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The pivotal role of Algebra in the educational trajectories of U.S. students continues to motivate controversial, high-profile policies focused on when students access the course, their classroom peers, and how the course is taught. This random-assignment partnership study examines an innovative district-level reform--the Algebra I Initiative--that placed 9th-grade students with prior math scores well below grade level into Algebra I classes coupled with teacher training instead of a remedial pre-Algebra class. We find that this reform significantly increased grade-11 math achievement (ES = 0.2 SD) without lowering the achievement of classroom peers eligible for conventional Algebra I classes. This initiative also increased attendance, district retention, and overall math credits. These results suggest that higher expectations for the lowest-performing students coupled with aligned teacher supports is a promising model for realizing students' mathematical potential. [The Stanford Sequoia K-12 Research Collaborative provided support for this paper.]

Our classrooms haven't kept pace with innovation. The Ford Model T represented breakthrough technology in its day--more than 100 years ago--but it wouldn't serve us well today. Likewise, our traditional classroom model from the same era doesn't work well for far too many students and teachers. In fact, as a result of this outdated model, it is more difficult for schools to find and keep great teachers, which ultimately hurts student learning. It's time to reimagine the teaching role. Here's a guide for how to do it.

For any dual enrollment (DE) reform to be effective, educators must acknowledge and understand the diverse experiences of all DE students, especially those from historically underrepresented populations. As part of CCRC's DEEP research, the author of this brief investigates the experiences of students historically underserved in DE to understand what these students want from their DE programs and the educators who lead them. An analysis of focus group interviews with 97 predominantly Black, Hispanic, and low-income students uncovered six themes that the author frames as students' wants: (1) Students want to know about DE options earlier; (2) Students want well-informed DE advisors who empower them; (3) Students want their DE courses to be aligned with career and academic pathways in their fields of interest; (4) Students want engaging learning experiences in their online courses; (5) Students want to know how to balance the high school experience and DE coursetaking; and (6) Students want to know how to find scholarships and manage debt to help them attend college after high school. For each of these six wants, the brief describes the students' perspectives and presents research-based strategies educators can use to support DE students in the realization of these wants. The brief also outlines questions educators can ask their students to gain a better understanding of their experiences.

Since the peak of the pandemic in 2020, enrollment in virtual schools has steadily increased, with virtual schools now accounting for approximately 1.4% of the nation's public school students. While the effects of the pandemic on student achievement and mental health have been extensively studied, research has yet to thoroughly examine the impact of the pandemic on state policies and local organizational practices related to virtual schooling. Although some believed the onset of the pandemic would fundamentally reshape virtual schooling options in K-12 education, others were more skeptical, believing expanded virtual learning options were merely a temporary fix. This study examines whether the pandemic shaped virtual schooling at both the local and state levels, and if the changes made are likely to last and/or improve equity. The authors interviewed state and local education leaders and advocates, analyzed policy documents, websites, and media, observed legislative proceedings, and examined organizational practices in a sample of schools between 2019 and 2022 in Oregon. This state had an extensive history of virtual schooling before the pandemic, and enrollment continues to grow. The findings offer important lessons for policymakers and leaders to consider as the availability of virtual schools remains widespread across the country.

Purpose: The purpose of the study was to evaluate the implementation and impact of the IDEA Public Schools' Mathematics Curriculum Redesign (MCR) effort, funded by an Innovation and Research (EIR) grant. Methods: The study used a quasi-experimental matching design to examine the effect of MCR on student achievement outcomes. The study compared outcomes between the two cohorts of students at IDEA Public Schools that piloted the MCR and matched cohorts of students in IDEA schools that had delayed implementation of MCR. Results:?The study found statistically significant differences in IDEA Geometry test scores (ES = 0.39) between treatment and comparison group students in Grade 9 and on AP Calculus exam scores between treatment and comparison group students in Grade 12 (ES = 0.57). The study also found that the MCR program met the evaluation threshold for fidelity of implementation for the two out of three key program components (development of redesigned math curriculum and teacher use of math curriculum) in some years. The program did not meet the evaluation threshold for fidelity of implementation for the third key program components (teacher training and professional development to use redesigned math curriculum) in any of the years. Implications:?Because curriculum development and implementation are ongoing and iterative, realizing all of the benefits is not immediate and may take more time to achieve desired results. Continuous improvement of the curriculum and consistent supports to teachers will contribute to continued benefits for teachers and students while moving toward reaching anticipated student outcomes.

