At Age of Learning, we are taking a thoughtful and principled approach to integrating artificial intelligence (AI) into our education technology solutions. Our core philosophy is that AI should be an enhancement and tool to leverage our expertise more effectively – not a replacement for the human educators who are essential to quality learning experiences.

Our commitment to AI integration is grounded in the proven efficacy of our existing personalized learning programs. For years, we have been delivering efficacy-based solutions that dynamically adapt to each student’s unique needs and abilities, resulting in increased engagement and academic outcomes.

Age of Learning’s goal in bringing AI into the mix is not to reinvent the wheel, but to further amplify and scale the instructional approaches we know work so well. By training AI models on the data and expertise behind our effective personalized learning solutions, we can take personalization to new heights, making real-time adjustments that optimize the experience for each individual student.

Human Expertise is Critical

The key is that we are not letting the AI operate autonomously. Instead, our goal is to carefully integrate it as a tool that enhances and empowers our human educators. Teachers work in concert with the AI, using the system’s data-driven insights to inform their instructional decisions and customize supplemental activities.

In this way, we can maintain the high-touch, adaptive learning experience that has been the hallmark of our programs, while leveraging technology to deliver it at a scale that was not previously possible. Our focus remains squarely on driving continued improvements in student engagement, learning, and outcomes – with AI serving as a force multiplier for our proven instructional expertise.

Amplifying Our Proven Approaches

Personalizing the learning experience for each student has long been a core part of our mission. Our adaptive, research-proven programs already tailor instruction to meet students at their individual levels and align with their unique learning needs and interests.

But we see opportunities to take this personalization even further through the integration of AI.

For example, let us consider the case of a 4th grader who is demonstrating proficiency more aligned with 2nd grade objectives. Our goal is not just to seamlessly provide that level of content and scaffolding, but to tailor the experience in a way that truly meets the student’s unique needs.

Through the power of our trained AI models, we will be able to conduct an in-depth misconception analysis to uncover the specific knowledge gaps or learning barriers this student is facing. We will also be able to factor in the student’s first language and cultural background to ensure the remedial instruction is culturally relevant and resonates on a deeper level.

The AI will then be able to make granular, real-time adjustments to the pacing, modality, and content – not just delivering 2nd grade material, but adapting it in a way that optimizes the learning experience for this particular 4th grader. This level of hyper-personalization would not be impossible to achieve without the data-driven insights and rapid adaptability that AI provides.

And importantly, the data we use to train our AI models comes from programs that have been thoroughly tested for efficacy across diverse populations and contexts. This ensures we are not inadvertently introducing biases, but rather leveraging technology to enhance and scale the personalized, research-based instruction that has always been central to our approach. It is all about using technology to amplify our proven ability to meet learners where they are and guide them toward success.

Empowering Educators

We also see opportunities for AI to support and empower educators directly. Through the trained AI, our programs will be able to interpret student performance data and identify areas where individual learners may need additional reinforcement or remediation.

But rather than just presenting the teacher with a pre-determined set of remedial topics, we are actively partnering with them to create customized instructional resources, that rely on their pedagogical expertise and knowledge about their students to determine the most impactful way to address those learning gaps. AI acts as an assistant, enhancing the teacher’s ability to meet each student’s needs. It is a true collaboration, with technology augmenting rather than replacing the human elements of great teaching.

Ultimately, our approach to AI is about elevating the learning experience for all students, not replacing the fundamental role of great teaching. By thoughtfully integrating AI into our programs, we can scale our adaptive, research-backed instruction in ways that were previously unattainable.

The post How Age of Learning is Integrating AI to Enhance Personalized Learning  first appeared on Age of Learning.

Ahead of their ASU+GSV Summit panel, “Breaking Barriers, Building Futures: Accessibility in Innovation,” Age of Learning’s Chief Innovation Officer, Sunil Gunderia, and NU Advisory Partner’s Co-Founder, Meredith Rosenberg, discussed the critical role of accessibility in education, innovation, and the workforce. They emphasized the importance of integrating accessibility from the classroom to the workplace to empower everyone and bridge learning gaps. We’ve captured highlights of their insightful dialogue in our latest blog post, emphasizing the critical need for proactive investment in human capital through inclusivity in both educational and professional spaces.

