and become more compassionate and informed citizens.

This November, let’s take the opportunity to celebrate, learn, and honor the first people of this land. Let’s remember that every day is a good day to respect and appreciate the diverse cultures and contributions of Native Americans.

Ensuring students can read proficiently is a critical goal for schools and educators. ASU Prep is proactively addressing literacy challenges with its Science of Reading training program, which aims to empower educators and improve student literacy. The program is approved by the Arizona State Department of Education, demonstrating the commitment to science-backed teaching methods and student-centered learning.

The primary goal of the program is to equip teachers with the knowledge to make data-driven decisions in the classroom, aligning curriculum with research and data. ASU Prep’s program recognizes many students enter early grades without strong foundational reading skills, relying on pictures rather than phonics-based skills. Teachers are shifting their focus toward addressing the unique needs of their students, as opposed to strictly adhering to a predetermined curriculum or scope and sequence. This shift signifies a move away from a one-size-fits-all approach to education, promoting a more student-centered learning environment.

By focusing on early intervention and equipping teachers with the tools to identify and address struggling readers’ needs, ASU Prep aims to ensure students are proficient readers by the time they reach third grade. This proactive approach can help prevent reading difficulties and empower young readers to become lifelong learners, even though the transition may be challenging. ASU Prep fosters open dialogue and peer collaboration among educators to ease the process.

The success of the program will be measured through pre- and post-assessments for teachers and student outcomes, evaluating knowledge growth and literacy proficiency improvements, and promoting a student-centered learning approach. Student assessments will help determine whether the program leads to increased literacy proficiency.

The Science of Reading training program comprises nine sessions, each focusing on essential components of effective reading instruction, including research findings, structured literacy, phonological awareness, word study, scaffolding instruction, understanding dyslexia, fluency, comprehension, vocabulary, and language structure. The program also offers further learning opportunities through an asynchronous Camp Reading course and a book study on Equipped for Reading Success A Comprehensive, Step-By-Step Program for Developing Phonemic Awareness and Fluent Word Recognition by David Kilpatrick.

Ms. Heidi Morton, Training Specialist and Professional Learning Program Manager, has already observed a notable benefit in the evolving mindset of the teachers enrolled in the training. Within finishing one session, Ms. Marilyn Monroy, a teacher in the program, noted a correlation between Science of Reading lessons and improved test scores among her students. Ms. Monroy praised the implemented mini lessons for improving student assessments, with her students improving on spelling tests and even achieving perfect scores.

The initial 45 hours of the Prep Reading Endorsements are scheduled from August 2023 to May 2024, with the next 45-hour segment happening in the subsequent year for a total of 90 hours, further enhancing student-centered learning opportunities.

ASU Prep’s Science of Reading training program represents a forward-thinking and proactive approach to addressing literacy challenges in education. ASU Prep aims to transform students’ reading outcomes and equip educators with the skills to meet the diverse needs of each individual student. As the program continues to evolve and gather data, its impact on students’ literacy development will become increasingly evident.

For more information about ASU Prep’s training programs, including the Science of Reading training program, visit asuprepdigital.org/professional-development.

In today’s tech-driven world, practical STEM education for high school students is critical. ASU Prep is at the forefront of this initiative, connecting K–12 STEM to everyday life through the Engineering Projects in Community Service (EPICS) program.

What is EPICS at ASU Prep?

Arizona State University’s Engineering Projects in Community Service (EPICS), is an award-winning social entrepreneurship program, which has been adapted for high school students. Now being implemented as a science elective at ASU Prep Downtown and Polytechnic campuses, EPICS High engages students in hands-on STEM activities, equipping them with skills in discipline knowledge, design process, teamwork, communication, ethics, and more.

The design-based service learning program allows students to work on projects that provide solutions to real-world problems in partnership with local partners, focusing on community development, health, sustainability, and/or education. Rachna Mathur, ASU Prep STEM Strategist, is thrilled to have EPICS High at both ASU Prep Downtown and Poly to foster in students a love and curiosity for STEM. She also emphasizes the social element: “A program like this connects the dots between engineering and social entrepreneurship, which is critical in serving your communities.”

Mathur points out the many benefits of working under the guidance of the established ASU EPICS program. Structure and programming are provided, along with the unique advantage of college-level mentors. The university also provides budgetary support as student teams are required to submit their project budgets to ASU, which then provides financial backing for their projects. ASU Prep students in the program are eligible to earn college-level credit and may cross-credit their participation as internship experience.

EPICS at ASU Prep Polytechnic

At ASU Prep Poly, teacher Max Colfer is spearheading the EPICS program in both his beginning STEM class with 24 students and his advanced STEM class with 26 students. Embarking on their journey with a practice run to immerse themselves in the various stages of project development, the students experience the range of responsibilities, roles, and expectations that come with the job.

The students engaged with staff members, conducted a comprehensive needs assessment, and ventured into 3D modeling—planning, creating, printing, and painting nameplates.They also honed their professionalism and communication skills, including proper email etiquette.

Further, they utilized a large format printer to create classroom banners per teacher requests and established a Google Sites website for efficient project and stakeholder management, focusing on the importance of maintaining relationships with stakeholders post-product delivery.

Colfer is inspired as his students imagine and create solutions to improve people’s lives. He shares, “I’m extremely proud of my students. They’ve faced the rigorous EPICS program head-on and what they’ve accomplished in the last two months is nothing short of incredible.” He’s confident they’re ready to advance to the official ASU EPICS projects: “I’m really eager to see what kind of connections we can make on campus and how we can expand our educational network.”

