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New Evidence That Personalized Learning Can Produce Powerful Results

WRITTEN BY Doug Mesecar September 16, 2016

Education Elements, a Silicon Valley-based consultancy emerging as a national leader in the design and implementation of personalized learning, is out with fresh, forceful evidence that well-designed, effectively implemented, pedagogically driven personalized learning can yield inspiring educational outcomes.

Right Topic, Wrong Question: Blended Learning In The EdNext Poll

WRITTEN BY Doug Mesecar UNDER: Media Responses August 30, 2016

Education Next’s new annual poll purports to show lackluster and declining interest in blended learning.  However, the wording of the poll’s blended learning question is essentially about how much computer usage high schoolers should have during instruction.  

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Facts on Student Outcomes

Raise Your Hand Texas Winners Dive Into Personalized Learning

WRITTEN BY Doug Mesecar August 12, 2016

Tens of thousands of Texas students will start powerful new learning experiences this Fall, with many of them engaging in innovative learning at their own  pace in earning credits for graduation, catching up in Algebra, and in earlier grades. 

Participatory Innovation and Developing Personalized Learning

WRITTEN BY Doug Mesecar July 27, 2016

With the Every Student Succeeds Act’s new requirements for new, more holistic, and deeper accountability for achievement, states and districts have a prime opportunity to make bold changes in their approach to teaching and learning.  The law also requires wide and deep engagement with stakeholders to gather input on developing state plans to meet the law’s requirements. There is no better time to embrace new thinking on how to develop educational innovation.

Appropriations Committee Approves Funding for Personalized Learning

WRITTEN BY Doug Mesecar July 14, 2016

Districts looking to implement personalized learning will have support from federal funding, as a result of spending approved today by the House Appropriations Committee.

Managing Change: Essential To Leading and Sustaining Personalized Learning

WRITTEN BY Doug Mesecar UNDER: Personalized Learning July 08, 2016

As personalized learning becomes a more commonly accepted and implemented innovation, managing the profound change of high quality personalized learning is absolutely essential to maintaining momentum, embedding the change, and having it last through inevitable personnel changes.

NEPC Badly Misses The Mark on Blended Learning In Latest Report

WRITTEN BY Doug Mesecar UNDER: Media Responses April 29, 2016

Gary Miron and the National Education Policy Center (NEPC) are back with a new report purporting to demonstrate blended learning as ineffective at improving student achievement. This new iteration, “Virtual Schools Report 2016: Directory and Performance Review,” written for NEPC by Gary Miron and Charisse Gulosino, claims to be a census of virtual and blended schools, providing data about their composition and performance. 

Oversimplifying Personalized Learning (Response to  Brookings)

WRITTEN BY Doug Mesecar UNDER: Media Responses, Personalized Learning April 20, 2016

The potentially transformational approach to education called personalized learning is increasingly being embraced by public schools across the country. But it is important that personalized learning not simply be lumped in with any change in the classroom, or that it be viewed as an unattainable goal; indeed, there are clear ways to articulate what personalized learning is, where it is taking off with comprehensive fidelity, and how it can continue to spread to more schools and districts.

Defining and Visioning Blended Learning: The Learning Accelerator Goes Deeper

WRITTEN BY Doug Mesecar UNDER: Personalized Learning April 03, 2016

The Learning Accelerator (TLA), a national non-profit organization that is, in their words, “seeking to transform K-12 education by accelerating the implementation of high-quality blended learning in school districts across the US through cultivating and funding the supporting ecosystem” is out with a new, expansive, experience-informed vision for blended learning.

From Good to Great Through Personalized Learning in Loudoun County, Virginia

WRITTEN BY Doug Mesecar UNDER: Virginia, Personalized Learning March 28, 2016

 Executive Summary

This fall, Northern Virginia’s Loudoun County Public Schools will introduce a new personalized learning approach in 15 elementary and secondary schools, adding a powerful strategy to the district’s overall vision of preparing students for an increasingly competitive, but collaborative world.

Moving deliberatively – and quickly – to bring personalized learning to the large district may prove to be a key strategy in moving Loudoun to deeper, more relevant learning. Details follow.

 From a Fear of Change to a Fear of Not Changing

Is personalized learning needed in a large, successful, suburban school district?

To some, leading Loudoun County Public Schools might seem like an ideal situation to maintain the status quo, to not rock the boat.

Loudoun County, located in bucolic northern Virginia just outside Washington, DC, has been consistently ranked as one of the wealthiest counties in the nation. The biggest challenge facing Loudoun County schools would appear to be the explosive population growth in the county, which has doubled since 2000.  The school system has been building multiple schools every year to keep pace.   But for two innovative educational leaders who came to Loudoun in the last two years, just maintaining consistently good academic performance and coping with growth was not enough.  Dr. Eric Williams, who became superintendent of Loudoun County Public Schools (LCPS) in 2014, and Cindy Ambrose, the new Assistant Superintendent for Instruction, realized they had an even more difficult challenge than growth: how to deepen and enrich student learning beyond producing strong summative assessment results.

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