As part of this follow-up study, AIR hosted a convening during which AIR researchers engaged in discussion and collective problem solving with representatives from districts, states, and regional organizations to inform the development of comprehensive state and district data systems that include longer-term outcomes. In 2018, AIR launched a follow-up study that examined the impact of deeper learning on students’ civic engagement, college, and early workforce outcomes 6 years after high school graduation. View the related infographic, Seven Lessons Learned About Building Linked Data Systems (PDF). In addition, equity briefs explore whether opportunities for deeper learning were evenly distributed across students attending network and non-network schools, and whether relationships between opportunities for deeper learning and interpersonal and intrapersonal competencies were similarly positive for all students. The research team also conducted exploratory analyses to examine relationships among opportunities for deeper learning, deeper learning competencies, and students’ on-time high school graduation. In a series of publications, AIR researchers compare the strategies and cultures, students’ deeper learning opportunities, and student outcomes between students who attended network schools and non-network schools. All twenty schools belonged to one of ten deeper learning networks and had a mature and at least moderately well-implemented approach to promoting deeper learning. Read about the research of the first four cohorts of the AERA-Deeper Learning Fellows and learn more about the Fellowship Program.įunded by the Hewlett Foundation, the Study of Deeper Learning includes 20 high schools that focus on deeper learning skills (“network schools”) as well as a matched sample of comparison (“non-network”) schools. It is through the development of these competencies that deeper learning opportunities can influence students’ achievement in and graduation from high school, college enrollment and degree completion, and longer-term workforce outcomes and civic engagement. The deeper learning theory of action assumes that opportunities to engage in deeper learning activities help students to develop three types of deeper learning competencies: cognitive ( mastery of core content, critical thinking skills), interpersonal (collaboration skills, communication skills), and intrapersonal ( learning-how-to-learn skills, academic mindsets). The Study of Deeper Learning: Opportunities and Outcomes examines how some schools have provided opportunities for students to acquire deeper learning skills and how these opportunities are related to student outcomes. The William and Flora Hewlett Foundation-a leader in the national initiative to promote deeper learning in schools-has defined deeper learning as “a set of competencies students must master in order to develop a keen understanding of academic content and apply their knowledge to problems in the classroom and on the job.” The combination of (1) a deeper understanding of core academic content, (2) the ability to apply that understanding to novel problems and situations, and (3) the development of a range of competencies, including collaboration skills and self-management, is called deeper learning.
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