EPICS at ASU Prep Downtown Phoenix

At ASU Prep Downtown Phoenix, teacher Julie Johnson is steering her twelve students through the intricate process of Human-Centered Engineering Design, an approach that equips engineers with the necessary technical knowledge to research and identify user needs, translate those into tangible product or process design ideas, and scientifically evaluate the usability of products or services.

The journey began with a practice run where students crafted duct tape wallets for their peers. This exercise involved needs assessment, planning, and prototype creation. They also practiced the proposal process, presenting to Ms. Johnson ideas to transform an unused downtown lot.

Students are now moving into their official projects. Focused on school improvement in collaboration with Assistant Principal Ms. Muñoz, the students are reshaping campus spaces to enhance community. This hands-on experience underscores the practical application of science and math in K–12 education, illustrating its real-world impact.

The class is divided into three groups of four, with each member assuming a distinct role—leader, partner liaison, materials manager, and budget manager. One group is tackling a media center transformation project, aiming to catalog books, develop a check-in and check-out system, and create flexible study spaces. Another team is working on a garden enhancement project, planning to plant flowers, fruits, and vegetables to harvest, as well as revamping a mural. The third group is focusing on exterior beautification, with plans to improve sports courts and fields and repaint activity areas like foursquare and hopscotch zones.

According to Johnson, a significant advantage of this program is introducing students to a variety of careers within the STEM field: “There are numerous career paths that entail problem-solving.”

Engaging and encouraging STEM passion

The EPICS High program goes beyond academics; it instills in students the importance of service and increases their interest in STEM pathways. The goal? To spark an enduring appreciation for STEM, preparing students for success in college, careers, and beyond. As such, EPICS serves as an essential tool in promoting real-world STEM learning experiences and preparing students for the future.

In designing, building, and deploying systems to solve engineering-based problems for their community, students hone their skills as engineers and social entrepreneurs. They aren’t waiting to graduate to make a difference—they’re tackling real-world problems today, preparing for STEM careers while still in high school.

Learn more

For more information about ASU Prep Polytechnic and ASU Prep Phoenix, please visit asuprep.asu.edu.

ASU Prep Global is proud to be named a 2023 Yass Prize Semifinalist, selected from nearly 2,000 applications representing 27 million students in grades PreK–12 across all 50 states.

The prestigious $1 million Yass Prize, to be announced December 13 in New York City, is considered the “Pulitzer of Education Innovation.” The Yass Foundation for Education, powered by the Center for Education Reform (CER) in partnership with Forbes, calls the 33 distinguished semifinalists “the guiding light…who deliver the most innovative education across the country.”

Semifinalists: influence and impact

Celebrated in style at the inaugural Yass Summit, the Yass Prize semifinalists each received $200,000 as they await the next stage of the Yass Prize journey. Semifinalists, including ASU Prep Global leaders, are invited to a four-week business accelerator program, gaining exposure to top-tier resources and collaborating with other industry innovators and entrepreneurs, as well as experts in journalism, finance, and politics. This is an opportunity for ASU Prep Global to strengthen the mission to provide innovative education that raises academic achievement for all learners.

The semifinalist cohort will also have the opportunity to collaborate even after the initial program is over, accelerating educational change through national exposure and access to the media, attendance at global events, contributions on Forbes.com and sharing with policymakers how best to replicate their good work.

If awarded the $1 million Yass Prize, ASU Prep will continue to expand its own ASU Prep Microschools, in addition to launching the Microschool Fellowship Program, which is designed to empower parents, educators and local entrepreneurs to design customized microschools powered by ASU Prep curriculum, adaptive tools, teachers and Learning Success Coaches. “ASU Prep is deeply committed to accelerating new models of education that raise academic achievement for all learners,” said Amy McGrath, ASU Vice President of Educational Outreach and Managing Director of ASU Prep.

PLEASE VOTE: Parents Choice Award

This year, each Yass Prize semifinalist is in the running for the Parents Choice Award, chosen by a nationwide vote through November 25. The winner will be announced at the December Yass Prize gala, receiving an additional $100,000 for school community or organization improvements.

Please vote today – and EVERY day until November 25! Encourage your family and friends to vote as well!

ASU Prep Global’s 21st century, personalized approach

The Yass Foundation for Education recognizes “best in class education providers who can tackle the big education challenges of the day and deliver an education for students that is Sustainable, Transformational, Outstanding and Permissionless.” Let’s highlight some of the ways ASU Prep Global’s personalized, online education earned this significant honor.

Sustainable education

With Empowerment Scholarship Account (ESA) funds, families have the flexibility to choose educational offerings that best meet their learners’ needs. ASU Prep’s Global microschools offer the convenience of online courses plus the benefits of in-person interaction.

Transformational learning

The blend of digital and in-person learning in our microschools offers students ultimate choice in their day. Each learner’s academic journey is supported and guided by passionate teachers and Learning Success Coaches. With immersive and innovative technology, students can explore a living cell in biology class or interact with a museum statue during history.

Outstanding results

ASU Prep Global’s model has proven outstanding, with a 96% retention rate and a 90% overall satisfaction rating in the 2022-2023 school year. Parents are actively engaged in their children’s learning, providing feedback, and supporting their academic journey. Learners have the flexibility to self-pace and blend learning styles, leading to improved engagement and success.