Meredith Rosenberg (MR): Sunil, when you think about the state of learning today. what are the underlying factors that create an impetus for change around equity and accessibility?

Suni Gunderia (SG):  In my recent article, The Urgent Call for Edtech Innovation, I highlight challenges we face in education that impact both individual well-being and societal good. Examining the demographics for U.S. school-age students, you find that the majority come from low-income families and 15% are identified as having a disability. From The Nation’s Report Card you find that 80% of fourth-grade students from low-income families and 90% of those with Individualized Education Programs (IEPs) are not achieving proficiency in reading.

Early reading is a cornerstone of success. Students who do not meet this milestone by the third grade are four times more likely to drop out of high school. The consequences of this extend into adulthood. High school dropouts earn 30% less than their graduate peers.

MR:  There is such a clear connection between early education and the overall skills found and needed in our workforce. What can be done to address these challenges and help to close the gap?

SG: I am optimistic about the potential of technology to empower educators, parents, and students. We can use technology to dismantle barriers, address the education needs of every learner, and catalyze a workforce evolution that fully realizes human potential. Here are a few examples of initiatives leading the transformation we need:

• Department of Education: Published its 2024 National Educational Technology Plan that calls for closing digital divides in access, design, and use, fostering more inclusive learning environments.
• Educating All Learners Alliance: Offers a free foundational course with a focus on the ‘why’ of accessibility-enabled development, an introduction to accessibility, competitive and engineering benefits, and product and market implementation considerations.
• Stanford Accelerator for Learning: Marshalls the university’s research to focus on critical learning challenges (e.g., ECE, Workforce, Equity, and Learning Differences) that most need new discoveries, evidence, and solutions.
• EdSafeAI, Tech Interactive, Common Sense Media, et al: Designating a National AI Literacy Day (April 19) to help students, parents, educators, and other community members explore the fundamental question, “What is AI?”
• ASU+GSV Summit: The launch of the AIR Show marks a significant and ambitious effort to bring together educators, developers, and the curious to give them a glimpse of what is possible when we collaborate across the ecosystem to optimize AI’s impact.

MR:  Great examples. Accessibility at the center of product efforts is key. What are you doing at Age of Learning?

SG:  We are passionate about crafting a future of inclusive education. For our consumer program, ABCmouse, we ensure children experience stories and narratives that reflect the rich diversity of their lived experiences. For schools, we developed My Math Academy and My Reading Academy, specifically to address the proficiency gap by adapting learning to the needs of every student. Backed by 19 ESSA-aligned studies, we are able to assure educators of the effectiveness of our programs, particularly for their most vulnerable learners.

MR:  AI is top of mind in the education sector. How can AI help in closing the inclusivity gap?

SG: Looking forward, we see a lot of potential in using AI to help students with special needs, as outlined in a The Hechinger Report article written by my colleague. We also recently partnered with OpenAI to test their new voice engine. From our early explorations, we believe that this technology and future LLM innovation will help us further address the unique learning needs of more of our students.

MR: Those are exciting initiatives to address needs while students are in school. The areas I look at and see my clients grapple with are: Once students leave school and transition into the workforce, how are companies embracing accessibility for their employees? Is accessibility embedded into organizations or just an afterthought? The answers to these questions impact company culture, hiring, and longer-term talent development.

SG:  You are talking about how organizations can meet employees where they are and maximize employee contributions to an organization.  From your vantage point of working with many employers, why are inclusion and accessibility such an important tenet?

MR:   When accessibility is interwoven into every facet of business operations, it elevates everyone—employees, customers, and the community at large. This enlightened approach amplifies diversity and creativity within teams and positions companies to thrive in a competitive global landscape.  Proving that the integration of accessibility from the ground up isn’t merely about doing what’s right; it’s a strategic and competitive advantage.

SG: Explain more about that. 

MR:  Accessibility is a cornerstone of inclusion and empowerment, transcending the mere act of accommodating individuals with disabilities. It serves as a catalyst for unleashing the full spectrum of human potential within our workplaces. By embedding accessible practices into areas such as hiring, training, processes, systems, and day-to-day operations, organizations can access broader talent pools, perspectives, and skills.  This enriches workplace culture and drives innovation. Accessible workplaces invite everyone to participate fully and contribute their best. In doing so, accessibility enhances the collective capability of the workforce and fosters an environment where all employees can thrive. 

