Policy Pulse: The Innovative Learning Models Act, Rethinking HQIM, State Bill Roundup & More

One of the most significant barriers to the educational success of all children is the fact that the current model of schooling is outdated and was never designed to ensure every K-12 student maximizes their potential. New approaches to teaching and learning that seek to meet the unique needs of each and every student have yet to emerge in a transformative and scalable way due to a lack of investment in their development and implementation, particularly at the federal level. That is why we are excited to announce that on May 9, Representative Morelle (NY-25) introduced H.R.8319, the Developing and Advancing Innovative Learning Models Act, which seeks to change this. Since its introduction, four additional House members have co-signed the legislation.

This legislation articulates and authorizes dramatic and sustained investments in the development, research, and adoption of innovative learning models, which are bundles of integrated tools, resources, systems, and teaching practices that enable schools to provide individual students with an education program that’s right for them given where they are and where they need to be − ultimately, college and career ready. The legislation authorizes $570 million in annual competitive spending in the Institute of Education Sciences over the next 10 years to support the development and research of new innovative models and approaches. It also authorizes $180 million in annual formula funding in the Department of Education beginning in 2026 to support the adoption of these new models nationwide. 

This legislation is endorsed by several groups that support teachers, such as the American Federation of Teachers and Educators for Excellence (E4E), as they know this is the type of support teachers need right now in today’s schools. We’d love to have you sign on too. If your organization would like to offer your support for this legislation, click here.

Rethinking the Definition of HQIM to Ensure Mastery in Mathematics

My colleague Joel Rose’s June article in The 74 Million and Flypaper challenges the current definition of high-quality instructional materials (HQIM) for math, emphasizing the need to address foundational learning gaps alongside grade-level content. The op-ed highlights the cumulative nature of math learning, where falling behind can hinder future progress, and argues for a more flexible definition of HQIM to better support student success. Joel provides examples from Texas and California that illustrate this evolving approach. Ultimately, the article calls for instructional materials that ensure mastery and not just access to materials aligned to college and career ready state standards. It’s generating important conversations, and you can read the article here. 

From Seedlings to Scale Grant Program Launched

The Institute of Education Sciences (IES) launched its most recent grant program—From Seedlings to Scale (S2S)—as a result of nearly two years of work by the agency and education research and development stakeholders to create a new funding opportunity mandated by the Consolidated Appropriations Act, 2023 for “quick turnaround, high-reward scalable solutions intended to significantly improve outcomes for students.”

S2S includes three phases of increasing funding and time duration to support ideas as they grow from concepts to scalable solutions. IES is now launching Phase One, which will provide approximately 12 teams with $300K to $500K for a year to identify a problem, their solution, and build out their plan for further research and development. Eligible applicants include organizations that have the demonstrated ability and capacity to conduct rigorous research and development, and the deadline to apply is August 15, 2024.

We are thrilled to see this program come to life and its focus on developing products that allow for teachers to provide seamless personalized instruction for their K-12 students. As we wrote back in November, this was one of the recommendations New Classrooms made in response to an RFI put out by IES on the creation of S2S. You can read our full comments again here.

In April, an independent study was released showcasing the impact Teach to One’s supplemental learning product, Roadmaps, can have on math achievement. Conducted by researchers at ACS Ventures, the study revealed a significant correlation between student progress when given a personalized instructional path and performance on state math assessments. In each of the states analyzed, the study found performance in Roadmaps was highly correlated with performance on state assessments. The study found that Teach to One Roadmaps provided each student with a valid path to proficiency that included a personalized set of grade-level skills and foundational skills that were not learned in prior years, thus solving the Iceberg Problem, our 2019 report on the state of middle school mathematics.  In fact, every student included in the study who mastered all the skills on their personalized academic roadmap scored proficient or above on their state assessment.

This is the second Roadmaps study released this school year. In October 2023, a case study found statistically significant evidence that Roadmaps students grow more than their non-Roadmaps peers. In the study, active Roadmaps users demonstrated more than a semester and a half of additional learning compared to non-Roadmaps students. Both impact studies are promising demonstrations of Roadmaps‘ overall efficacy and the power of personalized, competency-based learning. We look forward to sharing additional evidence of Roadmaps’ impact in the future.

You can read the ACS report and press release here. Our 2023 case study is available here.

While federal legislation to support innovative learning models is humming along, it has also been a busy few months for several states that recently introduced and advanced personalized, competency-based learning legislation.  

One of the most exciting is the emergent focus on how to improve math instruction. Off the heels of successful literacy initiatives based on the science of reading, states like Kentucky and Louisiana signed legislation (and Tennessee introduced a bill) that aims to provide more personalized math supports for students.

We look forward to working with these states and others to see what the 2025 legislative session will bring.

Delivering on CHIPS’ Potential to Unlock a New Generation of Innovators

Just like after the launch of Sputnik nearly 75 years ago, the U.S. has found itself at a similar crossroads to maintain its economic and national security against rising global superpowers. The CHIPS and Science Act was a bold response to combating this problem and, importantly, included several provisions to strengthen and expand K-12 education in our country. It acknowledged that growing a strong STEM workforce requires all students to be exposed to rigorous, high-quality math and science coursework, and more importantly, be set up to succeed in those subjects.

However − nearly two years since its passage − many of the K-12 provisions from CHIPS have yet to be implemented or fully funded, and math scores on recent national assessments show just how needed they are. In order to meet our Sputnik moment and ensure that we can create a pipeline of STEM workers, the federal government needs to follow through on the commitment it made by passing CHIPS and delivering on several systemic policy changes. You can read more about those recommendations in Alex’s latest blog here.