Permissionless innovation

ASU Prep Global microschools can adapt lessons based on student interests and choice. This fluidity fosters an environment where pace, place, and experiences are personalized, not standardized.

What’s next

As ASU Prep Global waits for the Yass Prize finalists and $1 million winner to be revealed, we look forward to engaging in unique conversations with industry experts and advocating for change. We are excited to continue fueling new pathways that enable more students to access our offerings and transform their educational journeys.

Learn more about the Yass Prize here, and be sure to vote every day through November 25 for ASU Prep Global to win the Parents Choice Award and an additional $100,000.

Originally published on The74.

K-12 education needs to be rethought and redesigned: The engine for STEM learning is curiosity and imagination.

Curiosity is king. Students start their educational journey curious, creative and thirsty for knowledge. This is what drives STEM, particularly science. Our job is to cultivate that and not let a standardized approach to education quash those highly valued traits of a learner.

The world is dependent on innovations, systems and equipment that are designed and sustained using science, engineering, technology and mathematics. This means the nurturing of STEM talent cannot be reserved for a slice of our student population but, instead, an essential component of every student’s educational journey.

It turns out, industry agrees.

Our colleagues in the semiconductor community report the need for curious and creative professionals who can work in teams to solve the toughest problems encountered in the fabs and labs of our most advanced workplaces.

Because innovation is happening at a quickening pace, readying students through the curriculum for every workplace scenario will be impossible. The ability to design solutions from scratch, in real time, is necessary to the innovation enterprise.

Whether this is perceived as an issue of equity or economics, the goal is the same: To value STEM knowledge in the same way we value reading.

K-12 needs to be rethought and redesigned or it will not only fail to meet the needs of a STEM-dependent world, it will fail to meet the needs of a unique generation of students who learns, thinks and engages with the world around them differently than any before.

Millennial and Gen Z parents are tech-integrated and experience-driven. Their children are hard-wired to be the same. Practically, this means they innately use technology to learn anytime, anywhere. But it also means they want to learn by doing. They consider technology their guide but want in-person engagement for connection, collaboration and support.

These were the trends and challenges we had to consider when designing ASU Prep. ASU Prep is a P-20 system of schools and educational services embedded in a larger learning enterprise at Arizona State University. The needs and preferences of our student body is what drives our iterative design. Students become masters in various learning domains from home, at a K-12 campus, on a university campus, at their parent’s workplace or even with peers at a coffee shop.

Thanks to the innovative K-12 policy environment in Arizona, students who can do a day’s worth of school work in less time can fill the remaining hours getting ahead in courses, catching up on concepts where they struggle, working, pursuing an interest in music, theater, Olympic sport or even launching their own small business.

Online learning should not be remote from people. We pair students with Learning Success Coaches to help students build personalized educational pathways into their desired future career. From kindergarten on, ASU Prep students build their own learning plans in concert with a guide and present it to their parents.

Our students are exposed to ASU courses as soon as they are ready and can take any of the 4,000-plus courses on the ASU catalog: in person, online or through our Universal Learner Platform. High school students at ASU Prep are applying their learning via paid internships and hybrid high school/university schedules.

It’s working. With graduation and college-going rates that exceed the averages and large numbers of students matriculating to STEM careers, we believe that we are the school system of the future. As part of ASU’s New American University, ASU Prep is wired like no other K12 system in the country and is poised to design and open access to a K12 model fit for the future of work.

We do all these things not to simply grow enrollment but to develop a knowledge base of what works to share with the broader community and the ASU teams that are increasing university enrollment in underrepresented communities.

Stakes are high for both our country and the families striving within. We embrace the efforts laid out in the New Essential Education Discoveries (NEED) Act to evaluate what is happening right now in the most innovative systems in the United States and apply those lessons rapidly for the benefit of all students.

There is brilliance in every household. We believe it’s our job to design new educational models that value curiosity and show every student that they do, in fact, have a path to a successful future.

Amy McGrath is an educator, vice president for ASU, and managing director of ASU Preparatory Academy, a system of schools and innovations designing new models for all learners.

Originally published on Getting Smart.

For many years (at least until 2020), we visited about 100 innovative schools a year. It’s the most important form of professional learning we do for ourselves and for the educators that accompany us. It’s how we create and update a shared vision of powerful learning.

This page features some of the most innovative schools that exhibit best practices — schools that, on one or more dimensions, illustrate the path forward. We most appreciate practices, supports and environments that promote deep engagement. We’re most interested in schools that serve historically marginalized groups — or whose practices have the potential to promote equity at scale. This list is only a segment of the many great examples of learning that exist, and we are going to continue adding exemplars of deep learning experiences as we are made aware of them.

If you’d like to visit schools (physically or virtually) contact Jessica. If there is an innovative school that we should know about, send information to Info.

Elementary (K-6)

Classic Rehab. Horace Mann Elementary School, in northwest Washington D.C., is a joy-filled student-centered personalized learning environment serving a diverse student body. The new and modernized historical facility reflects thoughtful programmatic values: Collaboration and Connection, Sustainability and Stewardship, and Choice and Invention. (See podcast with principal Elizabeth Whisnant.)

Project-Based. Epic Elementary School, Liberty Public Schools in north Kansas City, is a project-based school serving 300 learners in the renovated district office. EPiC features double classrooms and partner teaching. Many of these studios have big roll-up doors and share common space and quiet small group rooms. (See feature.)