Jobs for the Future (JFF) is developing this state policy framework to outline the steps states can take toward fully adopting each of the Big Blur's four key components and creating a more effective system for grades 11-14. The Big Blur argues for the need to erase the arbitrary boundaries between high school, college, and careers and create one new system for grades 11-14. The model opens the opportunity for all students to start earning a postsecondary credential and preparing for career success in 11th grade. The framework describes a continuum of four types of state policy environments that states currently have or will experience on the road toward a fully reimagined system of education-to-career pathways that work for all students. The four policy environments are: (1) fragmented; (2) coordinated; (3) integrated; and (4) transformed. In the framework, JFF provides examples of how each of the key components of the Big Blur (incentives, alignment, governance, and staffing) evolves from a fragmented to a fully transformed state policy environment.

The U.S. Government Accountability office (GAO) recently released a report presenting new data on eligibility and uptake for the Supplemental Nutrition Assistance Program (SNAP) among college students with low incomes. The report paints a stark picture that, despite high levels of food insecurity among college students, few are receiving SNAP benefits. Our new brief highlights the report's findings and offers policy recommendations to improve student eligibility for SNAP and ensure that students who do qualify are receiving this crucial benefit.

The current U.S. secondary education, postsecondary education, and workforce training systems are failing to serve the needs of many of today's students. Securing a good job with a family-sustaining wage increasingly requires workers to possess industry certifications, degrees, and credentials, but U.S. education systems are not set up to help enough students secure them. In addition, there are significant economic disruptions on the horizon that are going to have big implications for the future of education and work. Jobs for the Future's Big Blur vision calls for entirely new educational institutions and systems to better prepare 16-to-20-year-olds for college and careers. This paper examines new structures for teaching and learning to help states create more effective grade 11-14 schools and systems, with examples of promising state-level instructor models. This paper outlines new types of instructor preparation, accountability systems, and learning management structures that are needed to effectively serve the developmental needs of young people in grades 11-14 and the unified system envisioned in the Big Blur.

Leaders in higher education face increasing pressure to ensure their institutions are well-positioned to adapt to our changing world. As part of responding to these demands, a growing number of institutions have established dedicated teams of in-house experts to support this work and the culture change around it, broadly termed academic change or academic innovation. This report details methods and findings of a comprehensive survey of academic innovation department leaders in colleges and universities across the United States. The survey received responses from 138 academic innovation leaders who shared details on the scope of their work, the structures and institutional resources supporting it, their impact, and their perspectives on contemporary challenges including the COVID-19 pandemic and its influence on postsecondary learning. Ten years after the first such survey, findings included evidence of increasing staffing and budgets, evolving priorities, shifting reporting structures, and technological advancement. Implications include expanding research and professional communities for this relatively new functional area within US higher education, recommendations for institutional leaders, and a focus on supporting continued growth. As a result, the report serves as a census of academic innovation units in an array of US colleges and universities, with details relevant for benchmarking and further research. The following are appended: (1) Data tables for all survey items; (2) Participating institution list; and (3) Survey instrument. [This report was produced by the University of Michigan, Center for Academic Innovation and Quantum Thinking. Additional sponsors for this report include: Class Technologies, Acadeum, Intelliboard, Auburn University, Biggio Center for the Enhancement of Teaching and Learning Leading Academic Change, EdPlus at Arizona State University, Bentley University, University System of Maryland, William E. Kirwan Center for Academic Innovation, POD Network in Higher education (POD), and SAB Creative & Consulting.]

