Reimagining the U.S. Education System for the Modern Era

Introduction

The American public education system was designed over a century ago for an industrial-age society, emphasizing standardization, fixed schedules, and one-size-fits-all instruction. Today's world is very different – requiring creativity, adaptability, and personal well-being – yet our schools often remain locked in an outdated model. Meaningful transformation would involve uprooting ingrained structures and embracing new approaches. This report explores what it would truly take to redesign U.S. education for the modern era, focusing on several key areas: innovative school models, student mental health, structural and policy barriers, examples of successful reforms, and visionary concepts for a future system. Each section is supported by research and real-world examples, culminating in actionable ideas for large-scale change.

1. Alternative Education Models

A growing movement of alternative educational models is challenging the traditional factory-style school. These range from small micro-schools to self-directed learning communities. They offer insight into how a redesigned system might improve engagement and outcomes:

Micro-schools

These are very small schools (often ~15 students in mixed-age groups) providing highly personalized, flexible learning. Micro-schools often operate outside many bureaucratic constraints and tailor instruction to each child's pace and interests​ RAND.ORG ​ RAND.ORG . Between 1 and 2 million U.S. students now attend micro-schools full or part time​ RAND.ORG , a number that surged during the COVID-19 pandemic.

Early reports suggest micro-school students can make substantial academic progress. For example, a RAND study of a micro-school in Nevada's pandemic "pod" program found most students, many of whom started below grade level, caught up to perform at grade level within one year​ NEXTSTEPSBLOG.ORG ​ NEXTSTEPSBLOG.ORG . Micro-schools demonstrate the potential of small, caring environments where "self-paced learning" and innovative methods replace assembly-line instruction​ RAND.ORG .

Hybrid and Online Learning

The pandemic also vastly expanded hybrid schooling (part-time online, part-time in-person) and fully online learning. These models offer flexibility for students to learn at their own pace or schedule. During 2020, families experienced both the pros and cons of online education. On one hand, some students thrived with self-paced digital lessons and no commute; on the other, many struggled with isolation or disengagement.

By May 2023, the percentage of U.S. students homeschooling (often using online curricula) had nearly doubled to 5.4%, up from about 2.8% pre-pandemic​ REASON.ORG ​ REASON.ORG . This persistence of home and online schooling after schools reopened shows a desire for more flexible options. However, research cautions that hybrid models alone do not automatically boost engagement if simply layering tech onto the same old methods​ PMC.NCBI.NLM.NIH.GOV . The key is using online tools to enable personalization – e.g. letting students advance upon mastery – rather than just digitizing lectures. Hybrid learning, when well-designed, can free students from the rigid bell schedule and allow more choice in how and when they learn.

Montessori Schools

Montessori education is a century-old alternative that has gained renewed attention for its student-centered approach. Montessori classrooms feature multi-age groupings, hands-on learning materials, and a focus on self-directed activity.

Outcomes: A recent meta-analysis of 32 studies found Montessori students outperform peers in traditional schools on a wide array of outcomes​ PMC.NCBI.NLM.NIH.GOV ​ PMC.NCBI.NLM.NIH.GOV . Academic achievement was about 0.24 standard deviations higher on average (with particularly strong gains in math and language), and non-academic skills were about 0.33 standard deviations higher – including better executive function, creativity, and social skills​ PMC.NCBI.NLM.NIH.GOV ​ PMC.NCBI.NLM.NIH.GOV . These advantages were most pronounced in preschool and elementary years and in authentic Montessori implementations​ PMC.NCBI.NLM.NIH.GOV .

In plain terms, Montessori students showed "modest but meaningful positive effects" on both academic and social-emotional measures​ PMC.NCBI.NLM.NIH.GOV . The emphasis on autonomy and hands-on exploration seems to cultivate capable, motivated learners.

Unschooling and Self-Directed Education

At the far end of the spectrum, unschooling replaces formal curriculum entirely with child-led learning. Children pursue their interests at their own pace, with parents or facilitators providing resources rather than instruction. This approach is controversial, but surveys of unschooling families and alumni suggest it can yield happy and capable young adults.

In one survey of 232 unschooling parents, an overwhelming majority reported the approach improved their children's well-being and learning and enhanced family harmony​ KQED.ORG . A follow-up survey of grown unschoolers (who had no or minimal traditional schooling) found 96% felt the advantages of unschooling outweighed any drawbacks​ KQED.ORG ​ KQED.ORG . Nearly 70% said having the time and freedom to pursue their passions gave them a head start on career and life skills​ KQED.ORG . Many described developing strong self-motivation and seamless transitions to adulthood​ KQED.ORG . While unschoolers did note some challenges (like explaining their education to others or occasional social isolation), the vast majority were "very happy" with their educational path​ KQED.ORG . Unschooling's success – in cases where families can support it – points to the power of autonomy and interest-driven learning to keep students engaged.

Other Models (Waldorf, Project-Based, etc.)

Numerous other innovative models are in practice, such as Waldorf schools (emphasizing art, nature, and imagination), project-based schools like High Tech High (discussed later), experiential academies, and career/technical high schools. While each differs in method, common threads include a shift away from lecture-and-test toward active learning, integration of real-world projects, and treating students more as unique individuals than as a cohort to be processed.

Early evidence indicates these approaches can maintain academic performance while increasing engagement. For example, students at project-based schools often report greater enjoyment of learning and develop strong collaboration and problem-solving skills, without suffering on standardized tests​ SCIFRYER.WORDPRESS.COM ​ SCIFRYER.WORDPRESS.COM .

In summary, alternative models demonstrate that schools can be organized in radically different ways and still produce well-educated graduates. Small interactive settings, guided self-direction, and hands-on learning tend to produce at least comparable and often better outcomes than the traditional model​ PMC.NCBI.NLM.NIH.GOV . Perhaps more importantly, they nurture attributes like curiosity, confidence, and love of learning – qualities essential for the 21st century but often dampened in traditional schools. These models provide living laboratories of ideas that a redesigned education system could adopt at scale.

2. The Missing Piece: Student Mental Health and Well-Being

Any discussion of transforming education must address the mental health crisis affecting today's youth. Rates of teen anxiety, depression, and stress-related issues have climbed alarmingly over the past decade​ EDWEEK.ORG . Experts point to many causes, from social media to academic pressure. The conventional school environment itself – with its high stress, high stakes, and lack of student autonomy – is increasingly seen as part of the problem. A redesigned system would aim not just to impart knowledge, but to foster healthy, well-rounded individuals. Here we examine how traditional schooling may contribute to mental health struggles, and how alternative approaches could help.

