Category Archives: Innovation

School supply or regulatory change – what should the Trump administration incentivize?

screen-shot-2016-12-13-at-7-42-57-am

Andy Smarick has a good short paper out where he gives advice to the new Trump administration.

He proposes a $250 million program that would fund “high-quality, high demand, highly accountable programs.”

In short, Andy proposes a federal fun to increase the supply of things like course choice, education savings accounts providers, voucher-based private schools – as well as the creation of innovative regulatory regimes that can monitor the performance of these entities.

I really like Andy’s suggestion that the federal government continue to invest in the creation of great providers for the following reasons:

Launching new schools and courses costs money, and given that most providers are non-profit organizations, they need funding in advance of receiving regular per-pupil revenue.

The federal government lacks knowledge of what local communities need; by funding entrepreneurs, the feds are backing those who can only succeed if they meet local demand, thereby reducing the risk that funds will work against local needs.

Innovation has positive externalities: it’s well known that, in the private sector, entrepreneurs rarely capture the full value of their innovations. The same holds true in the public sector: great non-profits do not capture all of the social good they create; rather, it leaks into the full  system over time (i.e., Teach Like a Champion).

I’m a little more skeptical that the government should incentivize the creation of new accountability policies. Whatever you think of Common Core or teacher evaluations, it’s unclear that the federal governments involvement has been a long-term net benefit for the sustainability or effectiveness of these policies.

Yes, Andy’s suggestion is much less heavy-handed. He’s only arguing that the federal government should fund accountability pilots.

But I worry that this is simply reinforcing a bad habit.

My current thinking is that the federal government should focus solely on research, information transparency, supply, and civil rights.

Of these four, supply is currently the most under-appreciated and underfunded, and Andy is right to call for an increase in funding here.

Should Ed-Tech Platforms Empower or Restrict?

I’ve previously written on being bullish about the potential of ed-tech platforms.

Currently, both Summit Public Schools and Alt Schools are leading the way on developing platforms that may eventually be used by thousands of schools across the country.

Many people are drawn to ed-tech platforms because they can: (1) support teachers to curate innovative lessons and execute more personal coaching; and (2) allow children to learn at their own pace and explore their intellectual interests.

In short, ed-tech platforms are about empowerment.

But it is unclear to me that empowerment will be the only way that ed-tech platforms improve education.

I think they might also improve education by restricting educators and students.

I’m still trying to work through this, but see below for a graphic representation:

Screen Shot 2016-07-20 at 8.39.49 PM

The goal of many (thought not all) personalized and ed-tech enthusiasts is to move from wherever they are to the top right corner.

This vision has much to be said for it, and under the right conditions it very well may work.

But there is also another option – one based more on restriction than empowerment. A couple of great educators have been pushing me to think about this path as well.

The argument for restriction goes something like this:

  1. The No Excuses charter movement has learned a lot about what it takes to increase the learning of students who are multiple grade levels behind.
  2. It will be very difficult to scale No Excuses charter schools due to human capital, operational, and political constraints.
  3. Professional development has proved generally ineffective in spreading the practices of No Excuses charters to mediocre charter and traditional schools.
  4. A tech platform that utilized software that mimics the instructional practices of No Excuses charter schools – and then frees up teachers to do scripted small group and individual tutoring – could be a way to scale the core components of the No Excuses model while bypassing traditional human capital, operational, and political constraints.

Under this scenario, the goal is to move from the bottom-middle row (I do think No Excuses charters are empowering students more than before) to the top-middle row (with more scripted curriculum and teaching structure preventing this model from being ed-tech progressive).

In this model, the tech platform is really a backend way to scale a high-performing whole school model, in that the platform would dictate curriculum, assessments, pacing, and staffing.

Ideally, this packaged model would only take up 3-4 hours a day, and there could still be plenty of time for true project based instruction, extracurriculars, etc.

In summary: perhaps there is a (mostly) best way to teach basic reading and math, and, perhaps, a tech platform can scale this (mostly) best way.

And maybe the “big data” from such a platform could further evolve the (mostly) best way.

I’m not really sure. All feedback welcome.

Who Will Education Platforms Liberate?

platform

I’ve been living in San Francisco for a few months now.

During this time I’ve had the chance to talk with some great educational entrepreneurs who are making different platform bets.

A platform is a plug-and-play business model that allows multiple participants (producers and consumers… who may be one in the same) to connect, interact, and create value.

Education platforms are varied.

Some are content neutral: numerous programs can plug in and users can access in any way they want.

Some deliver more standardized content: fully baked competency curriculum, tasks, and assessments – with  more heavy curation of user generated content.

What I’m most curious about is this: who will education platforms liberate?

Platforms could liberate students. They might be better able escape mediocre curriculum, weak assessments, and substandard teachers and get better instruction, psychological development, and career guidance through platforms.

Platforms could liberate teachers. They might be able to better escape terrible district mandates and simply close their doors, plug into the platform with their students, and execute a far better instructional model.

Platforms could liberate school founders. The barriers to entrepreneurship could significantly decrease if a new school is plugged into a platform that does a lot of the heavy lifting in terms of technological, operational, and academic infrastructure.