SG:  As an executive recruiter and advisor on all things “talent,” what are the impacts for your clients on hiring?

MR:  Simply put – companies that lead in accessibility and inclusivity are better positioned to attract top talent. Embedding accessibility and inclusivity into the DNA of organizations is a primary driver of innovation and catalyst for growth. 

SG: You have been outspoken about your vision disability. As a founder, how are you incorporating accessibility into your company?

MR:  Our commitment to inclusivity and innovation permeates everything we do.  How we work with clients and approach a search; how we are building our internal practices and creating our culture; and how we hire for ourselves.  We are committed to building a team with the widest range of backgrounds and perspectives. We use technology to empower our clients, our candidates, and ourselves. We were early industry adopters of AI and other technologies, all of which incorporate the broadest possible approach to accessibility. We are a virtual company, enabling us to work with people from the physical environment that suits them best. Remote work and the use of collaborative tools are part of our standard practices, aimed at accommodating diverse work-life needs and preferences. This shows up in our business – 61% of all of our completed searches have resulted in a diverse placement.

SG:  Thanks, Meredith, for sharing these perspectives championing accessibility from the classroom to the workplace. 

MR:  Great conversation, Sunil.  Love this concept of bridging inclusivity in education with workforce empowerment. I’m looking forward to talking with you more during our panel at the ASU+GSV Summit. 

This dialogue underscores the critical importance of investing in human capital by fostering an inclusive environment where everyone, regardless of background or ability, can thrive. By championing accessibility from the ground up, we can unlock vast potential across all sectors of society, ensuring that every individual has the opportunity to contribute to and benefit from our collective progress. Sunil and Meredith will continue the discussion at the ASU+GSV Summit, a pivotal forum for educators, innovators, and industry leaders alike.

The post Unlocking a More Equitable Future first appeared on Age of Learning.

Promote Community Engagement

This festive season is a perfect opportunity to strengthen ties with the local community. Lead initiatives that involve staff, students, and community members in meaningful projects. These activities can be deeply rewarding and help build stronger relationships between the school and its community.

Show Appreciation for Educators

A little appreciation can make a big difference. Make it a priority to show gratitude for the dedication and efforts of your educators. Whether it’s through personalized notes, small tokens of appreciation, or public acknowledgments in staff meetings, these gestures can significantly boost morale and reinforce their value in the school community.

Encourage Work-Life Balance

The holiday season is synonymous with rest, rejuvenation, and spending time with family and friends. Encourage your staff to fully enjoy their winter break without worrying about work. Actively encourage your staff to disconnect from work during the winter break. A well-rested educator returns to school more energized and ready to engage with students, enhancing the overall learning experience.

Foster a Culture of Learning and Innovation

The new year is a perfect time for professional growth. Motivate your principals and teachers to participate in workshops, online courses, or collaborative projects. Providing a platform for educators to share their insights with peers will not only enhance professional growth but also build a supportive and collaborative community.

Incorporating these strategies can impact not just educators, but your entire community. Reaffirm your commitment to creating a school where the joy of learning is celebrated and where your educators feel valued, supported, and inspired.

How do you educate with joy? Follow us and share your tips on social media.

NO PURCHASE NECESSARY. Must be U.S. resident. At least 18 years old. 11/28/23 – 12/15/23.

Void where prohibited. See official rules for details.

The post Educate with Joy: Empowering District Leaders with Supportive Holiday Strategies first appeared on Age of Learning.

The James A. Kelly Award—named after James A. Kelly, founding President and CEO of the National Board for Professional Teaching Standards—is given to individuals who have made a substantial impact on the advancement of accomplished teaching. In receiving this award, Dr. Palacios joins an esteemed group of educators and advocates who have shaped American education, including President Barack Obama, President Bill Clinton, The Honorable Richard Riley, Arlen Specter, and James B. Hunt, Jr.

For over three decades, Dr. Palacios has been a pioneer in early childhood education and dual-language learning. Her journey, marked by dedication and expertise, began as a preschool teacher in Corpus Christi, Texas. She then went on to earn her PhD in Curriculum and Instruction from the University of Texas at Austin, further solidifying her role as an educational leader.