Rising Mental Health Challenges

By 2021, 42% of U.S. high school students reported feeling "so sad or hopeless for at least two weeks" that they stopped regular activities – up from 26% in 2009​ EDWEEK.ORG . Emergency room visits and suicidality related to teen mental health have also risen​ EDWEEK.ORG . The COVID-19 pandemic poured fuel on the fire, with depression and anxiety rates about doubling during prolonged school closures​ EDWEEK.ORG .

While social isolation played a role, a return to in-person classes has not fully alleviated the crisis. Students today face a cauldron of stressors: academic pressure, lack of sleep, fierce competition for college admission, social comparisons, and a feeling of having little control over their time​ EDWEEK.ORG . In short, the traditional high school experience has become a pressure-cooker for many adolescents.

How Traditional Schooling Exacerbates Stress

Several aspects of the conventional model are linked to student mental distress. Heavy homework loads and frequent high-stakes tests are major culprits. Research shows that excessive homework and continuous testing correlate with higher anxiety, negative emotions, and even later adult psychological distress​ CAPMH.BIOMEDCENTRAL.COM ​ CAPMH.BIOMEDCENTRAL.COM .

One review found that long homework hours and incomplete assignments were consistently associated with student anxiety and "psychological ill-being"​ CAPMH.BIOMEDCENTRAL.COM . Likewise, endless exams – especially the do-or-die college entrance tests – drive up anxiety and depression in teens​ CAPMH.BIOMEDCENTRAL.COM . In one study, students identified "grades, tests, and other assessments" as their number one source of stress in school​ ASCD.ORG . When every quiz and report card feels like a make-or-break judgement, it's no wonder teenagers are frazzled.

Traditional school structure also limits two ingredients known to protect mental health: autonomy and belonging. Rigid, teacher-directed classrooms leave students feeling powerless – "passive, disengaged, and stressed," as one education expert put it​ ASCD.ORG . Being told what to do all day, with little voice or choice, can erode students' intrinsic motivation and mental well-being. A lack of autonomy is linked to boredom and even learned helplessness in learners​ ASCD.ORG .

Additionally, large impersonal schools can impede close relationships. Yet positive relationships with peers and teachers are critical for emotional support. Research finds that low support from teachers and peer isolation at school correlate with higher psychosomatic complaints (e.g. headaches, insomnia) in students​ CAPMH.BIOMEDCENTRAL.COM ​ CAPMH.BIOMEDCENTRAL.COM . Conversely, schools that cultivate caring student–teacher relationships see better well-being and lower depression among students​ CAPMH.BIOMEDCENTRAL.COM ​ CAPMH.BIOMEDCENTRAL.COM . In summary, many conventional schools inadvertently create a mental health "perfect storm": high demands, low control, and limited social connectedness.

Benefits of Autonomy and Flexible Environments

Encouragingly, education models that emphasize student autonomy, personalization, and a humane pace tend to report better mental health outcomes. When students have some control over their learning – choosing project topics, setting goals, or pacing their progress – their stress often decreases and engagement rises​ ASCD.ORG ​ ASCD.ORG .

For instance, the Village School (an innovative public high school in Colorado) gives students significant autonomy: core courses are done flexibly online, and students co-create elective courses and help govern the school​ ASCD.ORG ​ ASCD.ORG . This school belongs to a network focused on deepening student autonomy, and they have documented improved student mental health as a result of greater autonomy​ ASCD.ORG . The simple act of granting students more agency – more say in what they learn and how they demonstrate learning – can alleviate the constant feelings of pressure. It turns learning into a collaborative process rather than a unilateral imposition, reducing adversarial dynamics between students and school.

Alternative approaches like unschooling also highlight mental health benefits. In unschooling families, teens often experience far less performance anxiety and more contentment. As mentioned earlier, unschooling parents observed improved "general well-being" in their children​ KQED.ORG . The freedom to follow one's interests, without fear of grades or tests, appears to nurture happier learners.

Likewise, many self-directed learning programs report lower stress. The Big Picture Learning network (which uses interest-driven internships and mentoring) found that their students felt strongly connected to adults and peers, and developed a clear sense of purpose – factors tied to emotional wellness​ EDUCATION-REIMAGINED.ORG ​ EDUCATION-REIMAGINED.ORG . In fact, Big Picture schools deliberately integrate social-emotional learning through advisory groups and long-term mentor relationships. This kind of "relational schooling" acts as a buffer against mental health issues by ensuring every student is known and supported.

School Policies and Mental Health

The rigid policies of the status quo can also be reformed with mental health in mind. For example, later school start times can dramatically improve adolescent mood and reduce depression by aligning with teen sleep cycles (several districts that shifted to 8:30am or later saw decreased teen depressive symptoms and better attendance). Reducing standardized testing obsession can free up time for enrichment, play, and stress reduction.

Some schools have implemented mindfulness or stress-management programs, but these are bandaids if the larger culture remains one of constant pressure. A reimagined system would prioritize balance: mixing academics with ample recess, arts, exercise, and downtime, especially in younger grades. It would treat mental health as foundational – because a child who is anxious or depressed cannot learn effectively. Promising trends include the rise of community schools (providing on-site counseling and wellness services) and moves to "whole child" education models that value emotional growth alongside academics.

In sum, the modern education system must shed its indifference to mental health. The data are clear that too many students are suffering under the current model – with heavy academic stress and too little agency fueling record levels of teen sadness​ EDWEEK.ORG ​ EDWEEK.ORG . Schools of the future should strive to do no harm by creating nurturing environments: reasonable workloads, supportive mentors, student choice, and a culture that defines success in more than test scores. By embracing approaches that attend to autonomy and well-being, we can develop healthier, happier students who are also more effective learners. Academic rigor and mental health need not be at odds – in fact, they reinforce each other when balanced correctly.

3. Structural and Policy Barriers to Change

If these new models and priorities are so promising, why haven't we transformed our schools already? The reality is that deep-rooted structural and policy barriers make it difficult to overhaul the system. Decades-old regulations, funding mechanisms, and political interests often reinforce the status quo. Understanding these barriers is key to charting a path forward. Major impediments include outdated funding models, strict teacher certification rules, high-stakes accountability mandates, and inertia or resistance within the system (such as that from teachers' unions or bureaucratic requirements).

