The Carnegie Foundation for the Advancement of Teaching (CFAT) is a U.S.-based education policy and research center. It was founded by

Andrew Carnegie Andrew Carnegie (, ; November 25, 1835August 11, 1919) was a Scottish-American industrialist and philanthropist. Carnegie led the expansion of the American steel industry in the late 19th century and became one of the richest Americans in ...

in 1905 and chartered in 1906 by an act of the United States Congress. Among its most notable accomplishments are the development of the Teachers Insurance and Annuity Association (TIAA), the Flexner Report on medical education, the

Carnegie Unit The Carnegie Unit and the Student Hour are strictly time-based references for measuring educational attainment used by American universities and colleges; the Carnegie Unit assesses secondary school attainment, and the Student Hour, derived from the ...

, the Educational Testing Service, and the

Carnegie Classification of Institutions of Higher Education The Carnegie Classification of Institutions of Higher Education, or simply the Carnegie Classification, is a framework for classifying colleges and universities in the United States. It was created in 1970 by the Carnegie Foundation for the Adv ...

History

The foundation was founded by

in 1905 and chartered in 1906 by an act of the United States Congress under the leadership of its first president, Henry Pritchett. The foundation credits Pritchett with broadening their mission to include work in education policy and standards.

John W. Gardner John William Gardner (October 8, 1912 – February 16, 2002) was Secretary of Health, Education, and Welfare (HEW) under President Lyndon Johnson. He was a strong advocate for citizen participation and founded Common Cause; he became known as " ...

became president in 1955 while also serving as president of the

Carnegie Corporation of New York The Carnegie Corporation of New York is a philanthropic fund established by Andrew Carnegie in 1911 to support education programs across the United States, and later the world. Carnegie Corporation has endowed or otherwise helped to establis ...

. He was followed by Alan Pifer whose most notable accomplishment was the 1967 establishment of a task force with

Clark Kerr Clark Kerr (May 17, 1911 – December 1, 2003) was an American professor of economics and academic administrator. He was the first chancellor of the University of California, Berkeley, and twelfth president of the University of California. Bi ...

at its helm. The foundation started the

Graduate Record Examinations The Graduate Record Examinations (GRE) is a standardized test that is an admissions requirement for many graduate schools in the United States and Canada and a few other countries. The GRE is owned and administered by Educational Testing Serv ...

(GRE), initially as an experiment in 1936. It was acquired by the Educational Testing Service in 1948. In 1979, the Carnegie Foundation for the Advancement of Teaching separated from the

Carnegie Corporation The Carnegie Corporation of New York is a philanthropic fund established by Andrew Carnegie in 1911 to support education programs across the United States, and later the world. Carnegie Corporation has endowed or otherwise helped to establis ...

and came into its own with

Ernest L. Boyer Ernest LeRoy Boyer (September 13, 1928 – December 8, 1995) was an American educator who most notably served as Chancellor of the State University of New York, United States Commissioner of Education, and President of the Carnegie Foundation for ...

as president. Under his leadership, the foundation moved to

Princeton, New Jersey Princeton is a municipality with a borough form of government in Mercer County, in the U.S. state of New Jersey. It was established on January 1, 2013, through the consolidation of the Borough of Princeton and Princeton Township, both of w ...

, where it remained until 1997 when then-president

Lee Shulman Lee S. Shulman (born September 28, 1938) is an American educational psychologist and reformer. He has made notable contributions to the study of teaching, assessment of teaching, and the fields of medicine, science, and mathematics. Backgroun ...

relocated it to

Stanford, California Stanford is a census-designated place (CDP) in the northwest corner of Santa Clara County, California, United States. It is the home of Stanford University. The population was 21,150 at the 2020 census. Stanford is an unincorporated area of ...

