Evidence is essential to innovation and we are committed to promoting smart, evidence-led investing.
Research plays a central role: as a source of innovative ideas, and as a tool for assessing their impact, cost-effectiveness and scalability. We are very interested in supporting policy reforms that could improve the equity or efficiency of public sector performance. We support investments in public, private and non-profit activities, using all available financial instruments.
Arnold Ventures (AV) is a nonpartisan philanthropy whose core mission is to invest in evidence-based solutions that maximize opportunity and minimize injustice. This Request for Proposals—a joint effort of AV’s Criminal Justice and Evidence-Based Policy initiatives—seeks grant applications to conduct randomized controlled trials (RCTs) of criminal justice programs and practices (“interventions”) in the United States that fall into one of three tiers:
Educators in nearly 50 schools in Arizona are now teaching in teams, a model that aspires to improve outcomes for learners and experiences for teachers.
Three Colorado organizations — the Colorado Department of Education, the Public Education & Business Coalition and South Central Board of Cooperative Education Services — have teamed up with Arizona State University to help Colorado schools build team-based school staffing models that make the job of teaching more appealing and sustainable, support equity and improve learning outcomes in Col
Turnaround for Children is now the Center for Whole-Child Education, a part of Arizona State University's Mary Lou Fulton College for Teaching and Learning Innovation.
The multifaceted nature and urgency of the climate crisis require interdisciplinary and collaborative approaches to transform education and stimulate cultural shifts toward more sustainable global futures. This challenge cannot be solved through research solely focused on technical solutions as it requires a critical review of underlying assumptions about knowledge, education and social change. Successfully addressing the challenge also depends on establishing strategic linkages among U.S.
Within the past decade, K–12 computer science (CS) education policy has been advanced through various intermediary organizations (IOs), state legislatures, governors and national organizations leading to requirements in 41 states for CS teacher certification, 23 states for CS instruction in every high school, 22 states to adopt a state plan for CS education and 36 states to create a CS education supervisors (CSEdSS) position within their state education agencies (SEAs) as of 2021.
Most scholars believe that it is important to recruit, retain and support the development of Black, Indigenous and People of Color, or BIPOC, educators — specifically teachers, principals and superintendents. They believe that BIPOC representation matters and these educators are more likely to offer culturally relevant and sustaining pedagogies.
Seoul National University of Education, located in the Seocho-gu district of Seoul, is the top-ranked university of education in South Korea and the most recent university with whom Arizona State University’s Mary Lou Fulton Teachers College has forged a partnership.
Data clearly shows that the COVID-19 pandemic has led to instructional loss and unfinished learning among all Arizona students with disproportionate effects on students from low-income backgrounds, students with special needs and students who do speak English as a first language. Arizona State University’s Mary Lou Fulton Teachers College proposed a project that will systematically add additional capacity to Arizona’s educator workforce by intentionally bringing members of the community, with training and support, into our K–12 learning environments.