Of course, platforms could end up liberating them all: students, teachers, and school founders could equally benefit.

On the other hand, platforms might also not deliver and simply liberate investor of their money and educators of their patience.

Who Will Innovate in the Education Sector? The 1%? The 2.5%? Everyone?

A new report – “Dissatisfied but Optimistic” – just came out. You should give it a scan.

The paper applies a theory of change for innovation to the education sector. Here it is:

Screen Shot 2015-09-04 at 7.01.26 PM

You’ll see that the model is predicated on a small number of innovators creating new models that then get scaled.

Here’s how they predict the adoption curve will look:

Screen Shot 2015-09-04 at 7.03.02 PM

This theory of change, perhaps*, conflicts with another theory of change currently being applied in the reform field.

This theory of change goes like this: if we create incubators, accelerators, design shops, innovation fellowships, etc. in many cities across the country, we’ll launch a new wave of educational innovation in schools across the nation.

So which will it be? Will innovation be driven by the rare disruptors or by the empowered educator force? Or somewhere in-between?

I’m not an expert an innovation, but it does raise an interesting resource allocation for the reform movement: what percentage of funds should go towards capitalizing the coasts versus empowering the fly over states? Should we be concentrating resources in the top CMO (existing or emerging) management teams in the country or should we fund citywide school design efforts where small teams of principles and teacher leaders are supported to innovate in their own schools? Should we be investing in the top 1% of entrepreneurs or should we fund teacher innovation fellowships?

You get my point. I don’t have strong opinions on this. Others might.

But here’s my initial guess: breakthrough whole school model innovations will come from the top 1-2% of all-star management teams. Modest improvements in existing systems may be achieved by empowering and supporting innovation at the teacher / school leader level. But I’m not convinced the latter work (design thinking training, innovation fellowships, etc.) will lead to major innovative breakthroughs, though it may end up being useful for creating the stage for early adoption.

What do you think?

What am I getting right or wrong?

*You could make the argument that the “teacher design training / innovation fellowship” model could be used to identify the 2.5% of disruptors. But that’s not my read on it. Rather, I think it’s more about empowering teachers to innovate in their own settings, not become the next great educational entrepreneur.

Elon Musk and Other Rich Parents are Finally Beginning to Subsidize Education Innovation Rather than Simply Purchase Status

musk

I previously wrote about how wealthy families negatively impact the rest of the world when they spend a lot of money on education status rather than education innovation.

When this occurs, wealthy families purchase zero-sum goods (status) instead of subsidizing goods with positive externalities (innovative education models).

Yesterday, I wrote about how scaling charters and vouchers to the suburbs could be one way to increase both quality-options and innovation to a diverse array of kids.

Today, I read this: Elon Musk created a small school for the children of employees of Space-X.

With Alt-School and Musk School, we’re beginning to see wealthy families investing in new education models.

If these models work, they will overtime benefit all children.

Will these models work? Who knows. But one way to begin to find out is to experiment on some rich children.

Yes, you can get grumpy and say that these private schools (right now) only serve wealthy students, but in the same breath please do say how you support vouchers programs that are designed to give all students access to these schools.

Big picture, I’d much rather have wealthy people building innovative private schools than sending their children to stagnant schools of status.

Thiel, Cowen, Taleb, Options, Candler, Tiny Schools, Regulation

micro school

I just read this transcript from Tyler Cowen’s interview of Peter Thiel.

I found myself not being able to fully evaluate many of the claims that were made. I don’t know if this is because Cowen and Thiel are simply operating from a much deeper knowledge based than myself, or because they were just being vague and non-linear. It is likely some combination of the two.

Anyways, I did agree with this from Thiel:

If you are starting a computer software company, that costs maybe $100,000, to get a new drug through the FDA, maybe on the order of a billion dollars or so. If the FDA were regulating video game technologies, and you had to do a double-blind study to make sure that the video games weren’t addictive, damaging to your brain, etc.

In short, there are some sectors, predominantly health and education, where over-regulation hinders innovation.

___

I’m currently reading Black Swan and AntiFragile by Nicolas Taleb. (HT Ethan Fletcher)

Taleb has so many strong opinions, some of which seem clearly false, that it makes hard to know which of his ideas to trust. But many of his ideas do seem insightful.

I was particularly drawn to his emphasis on options as being a model for how we should think about innovation. Basically, an option minimizes downside while maximizing upside, in that, for a price, you get the option to buy at a certain price without having to commit to buy at a certain price.

His point is that with innovation you similarly want to minimize downside risks while maximizing upside opportunity.

The VC sector basically works on this model: make a bunch of (relatively) small bets, all of which have very high upsides, and hope that one of them works.

In this sense, options are a way of incorporating intellectual humility into bets about the future.

___

Recently, Matt Candler has been advocating for Tiny Schools.

One way to think about Tiny Schools is that they are just that: schools with not a lot of kids. An entrepreneur opens a Tiny School, educates some kids, and hopefully the school succeeds.