The immediate impacts of COVID-19 on K12 schooling are well known. Over nearly 18 months, students' academic performance and mental health deteriorated dramatically. This study aims to identify if and how the pandemic led to longer-term changes in core aspects of schooling. Drawing on semi-structured interviews with 31 teachers and administrators across 12 districts in two states, we find that schools today look quite different in several areas including the availability and use of instructional technology, instructional practice, parent-teacher communication, and the balance between academics and social-emotional well-being. We interpret these findings through the lens of institutional theory, and discuss implications of the changes for practitioners and policymakers.

The Mastery-Based Learning Collaborative (MBLC) is a demonstration project taking place in 47 schools across Washington to help decision makers understand what quality mastery-based (or competency-based) learning looks like, how long it takes to implement, and what resources are necessary. The schools receive funding, coaching, and professional learning as part of a statewide network. In its first three years, the initiative has led to deeper Mastery-Based Learning (MBL) implementation and has shown positive impacts on early outcomes such as school climate, cultural responsiveness, and student engagement. Almost all school leaders said they would recommend the MBLC to other school leaders. The Aurora Institute is conducting a six-year evaluation of the MBLC to identify policies, practices, and system changes that can support successful mastery-based and culturally responsive learning. The report shares findings from the first three years of the first cohort of MBLC schools, based on extensive surveys and interviews of educators, school leaders, students, state leaders, and professional learning providers. This evaluation report offers insights and strategies for anyone working to shift K-12 schools, districts, and states toward more student-centered, equitable, and culturally responsive approaches.

The Latino and Adult Student Success (LASS) Academy is a multi-year initiative administered by CAEL (the Council for Adult and Experiential Learning) focused on supporting Hispanic-Serving Institutions (HSIs) in their efforts to improve outcomes for adult and Latino adult learners. In its first phase, from 2018 through 2021, the LASS Academy supported fifteen postsecondary initiatives across the country. In the second phase, from 2022 through 2024, the LASS Academy continued its work with four Texas institutions: Austin Community College (ACC), South Texas College (STC), Texas A&M University-Corpus Christi (TAMU-CC), and the University of Texas Rio Grande Valley (UTRGV). The LASS Academy model facilitates institutional change through four key activities: identify key priorities and action steps; provide technical assistance; collect, analyze, and report data; and facilitate peer-to-peer learning. During the second LASS Academy, each of the four participating institutions made progress toward their goals, buttressed by change management support from CAEL and collaboration with other technical assistance partners. Throughout this work, the institutions gained important insights into ways they can improve their services for adult and Latino adult learners.

California's K-12 funding and instructional policies for English learners (ELs) have changed significantly over the past 2 decades, including new requirements for instructional materials specific to ELs statewide and a new school funding system that funds ELs at a higher rate. These major policy shifts held the potential to change student learning outcome patterns for ELs. This brief summarizes those policy changes and, as a first step in identifying their impact, describes changes over time in the development of academic skills and English proficiency among ELs in California. We find that English learners' academic achievement by 3rd grade has improved over time, shrinking the achievement gaps between K-cohort ELs and other students in English language arts (ELA) and math. We also find that more-recent cohorts of kindergarten ELs are reaching English proficiency on the California English Language Development Test (CELDT) in earlier grades than previous cohorts did. For the less recent cohorts who had reached Grade 5 by 2018-19, we find almost no change in the overall share who were proficient in English by the end of elementary school. We also find only half of kindergarten ELs were reclassified as English proficient by the end of elementary school in 2018-19.

