(December 18, 2012) Today the U.S. Department of Education announced all 20 of the highest-rated applicants in the 2012 Investing in Innovation (i3) competition have secured their required private-sector matching funds and have become official i3 grantees. Together, they will share more than $140 million in federal funds to expand innovative practices designed to accelerate achievement and help prepare every student to succeed in college and in their careers.
“We know private partners play a huge role in driving local education reform efforts when they can invest in promising ideas, and these grantees have proposed a variety of innovative approaches to close achievement gaps and ultimately prepare every student for lifelong success,” said U.S. Secretary of Education Arne Duncan. “Partnerships like these are vital to supporting teachers and students as they tackle some of the toughest issues in education.”
“By accelerating the pace of innovation in educational technology, we will have the opportunity to close the achievement gap, improve national competitiveness, and drive economic growth,” according to Richard Culatta, deputy director of the Office of Educational Technology, in the November/December 2012 issue of EDUCAUSEreview. Find out how innovations from fields outside of education — innovation clusters from bioscience and open data initiatives from the health care industry, for example — can point the way to the desired acceleration. Click here to read “From Innovation Clusters to Datapalooza: Accelerating Innovation in Educational Technology.”
I recently gave a TEDx MidAtlantic talk entitled Unlocking Human Potential: Why We Need a New Infrastructure for Learning about Learning. My premise was that we have the opportunity to tap into vast amounts of latent human potential; but, to do so quickly, we need to build a new national research agenda and apparatus focused on breakthrough learning outcomes.
The theme of this TEDx event was Be Fearless: Take Risks. Be Bold. Fail Forward — IMHO a perfect theme for all of education today. I have come to believe that “being fearless” requires one to ask oneself two foundational questions: (1) What do you believe (is possible), and (2) what are you willing to do? Therefore, I began my talk by addressing a common misconception that limits our ability to believe unprecedented learning outcomes can be produced at scale. Consciously and subconsciously, we often allow the conflation of potential (capacity) and performance to limit what learning outcomes we believe can be achieved by all learners. However, without entering the long and embattled debate about the existence and shape of the bell curve describing individual intellectual potential, we can turn this misconception on its head.
(November 8, 2012) The U.S. Department of Education today announced results for the third round of the Investing in Innovation (i3) competition, which will award the 20 highest-rated applications more than $140 million to expand innovative practices designed to improve student achievement. These 20 potential grantees, selected from 727 applications, must secure matching funds by Dec. 7, 2012, in order to receive federal funding.
“These potential grantees have innovative ideas to accelerate student achievement and address some of our biggest challenges in education,” said U.S. Secretary of Education Arne Duncan. “Identifying these applicants and having them foster partnerships with private donors will support promising approaches to tackle these issues, such as engaging parents as essential partners in their children's learning and improving student academic growth in math and science.”
OII’s Investing in Innovation program—better known as i3—is among 111 Bright Ideas recognized by the Ash Center for Democratic Governance and Innovation at the John F. Kennedy School of Government, Harvard University. Now in its third year, Bright Ideas recognizes efforts from all government levels, including school districts, county, city, state, and federal agencies as well as public-private partnerships, that demonstrate “a creative range of solutions to issues such as urban and rural degradation, environmental problems, and the academic achievement of students.”