Early Leadership. Mukilteo Elementary, north of Seattle, makes great use of the Leader in Me program to empower student leadership. They finish each year with a family portfolio picnic where they review quality student work. Students also help to develop a nature preserve with trails and a two-acre outdoor classroom. (See feature.)

Microschool. KM Explore is one of four district-sponsored microschools west of Milwaukee. The open-plan multi-age blend features high engagement projects, place-based learning and collaborative teaching. They also figured out what to do with those old textbooks.

Mandarin IB. Wade King Elementary School in Bellingham, Washington features the IB Primary Years Program. Students have the opportunity to learn Mandarin and benefit from individualized instruction, access from home, and coaching from a native speaker.

K-8 Schools and Paired Elementary & Middle Schools

New Model. Design39, Poway School District in north San Diego County, is a spectacular K-8 school featuring design thinking and personalized learning. Check out this podcast episode with Joe Erpelding, formerly of Design 39 on why this is such a magical school and how they live into their motto: “Life ready thought leaders who elevate humanity.”

Team Taught PBL. The 200 school New Tech Network (NTN) includes a growing number of project-based, STEM-focused middle and elementary schools. The movement began in the Evergreen School District in San Jose with Katherine Smith Elementary, a joyful project-based school with a great student ambassador program. (See feature). Bulldog Tech is a purpose-built middle school with double classrooms ideal for integrated project-based learning. New Tech Network has a handful of the most innovative schools. (See feature.)

Career Education. Cajon Valley USD in east San Diego County features elementary and secondary schools that feature the World of Work in 54 immersive community-connected experiences that explore career options and conclude in reflection on strengths and interests (see feature). They have a great middle school career center developed with the San Diego Workforce Partnership.

Data-Driven. Cesar E. Chavez Multicultural Academic Center is a neighborhood P-8 in Chicago’s Back of the Yards neighborhood on the south side. Despite nearly 100% poverty and nearly half of the students new to English, the school has been a top academic performer in Chicago for a decade. Principal (and data ninja) Barton Dassinger was a teacher at Chavez and has kept a veteran staff focused on getting better every year.

Lit Magnet. Burley School is a Chicago literature, writing and technology magnet school. Visitors see students discussing, reading, thinking, exploring, questioning, experimenting, creating and collaborating. Students have access to iPads and laptops and a full art and music program.

Personalized Performing Arts CBE. Metropolitan Arts Academy, part of Westminster Public Schools in Denver, Colorado, is a visual and performing arts public innovation school that has a focus on artistic expression through project-based instruction within the context of visual and performing arts. This learner-centered environment with a rigorous competency based learning model, partners with artists, professional organizations, and community partners to provide authentic learning experiences.

4 Pillars. Caliber Beta opened in 2014 in Richmond, California, with personalized learning plans, a flexible rotation model for math and English and project-based learning for science and social studies. Four pillars include a safe and supportive environment (HEART) so that students can engage in rigorous learning (SMART) and develop the skill set to be critical thinkers (THINK) who then become agents of change in their communities and world (ACT). ​Students participate in computer programming, engineering and robotics classes. 

Competency. Washington Elementary School, Lindsay Unified School District in California’s Central Valley, is a leading example of a personalized and competency-based K-8 school. Every student has a personal learning plan and sets daily goals–a great example of developing and engaging student agency and social emotional learning. (See podcast, and report.)

Montessori. Magnolia Montessori for All educates the whole child, focuses on leadership, embraces diversity, and welcomes families as partners. The Austin muti-age P-8 charter school is organized in four grade spans.

Montessori. Urban Montessori Charter School in Oakland combines Montessori’s pedagogy with Design Thinking and Arts Integration in a diverse community.

In Park. Environmental Charter School at Frick Park in Pittsburgh uses their theme to build systems thinkers, explore complexity and develop problem solving skills in a multidisciplinary, “out-the-door” learning approach that builds active, engaged, and empathetic citizens.

Chinese. Mandarin Immersion Magnet School in Houston features a state-of-the-art facility, cohesive culture, blended learning and student supports. Elementary students spend half of the day in a Mandarin class and the other half in an English class.

PRIDE. Ingenuity Prep opened in Southeast Washington, D.C in 2013. It helps PK-8 students develop civic leadership, strong relationships and an inclusive community. Their “kid friendly” spell PRIDE: positivity, resilience, integrity, discipline and empathy.

Competency. New Emerson School is a demonstration site for Mesa County Valley School District 51, a district featured by CompetencyWorks for their high engagement transition to personalized and competency-based learning.

Art + Competency. Metropolitan Arts Academy is an Innovation School in Westminster Public Schools north of Denver. Visual and performing arts are integrated into a rigorous learner-centered and competency-based environment. Working with local artists and arts advocacy groups provides authentic learning experiences. (See podcast.)

Innovation. Bricolage Academy in NOLA is a diverse, active learning K-8 school focused on creative problem solving. Teachers model design thinking and rapid iteration across the curriculum.

Homeschool Hybrid. DaVinci Connect is a TK-8 school in Hawthorne, California (profiled here) that combines homeschool with two days per week of on-campus project-based and social emotional learning.

Middle (6-8)

Greenfield Design. Achievement First operates 41 schools in Connecticut, New York, and Rhode Island. AF Providence Mayoral Academy is one of four Greenfield Design middle schools. Students create advisory “Dream Teams” for goal setting and support, enjoy enrichment opportunities, and have two-week expeditions in an area of interest every term.

