In August, we published the following design principles, which we believe are core for every learner to thrive. In this blog, we present our rationale for elevating accessibility – that all students deserve access to high-quality learning opportunities that support long-term success and a strong sense of belonging.
Definition
What do we mean by high quality? For us, this means access to high-quality instruction, curriculum, and assessment. While culture and climate are also critically important, we leave that to our discussion around our design principle of “joyful.” High quality also reflects outcomes of both belonging (a student’s sense that they are part of and can contribute to a community) and success (students reach the outcomes that set them up for life in school and beyond).
Evidence
Why did “Accessible” rise to the top as one of our design principles? According to recent studies, belonging (with its correlated opposite – loneliness) has increased in adolescents since 2012. Loneliness is negatively correlated with positive affect and life satisfaction; loneliness is also positively correlated with adverse academic outcomes. So, belonging matters and is directly correlated with accessibility. If you cannot access high-quality learning opportunities, your sense of belonging decreases.
We also know that evidence exists that instruction and curriculum are directly correlated with student success. Much research points to the importance of high-quality teachers as a critical factor in student outcomes. Additionally, high-quality curricula can positively impact outcomes across different demographics. Good teachers who can offer and support a high-quality curriculum lead to the best chances of a student reaching their long-term success goals. Unfortunately, access to high-quality instruction and curriculum is distributed inequitably across the educational landscape – from district to district and from teacher to teacher.
Examples
Many organizations work to ensure access to high-quality learning opportunities. These organizations focus on helping students access opportunities within and beyond their current school.
Organizations that increase access beyond their current school often reduce or eliminate barriers to high-quality learning experiences.
Questbridge provides support and resources to increase access to higher education organizations.
Education Trust supports policies and practices to help dismantle education’s racial and socio-economic barriers.
One Goal addresses the opportunity gap for students focused on post-secondary education.
The Center for Learning Equity ensures that students with disabilities have equitable access to high-quality public education.
While these organizations are critical to helping students access future opportunities, we often think about program design opportunities within an existing school or learning community. Interplay Learning increases access to trade certifications through virtual reality platforms in low-funded schools or areas where finding certified instructors is more complex (such as rural areas). Popular microschool models, while often emerging in the private sector, also exist in the public space. Access to microschools may be a key lever in increasing access to high-quality learning experiences. Efforts by ASU Prep Digital, Purdue Polytechnic High Schools, Lamont School District, Escondido School District, and Issaquah School District all address access issues by building high-quality microschools within public districts. Equal Opportunity Schools supports schools by increasing the number of under-represented students in advanced courses such as AP or IB.
Recommendations
At a basic level, high-quality learning experiences should be accessible to every student. The most important levers to pull include:
Implement universal learning plans. Create personalized learning plans for every student to address their individual needs and goals. See Vermont’s approach as an example.
Increase access to experiential learning. Provide opportunities for all students to engage in real-world learning experiences. This is not just for students in advanced classes; it should be available and designed for all learners.
Invest in Teacher Development: Provide personalized, ongoing professional development and coaching connected to learning sciences to increase every teacher’s instruction and curriculum design level. High-quality learning starts with skilled educators.
Leverage Technology for Equity: Expand access to digital learning tools and resources, especially in underserved communities. Technology can bridge gaps in education by providing personalized, interactive, and engaging learning experiences.
Foster Community and Family Partnerships: Strengthen collaborations between schools, families, and local communities. These partnerships can offer students additional support networks and resources that enhance learning, such as mentorship programs, community-based projects, and access to extracurricular opportunities.
Support Inclusive Learning Environments: Create culturally responsive and inclusive classrooms that meet the needs of all students. This ensures that all students feel represented, valued, and supported.
Expand Access to Specialized Programs: Increase opportunities for students to engage in specialized learning experiences, such as STEM programs, arts education, and career pathways, regardless of socioeconomic background or geographic location.
Adopt Flexible Learning Models: Provide students with flexible scheduling options and varied learning formats, such as hybrid or online learning options. This allows students to access education independently and accommodates different learning styles and needs.
After reading this, does this still sound like one of the six most important design principles? Email us at mason@gettingsmart.com to share your feedback!
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