Publications

  • August 2015

    Moving beyond college
    Rethinking higher education regulation for an unbundled world
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    By Michael B. Horn and Andrew P. Kelly
    New “unbundled” higher education providers are constrained by the regulatory system’s reliance on the traditional bundled model. Published by the American Enterprise Institute, this policy brief outlines potential regulatory approaches and tools that policymakers could use to facilitate access to this unbundled market while protecting consumers and taxpayers.

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  • June 2015

    Proof points
    Blended learning success in school districts
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    We teamed up with the Evergreen Education Group to publish nine case studies of how traditional district schools improved learning outcomes after implementing blended learning. Each short profile highlights key details in the schools’ blended-learning strategies, the tools used, and promising results in the form of test scores and graduation rates.

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  • June 2015

    The educator’s dilemma
    When and how schools should embrace poverty relief
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    By Michael B. Horn and Julia Freeland
    For decades, school reformers and poverty relief advocates have argued about what it takes to close the achievement gap. Some scholars, like Abigail and Stephen Thernstrom, argue that school-based interventions are the most promising solution. Others, like Richard Rothstein, argue that schools are not the most efficient platform for fighting the effects of poverty and that society could better help low-income students succeed in school by spending scarce dollars on programs that target children’s health and well-being. With the aid of sound theory, the theory of interdependence and modularity, we can see that both sides are right—and that both are also wrong.

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  • May 2015

    Startup teacher education
    A fresh take on teacher credentialing
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    By Thomas Arnett
    As education reformers across the country are working to improve student outcomes at scale, many are focusing on improving the teaching force. This case study describes how three groups of charter management organizations—High Tech High in San Diego; Uncommon Schools, KIPP, and Achievement First in New York; and Match Education in Boston—created their own teacher certification and master’s degree programs after concluding that the teachers who graduate from most traditional teacher education programs lack the skills needed to teach successfully.

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  • March 2015

    Expert Insight into Corporate Learning & Technology for 2015 image description image description

    Published by Lambda Solutions
    With contributing author Michael B. Horn

    Business professionals of today are pressured to learn and execute on projects faster and smarter, causing a need for equally efficient systems to keep everything in sync. Learning how to learn, or rather, how and where to find timely information in an overabundance of data is a challenge that many of the experts weigh in on. Acknowledging the many changes ahead, this eBook seeks to pull together leading visionaries and thinkers on this subject.

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  • March 2015

    Solving the nation’s teacher shortage
    How online learning can fix the broken teacher labor market
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    By Mallory Dwinal
    As the link between teacher quality and student performance becomes increasingly apparent, education leaders have invested significant time and energy into recruiting high-quality educators. Unfortunately, chronic teacher shortages have undercut these efforts, and many school leaders continue to struggle with staffing each year. A closer examination reveals the causes and characteristics of these teacher shortages, as well as the promise online learning holds in resolving the most challenging teacher vacancies.

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  • February 2015

    The university next door
    What is a comprehensive university, who does it educate, and can it survive?
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    Edited by Mark Schneider and KC Deane
    With contributing authors Michael B. Horn, Michelle R. Weise, and Lloyd Armstrong

    This volume assembles a team of experts from a variety of disciplines to examine both the history of the comprehensive university and what lies ahead.

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