Funding Tied to Geography and Seat Time

Public education funding in the U.S. is largely linked to where and when students attend school, which can stifle innovation. Most schools are funded by local property taxes and state allocations based on student enrollment and attendance. This creates inequities and inflexibility.

High-poverty districts generate far less funding per student than affluent areas, undercutting any attempt to provide equal opportunity​ EPI.ORG ​ EPI.ORG . The reliance on local tax bases means "districts in high-poverty areas...get less funding per student than those in low-poverty areas," perpetuating inequality​ EPI.ORG ​ EPI.ORG . Underfunded schools struggle to innovate when they can barely afford basic resources.

Meanwhile, state funding formulas often use "seat-time" rules – schools get money only for students physically present for a standard length of time​ EDUCATIONNEXT.ORG . As one report noted, "state funding for schools is based on the number of hours of instruction...regardless of how much a student learns"​ EXCELINED.ORG . This discourages competency-based progression; a student who learns faster cannot advance without sitting through required hours. It also penalizes any approach that diverges from the traditional calendar or building (e.g. an internship day, or an online course from home).

Seat-time funding requirements are a known barrier to personalized learning​ EDWEEK.ORG ​ EDWEEK.ORG – they force schools to keep the rigid bell schedules and class periods, since funding (and compliance) depend on it. In short, today's funding model incentivizes keeping students in traditional schools and classrooms for fixed hours, rather than funding students wherever and however they learn. Innovative models like micro-schools, hybrid programs, or community-based learning face an uphill battle unless funding policies adapt.

Rigid Teacher Certification and Staffing Rules

Another barrier is the regulatory framework governing who can teach and how schools staff classrooms. Most states require certified, licensed teachers for almost any instructional role in a school. While well-intentioned (to ensure quality), these laws can prevent talented individuals from outside the system from contributing and limit new school models.

For example, a micro-school might love to hire a local engineer to teach a robotics workshop or have parents rotate as part-time instructors. But "burdensome credential rules" could make that illegal unless those adults go through a lengthy licensure process​ MANHATTAN.INSTITUTE . Even supervising students in an online course can require a certified teacher present in some states​ MANHATTAN.INSTITUTE .

This rigidity stands in contrast to alternative education models that leverage community experts and mentors. As one policy analysis noted, "a small school might want to use local professionals (e.g., wildlife experts, engineers, writers) as teachers or tutors even if they don't have a state teaching license", but current laws often block this​ MANHATTAN.INSTITUTE . Some states have begun to relax rules (for instance, charter schools in many states can hire instructors without standard certification, especially for specialized subjects)​ MANHATTAN.INSTITUTE .

Overall, however, strict licensure requirements and union contract rules (like fixed class sizes and teacher roles) make it hard to reimagine the teacher's role as a mentor or guide instead of a one-size-fits-all instructor. A truly redesigned system might deploy educators in more varied ways – for example, a mix of master teachers, volunteer mentors, online instructors, etc. – but today's policies often enforce a cookie-cutter staffing model.

Standardized Testing and Accountability Mandates

Since the early 2000s (No Child Left Behind and subsequent federal laws), public schools have been under heavy mandates to administer standardized tests and meet accountability targets. These mandates, while aimed at raising standards, have had the side effect of cementing a focus on test prep and narrowing the curriculum. Schools that want to try more holistic or experimental approaches risk punishment if test scores dip.

Both teachers and parents identify overreliance on standardized testing as a major barrier to innovative teaching. In one national survey, 21% of educators and 25% of parents said "an education system too reliant on testing and assessment" was the single greatest barrier to creativity in the classroom​ CAMPUSTECHNOLOGY.COM ​ CAMPUSTECHNOLOGY.COM – ranking it the #1 obstacle.

Rigid state curricula and testing requirements leave little room for divergent learning paths: 12% of teachers in that survey said they were "restricted from straying outside the curriculum," and 11% pointed to "heavy state and federal mandates that hinder creativity" as a top barrier​ CAMPUSTECHNOLOGY.COM ​ CAMPUSTECHNOLOGY.COM . In other words, even if an individual school or teacher wants to embrace a more creative, student-centered approach, the pressure of mandatory assessments can force them back into the old mold.

Standardized tests currently serve as the de facto definition of success (for schools and students), which stifles experimentation. A competency-based or project-based system might use very different measures of learning (portfolios, demonstrations, etc.), but changing the assessment regime is a tall order when federal law still requires annual math and reading exams. This high-stakes testing environment thus remains a structural barrier to any reform that doesn't explicitly "teach to the test."

Political and Cultural Resistance (Including Unions)

Large systems develop powerful stakeholders. In education, teachers' unions are often cast as obstacles to reform – and indeed they have sometimes resisted changes perceived as threatening teachers' job security or professional autonomy. Reforms like merit-based pay, easier dismissal of ineffective teachers, or increased use of charter schools have frequently been opposed by unions.

For example, union contracts commonly mandate that teacher layoffs be done purely by seniority and that pay scales reward years served rather than classroom performance​ LAW.BERKELEY.EDU . Such rules can impede efforts to staff schools with the best teachers for the job or to reward excellence. As one commentary put it bluntly, "the biggest impediment to real and dramatic change has been and continues to be the opposition of the teachers union"​ LAW.BERKELEY.EDU .

That is perhaps an extreme view, but it highlights a real tension: unions prioritize teachers' interests (understandably), which can sometimes conflict with disruptive changes that might benefit students but upend teachers' work conditions. On the other hand, unions can also enable reform when they are partners in the process – in Finland's famous reforms (discussed below), the teachers' union actually supported transformation and helped elevate the profession​ CENTREFORPUBLICIMPACT.ORG .

Beyond unions, bureaucratic inertia and public skepticism can slow change. Education is a very public, often politicized institution; attempts to significantly alter schedules, curricula, or long-held practices can face pushback from parents and community members who are comfortable with the familiar. Funding mechanisms (as discussed) also create political fights – e.g. proposals to redistribute funding or implement school vouchers/choice can encounter strong resistance from those fearing negative impacts on traditional public schools.

In sum, any large-scale innovation must navigate a thicket of political interests and institutional habits that favor the status quo. Breaking through requires either crisis or consensus – historically, big reforms happen after a crisis (e.g. New Orleans post-Katrina school overhaul​ CHRISTENSENINSTITUTE.ORG ​ CHRISTENSENINSTITUTE.ORG ) or when a broad coalition agrees on a new vision (e.g. Finland's national consensus in the 1970s​ CENTREFORPUBLICIMPACT.ORG ).

