Proof Points of Blended Learning Success in School Districts

A new series of case studies by the Evergreen Education Group and the Clayton Christensen Institute

This series highlights blended learning programs in traditional school districts, emphasizing
proven ways blended learning has improved student outcomes.

cover of whitepaper

Three new case studies are now available:


Participate in focused communities to access a nationwide network of people and organizations with similar K-12 digital learning programs and missions. You will gain access to Evergreen's Keeping Pace comprehensive research, trends, best practice insights, and the ability to share your experiences and practices with the community.

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Keeping Pace 2014 The 11th edition includes updated enrollment numbers, graphics, and policy information. Download the full report, scroll down for individual graphics, or browse individual state profiles.

New set of proof points profiles show success in blended learning programs

Today we and the Clayton Christensen Institute for Disruptive Innovation released the final set of case studies in the series Proof Points: Blended Learning Success in School Districts, which examines blended learning efforts in traditional school districts, and the correlated improved student outcomes. Regular readers may recall that we originally released six profiles in April, […]

The myth that “students are comfortable with technology” is prevalent and problematic

Among the common misconceptions in education is that students are comfortable with technology, and therefore implementing blended learning doesn’t require helping students make the transition. For example, a 90 second Google search returned this quote about students and technology: “Many students have grown up around technology and feel comfortable with it. Don’t be embarrassed that […]

The difference between research and evaluation

An earlier post reviewed the recently published District Guide to Blended Learning Measurement from The Learning Accelerator, and promised a follow-up post regarding the distinction that the guide makes between research and evaluation. This distinction is important, for reasons explained by Richard Culata and Katrina Stevens of the US Department of Education: “Every app sounds […]

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