Education Week - August 5, 2015 - 10

DIGITAL DIRECTIONS > Tracking news and ideas in educational technology
www.digitaldirections.org

Innovation Networks Need Both Autonomy, Support
Frustrated by the lack of innovation in K-12 education, a growing number of district leaders are
giving small networks of schools
the freedom and resources to try
new techniques with classroom
technology.
But the approach can be rife with
technical and logistical challenges,
as can be seen in the experience of
North Carolina's 145,000-student
Charlotte-Mecklenburg schools.
There, after two years and nearly
$3 million, a network of nine semiautonomous schools known as Project LIFT has mostly ditched its own
student-laptop initiative. Ironically, Project LIFT is now embracing closer coordination with the
systemwide strategy of the very
district to which it was supposed
to be an alternative.
"There have been lessons
learned," said Denise Watts, the
learning communities superintendent who oversees the network. "We
do not function on an island."
Even autonomous schools must
often still rely on their host districts'
central offices for broadband and
wireless infrastructure, technical assistance, and administrative support.
Just introducing devices and software
into classrooms in no way guarantees
that instruction will change-or that
schools' manifold reporting and compliance obligations will be done more
efficiently. And while big private donations may generate headlines, they
don't always result in what schools
actually need.

Despite those common challenges,
experts in the field say it would be
wrong to view such experiments as
failures.
"There's a downside in thwarting people's initiative, regardless of
how things turn out," said Steven
Hodas, a practitioner-in-residence
at the Center on Reinventing Public
Education, a research and policyadvocacy center at the University of
Washington. "When a district makes
a [systemwide] mistake, it impinges
on a lot more people than when nine
schools try something that doesn't
work," he said.

Weighing Risks and Rewards
Project LIFT began in 2012, when
a group of Charlotte-area business
leaders and philanthropies ponied
up $55 million to support a publicprivate partnership. The goal was
to transform troubled West Charlotte High and its feeder system
of eight middle and elementary
schools, serving a total of 7,400
students.
To support the initiative's focus on
technology (one of four "pillars" in
Project LIFT), the John S. and James
L. Knight Foundation gave the network $2.9 million over five years to
pay for student laptops and associated supports.
Along with the money came a suggestion.
Based largely on a pilot project
Knight had supported at a single
elementary school in Miami, foundation officials strongly encouraged
Project LIFT staff to consider adopt-

John W. Adkisson for Education Week-File

By Benjamin Herold

Fourth graders used low-cost laptops in 2012 at Ashley Park Elementary School in Charlotte, N.C., as part of a
public-private partnership to encourage ed-tech innovation. But the school is no longer using those devices.

ing the little-known XO laptop for
their schools. That device, made by
Miami-based nonprofit One Laptop
Per Child, was designed to be rugged and low-cost and to be used primarily in developing countries.
Neither Ms. Watts, who helmed
Project LIFT, nor Richard "Stick" Williams, the co-chair of Project LIFT's
board, were previously familiar with
the device.
Nevertheless, Project LIFT dived
right in, purchasing and deploy-

FREEDOM TO EXPERIMENT
In addition to Charlotte-Mecklenburg, other districts and at least one state are putting
in place networks of autonomous schools that are given extra freedom and resources to
experiment with classroom technologies. They include:
Indianapolis

New York City

Five new "Innovation Network Schools" will
open there this fall, operating under contracts
with the 30,000-student Indianapolis public
schools. The group includes a school coming
out of state takeover, a school that will replace
a troubled Indianapolis public school, and
three schools run by charter operators. Over
the next few years, at least another nine
such "innovation schools," created with the
assistance of the Mind Trust, a nonprofit in the
city, are expected to open.

The most prominent of the country's dozen or so
"innovation zones," the New York City iZone at
its peak included 300 schools and won national
praise for its use of crowdsourcing and opendata strategies to address issues ranging from
school choice to middle-school math instruction.
Started in 2010 under the administration of
then-Chancellor Joel Klein, the iZone has been deemphasized under new leadership in recent years.

Kentucky
The state department of education has
selected seven Kentucky school districts to
receive innovation status during the past
two school years. Most chose to focus on
competency-based learning, expanded
learning time, and new uses of classroom
technology. The department is just preparing
to release its first round of evaluation reports
on the initial cohort of innovation districts.

Philadelphia
As part of a larger reorganization of the
cash-strapped 128,000-student district,
Superintendent William Hite is creating an
"innovative schools network," which will
consist of seven schools, including a districtrun cyber school. Heading the network will be
Christopher Lehmann, a nationally acclaimed
principal whose efforts to scale up the projectbased, technology driven model of a school he
founded was featured recently in a year-long
Education Week series.
-BENJAMIN HEROLD

10 | EDUCATION WEEK | August 5, 2015 | www.edweek.org

ing 2,437 XO laptops to students
in grades 1-4 in seven schools during the 2012-13 school year. Nine
hundred additional machines were
added the following year.
That full-speed-ahead approach
was embraced even though neither
the district nor Project LIFT had
tested the West Charlotte schools'
broadband and wireless infrastructure to see if there was enough
Internet connectivity to support
1-to-1 student computing. Planning for how the devices would be
used to support instruction was
also scattered.
"I don't think we were waiting
for much of anything when we
launched," said Susan Patterson,
the Charlotte-based program director for Knight, who oversaw the
foundation's involvement in Project
LIFT. "My personal preference was to
get in there and get going as quickly
as possible."