Administrative and Policy Complexity

The U.S. education system has layers of regulation at federal, state, and local levels. Well-meaning policies in areas like special education, school facilities, curriculum standards, etc., can unintentionally act as red tape that makes innovation hard. For instance, facilities codes might prevent a school from using unconventional learning spaces. Curriculum approval processes might block entirely new subject matter.

Even offering a novel course from an external provider can involve navigating procurement rules and accreditation concerns. Many districts that have tried "innovation zones" or pilot programs note that waivers from multiple regulations are needed to truly free up new models​ MANHATTAN.INSTITUTE ​ AMERICAFIRSTPOLICY.COM . In some cases, states have created innovation waiver programs – but analysts observe that "policy by waivers" only goes so far​ AMERICAFIRSTPOLICY.COM .

A comprehensive redesign would likely require updating or removing dozens of regulations that assume a 20th-century school structure (age-graded classrooms, 180-day calendars, Carnegie units for credit, etc.). This is painstaking work and often lacks the glamour of front-line educational change, yet it's crucial. Without changing the "rules of the game," even the best ideas will struggle to spread beyond isolated pockets.

In summary, the systemic barriers to educational reinvention are real and non-trivial. Inequitable and inflexible funding, restrictive staffing and credentialing laws, high-stakes testing, and vested interests all create friction against change. Any effort to "uproot" the system must contend with these head-on.

The good news is that these barriers are starting to be recognized. Policymakers and advocates are proposing solutions like funding portability (funding students instead of schools), mastery-based credit in place of seat-time, charter and microschool laws to allow new models, new accountability metrics beyond test scores, and engaging unions in modernizing the profession. Addressing these barriers requires political will and public demand for something better. The next section looks at places that have managed to cut through these obstacles and implement transformative educational approaches, offering proof that change is possible.

4. Examples of Successful Educational Transformation

Despite the challenges, there are inspiring examples – at various scales – of schools and regions that have reinvented education and achieved success. These case studies provide valuable lessons about what enables meaningful reform. Below, we highlight a few such examples and the key factors behind their success:

Finland's Education Revolution

Internationally, Finland is often cited as a model for educational transformation. Starting in the 1970s, Finland overhauled its school system to emphasize equality, teacher professionalism, and student well-being. The results have been remarkable: "education standards have increased in Finland, educational inequality has decreased, and Finland has a highly-educated, skilled workforce," according to analysis of the reforms​ CENTREFORPUBLICIMPACT.ORG .

Finnish students rose to the top of international assessments (like PISA) by the early 2000s, all while having a more relaxed, student-centered experience (shorter school days, minimal standardized testing, and ample play in early years). What enabled this success? First, there was "vast political support and consensus" for change across parties and stakeholders​ CENTREFORPUBLICIMPACT.ORG . Policymakers worked collaboratively with educators – notably, the teachers' union was involved in planning the new comprehensive school system​ CENTREFORPUBLICIMPACT.ORG .

The nation committed to equity: the goal was to provide the same high-quality education to all, regardless of region or background. This led to funding reforms ensuring poorer areas got support and the abolition of tracking systems that had favored elites​ CENTREFORPUBLICIMPACT.ORG . Another cornerstone was investing heavily in teacher training and trust. Finnish teachers must earn a research-based master's degree, and they have significant autonomy in the classroom. Teaching became a prestigious profession on par with medicine or law​ BLOGS.WORLDBANK.ORG ​ HUMANIUM.ORG .

With highly competent teachers, Finland was comfortable eliminating external standardized tests and inspections; instead, they let teachers develop curriculum and assess student progress. The mantra became "children first, bureaucracy last." All these factors together – equitable funding, top-notch teacher education, curricular freedom, and a whole-child philosophy – created an environment where innovation thrived and stress remained low. Finland shows that system-wide transformation is possible when there is vision and unity. It also illustrates the payoff: Finnish students consistently perform well academically and report high life satisfaction in school, dispelling the myth that intense competition is needed for excellence.

New Orleans' Charter District (Recovery School District)

On the U.S. front, one of the most radical experiments happened in New Orleans after Hurricane Katrina (2005). With most schools destroyed or closed, the state of Louisiana took the opportunity to rebuild the system as a decentralized "portfolio" of charter schools. The Recovery School District (RSD) turned nearly all schools in the city into independently run charters, giving families choice and shutting down the worst performers​ CHRISTENSENINSTITUTE.ORG ​ CHRISTENSENINSTITUTE.ORG .

This market-based reform was controversial, but over time the data showed substantial improvements in student outcomes (significantly increased graduation rates and test scores citywide, and a narrowing of achievement gaps). By 2019, New Orleans had the most improved school district in Louisiana. The RSD became "the largest and most successful experiment in market-based education reform in the country," characterized by a thriving marketplace of school providers competing for students​ CHRISTENSENINSTITUTE.ORG .

Enablers of success: The wholesale charter conversion allowed for flexibility in hiring, curriculum, and schedule that traditional districts lack. Schools could innovate or specialize to meet community needs. The unified enrollment system gave all families access to choose schools, fostering competition. Importantly, low-performing charters were not allowed to linger – the state had mechanisms to close or replace schools that didn't meet standards​ CHRISTENSENINSTITUTE.ORG . This created accountability but also risk: critics note that stability suffered with so much churn.

Nonetheless, New Orleans proved that with political boldness (and in this case, a catalyzing crisis), a struggling urban district could dramatically change course. The emphasis on choice and accountability led to some schools pioneering new models (for example, some charters adopted arts-integrated curricula, others focused on extended school days or wraparound services). The New Orleans experience suggests that giving schools genuine autonomy – coupled with transparent outcomes – can raise performance. However, it also highlights the need for system-wide supports (like common enrollment, equitable funding for charters, and oversight to ensure quality).

High Tech High (California)

High Tech High (HTH) is a network of charter schools in San Diego that has gained acclaim for its project-based learning approach. Founded in 2000, HTH was designed as an entirely different kind of high school: no academic tracking, small classes, interdisciplinary projects instead of exams, and students presenting exhibitions of their work.

The results have been impressive: HTH reports 98-100% of its students are accepted to college each year, with about 75% completing college (well above national averages, especially given HTH's non-selective admissions)​ SCIFRYER.WORDPRESS.COM ​ SCIFRYER.WORDPRESS.COM . Students at HTH regularly demonstrate advanced skills in real-world projects – from engineering inventions to publishing original books – showcasing creativity and teamwork.