This report examines the evolving landscape of English language arts (ELA) curriculum and instructional support in Michigan elementary schools from the 2019-20 to the 2022-23 school years. Recognizing the pivotal role instruction plays in shaping students' literacy development, this report explores which curriculum resources teachers are using to provide ELA instruction and the infrastructure of support surrounding curriculum implementation. Relying on statewide survey data, we find that: (1) Districts made many changes to their ELA curriculum resources due to the COVID-19 pandemic but few due to the Read by Grade Three Law; (2) Variability remains a feature of Michigan's ELA curriculum resource landscape; (3) Elementary classroom teachers are more likely to use only one core curriculum resource than they were in 2019-20; (4) Elementary classroom teachers are more likely to supplement their core curriculum with additional writing, phonics, or spelling resources than they were in 2019-20; (5) More teachers are using curriculum resources that EdReports rates as "Meets Expectations" than they were in 2019-20, particularly in districts serving higher proportions of students from historically underserved populations; (6) The majority of the most-used core ELA curriculum resources are not rated by What Works Clearinghouse or Evidence for ESSA; and (7) Teachers reported increased access to curriculum-aligned professional development compared to 2019-20.

In many low- and medium-income countries (LMICs), student-centered pedagogies are often implicitly or explicitly at the heart of innovative pedagogical reforms. In recent years, there has been a growing emphasis on student-centered pedagogies, which aim to shift power dynamics, increase interaction, and prioritize the needs of learners. Many international agencies, governments, and education experts view these pedagogies as "best practices" or a pedagogical "silver bullet" to improve classroom practice. This paper is the second in a series of three working papers meant to serve as references and conversation starters for policymakers and researchers as they navigate pedagogical reform for education system transformation in their local contexts. Together, the three working papers emphasize the need for more locally driven collaborative research on how the interaction of culture, local education ecosystems, and learning theories--collectively called Invisible Pedagogical Mindsets--influences teachers' pedagogical choices in the classroom. This paper details why the authors recommend policymakers examine Invisible Pedagogical Mindsets in their local context to inform pedagogical reforms. The authors discuss the reasons why generalized "best practices"--namely "student-centered pedagogies" as currently implemented--do not often successfully transfer to new cultures, countries, and contexts and argue that many pedagogical reforms do not adequately consider the Invisible Pedagogical Mindsets embedded in each local context.

Although global access to schooling has increased over the last several decades, Sustainable Development Goal 4 (SDG 4), which champions inclusive, equitable, quality education, is far from being achieved. Experts predict that if the global community continues to operate education systems in the same way, by 2030, only one in six countries will reach the universal secondary school completion targets, and approximately 300 million students in school will continue to lack basic numeracy and literacy skills. The 2022 United Nations Transforming Education Summit emphasized the urgent need for a complete overhaul of education systems to meet SDG 4 targets. One significant outcome of the summit was a call to improve student learning by transforming teacher classroom practice. This paper is the first in a series of three working papers meant to serve as references and conversation starters for policymakers and researchers as they navigate pedagogical reform for education system transformation in their local contexts. This paper explores various definitions of pedagogies, the lack of consensus on what pedagogy means in practice, and the effects of Invisible Pedagogical Mindsets on pedagogical approaches.

Since the 1990s, there has been a growing demand for evidence-based education policy and practice. This demand stems from concerns that education systems are not meeting the needs of a changing world and that education research lacks rigor. While this demand aims to improve the quality of education, silos between different actors often hinder how evidence informs policymaking. We encourage researchers to use a collaborative research approach by involving multiple education actors in the research process to close the gaps between research, policy, and practice. This paper is the third in a series of three working papers meant to serve as references and conversation starters for policymakers and researchers as they navigate pedagogical reform for education system transformation in their local contexts. Together, the three working papers emphasize the need for more locally driven collaborative research on how the interaction of culture, local education ecosystems, and learning theories--collectively called Invisible Pedagogical Mindsets--influences teachers' pedagogical choices in the classroom. Primarily intended for education researchers, Working Paper III advocates the use of collaborative research approaches to actively include multiple education actors in the research process, foster complementary relationships between actors with different expertise, and make research findings more relevant and responsive to the local education ecosystem. The paper has three parts that discuss the need for flexible research approaches to inform policy given the complexities of education decision-making, the importance of communication and dissemination, and how collaborative research can bridge the gaps between research, policy, and practice. The paper concludes by looking at the ongoing work of the SPARKS project at the Center for Universal Education and how collaborative research can contribute to education systems transformation.