At Age of Learning, Dr. Palacios serves as the Senior Curriculum Advisor, where her insights and strategies in curriculum design and English language learning have been invaluable. She has played a pivotal role in curricular strategy, crafting age-appropriate Learning Activities and creating content tailored for English language learners. Her contributions have significantly bolstered our evidence-based programs, My Math Academy® and My Reading Academy, helping ensure that they are impactful for all students.

This commitment to excellence in education was recognized on a national scale in 2014, when Dr. Palacios became the first Latina inducted into the National Teachers Hall of Fame. This accolade, alongside the esteemed James A. Kelly Award, underscores the breadth of her influence in improving early childhood education and championing equitable learning opportunities for children everywhere.

We are not just colleagues of Dr. Palacios; we are her supporters. As we celebrate this well-deserved recognition, we look forward to continuing to work closely with Dr. Palacios, creating innovative educational solutions and making learning accessible for children worldwide.

Congratulations, Dr. Palacios, and thank you for being an essential part of Age of Learning!

The post Celebrating Dr. Rebecca Palacios: A Pillar of Educational Excellence first appeared on Age of Learning.

1. If you could have dinner with any three guests, who would it be and why?

Having spent a significant part of my career in educational leadership, if I had the opportunity to host a dinner with any three guests, my choices would be deeply rooted in my passion for education.

Firstly, I would invite Secretary of Education Miguel Cardona who I had the privilege of working with over my last few years at AASA. His commitment to supporting educators and the children they serve is both inspiring and essential. Our conversations were always meaningful; he listened intently to my concerns and was honest about his capacity to address them. His insights into educational policy would be invaluable at such a dinner.

Next, Bill Milliken, the founder of the not-for-profit Communities in Schools (CIS), would be at my table. Bill is more than just a colleague; he’s a soul brother who for over 50 years, has had a profound impact on the lives of thousands of children, helping them succeed beyond expectations through CIS programs in their schools. His stories and experiences would add a depth of understanding about the power of community involvement in education.

Finally, I would be thrilled to have MacKenzie Scott join us. Her perspective on philanthropy in education would offer a unique and powerful viewpoint on how individual contributions can create significant societal changes.

This dinner would not just be a gathering of minds but a confluence of experiences, visions, and commitments to the future of education.

2. What was your proudest achievement as a Superintendent?

I firmly believe in the importance of providing equal opportunities to every student, regardless of their background or circumstances. During my tenure as a Superintendent, I am proud of my commitment to implementing programs that promoted equity and access to quality education in all the districts I served.

To accomplish this, I championed the establishment of bilingual education programs and Early Childhood Education initiatives. Recognizing the growing diversity in our communities, I saw the need to ensure that students who spoke languages other than English had the resources and support to succeed academically. Understanding that a strong foundation in the early years is crucial for a child’s future success, I worked diligently to expand access to quality preschool programs. This laid the groundwork for academic excellence and social development, setting our students on a path to success.

During my tenure on Long Island, I implemented full-day kindergarten programs and advocated for district-operated childcare services. These moves were transformative as they allowed students to receive a more comprehensive and enriching educational experience from a young age. It provided working parents with essential support and ensured that our children were well-prepared for their educational journey.

These initiatives not only transformed the educational landscape in our districts but also empowered students from all backgrounds to excel and thrive.

3. What were some of the biggest challenges that you had to overcome as a superintendent?

One of the biggest challenges I faced as a superintendent was the pursuit of equity in education. My approach to equity differed from the traditional understanding, which meant that every child received the same resources and opportunities. Instead, I believed in a more nuanced definition of equity, where every child received what they individually needed to succeed academically and personally.

To achieve this vision, I implemented policies that provided schools with low-achieving students with additional funding and resources. This was a significant departure from the one-size-fits-all approach and aimed to address the unique needs of each student.

However, this approach faced considerable backlash initially. Some stakeholders questioned the allocation of additional resources to specific schools, and there were concerns about fairness. Nevertheless, I remained committed to the belief that equity meant every child getting what they needed to succeed.

Over time, the results of these efforts became evident. Students in schools that received additional support began to succeed and make significant academic progress. Teachers became more interested in teaching at these schools, and the communities surrounding these schools also saw improvements.

The concept of “all boats floating” became a reality, as the success of these schools positively impacted the entire district.