Turnaround Network. Grant-Beacon Middle School is a transformed middle school in Denver featuring blended learning, character development, critical thinking and extended learning opportunities (featured here). Kepner-Beacon Middle School is the second school in the network (featured here). Both have great student ambassadors.

Middle and High Schools (6-12)

Equity for Underserved Learners. Brooklyn Laboratory Charter School serves low-income students in the heart of Brooklyn’s Tech Triangle. Rigorous academic courses are supported by small group tutoring, a college-ready culture, social-emotional learning and strong support particularly for learners with complex needs. LAB co-founded the Educating All Learners Alliance and has been a leader in pandemic precautions.

Competency. Highland Academy in Anchorage is a 6-12 learning environment that promotes mastery learning through integrated project-based learning. Guiding ideas include shared leadership, shared vision, and personal mastery through standards-based instruction with systemic and systematic continuous improvement (featured on CompetencyWorks).

STEM Partnerships. School of Innovation, part of Willoughby-Eastlake City Schools (east of Cleveland), is a 3-8 school (growing to 3-12) in a former corporate training facility.

Compass Circles. Valor Collegiate Academies in Nashville has two middle schools and a high school powered by Compass, a human development model that is incorporated into the advisory system and rigorous academics. More than 50 schools have adopted the Compass. (See video.)

STEM + Values. Denver’s DSST may be the best open access STEM network in the country but it’s also a values-driven organization that incorporates six core values into everything they do. Visit the flagship Montview Middle and High School. (See feature.)

Language. Young Women’s STEAM Research & Preparation Academy in El Paso is the only dual language girls school in the New Tech Network which is known for team taught project-based learning.

Museum. Grand Rapids Public Museum School is a partnership between a museum, three colleges, the city, and the school district. The middle school is in a science museum (below) and the XQ winning high school is in a renovated art museum. Both feature design thinking and community connected project-based learning.

Learner-Centered. Making Community Connections (MC2) in Manchester, New Hampshire, is an innovative 7-12 school with two campuses that share an understanding of motivation, engagement and student agency. Experiences include personal learning, field experiences, internships and challenge activities. Students prepare portfolios and a presentation in order to pass through gateways onto the next phase. (See series and feature.)

Team-Teaching. Intrinsic Schools has two Chicago high schools that feature big integrated team-taught blocks in open pods with three teachers and 60 students who rotate between teacher-led instruction, independent and small-group work, and project-based learning. The Belmont campus is in a cool converted lumber yard and the new campus is in a downtown high-rise. (See feature.)

Design. Nuvu, in Cambridge Massachusetts, is an innovative microschool based on a project-based studio model led by coaches who are leaders in their industry, experts in diverse fields, and passionate thought leaders. The independent school is developing a partner network through a fellowship program.

Leadership. Ann Richards School for Young Women Leaders serves 800 girls in grades 6–12 in Austin, Texas. The focus is on leadership, college readiness and STEM. Sophomores do a big project, juniors participate in an internship, seniors conduct a capstone project. All graduates attend college, most in STEM fields.

Women in STEM. Young Women’s College Preparatory Academy opened in 2011 in Houston in partnership with the Young Women’s Preparatory Network (one of eight other similar schools in Texas including Ann Richards School).

Community Center. Gary Comer College Prep and Gary Comer Middle School are part of the 18 school college prep focused Noble Network. They share a campus with Comer Youth Center and together they offer extended learning opportunities and youth and family supports. Campus and rooftop gardens support an urban agriculture program. (See feature.)

High School (9-12)

Internships. The Metropolitan Regional Career and Technical Center (Met) was founded in Providence in 1996 by Dennis Littky and Elliot Washor with the goal of teaching one kid at a time. Today the Met is six small Rhode Island public high schools and flagship of the Big Picture Learning network, a leader in internships, individual learning plans, and advisory systems. (See history and feature).

Early College + Internships. San Diego Met on the campus of San Diego Mesa College is a San Diego USD high school and member of the Big Picture Learning network. Learners take college classes three days a week and conduct internships two days a week.

Competency. Del Lago Academy, Escondido USD in north San Diego County, is a health sciences focused school featuring interdisciplinary projects. Business partners help define competencies and assess student work. To assess what students were doing throughout the scientific process they created Competency X, a badging system. (See tenth grade example, feature, op-ed, and podcast.)

Real-World Focus. Energy Institute High School in Houston is creating opportunities for students to engage with engineers and business leaders in the field of energy through high-quality project-based learning. (See feature.)

Design Thinking. Freshman at LEAD Innovation Studio in the Park Hill School District , north of Kansas City, learn design thinking and develop leadership skills. A new facility for the 2020-21 school years was designed to support collaborative, project based learning and display student work. (See feature and video of new facility.)

Network for Good. DaVinci Schools is a network of seven innovative Los Angeles schools including three campus schools just south of LAX. DaVinci Communication, Design, and Science are all good examples of personalized and project based learning. Each school has three career pathways rich with professions-based learning.

The DaVinci network also includes Connect (mentioned above) and XQ grantee RISE High, a unique three campus school helping youth navigate foster care, housing instability, probation and other complex challenges .

Playlists & Projects. Summit Everest in Redwood City is the flagship high school of Summit Public Schools (@SummitPS), a network of 16 schools in California and Washington. Through a nonprofit affiliate, nearly 400 schools use the Summit Learning platform which serves up individualized skill-building playlists and challenging projects. A student dashboard helps learners monitor progress and builds self-direction. (See podcast with founder Diane Tavenner.)

