5 best practices for building skills academies

whitePaper | August 14, 2020

The global k-12 education system is facing unprecedented challenges ranging from technology disparities to in-school health concerns. At the same time, the realities of COVID-19 are presenting U.S. school districts with the opportunity to restructure education with a forward-looking view on how students will learn and educators will teach in a post-pandemic world.

whitePaper | August 19, 2020

The disruption to our children’s lives from COVID-19 has been significant and has also accelerated changes to education models that may outlast the pandemic. Some schools will open with 100 percent remote instruction. Some will begin on campus fulltime and pivot if necessary. Others will try a blended approach spanning in-class and remote. One thing we know for certain is that children, their families, and educators are facing a host of pressing challenges in every sphere of life.

whitePaper | February 24, 2021

Research confirms that rigorous projectbased learning has a positive impact on students, leading to increased achievement and higher levels of motivation.

whitePaper | September 15, 2022

Today, many of us are recognizing that there is more to education than teaching basic skills. With the escalating levels of stress, anxiety, and depression among young people, we need Positive Education to promote greater happiness and well-being (Seligman,et al, 2009).

whitePaper | August 4, 2020

Over the last few months, the i-Ready team has had a chance to talk to more than 100 district leaders about the challenges they face as they plan for the 2020–2021 school year. We explored their challenges, their reasons to be hopeful, and the tools they believe will be most important for success in the year ahead. While every leader we spoke with had unique stories and circumstances, there were remarkable commonalities in the challenges they described.

whitePaper | September 24, 2021

In June 2021, ISC Research conducted research with universities around the world. Eligible responses were received from 165 higher education institutions (HEIs) in 23 countries, including universities from the UK, USA, Netherlands, Spain, UAE, Ireland, Canada, Australia, China, Japan, and Italy.