Keys to success: Being a charter school gave HTH the freedom to depart from district mandates and union rules. The school also benefits from partnerships with industry and local communities that support its projects. A permissive regulatory environment (California's charter law) enabled its creation. But internally, HTH succeeds because of a strong mission and teacher buy-in. Teachers collaboratively design the curriculum and have embraced the ethos of "learn by doing."

Notably, HTH doesn't obsess over state test scores – yet students perform "reasonably well" on them regardless​ SCIFRYER.WORDPRESS.COM . By focusing on deeper learning, HTH produces graduates who can apply knowledge in novel situations, which ironically prepares them better for tests of problem-solving. The state has granted HTH some waivers (for example, flexibility in teacher credentialing requirements early on), which helped it staff the school with diverse talent. High Tech High's success has inspired many schools nationwide to adopt project-based and inquiry-driven learning. It stands as proof that a school can throw out the playbook – no bells, no standardized tests, integrated subjects – and still achieve excellent outcomes. The support of philanthropic funding in its early years was also crucial, highlighting the role of external investment in kick-starting innovation.

Big Picture Learning Network

Mentioned earlier regarding mental health, Big Picture Learning (BPL) is a network of over 65 schools (started in Providence, RI in the 1990s) focused on individualized, interest-based learning through internships. BPL schools have consistently shown positive results with populations that traditional schools often fail.

For instance, 97% of Big Picture students earn admission to college (two- or four-year)​ EDUCATION-REIMAGINED.ORG , and they do so with no disparity by race or family income, an unprecedented outcome​ EDUCATION-REIMAGINED.ORG . Their high school experience is very unconventional – students spend two days a week off-campus in internships, and the rest of their time on personalized projects with intense mentor guidance.

What enabled this model? Many BPL schools are district public schools that were granted flexibility or started as alternative schools. Often, visionary district leaders or superintendents invited BPL to open schools as part of reform efforts. For example, several BPL schools opened in urban districts looking to reduce dropout rates. These schools succeeded because they were given room to operate outside normal rules (like flexible scheduling to allow internship days, and advisory groups that stay together for years).

BPL's flagship, The Met High School in Providence, was launched with support from the state and some foundation grants – showing again the importance of initial policy support and funding. Once running, their success was fueled by deep student-adult relationships (advisories) and a radical commitment to relevance – every student's curriculum is literally built around what they care about.

The BPL example demonstrates that even within public school systems, pockets of innovation can flourish if leaders are willing to nurture them. Success breeds success: BPL's strong outcomes helped it spread to other states and even internationally. Their longitudinal study provides evidence that reimagined practices (like internships, one-student-at-a-time mentoring, exhibitions instead of exams) can yield equitable and excellent results in terms of college and career readiness​ EDUCATION-REIMAGINED.ORG ​ EDUCATION-REIMAGINED.ORG .

Other Notables

Dozens of other examples exist, such as Montessori public schools (e.g. Cincinnati Public Schools expanded Montessori to many of its elementary schools with great success in engagement and achievement), International Baccalaureate (IB) programs bringing rigorous interdisciplinary education to public schools globally, and states piloting competency-based learning (New Hampshire eliminated the Carnegie unit requirement, allowing students to progress upon mastery rather than time in class).

Some states, like Arizona and West Virginia, recently enacted universal Education Savings Account programs, which empower families to use public funds for alternative education options (micro-schools, online courses, etc.), potentially accelerating innovation by demand-side pressure. At a smaller scale, individual schools like Science Leadership Academy in Philadelphia (a project-based, inquiry-focused public magnet) or Casco Bay High School in Maine (expeditionary learning model) have become proof points that different approaches work, given supportive leadership and community buy-in.

Across these examples, common threads emerge regarding enablers of change:

1. Strong leadership with a clear vision (whether a principal, superintendent, or political leader) who champions the new approach.
2. Policy flexibility or autonomy to break from standard rules (achieved via charter status, innovation zones, magnet exemptions, etc.).
3. Investment of resources (from government or philanthropy) to support the transition and new programs.
4. Community and stakeholder engagement to build trust and understanding of the changes.
5. Patience and commitment to iterate and improve the model over time (Finland took decades; even HTH and BPL needed years to refine their practices).

These successes provide hope and a roadmap. They show that students and teachers will rise to the occasion in a reimagined system – often surpassing expectations. The next section will build on these ideas and examples to paint a picture of what a fully redesigned education system might look like, according to experts and forward-thinkers, and how we might get there.

5. Expert Visions for a Redesigned Education System

Education thought-leaders have long pondered the question: if we could design a school system from scratch today, what would it look like? The consensus is that it would look nothing like the assembly-line model we inherited. Common themes in these visions for the future include personalization, flexibility, real-world relevance, and a redefinition of success. Here we explore some key concepts – modular learning pathways, mentorship-based teaching, and real-world skill integration – that feature prominently in reimagined system blueprints.

"Unbundled" or Modular Learning Pathways

Instead of assigning each child to one school that tries to do everything, many reformers suggest an ecosystem approach where education is modular. Students could mix and match learning experiences from different providers to create a customized education. For example, a student's week might involve math from an online platform, writing at a local micro-school, science through a community lab, and art via an apprenticeship with a local artist. Funding would follow the student in a flexible way to pay these providers.

The idea is akin to how higher education allows course transfers and MOOCs, or how personal computers are built from interchangeable parts​ CHRISTENSENINSTITUTE.ORG ​ CHRISTENSENINSTITUTE.ORG . In technical terms, it requires moving K-12 from a "highly interdependent architecture" – where each school is a monolithic bundle of courses and services – to a modular architecture where components can be swapped in and out​ CHRISTENSENINSTITUTE.ORG ​ CHRISTENSENINSTITUTE.ORG .

Louisiana's Course Choice program was an early example of this: it let public school students enroll in individual courses from outside providers (online or other schools) while still enrolled in their main school​ CHRISTENSENINSTITUTE.ORG . A student could stay in their local school but take, say, an advanced physics course online if the school didn't offer it. This introduced choice at the course level, not just the school level. As one analysis noted, "choice and competition can happen without students changing their entire school"​ CHRISTENSENINSTITUTE.ORG .

To enable such modularity broadly, common standards or compatibility frameworks are needed so that learning from different sources "plugs in" to a cohesive whole (efforts like common academic standards or credentials can help create those "clean interfaces"​ CHRISTENSENINSTITUTE.ORG ). The future vision is a student-centric network of learning opportunities – brick-and-mortar schools would still exist but as hubs coordinating with online courses, community organizations, museums, libraries, and more. This breaks the monopoly of any single school and allows maximum personalization.