This research uses the implementation of a school suspension ban in Maryland to test whether a top-down state-initiated ban on suspensions in early primary grades can influence school behavior regarding school discipline. Beginning in the fall of 2017, the State of Maryland banned the use of out-of-school suspensions for grades PK-2, unless a student posed an "imminent threat" to staff or students. This research investigates (1) what was the effect of the ban on discipline outcomes for students in both treated grades and upper elementary grades not subject to the ban? (2) did schools bypass the ban by coding more events as threatening or increasing the use of in-school suspensions? and (3) were there differential effects for students in groups that are historically suspended more often? Using a comparative interrupted time series strategy, we find that the ban is associated with a substantial reduction in, but not a total elimination of, out-of-school suspensions for targeted grades without substitution of in-school suspensions. Disproportionalities by race and other characteristics remain after the ban. Grades not subject to the ban experienced few effects, suggesting the ban did not trigger a schoolwide response that reduced exclusionary discipline.

Despite the popularity of teacher leadership since the 1980s, little research examines its effects on student achievement. In this paper, I assess the influence of the New York City Department of Education's Teacher Career Pathways program, a teacher leadership initiative, on student achievement in grades three through eight. Using difference-in-difference approaches, including new event study estimators, I find that where school leaders staffed teacher leaders into formal roles with defined responsibilities, positional authority, and commensurate salary increases, student achievement in ELA and math improves. Moreover, the improvement in scores compounds over time, with schools exhibiting increasing gains in each year following the initial introduction of teacher leaders. Schools that do not staff teacher leaders do not observe similar outcomes. I consider these results in the context of democratic policymaking and teacher empowerment, suggesting that teachers must be formally empowered in schools to lead meaningful changes that ultimately improve student achievement.

Unlike vouchers and tax credit scholarships that do not allow parents to customize their children's education, Education savings accounts (ESAs) provide funding to pay for part-time classes at public and private schools, tutoring, curricula, services for special needs, and more. As navigating the opportunities that come with ESAs can be difficult, there is a growing movement to include "choice navigators" as an eligible expense in ESA programs, which can inform parents what educational opportunities are available and help tailor an education program for their children. This paper examines several key elements, including determining the types of navigation services that parents need in the changing education landscape; identifying best practices that states can adopt to simplify ESA navigation; tapping into the experiences of current ESA users and traditional homeschoolers; and deciding whether there are policies that can encourage an adequate supply of navigators without creating counterproductive rules.

In this paper we present the Advancing Racial Equity in Community College Model which maps out the organizational conditions shaping institutional transformation. Focused on two dimensions, the level of "organizational support" and "shared responsibility" to enact equity, we describe four quadrants with distinct organizational conditions that shape how equity advocates design, build, and sustain equity efforts. With well-documented racial inequities and renewed calls for racial justice across higher education, it demands new ways of exploring and understanding how institutional actors leading equity efforts are nested within differing organizational contexts that can enable as well as restrict the enactment and success of racial equity efforts. Our model helps equity advocates gain an "awareness" of known barriers to implementation in higher education, assess the readiness of their campus for racialized change, and take action to build the necessary institutional support and capacity to move the work forward.

An ongoing debate in K-12 education policy has been between the "reform" agenda, including charter schools and school vouchers, and advocates of traditional public schools, led by educator unions. A similar split has emerged in higher education, particularly community colleges. Using California as an example, this paper: 1) summarizes the evolution of the current political divide between advocates of the "completion and success" agenda and faculty-led opponents, including the major reforms involved, 2) discusses the claims that leading organizations on each side have made, including their policy priorities, and 3) argues that the two sides share do share some areas of mutual agreement. The paper concludes by noting future policy considerations that could complicate reform efforts.

