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Every successful education technology should not only end with great results, but also begin with those in mind. Specifying a program’s goals from day one and determining how progress will be measured is a crucial first step. Monitoring results every step of the way—stopping at various points to assess the overall impact of the initiative and determine necessary changes—is also vital to ensuring the success of a program.

What is the early research telling us about the benefits or drawbacks of the Flipped Classroom?

In a recent Research Watch report, we summarized the results of the 2012 PISA assessments, announced on December 3. But what do they all mean? Why should we care?  

release by the U.S. Department of Education, summarizing remarks by Secretary Arne Duncan, starts off: "Do schools in the United States ask enough of students? Based on the results of a major new international report, and conversations surrounding its release today, the answer is no." 

Referring to the results as “straightforward and stark" and "a picture of educational stagnation,” Duncan argues that they “must serve as a wake-up call against educational complacency and low expectations” and calls for an increased focus on early learning, high school redesign, raising standards and supporting great teachers.

Results of the 2012 PISA (Program for International Assessment) assessments, announced on December 3, show 15-year-olds in the US. continuing to perform somewhat below average in mathematics literacy and fairly close to the international average in science and reading literacy.

Missouri’s eMINTS professional development program has been in existence for many years, with early research showing great promise. The most recent study focuses on results from rural middle schools involved in the latest eMINTs initiative.

Can personalized, blended learning improve children’s test scores?  Research by the Rand Corporation and the Department of Education points to the affirmative.



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