Coding. Washington Leadership Academy “graduate graduates are college-ready, have career-ready tech skills, and lead change in their communities and the world.” The DC school in an old seminary requires four years of computer science. (See feature and XQ profile.)

Art. Tacoma School of the Arts (SOTA), opened in 2001, is a great example of city-as-campus with theaters, museums, and a university as partners. Adjunct performers and artists support depth and application (See feature and feature.)

Zoo. Science and Math Institute (SAMI) at the Point Defiance Zoo in Tacoma is a great STEM school with built in zoo internships and outdoor science. They collaborate with SOTA (above) on academic and extracurricular opportunities. (See feature and feature.)

Library. e3 Civic High is located in San Diego’s high rise downtown library. Students learn through a mixture of self-paced online instruction, teacher or student-led small-group instruction, direct instruction, and problem-based and project-based work. They benefit from strong supports and extended learning opportunities.

Challenge. NYC iSchool combines core experiences (literature seminars, writing workshops, and scientific thinking and laboratory experiences), challenge-based modules (nine-week interdisciplinary courses developed around real-world challenges), online learning and advisory in support of core values of innovation, individualization and personalization, and metacognitive skill development. Students choose an Area of Focus as a junior and it guides course taking and a Senior Project.

Expeditions. Casco Bay High School in Portland, Maine is an EL Education school which keeps the school’s goals “clear, ambitious and essential.” Casco juniors engage in a long-term interdisciplinary project that results in demonstration of learning. (See 4 part series.)

Gradual release. Huntley High School, northwest of Chicago, features a blended learning program where teachers set the number of days in class needed from week to week depending on how the class is doing, or how individual students are progressing. Students can study in the HUB in individual or team spaces. (See feature and podcast with Superintendent Scott Rowe.)

Inquiry. Science Leadership Academy is an inquiry-driven, STEM-focused, project-based school formed as a partnership between the School District of Philadelphia and The Franklin Institute. Shared instructional values of inquiry, research, collaboration, presentation and reflection are evident in every classroom. (See feature.)

Alternative. Eagle Rock in Estes Park, Colorado, is an initiative of American Honda, is both an alternative residential high school and a professional development center for educators–and a beautiful place to visit. (See podcast.)

Competency-Based. Building 21 operates public high schools in Philadelphia and Allentown and has four network affiliate schools. The personalized learning model (below) features problem-based learning, real work experiences, and competency-based assessments. (See 2020 feature, 2018 feature, and 2018 description.)

Art+. While in Boston, visit Boston Arts Academy which creates great art learning and exhibition opportunities with the Professional Arts Consortium and other community partners. It cohabitates with Fenway High, another great small school.

Alt Mashup. Boston Day and Evening Academy has proficiency-based pathways that allow students to progress based on demonstrated mastery rather than seat time. Students benefit from wraparound services, digital tools that help create a personalized approach, and a school open 12 hours a day. Self-paced alternative ed meets adventure-based leadership training meets blended learning. (See feature.)

Early College. Bard College at Simon’s Rock is “a small, selective, supportive, intensive college of the liberal arts and sciences in the middle of the Berkshires.” Students enroll after 10th or 11th grade. Simon’s Rock was the basis for the seven school Bard Early College network, where students can leave high school with an Associate’s Degree and an leader in the early college movement.

Service. Sconzo Early College High School in Humble ISD (north of Houston) has a great student-led service learning program. About 40% of graduates (many first generation college goers) earn at least one year of college credit and 25% leave with a high school diploma and an AA degree. (See podcast.)

Early College STEM. Metro Early College High School was launched in 2006 in partnership with the Ohio State University and Battelle. Students tackle big ideas, do real work, and take classes at OSU. Metro anchors the Ohio STEM Learning Network. (See feature.)

Micro Kickstart. Kettle Moraine School District west of Milwaukee kickstarted its transformation by developing three small schools inside a comprehensive high school: KM Perform with a performing arts focus, KM Global, a global studies school, followed by the School of Health Sciences. ​​A remodeled facility created collaborative learning spaces that better support personalized learning in the academies and the comprehensive school. (See 2020 podcast and 2018 feature.)

Tech Jobs. IBM launched the Pathways in Technology Early College High School (P-TECH) in Brooklyn in 2011 in partnership with CUNY and City Tech. The model combines early college and tech work experience and has been replicated to more than 200 innovative schools with more than 600 industry partners. Sarah E. Goode STEM Academy in Chicago is a good example (See 2021 podcast and 2017 feature).

Work Study. Cristo Rey Jesuit High School in Chicago anchors the 37 school network of Catholic schools. Students take a full college prep course load and work one day each week in a Corporate Work Study Program to fund the majority of their tuition. Initiated out of financial desperation, the work study builds valuable success skills and work experience.

Advanced Manufacturing. RAMTEC in Marion, Ohio (an hour northwest of Columbus) at Tri-Rivers Career Center runs career and technical high school programs in advanced manufacturing, engineering technologies and welding. Through corporate partnerships, RAMTEC is able to offer high school students, community college students and adult workers some of the most current job training in the country. With a state grant, RAMTEC developed a network of 23 sites around Ohio .(See feature.)

