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The ever-present focus on standardized test scores hides opportunities to recognize and build on important progress that is likely already happening in their schools, and is essential for academic success, as well as the overall success of students, teachers, classrooms, and the larger school community.

A project feels big and ambitious to students because of the audience they’re showing the product to, and the venue where they’ll share it.

This article is an edited excerpt from an episode of the High Tech High Unboxed podcast. You can listen to the full episode here. In this excerpt, Andy Sprakes, co-founder and chief academic officer at the XP School Trust in Britain tells Unboxed editor Alec Patton about the mistake he has never forgotten from his first-ever project, and how that mistake shaped the school’s entire culture.

A learning target is an “I can” statement written in student-friendly language (for example, “I can graph linear equations.”

Deeper learning and continuous improvement are answers to different halves of the same question. The future of schooling, and the future of our communities, depends on our willingness to reintegrate things we have allowed to drift apart

In this live crossover event for the National Summit on Improvement in Education and the Deeper Learning Conference, Alec Patton interviews Ben Daley, Jim May, and Ash Vasudeva about what deeper learning and continuous improvement have to offer each other.

Alec Patton talks to Patrick Yurick about how High Tech High Chula Vista came together to create a mural as a memorial to one of its students, Sean Fuchs. This episode is about a disturbing subject—we don't recommend listening with kids around.

Edwards Deming, a founder of continuous improvement methods, once brutally summarized the field of education as “miracle goals and no methods.” Having spent the past 30 years trying to spread deeper learning to more students more often, I recognize myself in this sentence.

The author describes what has led a school district in Portugal to redesign themselves, and why the staff are doing it in partnership with the students.

In this article, two educators from Avenues The World School in São Paulo share how a community-themed project gave their students genuine agency—with results that range from hosting science fairs to cooking breakfast for the school kitchen team.