4. When looking at the scale of the challenges in education, specifically in literacy and math proficiency, what are the types of solutions that district leaders should explore? 

When addressing the scale of challenges in education, particularly in improving literacy and math proficiency, district leaders should explore a range of solutions with a strong emphasis on early childhood intervention including:

Early Childhood Education Programs: It is critical to intervene as early as possible in a child’s education journey. There is ample research that supports the notion that if you can positively impact a child’s education before, they reach the 2nd grade, you’ve won a significant battle. Children who do not receive adequate support during these early years often lag in math and reading skills, making it crucial to target intervention efforts during preschool and kindergarten.

Increased Investment in Younger Children: District leaders should allocate more resources and funding toward programs and initiatives that cater to their youngest learners. This includes expanding access to high-quality preschool programs, improving early literacy and numeracy instruction, and providing comprehensive support services for children in their formative years.

By prioritizing the educational needs of younger children and investing resources wisely, district leaders can pave the way for improved outcomes and success for all students in the long run.

5. When you’re talking to recently appointed superintendents who are just beginning that chapter of their careers, what’s one piece of advice that you offer? 

There is one crucial piece of advice I always offer to new superintendents: Recognize and embrace the tremendous power you hold in shaping the future of education and use that power to be a champion for children.

As a superintendent, you are in a unique position to make a profound difference in the lives of the students in your district. It’s imperative to be courageous and unwavering in your commitment to doing what’s right for the kids, even when faced with opposition or challenges. In the role of the Chief Academic Officer, you have the opportunity to bring in programs and initiatives that are sorely needed to enhance the educational experience of your students.

Be courageous, build support, convince people, and actively advocate for the programs and changes that will truly benefit the children in your district.

(Interview edited for length and clarity)

The post Meet the Experts: Q&A with Dan Domenech, Former Executive Director, AASA first appeared on Age of Learning.

By: Luci Willits, VP, Government National Policy

Virginia is making an unprecedented commitment to student learning, with Governor Youngkin unveiling a groundbreaking $418 million plan aimed at elevating education standards across the state. This initiative, aptly named “ALL IN,” marks a pivotal moment in Virginia’s dedication to its students, demanding the attention of school administrators and educators alike.

The plan zeroes in on three critical focus areas: attendance, literacy, and learning. But what truly stands out is the funding mechanism embedded within Virginia’s FY24 budget. Each school division will receive funding on a per-pupil basis, with a guaranteed minimum allocation of $150,000, ensuring equitable distribution.

While the Department of Education requires divisions to submit plans, the budget provides flexibility, with just three core requirements: the funding must be directed toward the implementation of the Virginia Literacy Act, learning loss recovery, additional operational support, or infrastructure improvements.

This infusion of state funding, combined with a laser focus on critical areas, empowers school divisions to harness resources for maximum impact on student learning. The ALL IN initiative stems from concerns over statewide scores on the Standards of Learning assessments, which primarily target grades 3–8. However, educators understand that laying the foundation for successful learning begins well before 3rd grade.

Virginia’s recent acquisition of two tutoring platforms for grades 3–8 presents divisions with an invaluable resource at no cost. This strategic move allows districts to allocate state-provided funds where they can make the most significant difference: early education, from pre-K to 2nd grade. As we explore the intricacies of this transformative plan, it becomes evident that Virginia is fully invested in fostering a brighter future for its students, starting with its youngest learners.

Age of Learning’s best-in-class solutions, My Reading Academy and My Math Academy, support Virginia’s priorities by helping ensure students master foundational literacy and numeracy skills before 3rd grade. More than 10 Every Student Succeeds Act (ESSA) Level 1 and Level 2 efficacy studies prove that small chunks of time throughout the week on My Reading Academy and My Math Academy have big impacts.

My Reading Academy and My Math Academy can help meet the Commonwealth’s priorities by

• Personalizing sessions grounded in grade-level instruction, based on recommendations from the digital (truly adaptive) platform. 
• Providing additional support for the students who need it the most in targeted areas, in alignment with state standards. 
• Supporting students who are working on grade-level content by offering just-in-time instruction.                      
• Reinforcing communication with families through frequent student reports and activities through My Reading Academy and My Math Academy’s Caregiver Center. 
• Producing extraordinary results in 10–15 minutes a day or 45 to 60 minutes a week, versus the three to five hours a week the state recommends with the provided digital tool.  