Career High. Dubiski Career High in Grand Prairie ISD (between Dallas and Ft Worth) offers 15 career pathways in three academies: business and communications, health science and engineering, and human services and transportation. Most of the students have internships and more than half of these are with organizations outside of Grand Prairie. The school provides transportation to the internships, while also providing six on-site enterprises. (See feature.)

Finance. Southwest Miami High Academy of Finance, a member of the NAF network, has a 17-year track record of business partnerships that support student work experiences. The problem-based curriculum prepares students for careers in finance and includes dual enrollment courses.

Hospitality. Alonzo and Tracy Mourning Academy of Hospitality & Tourism in North Miami is also an NAF academy. Every student completes a 150-hour internship between their Junior and Senior years. The school has a productive dual enrollment relationship with the adjacent Chaplin School of Hospitality and Tourism at Florida International University.

Miami-Dade offers 58 NAF academies in the five career themes of Engineering, Finance, Health Science, Hospitality & Tourism and Information Technology. (See feature on NAF.)

Design. Design Tech High School (d.tech) on the Oracle campus blends design thinking with a focus on success skills to help students forge an identity that will help them as students, professionals, and citizens. (See podcast tour.)

Design for Good. After a decade of innovative after-school and summer learning experiences, Boise nonprofit One Stone opened Lab51, a small innovative high school to help young people make the world a better place. (See design summary, feature, video and 2021 results from advisory pilot.)

Learner Centered Portfolio. Latitude High School has intentionally designed their offerings, schedule, and curriculum around a thorough set of competencies. Students develop and refine these competencies through community-engaged project-based learning, and graduate with a portfolio of accomplishments and work products to back up their learning.

Competencies that Matter. Purdue Polytechnic High School, created in partnership with Purdue University, awards credit based on student attainment of competencies. The school’s schedule is organized around 6-week project cycles in which teachers “pitch” projects and students are able to select projects based on their interests and needed competencies. The school’s agreement with the University means that all students are able to graduate credit toward Purdue University, and almost all do. (See feature.)

Community Connected. Students at Crosstown High spend most of their school day on the fourth and fifth floor of Crosstown Concourse, a million-square-foot renovated Sears office and distribution center opened in 2017 just east of downtown Memphis. The building is home to health providers, universities, theaters, businesses and retailers that support Crosstown projects and internships. Learners at the XQ grantee school progress on 12 competencies. (See feature and XQ profile.)

Humanities. Humanities Preparatory Academy is one of hundreds of new small coherent high schools formed in New York City in the last decade. Launched in 1997 with support from New Visions for Public Schools, the Humanities Prep team embraced a mission “to provide a philosophical and practical education for all students, an education that features creativity and inquiry, encourages habitual reading and productivity, as well as self-reflection and original thought.” As a democratic community, they strive to exemplify the values of democracy: mutual respect, cooperation, empathy, the love of humankind, justice for all, and service to the world. It’s also a member of the New York Performance Standards Consortium.

ELL. Bronx International High School, opened in 2004 as part of the NYC small schools initiative, was the fourth school in the Internationals Network for Public Schools which serves immigrant youth new to English. The network of 18 schools integrates language development and academic content while building student and family capacity for integration into American society. (See feature.)

Young Men of Color. EPIC North is one of three New York City schools opened in 2014 as a result of the Open Society sponsored Expanded Success Initiative designed to make sure that young men of color will thrive. As the EPIC Playbook describes, it combines competency education with youth development, cultural relevance and high engagement learning. (See feature.)

Essential. Francis W. Parker Charter Essential School, west of Boston, has been in the vanguard of progressive, student-centered public education for over twenty years. It’s based on the beautiful design principles from the Coalition of Essential Schools including “learning to use one’s mind well, less is more, goals apply to all, personalization, student as worker, demonstration of master, tone of decency, and democracy and equity. (See Springpoint profile.)

Flexibility. iLEAD Academy is a small blended and project-based high school with career connections and college credit opportunities. It’s located in a converted strip center an hour north of Louisville. (See feature and podcast.)

Coding. Phoenix Coding Academy, part of Phoenix Union High School District, focuses on computer coding and multiple technology pathways through an inquiry-based instructional design. Students address big problems and learn how to use computation as part of the solution.

Urban. Urban Academy Laboratory High School uses performance-based assessment tasks as graduation requirements. The school was a founding member of the New York Performance Standards Consortium that share a rich performance assessment system. It was approved as an alternative to state tests by the Board of Regents in 1995 and reaffirmed in 2008 when additional schools were added (see feature). Founder Ann Cook negotiated an early and nationally visible co-location of six schools at the Julia Richmond Education. Cook also co-founded the NY State Standards Performance Consortium. (See our feature.)

Hip Hop High. High School for Recording Arts, a public school in St. Paul, pioneered the concept of connecting with at-risk students through music and related businesses. It helps young people develop agency and change-making skills to tackle real-world problems. For the full backstory, see Hip Hop Genius : Remixing High School Education by Sam Seidel (at Stanford d.school) and check out the facility designed by Fielding International.

K-12 Schools and Systems

Multiple model university high school partnerships: ASU Preparatory Academy in Phoenix, AZ is a multi-modal network of public charter schools that offers a range of options from on-site to full virtual through ASU Prep Digital. With options of hybrid microschools located on the campus of ASU, students begin their college journey during high school. Additional options are available through a partnership with Khan Academy via the virtual Khan World School.

Show & Tell. High Tech High has 16 schools on four campuses in San Diego County. They are all world class examples of integrated project-based learning and spectacular student art.