The Global Partnership for Education (GPE) has made a commitment to support the multistakeholder pledge made at the second Global Refugee Forum to ensure every child living as a refugee realizes their right to a quality education and is included in national education systems that are adequately supported to cater to the needs of every child, both from the host community and those living as refugees. A holistic approach is needed to transform education systems to be truly inclusive for those children. UNICEF Innocenti (2023) highlights areas of policy and practice which are especially relevant for their inclusion within education systems, irrespective of their gender, nationality or disability status. Within this framework, there are 10 dimensions that affect the level of inclusion within an education system, including legal frameworks, type of school, system financing, social protection, school infrastructure, teachers, curriculum, language of instruction, assessment and certification, and education data systems. This tool--which is intended to be used by GPE Secretariat country teams and partner countries--highlights ways to address dimensions of the above framework within the policy dialogue on partnership compacts (which identify partner countries' priority reforms), GPE-funded grants and broader education sector dialogue. This document is organized by selected priority areas drawn from the GPE 2025 strategy, preceded by one overarching consideration. The areas are: (1) Policies and financing; (2) Data systems; (3) Access; (4) Learning, including early learning; and (5) Quality teaching. Gender equality and intersecting vulnerabilities are considered throughout.

Research has shown that access to technology industry pathways and support for recruitment, retention, and advancement through technology careers remain inequitable for Black talent due to various systemic barriers. To help address this issue, Digital Promise conducted research that centers the voices and lived experiences of Black workers and learners seeking to enter and advance in the technology industry with the purpose of building awareness to the: (1) challenges and barriers they face navigating the U.S. technology learning and working ecosystem; (2) factors such as supports and services that have facilitated their technology career pathway entry, retention, and advancement; and (3) collaboratively designed recommendations for needed supports that they have identified that can better promote successful navigation and persistence within technology career pathways. This report further highlights actionable steps that various technology industry contributors can take to dismantle systemic barriers within the technology learning and workforce ecosystem and increase access to non-four-year-degree pathways to tech careers. [Funding for this project is provided by Walmart through the Walmart.org Center for Racial Equity.]

This report is the result of the participation of hundreds of students, families, school educators, and researchers who dedicated their time and energy to investigating the critical role that families and communities play in ensuring students and schools can flourish. It is a culmination of over two years of collaborative research and hundreds of conversations on six continents. While there were unique findings in each school, district, and country, six powerful lessons stand out across geographies and contexts. This research report delves into these lessons and how to build greater family, school, and community partnerships as seen through the eyes of families, educators, and students who shared their beliefs on, experiences with, and trust in schools. After venturing into government schools across rural and urban districts in Sierra Leone to facilitate conversations with families and communities, one of the lead researchers noted that there is a crucial and symbiotic relationship between schools, families, and communities that are often overlook.

Research on school improvement has accumulated an extensive list of factors that facilitate turnarounds at underperforming schools. Given that contextual or resource constraints may limit the possibilities of putting all of these factors in place, an important question is what is necessary and sufficient to turn a school around. We use a qualitative comparative analysis (QCA) of 77 Swedish schools studied over 12 years to answer this question. Our core finding is that there is no "silver bullet" solution. There are, instead, several distinct combinations of factors that can enable a turnaround. The local school context is essential for which combinations of factors are necessary and sufficient for school turnaround. We discuss implications for research on school improvement and education policy.

State summative assessments play an important role in measuring student learning and guiding educational improvement efforts, despite their limitations. But there is growing momentum in individual states and nationally to rethink these assessments with an eye toward reducing time spent on testing and increasing the tests' instructional relevance. "Multiple Choices: Weighing Updates to State Summative Assessments" helps policymakers and advocates understand what they may gain and what they may lose when considering potential shifts in assessments. The report examines several of the most common proposed changes -- including reducing test length, matrix sampling, student sampling, grade-band testing, performance assessment, and through-year assessment -- and summarizes the potential gains, losses, and unknowns of each. The report also offers recommendations for state policymakers, federal policymakers, and advocates working to ensure that summative assessments better address the needs of educators, families, and students.