Presidents

* Henry Smith Pritchett, 1906-1930 * Henry Suzzallo, 1930-1933 * Walter A. Jessup, 1933-1944 * Oliver Carmichael, 1945-1953 *

, 1955-1963 * Alan Pifer, 1965-1979 *

, 1979-1995 *

, 1997-2008 * Anthony Bryk, 2008–2021 * Timothy Knowles, 2021-present

6 Improvement Science Principles

The Carnegie Foundation for Advancement of Teaching promotes the use of improvement science as an approach to research that supports system reform. Improvement Science is a set of approaches designed to facilitate innovation and implementation of new organizational practices. Research scholar Catherine Langley's framework builds-off of W. Edwards Deming's plan-do-study-act cycle and couples it with three foundational questions: * What are we trying to accomplish? * How will we know that a change is an improvement? * What change can we make that will result in improvement? Approaches may vary in design and structure, but are always rooted in research-practitioner partnerships. The Carnegie Foundation for the Advancement of Teaching outlines six principles for improvement: # Make the work problem-specific and user centered: The Carnegie Foundation adopted a "learning by doing orientation" recognizing that action along with reflection spurs learning. The purpose of the improvement work is to design, implement, evaluate, and refine practices, but why do this work alone when a network will "form a robust information infrastructure to inform continuous improvement." # Variation in performance is the core problem to address: Improvement science treats variation differently than traditional, randomized controlled trials, the gold standard for research. Improvement science sees the variation of implementation settings as a key source of information and an important way to learn and inform redesign of interventions and the system. # See the system that produces the current outcomes: Implementation is shaped by local organizational and system factors. So improvement science demands that work is made public in order to develop a collective knowledge of the practice and the organizational factors that were part of the implementation. In this way, a shared ownership of improvement is built across varied contexts. # We cannot improve at scale what we cannot measure. Scale-up of a practice in the research field means to implement it with fidelity in new settings, but improvement science focuses on the integration of what is learned from studying implementation within a setting. Measurements are used to collect data prior to implementation to learn about the current system, about participants needs (both social and psychological), and establish baseline data to aid in measuring impact once improvement efforts begin. Then the organization needs a system in place to study processes and provide feedback in order to learn about and from improvement efforts, tailor them to participant needs, and test the practical theory of improvement. # Anchor practice improvement in discipline inquiry: Plan-do-study-act cycles are used to study improvement efforts while engaging in remediation of problems. The cycles of improvement test to see if we implemented the practice as intended and if so, what impacts or effects it had on teacher and student practice(s). # Accelerate improvements through networked communities: Educators have been working on implementing and adapting evidence-based practices for decades, however the improvement that are made through this isolated design process are often hidden or known as pockets of excellence with no mechanism to scale. Improvement efforts, when linked to networks, offer a supportive, innovative environment that allows participants to learn from testing, detect problems or patterns, and provide a social connection to accelerate knowledge production and dissemination. Carnegie researcher Paul LeMahieu and his colleagues have summarized these six principles as "three interdependent, overlapping, and highly recursive aspects of improvement work: problem definition, analysis and specification; iterative prototyping and testing...; and organizing as networks to...spread learning". Professional learning communities (PLCs) are increasing in popularity in education to promote problem solving and often align with many of these design principles. Researcher Anthony Bryk sees PLCs as a place to begin applying these principles, but also notes that PLC success is often isolated by teams or within schools and remains heavily dependent on the individual educators involved. A mechanism is needed to accumulate, detail, test, redesign knowledge in partnerships like PLCs so that it can be transformed and transferred as collective professional knowledge across diverse and complex settings.

Networked Improvement Communities

Networked Improvement Communities are another form of Improvement Science.

Douglas Engelbart Douglas Carl Engelbart (January 30, 1925 – July 2, 2013) was an American engineer and inventor, and an early computer and Internet pioneer. He is best known for his work on founding the field of human–computer interaction, particularl ...

originally coined the term "Network Improvement Community" in relation to his work in the software and engineering field as network of human and technical resources to enable the community to get better at getting better. Anthony Bryk and his team have defined Networked Improvement Communities as social arrangements that involve individuals from many different contexts working together with a common interest in achieving common goals to surface and test new ideas across varied contexts to enhance design at scale.

sees three levels of human and technical resources that need to work together: on the ground practitioners, organizational level structures and resources to support the data collection and analysis of practitioners, and inter-institutional resources to share, adapt, and expand on information learned across varied contexts. In education, these communities are problem-centered and link academic research, clinical practice, and local expertise to focus on implementation and adaptation for context.

References

External links

Official website
{{DEFAULTSORT:Carnegie Foundation for the Advancement of Teaching Foundation for the Advancement of Teaching Educational foundations in the United States Organizations established in 1905 1905 establishments in New Jersey Organizations based in Santa Clara County, California Corporations chartered by the United States Congress