Another way to think about Tiny Schools is as options: an entrepreneur starts a schools with 15-20 kids and tries to get the model right. If the school doesn’t work, 15-20 kids get a subpar education experience for a few years. Not really the end of the world, though of course not ideal. If the school does work, then the entrepreneur can attempt to scale the model, either by opening more Tiny Schools or by converting the Tiny School into a Regular School.

In short, launching Tiny Schools minimizes downside risks (less kids, no need to buy a large facility) and maximizes upside potential (the schools that do well can then be scaled).

___

What regulatory structure might allow for Tiny Schools to thrive?

One model is just to keep Tiny Schools private. This is fine, but requiring tuition inevitably limits who will be served.

Another model is to use public funding, but to make the regulatory model very thin.

I discussed this with Adam Hawf and landed at the following:

  • Market Size: A state would limit the amount of Tiny Schools that received public funds in any given year: perhaps 100 Tiny Schools with no more than 50 students each in any given year. This equates to roughly 5,000 students /  $50 million a year, assuming $10K in public funding per student. This limits the downside for taxpayers.
  • Entry: The application process would be a slimmed down version of a charter application. The entrepreneur would need to have a budget, brief description of the model, and a basic opening plan. 30 pages at most.
  • On-going Regulation: On-going regulations would be based on homeschooling regulations. Basic reporting on students served and finances, but very little oversight.
  • Back End Accountability: There would be no back end accountability. Zero testing requirements or anything of the sort. Rather, the license to operate a Tiny School would be a one time, four year license. Once the license expired, the operator would either need to apply to become a charter school or a private school. From there, the school would enter what ever accountability system the state used for the chosen sector.

___

If even ten states adopted this model, at any time we’d have a 1,000 different Tiny School pilots going on around the country.

The downside would be very small.

The upside could be incredibly high.

Why So Little Innovation in Education?

A Young Lady's Illustrated Primer

At this point, it’s nearly obligatory for a conference speaker or panelist to say either:

(1) “Classrooms look the same exact same as they did one hundred years ago.”

or

(2) “We need to transform our outdated factory model of schooling.”

Rarely does the speaker then give a plausible explanation for why classrooms look the same now as they used to do a hundred years ago, or why we haven’t thrown off the awful shackles of the factory model of education.

If we’re going to increase education innovation, we should probably try and understand why there is so little of it.

So let’s dig in.

Some possible explanations for the lack of innovation could be:

1. Regulation is hampering innovation.

Education in this country is heavily regulated, especially at the K12 level. It’s possible that this regulation is blocking potential innovation. Regulator inhibitors likely include: monopolized school operations, unified standards and annual assessments, and lack of family choice.

2. Lack of radically innovative talent.

The education industry might be failing to attract radical innovators into the field, perhaps because of some combination of culture, structure, or prestige. The true innovators might be drawn to other fields.

3. Lack of a profit motive.

A profit motive can spur innovation, especially when it comes to rapid marginal improvements to existing products (think Moore’s law). The lack of profit motive in education could be a factor in reduced innovation.

4. People don’t really care about learning.

Despite all the fuss about achievement, perhaps people mostly just care about things like status, peer groups, and safety– so the producers of education respond to this demand. Parents may be both value non-academic qualities and be very risk adverse, each of which could hamper innovation.

5. There’s not much low-hanging fruit.

Perhaps schools still look the same because the way we are doing it is the best way to educate children for a reasonable price. Limits on human capital and technology might make it (currently) difficult to radically improve them model.

 6. There’s actually a lot of innovation happening.

One might argue that innovation is occurring – it’s just less visible. Advances in data-driven instruction might be an example of a “silent” innovation.

So which is it? 

I imagine most people would point to the first four causes (regulation, talent, no profit motive, status seeking) if they were pushed to explain why innovation is lagging in education.

And I think each of these causes does play a role.

But there are also pretty big holes in each of these explanations:

If regulation is hampering innovation, then why aren’t private schools innovating more?

If a lack of talent is hampering innovation, how to square this with the fact that TFA out recruits most industries when it comes to Ivy League talent?

If lack of profit motive is hampering innovation, then why don’t we seem more innovation in textbooks, computer programs, and school operations – all of which have significant profit motives?

If people don’t really care about learning, then how come the recent New Orleans study on parent choice demonstrated that academic performance was the amongst the highest rated determinants of school selection?

There’s not much low-hanging fruit?

I’m not sure, but perhaps.

I will say this: I think there’s less low-hanging fruit than most people think there is.

That being said, I do think all of the above factors are real, and, to some extent, are inhibiting innovation. I just don’t think any of them are slam-dunk answers.

Perhaps if we continue to make headway in areas such as deregulation and talent, then we’ll see much more innovation.

But there’s a chance we might not.

It’s possible that the real innovation breakthroughs won’t occur until artificial intelligence is much more sophisticated, or the cost of labor is dramatically reduced.

My guess is that both of these circumstances will occur in the next fifty years.

*This post is based on a conversation I had with a charter leader in Memphis. As per usual, talking to awesome people continues to be a primary source for my thinking.