Education writer Sal Khan has described a similar idea of the "One World Schoolhouse", where the classroom walls dissolve and learning is available anywhere, anytime, by anyone with expertise (often aided by technology). Modularity could also refer to breaking the curriculum into competencies that students master in any order or age, rather than fixed grade-level batches. The end goal is mass customization: every student gets a unique, optimized education plan, assembled from a rich marketplace of learning experiences.

Mentorship-Based and Relationship-Centered Learning

Another pillar of future visions is shifting the role of teachers from lecturers to mentors, coaches, and advisors. In a world of abundant information (where a student can watch a Khan Academy video or query an AI tutor), the human teacher's comparative advantage is in providing guidance, motivation, and context – essentially, mentorship.

Many experts see a system where each student has an advisory mentor who oversees their personal learning plan, helps them set goals, and connects them to resources. Schools would be structured more like a team of mentors guiding cohorts of learners, rather than one teacher delivering content to 30 passive students. The Education Reimagined vision statement envisions learners "embedded in a network of stable and supportive relationships with adults" who guide and facilitate learning​ EDUCATION-REIMAGINED.ORG . These adults may include not only traditional teachers, but also community mentors, industry experts, and tutors.

A student might have a "learning team" around them: for example, a STEM mentor from a local tech company for their robotics project, a writing coach for literacy, and an advisory teacher at school ensuring the student's overall progress. This is quite different from the factory model where one teacher teaches a subject in isolation. Instead, educators collaborate, assuming roles like advisor, project facilitator, or subject expert as needed.

This mentorship emphasis also directly addresses the belonging and guidance needs of youth. It treats education as fundamentally a human relationship endeavor. One practical concept is to lower the student-to-adult ratio by bringing in more caring adults in various capacities (not all need to be certified teachers if they are mentors under supervision). For instance, national service programs or encore career programs could place thousands of adults (retirees, professionals) into schools as mentors or tutors.

Technology (like learning management systems and AI assistants) could handle rote instruction and data tracking, freeing teachers to focus on one-on-one and small group interactions. The Big Picture schools already implement such a model with their advisories and internship mentors, and they credit it for much of their success​ EDUCATION-REIMAGINED.ORG ​ EDUCATION-REIMAGINED.ORG . In a redesigned system, every student would be known personally and have an adult advocate. Performance evaluations would include mentor feedback on a student's growth in skills and character, not just test scores.

Real-World Skill Integration (Learning by Doing)

A refrain among thought-leaders is that schools must close the gap between classroom learning and the real world. A redesigned system would deeply integrate experiential, real-world learning opportunities into the curriculum. This means project-based learning, internships, service learning, and other forms of applied education would no longer be occasional enrichment – they would be central.

The future curriculum might be organized around multidisciplinary real-world challenges (climate change, community hunger, technological ethics, etc.) that students tackle, learning content along the way. For instance, instead of separate math and science classes, a student could spend a semester working on a project to design a sustainable garden for their community – applying biology, environmental science, statistics (math), and even economics, thereby meeting standards in an integrated way.

Assessment in such a system would likewise be performance-based: portfolios, public presentations, prototypes, and impact in the community. There is growing support for such models: one survey found that creativity and innovation skills are considered essential by parents and educators, yet they feel the current system doesn't foster them​ CAMPUSTECHNOLOGY.COM ​ CAMPUSTECHNOLOGY.COM . A transformative vision for education would make "learning by doing" the norm.

Many experts advocate for every high school student to have at least one meaningful internship or apprenticeship before graduation – to build professional skills and social capital. Some proposals even imagine abolishing the artificial boundary between high school and college/work, creating a seamless pipeline where in the later teen years students oscillate between school and workplace learning (as is common in Switzerland and Germany's apprenticeship systems).

Another aspect of real-world integration is using technology to connect students with global peers and projects. The "classroom" could be expanded via virtual exchanges, global collaborative projects, and tele-mentoring, preparing students to work in a connected world. In summary, the content of education would shift toward 21st-century skills – critical thinking, collaboration, communication, creativity, and practical problem-solving – all taught in context, not as abstract drills. Academic knowledge remains important, but it's intertwined with its applications. This would help graduates leave the system not only academically competent but also armed with work-ready skills, creativity, and a sense of purpose.

Competency-Based, Mastery-Driven Progression

Many thought-leaders endorse moving away from age-based grades and Carnegie units, toward a competency-based system. In a mastery model, students advance upon demonstrating mastery of a subject or skill, whenever that happens, rather than advancing simply due to time spent in class. This means abolishing the idea that all 9-year-olds must study the same things or that a "C" moves you along with gaps. Instead, each student has a personalized progression plan.

Some may advance quickly in certain domains and take longer in others. The system continuously assesses mastery (through projects, quizzes, etc.) and provides support until mastery is achieved. This approach, advocated by Sal Khan and others, ensures no student is passed along with fundamental gaps, and no student is held back when ready for more challenge​ LINKEDIN.COM ​ BIGTHINK.COM .

New Hampshire's statewide initiative requiring high schools to base credit on demonstrated mastery (not seat time) is a pioneering example. Early data showed reduced failure rates and more engagement, though implementation is key. Competency-based education dovetails with the modular idea – because learning is broken into competencies, it's easier to mix sources (as long as each source teaches to the same competency definitions). It also supports student agency: students can often choose how to demonstrate mastery (write an essay, do an experiment, etc.), aligning with their strengths.

Lifelong and Lifewide Learning Perspective

Visionaries also suggest the system be more porous and supportive beyond the K-12 years. This includes downwards integration (quality early childhood education for all, recognizing that learning begins at birth) and upwards extension (strong career/college guidance, gap year and postsecondary bridges, and adult learning opportunities).

A reimagined K-12 might see itself as one part of a "learning ecosystem" that a person will tap into throughout life. In practical terms, this could mean alumni can easily come back for upskilling later, or high schoolers can accumulate college credits (as 78% of Big Picture students already do in high school​ EDUCATION-REIMAGINED.ORG ). It means breaking the dichotomy that learning happens in youth and work happens after; instead, one flows between learning and working fluidly.

Overall, these visions converge on a portrait of school as a flexible, personalized, and relevant journey rather than a fixed, one-size-fits-all conveyor belt. The redesign is learner-centered: "the education system is structured with the learner at its center," as one transformational vision states​ EDUCATION-REIMAGINED.ORG ​ EDUCATION-REIMAGINED.ORG . In this future, students pursue mastery of not only core academics but also skills and dispositions needed for the modern world​ EDUCATION-REIMAGINED.ORG .