National context: Schools across the United States have long grappled with the role and impact of school-based police officers, often referred to as school resource officers (SROs). Proponents for school-based policing believe that SROs contribute to school safety by preventing or addressing crime and violence in schools. Opponents of SROs in schools argue that the presence of SROs criminalizes students and increases the likelihood of school-based arrest, particularly for students of color. Policies around SROs vary in districts across the country. Chicago context: In the wake of George Floyd's murder in 2020, the Chicago Board of Education (CBOE) asked the district to develop a plan to phase-out the SRO program, which assigned two SROs to most Chicago Public Schools (CPS) high schools. In February 2024, the CBOE voted to remove all remaining SROs from schools starting in 2024-25. In May 2024, CPS proposed a Whole School Safety Policy that did not include SROs and focused on supports for physical safety, emotional safety, and relational trust in schools. The research: This brief examines what happened when Chicago Public Schools (CPS) began the process of removing School Resource Officers (SROs) from its high schools during the 2020-21 school year. These findings can inform conversations in Chicago, and across the country, about SROs and whole school safety practices and policies--while recognizing that questions about the presence of police and the experience of safety in schools are complex and reflect differences in lived experiences and perspectives across policymakers, practitioners, young people, families, and communities. The findings are part of a larger, ongoing study by researchers from the UChicago Consortium; University of Illinois, Urbana-Champaign; and Lurie Children's Hospital's Center for Childhood Resilience. [This research brief received additional support from the Pritzker-Pucker Family Foundation and the Consortium Investor Council.]

One major challenge that institutions face when launching transformation efforts is that they operate in "silos," meaning that they have separate departments--for example, student services, financial aid, and advising--that operate independently with little communication or coordination. Many successful transformation efforts include a core group of people who are working together to influence outcomes on a specific issue. The decentralized nature of most colleges can create challenges to implementing a shared vision and making progress that students can see. Siloed teams may not have access to all the information needed to address a problem adequately, and multiple teams may implement contradictory solutions. Cross-functional teams (CFTs) are one potential response to the problem of silos. CFTs are defined as staff members from different functional areas working together to achieve common institutional goals. Bringing together members with different specialties can lead to faster transfers of knowledge, fewer redundancies, and higher-quality decisions. But CFTs do not always work effectively: they may have unclear governance, a lack of accountability, or unclear goals. However there has been little research on CFTs in the context of higher education. Launched in 2021, this project explores how institutions are assembling and using CFTs to advance their transformation efforts. MDRC partnered with three community colleges and one state agency overseeing higher education to explore their efforts to create these cross-functional teams. The researchers set out to document the interpersonal dynamics of these teams and to pilot test a tool at one institution to address barriers to CFTs' smooth operation. This brief shares descriptive findings and recommendations, with the goal of providing funders, researchers, and practitioners suggestions for future research.

As states and districts seek to elevate learning and prepare more students for work in the digital future, they have not only a unique opportunity, but also an urgent imperative, to redesign high school math. This report examines an array of education policies that exert considerable influence on the math students learn and when they learn it, factors that have a profound influence on students' futures. It shares up-to-date information about how some states are navigating these policies as they develop innovative redesigns of high school mathematics and about strategies aimed at improving student outcomes, particularly for historically underrepresented students. A survey of state math supervisors highlights the priorities driving these changes. To illustrate various redesign strategies, the report features examples from five states: Georgia, Ohio, Oregon, Utah, and Washington. Drawing from those strategies, the research evidence, and the survey of state math supervisors, it provides insights and recommendations for states and districts to consider as they update their high school math policies.