Carnegie is working to significantly increase the number of underrepresented students who have access to engaging, rigorous, equitable, experiential, and effective teaching and learning. We believe that it is not enough to ensure that more young people complete existing secondary and postsecondary requirements. New designs are needed to provide students with richer and more engaging learning opportunities than is currently the norm.
Our work on the future of learning will begin with investigative work. We are convening leading practitioners, scholars, designers, and policy experts to examine and illuminate alternatives to traditional, time-based credit accumulation (e.g., the Carnegie Unit) as the singular measure of progress toward school completion, as well as to study and highlight K–12 and postsecondary “pathfinders” that have shifted practice toward effective, scalable designs. These may include institutions using civic, service, and experiential education; hybridized secondary school models; and unique forms of apprenticeship, internship, and early-college pathways to increase student engagement and demonstrate proficiency on academic, social, and emotional competencies.
In addition, we will identify community, district, state, and postsecondary partners interested in adopting new teaching, learning, and assessment modalities; testing viable models; and understanding their use, utility, and value across a range of contexts.
Over time, we will (1) incubate, launch, and support efforts to further the development of a “post-Carnegie-Unit” ecosystem; and (2) create policy frameworks for districts, states, and the federal government to incent and support promising alternatives to time-based models of learning and attainment.