Learning is not confined to rows of desks in a single building – it happens anywhere, anytime, facilitated by caring adults and smart technology. The system values outcomes like creativity, well-being, and real-world impact on par with traditional metrics. These ideas are not utopian musings; elements of them are being implemented in innovative schools today. The challenge is how to bring such approaches to scale across the diverse landscape of American education. The concluding section outlines actionable strategies for moving from our current state to the envisioned future.

Conclusion: Pathways to Large-Scale Transformation

Transforming an educational system as vast and entrenched as America's is undeniably complex. Yet, as this report has detailed, there are ample reasons and ripe opportunities to do so. Our current model – a product of the industrial age – no longer serves the needs of the information age. The goal is not change for its own sake, but to better prepare children for a rapidly changing world and to ensure their schooling years are healthy, enriching, and empowering. To that end, here are several actionable ideas for large-scale transformation, synthesized from research and the examples discussed:

1. Update Funding Models to Follow the Student

Money should not be a shackle tying students to one method of learning. Transition to funding formulas that are student-centered, flexible, and equitable. This could include statewide funding that balances disparities between rich and poor districts (so every child has adequate resources)​ EPI.ORG , and mechanisms like Education Savings Accounts or weighted student funding that allow dollars to be spent on approved educational options (online courses, tutoring, micro-school tuition, etc.).

By decoupling funding from seat-time and district silos, we empower families to choose or tailor education, and providers to innovate in delivering it. Policymakers can pilot "backpack funding" in which each child's funding truly follows them through various learning experiences. Additionally, require that any alternative model meeting basic quality standards (e.g. learning pods, hybrid programs) can receive per-pupil funds, to spur the growth of diverse models.

2. Dismantle One-Size-Fits-All Regulations

State legislatures and education departments should review and overhaul regulations that assume the old model. Replace Carnegie unit and seat-time requirements with competency-based credit accrual​ AURORA-INSTITUTE.ORG . Allow students to earn credits through demonstrated mastery, independent study, internships, and dual enrollment, not just through hours in a classroom seat.

Create innovation or sandbox zones where schools can request waivers from prescriptive rules – and use those zones to identify which rules can be permanently retired. Modernize teacher certification pathways to allow experts and community members to teach in conjunction with certified educators (for example, a "license by exception" for someone with subject-matter expertise teaching under a mentor teacher's supervision).

States like Arizona have recently allowed alternative certification or dropped degree requirements to address teacher shortages; those efforts can be coupled with training to ensure quality. The mantra should be flexibility with accountability: free schools to try new approaches, but hold them accountable for student growth and safety.

3. Redefine Accountability and Assessment

We need to measure what matters in the new system. That means expanding our definition of school success beyond test scores in a few subjects. States can adopt dashboard accountability models that include student engagement, graduation rates, completion of meaningful projects, and student well-being indicators, alongside academic achievement.

Encourage or require schools to implement performance assessments (like capstone projects, portfolios, presentations) that can demonstrate competencies not captured by standardized tests. At the federal level, promote pilots under the Every Student Succeeds Act to experiment with alternative assessments (the law already has an Innovative Assessment pilot used by a few states).

Over time, reduce the emphasis on summative standardized tests – perhaps moving to sampling approaches or low-stakes assessments for system monitoring only – to remove the high-stakes pressure that currently constrains innovation. In their place, invest in better formative assessment tools that help teachers personalize learning. We should aim for a system where accountability is aligned with fostering creativity and problem-solving, not undermining it​ CAMPUSTECHNOLOGY.COM .

A concrete step: create a multi-state consortium to develop recognized 21st-century skill badges or certificates that students can earn (in areas like coding, communication, bilingual proficiency, etc.), signaling achievement in real-world skills. This would incentivize schools to teach beyond the test.

4. Invest in Teacher Professionalism and New Roles

Teachers will make or break any reform. We need to bring them in as co-designers of the new system. Scale up residency-based teacher training (so new teachers learn in real classrooms under master mentors) and ongoing professional development focused on project-based learning, SEL, and technology integration.

Create hybrid roles for teachers – for example, some teachers could become "learning designers" who curate modular learning experiences for students across schools, others might be master mentors who coach both students and novice teachers. Pay structures should reward skill and contribution (e.g. stipends for those leading innovative programs or achieving exceptional student growth) rather than only years served.

In union negotiations, work towards agreements that support flexibility – such as allowing a longer school day/year in exchange for higher pay, or allowing teachers to take on differentiated responsibilities. Ultimately, elevate teaching to a high-status, well-supported profession as Finland did. This might include forgiving student loans for educators, increasing salaries in high-need schools, and giving teachers more planning time to collaborate (common in top-performing nations).

With better support and freedom, teachers can transition from deliverers of a scripted curriculum to creative facilitators of learning, which is essential for the visions described. As one report put it, a transformed system needs teachers to become "coaches for learning" rather than just "dispensers of knowledge."​ SCHOLARWORKS.UNI.EDU

5. Prioritize Mental Health and Whole-Child Supports

Make student wellness a foundational design principle, not an afterthought. This means enforcing manageable class sizes and caseloads (so every student is known well), embedding counselors and psychologists in schools (with federal/state funding to address the nationwide shortage of mental health professionals in schools​ EDWEEK.ORG ), and training all staff in trauma-informed practices.

Limit homework loads and encourage schools to implement homework policies that align with research (e.g. minimal or none in elementary grades, reasonable time limits in high school to allow for sleep and extracurriculars). Promote later start times for secondary schools to ensure teens get enough rest.

Introduce daily or weekly student "voice and choice" time – unstructured or self-chosen activity periods that give a break from academic grind and build autonomy (some innovative schools have already seen success from doing so​ ASCD.ORG ). On a larger scale, shift accountability to include school climate and student well-being surveys, which will push schools to focus on these areas.

A transformed system would treat mental health as non-negotiable: just as we wouldn't tolerate classrooms without proper lighting, we shouldn't tolerate learning environments that consistently produce anxiety or despair in students. The payoff will be students who are more engaged and ready to learn, and fewer crises down the line.

6. Scale Up Successful Models and Innovations

We should actively replicate and adapt what works. This could mean expanding public Montessori programs (many parents want them and outcomes are strong​ PMC.NCBI.NLM.NIH.GOV ​ PMC.NCBI.NLM.NIH.GOV ) by funding Montessori teacher training and converting some traditional schools to the Montessori model. It could mean supporting networks like Big Picture, New Tech, Expeditionary Learning, etc., to open more schools or transform existing ones.

