Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning
approach; Education Achievement Authority in Michigan, which, as part of the
statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.
It suggests that within a local and
statewide context that was ripe for change,
turnaround leaders improved the public response by employing a «third way»
approach to transcending polarizing political disagreements in the education space.
Since Louisiana first established a
statewide turnaround district in 2003, though, a small but increasing number of states have created «EADs,» providing lessons others can follow in planning their own
turnaround approach.