Dramatic change in our educational system is an imperative if the United States is to remain the leader in global innovation. All students must achieve much higher outcomes on a broad array of skills and knowledge appropriate for success in a complex world.

We can no longer afford to accept inequality in the provision of education. In a knowledge-based economy, the well-being of our society depends on all students having a fair opportunity to learn. We must succeed in dramatically closing the current gaps in achievement between subgroups of students, including those defined by race and class.

Educational practices, policies, and structures must be guided by the best current knowledge, including new research in the new learning sciences, and an understanding of the developmental tasks and cultural context of students.

Student-centered approaches to education are characterized by a focus on learning and are driven by the knowledge, skills, interests, goals, and needs of the students.

The full range of learning experiences—at all times of the day, week, and year –are harnessed to provide learning opportunities and meet the educational needs and interests of all students. Use of time is flexible and fully utilized to optimize student learning and provide time for educator planning and coordination.

Schools provide a variety of standards-based, applied, authentic, field-based, multi-disciplinary learning opportunities for students inside and outside of school. These opportunities may include project based learning, internships, experiential education, career technical education, peer learning, and apprenticeships.

An effective student-centered learning environment embraces rigor in the form of high standards and multiple, valid assessments of student’s mastery in regard to these expectations. Teaching and learning are guided by the standards, and assessments embrace a range of skills, including those typically referred to as “basic” as well as more complex skills such as problem-solving, analysis, and communication.

Progress is primarily based on acquisition of competencies, rather than a student’s age, hours on task, or credits. The current configuration of schools, where pace and progress typically occurs in grade-level lockstep and the focus is on teaching facts and procedures will not result in the depth and breadth of knowledge necessary for success.

Assessment practices are driven by the most appropriate way to measure progress toward key standards. A balanced assessment system includes formative and summative measures, including both traditional tests and performance-based assessments.

With a focus on learning, as opposed to teaching, educators take on the roles of facilitators and advisors in addition to content experts. The commitment and skills of a variety of adults, including community members, parents, and professionals, as well as peers, are utilized to expand educational opportunities for all students and connect learning to students’ culture and aspirations.

Schools have a personalized culture that fosters strong and respectful relationships amongst students and adults. Adults understand students’ cultural and social contexts, know them well, and often work with students across multiple years in advisory capacities. Students feel responsible for their own learning and are increasingly able to assess their skills and learning needs.

Technology can open up new avenues for student-centered learning, providing a vehicle for customization, new learning opportunities, real-time assessment, and increased motivation. Students today are using and learning through technologically enhanced means all the time.

Successful models of student-centered learning will only develop and grow in a context of authentic support at the federal, state, district, and community levels. Powerful community engagement is critical to the sustainability of innovative practices. Likewise, policies at all levels must provide the right mix of quality control and flexibility for innovation in a system of shared accountability.

Greater equity is a vital factor to the positive development of our society. Greater equity promotes economic, civic, and cultural health from which society benefits.

There are various issues that contribute to current social and economic inequities, including but not limited to the many issues surrounding race, ethnicity, and socio-economic status. While high quality educational opportunities can contribute to a broader success in life, they are not the only critical contributing factors.

Strong skills and knowledge – currently identified as those commensurate with at least two years of postsecondary education – are critical in order to be adequately prepared for life in the 21st century. Promoting these skills in developmentally appropriate ways is essential.

While ‘achievement gaps’ – the gaps between the educational outcomes of different populations – remain dangerously wide, the current gap between what skills all students need to possess and what skills they are learning is dangerously wide as well. This is especially true for those learners who have been traditionally underserved (including students from lower socio-economic status, low-income students of color, and rural students).

While much has been learned and some substantial gains have been made thanks to the good work of educators, policymakers, philanthropies, and the for-profit sector over the years, many of the efforts to improve schooling and related educational outcomes have been insufficient in providing enough students with the skills and knowledge they need.

The Foundation believes that extraordinary outcomes for the majority of New England’s learners – especially those currently underserved – are necessary in order to have a flourishing society, and that these ambitious outcomes are entirely possible.