States could provide innovation grants to districts that partner with proven models (similar to how some districts brought in IB or early college programs). Another idea is to establish laboratory schools in every state – akin to charter or magnet schools dedicated to trying out the latest research-backed practices, open for observation and learning by other educators. The findings from these lab schools can inform broader policy.

Additionally, leverage technology by scaling personalized learning platforms (ensuring they are used thoughtfully, not to replace teachers but to augment them). Post-pandemic, there's also a unique resource: millions of families experimented with pods, homeschooling, and co-ops. Integrating those innovations – for example, allowing micro-school co-ops to partner with public schools for extracurriculars or funding – can bring grassroots innovation into the system rather than leaving it on the fringe.

7. Build a Broad Coalition and Narrative for Change

Finally, large-scale change requires public will. This means crafting a compelling narrative – that our children's future truly depends on reinventing schooling now – and uniting stakeholders around it. Business leaders can articulate the skills gap and back initiatives that give students real-world experiences. Colleges can agree to value portfolios and mastery transcripts in admissions, not just GPAs and SATs, sending a powerful signal down to high schools.

Students and parents should be engaged as advocates – when families see better options (as in New Orleans or in microschool networks), they often become the strongest voices for change. Political leaders should frame education redesign as a bipartisan issue of competitiveness, equity, and health.

In short, consensus-building is key: much like Finland achieved a lasting political consensus on education​ CENTREFORPUBLICIMPACT.ORG , the U.S. needs a shared vision that transcends the culture wars and focuses on learners' needs. A practical step could be a national or state-level commission on 21st-century education (with diverse representation) to recommend updates to laws and garner public input. Grassroots movements (like the learner-centered education movement) and student-led organizations can also maintain urgency from the ground up.

The road to a fully modernized U.S. education system will be long and require persistence. There may be missteps and course corrections. But the evidence is clearer than ever that incremental tweaks are not enough – a fundamental redesign is needed for our schools to meet the challenges of today and tomorrow​ EDUCATION-REIMAGINED.ORG .

By drawing on the rich array of alternative models, addressing the structural barriers head-on, and rallying a coalition for change, we can turn the one-room schoolhouse of the past into the personalized learning ecosystem of the future. The result would be a generation of students who are not just test-proficient, but life-proficient – armed with the skills, adaptability, creativity, and well-being to thrive in an unpredictable world.

The task is enormous, but as the saying goes, "the best time to plant a tree was 20 years ago; the second best time is now." For the education system, now is the time – before another generation passes through an outdated model – to plant the seeds of a new paradigm. The research, ideas, and examples are in hand; with bold action, a better education future can become our present reality.

Sources

• Ohls, S., Covelli, L., & Schweig, J. (2025). Microschools as an Emerging Education Model (RAND Report) – Key findings on micro-school characteristics and reach​RAND.ORG​RAND.ORG.
• Gray, P. (2014). "How do Unschoolers Turn Out?" KQED/MindShift – Surveys of unschooling parents and alumni on outcomes​KQED.ORG​KQED.ORG.
• Lillard, A. et al. (2021). Montessori education's impact on academic and nonacademic outcomes: A systematic review – Meta-analysis results showing Montessori advantages​PMC.NCBI.NLM.NIH.GOV​PMC.NCBI.NLM.NIH.GOV.
• Smith, A.G. & Campbell, J. (2023). "Homeschooling is on the rise, even as the pandemic recedes." Reason Foundation – Census survey data on homeschooling doubling from 2019 to 2023​REASON.ORG​REASON.ORG.
• Schwartz, S. (2019). "One Big Barrier to Personalized Learning: Time." Education Week – Discussion of seat-time funding rules hindering personalized pacing​EDWEEK.ORG​EDWEEK.ORG.
• Yu, T. et al. (2022). School educational models and child mental health (Scoping review, Child & Adolescent Psychiatry and Mental Health) – Findings on homework, tests, and student anxiety​CAPMH.BIOMEDCENTRAL.COM​CAPMH.BIOMEDCENTRAL.COM.
• Vatterott, C. (2023). "Student Mental Health: What's Autonomy Got to Do with It?" ASCD Education Update – Example of a school (Village School) improving mental health via autonomy​ASCD.ORG​ASCD.ORG.
• Stone, M. (2023). "Why America Has a Youth Mental Health Crisis, and How Schools Can Help." Education Week – Statistics on rising teen sadness (42% in 2021)​EDWEEK.ORG.
• Adobe/Edelman Berland (2013). Barriers to Creativity in Education (Survey) – Chart showing educators/parents identify testing as top barrier​CAMPUSTECHNOLOGY.COM​CAMPUSTECHNOLOGY.COM.
• Steinfeld, J. (2011). "Letter: Unions impede school reforms." The Daily Cardinal/Berkeley Law – Argument on union rules blocking changes (merit pay, firing)​LAW.BERKELEY.EDU​LAW.BERKELEY.EDU.
• Smarick, A. (2022). Microschooling and Policy – Manhattan Institute report noting need for policy changes (funding, charter laws, certification waivers) to support microschools​MANHATTAN.INSTITUTE​MANHATTAN.INSTITUTE.
• Centre for Public Impact (2019). "Education reform in Finland" – Outline of Finland's comprehensive school reform and outcomes​CENTREFORPUBLICIMPACT.ORG​CENTREFORPUBLICIMPACT.ORG.
• Christensen Institute (2013). "Louisiana's foray into modular education" – Describes Course Choice program and modular vs interdependent school design​CHRISTENSENINSTITUTE.ORG​CHRISTENSENINSTITUTE.ORG.
• Fryer, L. (2012). "Does it work? Outcomes at High Tech High" – Blog observation on HTH engagement and outcomes (100% college acceptance)​SCIFRYER.WORDPRESS.COM​SCIFRYER.WORDPRESS.COM.
• Big Picture Learning (2021). "Findings from the BPL Longitudinal Study" – Post-secondary outcomes: 97% college admission, no race gap in college-going​EDUCATION-REIMAGINED.ORG​EDUCATION-REIMAGINED.ORG.
• Education Reimagined (2015). A Transformational Vision for Education in the US – Vision document emphasizing learner-centered, competency-based, relationship-supported learning​EDUCATION-REIMAGINED.ORG​EDUCATION-REIMAGINED.ORG.