PBL District. Winton Woods City Schools, in northern Cincinnati, serves students living in poverty. With support from a state-level innovation grant, the district adopted the team taught project-based approach from the New Tech Network. (See Winton Woods feature and El Paso feature.)

Equity & PBL. iLEAD is a Southern California network where students are learners and teachers are facilitators. They focus on high quality project-based learning and recently have doubled down on racial inequality. (See PBL feature and feature on fighting inequity.)

Progressive. Harlem Village Academies is a progressive PK-12 public charter school network that creates learning experiences that inspire and require the highest levels of intellectual sophistication.

Hero’s Journey. Acton Academy is a student-centered K-12 microschool in Austin that spurred more than 200 global replications. The promise is that through Socratic dialogs and experiential learning, each member of the Acton community will begin a Hero’s Journey and discover precious gifts and a commitment to mastery. Learners take on real world projects and life changing apprenticeships. (See feature and podcast.)

Real World Learning. Crossroads Preparatory Academy is a Kansas City high school featuring project-based learning, internships and service learning. It is fed by two K-8 that value authentic learning and have a creative culture. The Crossroads system is a leader in the Kauffman Foundation sponsored Real World Learning initiative.

Interest-Based Learning. Minnesota New Country School opened a teacher-powered learner-centered secondary school west of Minneapolis in 1994 with the goal of leveraging the power of purposeful relationships, community, student-led project-based learning, and experiential education. An elementary school was added in 2013. MNCS spurred development of the Edvisions network of small teacher-led schools featuring self-directed project-based learning and authentic assessment.

World Class Focus. Northern Cass School District believes every learner can change the world and is committed to providing a “world class education.” This work led to collective commitments that shape all systemic design and budget decisions. Their emphasis on relationships helps to drive continuous improvement, strong instructional practice, self-reflection, and playing off personal strengths.

Eastbay Maker. Lighthouse Community Charter School, a diverse K-12 community, is fast becoming Oakland’s leader in Maker Education through the great work of their Creativity Lab. They believe “young people have the potential to become lifelong changemakers who realize their unique vision — rooted in their identity, knowledge, and skills — to create equity in their own lives and in the community, leading to a healthier, more joyful world.”

Liberal Arts. Renaissance Academy is a K-12 public charter school in Phoenixville, 30 miles northwest of Philadelphia. Co-located with several businesses and educational service providers in a mixed-use factory redevelopment known as Franklin Commons, it serves 1,060 students. The longer day and year support a strong advisory program, AP and dual enrollment courses, and service learning. (See feature.)

Tutoring. Match Schools in Boston serves 1,250 students on three campuses with daily individual and small group tutoring for every student and an extended day. The schools are also supported by The Charles Sposato Graduate School. 

College Completion. University Academy in Kansas City sends all of its graduates to four-year universities—and is working to ensure that they all graduate. The top performing Missouri school features international travel, drama, music, debate and strong extracurriculars. (See case study and podcast.)

Statewide. Virtual Learning Academy (VLACS) is New Hampshire’s competency-based online school with 30,000 course enrollments. Founded in 2007, it has served predominantly part time high school learners with a variety of courses, projects, and experiences that develop and demonstrate more than 300 competencies (see learning catalog). Funding is based on mastery rather than time. VLACS added Added elementary services in 2020.

Place-Based Education. Teton Science Schools in Wyoming is the leader in place-based education including K-12 school, outdoor education, a graduate school, and a national network.

Part Time Programs

Professions-based Learning. The Blue Valley Center for Advanced Professional Studies (CAPS), south of Kansas City, takes an innovative business-partnership approach to giving its students professional and business skills that help them succeed in a range of industries. A national affiliate program, CAPS Network, has grown to about 75 school districts. (See podcast and feature.)

High Tech Learning. Summit Technology Academy is a half-day program in Lee’s Summit, southeast of Kansas City. It shares a state of the art facility on the Missouri Innovation Campus with the University of Central Missouri. It offers tech and health pathways with college credit and real world learning opportunities.

Community Connected Projects. Iowa BIG students from four partner school districts to two Cedar Rapids locations for a half-day program where students learn core academics and 21st century skills through authentic projects connected to community partners. (See podcast and feature.)

International Schools 

Low Cost Private. Inspired in 2012 by visits to American school networks, two MBA students launched SPARK Schools and developed 17 schools in Johannesburg and Cape Town featuring blended and extended learning and design thinking.

Dual Immersion. La Paz Community School is a PK-12 school that focuses on place-based education, culturally responsive curriculum and dual immersion on two campuses in northwest Costa Rica.

Active Learning. Singapore American School. A great school takes a “culture of excellence, possibility and extraordinary care,” said former superintendent Dr. Chip Kimball–and SAS is one of a handful of schools that does all three well. Through school visits and PLCs, the 4000 student school was transformed from a school with great test scores to a place that is preparing great people. (See case study, a feature on facilities, and podcast.)

Green. The Green School in Bali combines a rigorous K-12 core curriculum with hands-on experiential learning within a Green Studies curriculum and a Creative Arts curriculum. Check out the spectacular bamboo architecture. It’s a boarding school, so you could send the kids and visit a couple times a year.

Student-Centered Design. The American School of Paris features design studios and projects in 1:1 classrooms that promote creativity, innovation and connected learning.The leadership team is adopting broader measures of success, supporting more student-centered learning experiences, and striving to make the campus even more inclusive. (See feature and podcast.)