What we do

We develop and advocate for innovations that systematically meet students where they are and connect them to where they

need to be

We’re changing the century-old paradigm of schooling — where all same-aged students learn the same thing at the same time — to one that provides each and every student with an educational program more attuned to their unique strengths and needs.

Achieving this objective requires working with families, schools, and state and federal leaders who are committed to modernizing our nation’s approach to schooling.
Students sitting at table

The shift to tailored acceleration

In math, students are generally taught skills that correspond to their enrolled grade-level, regardless of where they are starting from. Those who are behind tend to fall even further behind since math is cumulative and unfinished learning can readily accumulate. And those who are ahead can have a hard time accelerating further.

To overcome these challenges, we build solutions allowing students to experience tailored acceleration. It’s an approach focused on a personalized mix of pre-, on-, and post-grade skills designed to help each and every student catch up and get ahead. 

And we do this while adhering to the principles of high expectations, rigorous accountability, and educational equity.

Traditional Instruction

Tailored Acceleration

Instruction is focused on achieving grade-level proficiency over a single school year.

Instruction is focused on accelerating mathematical understanding efficiently. Some may not need a full year, while others may need more time to achieve grade-level proficiency.

Teachers focus on covering current grade-level skills for all students, regardless of their unique starting points.

Because math is cumulative, teachers focus on a strategic mix of pre-, on-, and post-grade skills that best enables each student to accelerate.

Student mastery of current grade-level curriculum is paramount.

Student mastery of essential skills, from all levels, is paramount.

Growth reflects changes in performance relative to grade-level skills.

Growth is measured relative to a student’s starting point.

Classroom teachers instruct students on the same skills at the same time regardless of individual student skill needs.

Each student can focus on the specific skills they personally need.

student sitting

Solution development

Our team of educators, technologists, and other experts
iterate to bring new products and learning models to life.

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child using laptop

Policy and advocacy

We are shaping a future policy landscape to enable bold innovations and approaches tailored to each student’s unique strengths and needs.

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  • Too many of our classrooms operate instructionally in ways that are materially indistinguishable from how they worked in the 20th century. New Classrooms is at the forefront of transforming our schools in ways that better enable all children to fulfill their potential.

    Shavar Jefferies

    National President, Democrats for Education Reform

  • This is my 29th year in education in some way, shape or form, and we needed to have this conversation for a long time. I appreciate the momentum and how The Iceberg Problem paper is elevating this conversation to a national level.

    Kirsten Baesler

    Superintendent of Public Instruction, North Dakota

  • Our partnership with New Classrooms’ Teach to One Roadmaps will leverage MAP Growth results so teachers can quickly and effectively tailor learning experiences for students so that they can achieve grade-level proficiency.

    Chris Minnich

    CEO of NWEA

  • By focusing much-needed R&D into how we educate our children, New Classrooms is showing that it is possible to innovate and improve one of our nation’s most essential institutions.

    Mike Bezos

    Emeritus, Founding Board Member

  • The Teach to One approach stands in stark contrast to many education technology implementations that ignore a student’s individual needs and the operations of the classroom. Too often the technology leads.

    Michael B. Horn

    Speaker & Author

  • I want to compliment your organization for moving from its sole focus on teaching and learning into the policy sphere. And thank you very much for having the courage to do this, because I think you have added to the policy debate in a very constructive way.

    Jim Blew

    Assistant Secretary for Planning, Evaluation, and Policy Development (OPEPD)

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