Evaluation Outlines Problems
Speaking at the annual conference of the International Society
for Technology in Education, held
in Philadelphia in July, Torie Leslie, a technology facilitator at one of
the Project LIFT elementary schools,
discussed some of the initiative's
strengths and weaknesses.
Younger students embraced the
devices, Ms. Leslie said, and her
school was one of the few that managed to send the laptops home with
students successfully. But reluctant
principals, wide variations in teachers' attitudes and approaches, and
inconsistent support were among
the many challenges.
"It's one thing to say" you're going
to go 1-to-1, Ms. Leslie said at ISTE.
"It's another thing to do it."
Some of the negative outcomes
that resulted from all those challenges were highlighted in an eval-

uation report released in January
of this year by Research for Action,
a Philadelphia-based research nonprofit serving as the independent
evaluator of Project LIFT. Among
the group's findings, also presented
at ISTE:
*
and inconsistent Internet connectivity were major sources of frustration
for both students and teachers.
*
teachers used the laptops for one
lesson per day, often for "superficial" academic purposes, with Internet browsing the primary form
of use.
*
the XO devices at home, despite
expanded out-of-school computer
access being a major focus of the
initiative.
In interviews, those directly involved with Project LIFT repeatedly
cited the Charlotte-Mecklenburg
district's weak broadband and Wifi
infrastructure in 2012-13 as a particularly significant barrier.
"You can't stand up a 1-to-1 initiative if the infrastructure is not in
place," said Ms. Watts, the head of
Project LIFT. "That was not an issue
I was willing to take on. To me,
that's a district-level problem."
Other challenges experienced by
Project LIFT also pointed to disconnects between the autonomous network and the district and state bureaucracies in which it was situated.
Not long after the XO laptops
were deployed, for example, it became clear the devices would not
support the online assessments and
digital student information system
that North Carolina was to begin
requiring of districts.
The independent evaluators did
find some successes. Some evidence
suggested student engagement and
behavior improved when the devices
were used frequently. Teachers re-


http://www.digitaldirections.org http://www.edweek.org

Education Week - August 5, 2015

Table of Contents for the Digital Edition of Education Week - August 5, 2015

Education Week - August 5, 2015
Crowded Field of Online News Sites Focuses on Education
Collision Alert: House, Senate ESEA Rewrites
Road Less Traveled When State Chiefs Take District Reins
PARCC Under Gun as States Drop Out
‘Melting’ Off the Path to College
Contents
News in Brief
Report Roundup
Districts Face Uneven Supply of Teachers
Computer Classes Get Boost In Calif. District
Career-Preparation Programs Take Root In Middle Schools
N.Y.C. School Aims for ‘Authentic,’ Not Standardized, Tests
McGraw-Hill Education Shifting Away From High-Stakes Testing
DIGITAL DIRECTIONS: Innovation Networks Need Both Autonomy, Support
Blogs of the Week
New Federal Tool Maps Attendance Boundaries by School
States in Holding Pattern on English- Learner Waiver Requests
New Names Added to List of White House Hopefuls
Blogs of the Week
ESEA Rewrite: A Preconference Cheat Sheet
PETER T. KEO: Why Reporting Data on Asian and Pacific Islander Students Matters
DOUG TUTHILL: School Choice, an Opportunity for Students, Teachers, and Parents
Letters
TopSchoolJobs Recruitment Marketplace
PETER GIBBON: A Small Revolutionary Book: How a 17th-Century Philosopher Speaks To Today’s School Reformers
Education Week - August 5, 2015 - ‘Melting’ Off the Path to College
Education Week - August 5, 2015 - 2
Education Week - August 5, 2015 - Contents
Education Week - August 5, 2015 - News in Brief
Education Week - August 5, 2015 - Report Roundup
Education Week - August 5, 2015 - Computer Classes Get Boost In Calif. District
Education Week - August 5, 2015 - Career-Preparation Programs Take Root In Middle Schools
Education Week - August 5, 2015 - N.Y.C. School Aims for ‘Authentic,’ Not Standardized, Tests
Education Week - August 5, 2015 - McGraw-Hill Education Shifting Away From High-Stakes Testing
Education Week - August 5, 2015 - DIGITAL DIRECTIONS: Innovation Networks Need Both Autonomy, Support
Education Week - August 5, 2015 - 11
Education Week - August 5, 2015 - Blogs of the Week
Education Week - August 5, 2015 - 13
Education Week - August 5, 2015 - 14
Education Week - August 5, 2015 - 15
Education Week - August 5, 2015 - States in Holding Pattern on English- Learner Waiver Requests
Education Week - August 5, 2015 - New Names Added to List of White House Hopefuls
Education Week - August 5, 2015 - Blogs of the Week
Education Week - August 5, 2015 - 19
Education Week - August 5, 2015 - ESEA Rewrite: A Preconference Cheat Sheet
Education Week - August 5, 2015 - 21
Education Week - August 5, 2015 - PETER T. KEO: Why Reporting Data on Asian and Pacific Islander Students Matters
Education Week - August 5, 2015 - DOUG TUTHILL: School Choice, an Opportunity for Students, Teachers, and Parents
Education Week - August 5, 2015 - Letters
Education Week - August 5, 2015 - 25
Education Week - August 5, 2015 - TopSchoolJobs Recruitment Marketplace
Education Week - August 5, 2015 - 27
Education Week - August 5, 2015 - PETER GIBBON: A Small Revolutionary Book: How a 17th-Century Philosopher Speaks To Today’s School Reformers
Education Week - August 5, 2015 - CT1
Education Week - August 5, 2015 - CT2
Education Week - August 5, 2015 - CT3
Education Week - August 5, 2015 - CT4
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