We know that the path to greater learning begins with early education, and Virginia’s ALL IN resources enable school divisions to support both students who need a boost and those who are just starting their educational journey. With these tools at their disposal, Virginia’s educators and administrators have a powerful means to drive positive change and set their students on a trajectory toward lifelong success.

The post ALL IN on Early Learning in Virginia first appeared on Age of Learning.

I am humbled and grateful for the chance that Doug and the Board have given me to carry his vision forward. Doug’s legacy will forever remain our guiding star.

Our Path Forward

As we embark on this new chapter, we must remember that there are billions of children depending on the transformative power of education. I am excited to work with the entire Age of Learning team to share and expand on our innovative, research-validated programs that are designed to address learner variability, promote equitable instruction, and accelerate learning for all children.

Our commitment to our mission is unwavering and deeply rooted in the key pillars of Research, Innovation, and Engagement to drive positive student outcomes:

• Research: Research informs every step of our development process, from concept ideation to product launch, and is guided by a team of leading experts in the fields of curriculum, instructional design, and learning technology.
• Innovation: Through innovation, we continue to create cutting-edge solutions that are designed to engage and inspire students. Built using learning analytics and data science, our programs are leading the way in learning outcomes.  
• Engagement: We recognize that true learning begins with engagement. Our programs are meticulously crafted to inspire curiosity and build confidence, and surprise, delight, captivate and, most importantly, spark a child’s love of learning.

Guided by these pillars, we will continue to measure our success via the impact our solutions have on student learning and will focus our efforts on continuously assessing, adapting, and improving our programs to address the evolving needs of today’s learners.

Through our shared commitment to excellence and steadfast belief that education has the power to change lives, we will work tirelessly to expand the reach of our educational solutions, ensuring that every child, regardless of their circumstances, can access the programs they need to flourish academically.

Age of Learning remains dedicated to Doug’s vision, and together, we will write the next chapter in our remarkable story.

Sincerely,

Alex Galvagni, CEO, Age of Learning

The post A Message from Alex Galvagni, CEO of Age of Learning first appeared on Age of Learning.

Alex’s journey with Age of Learning has spanned nearly a decade, during which time he has played an integral role in our growth and success. His deep understanding of our mission to help children everywhere build a strong foundation for academic success and a lifelong love of learning, combined with his innovative thinking and leadership skills, has been instrumental in shaping our company’s products and programs. This appointment comes in the wake of the passing of our beloved Founder, CEO, and Chairman of the Board, Doug Dohring, who leaves behind an indelible legacy of unwavering commitment to improving the lives of children through early education.

With a dedicated and experienced leadership team by Alex’s side, we are excited about the future and the opportunities to make a difference in the lives of even more children. He has been at the forefront of Age of Learning’s efforts to make education accessible and engaging for all and it is through his strategic vision and dedication that we are poised to continue Doug’s legacy of transforming education and improving the lives of children worldwide.

Read more about Alex’s vision for the future of Age of Learning here.

The post Introducing our New CEO: Alex Galvagni first appeared on Age of Learning.

As we champion the cause of equity in education, it’s imperative to foster systemic strategies that help ensure no student is left behind. We must seamlessly integrate cutting-edge technology and proven pedagogical practices to help bridge the gap and Alvarez aptly illustrated how technology today offers unprecedented access to personalized learning experiences. By tapping into adaptive technology, we can transcend traditional boundaries, tailor instruction to each learner, and ultimately, revolutionize the learning paradigm.

At the forefront of this revolution are Age of Learning’s research-based programs My Math Academy® and My Reading Academy®. A synthesis of rich curriculum, vibrant interactive elements, and the groundbreaking Dynamic Differentiation system sets these programs apart. This cutting-edge feature calibrates the depth and degree of skill support required for each learner. With the system’s real-time analytics, educators are equipped to adaptively guide each learner’s journey, ensuring that instruction is personalized and appropriate.

In a world where education is continually evolving, staying abreast of the tools and methodologies that can make a difference is essential. Age of Learning’s commitment to leveraging the best of technology for the benefit of every learner was evident in this webinar. By viewing education as a dynamic movement and not just an initiative, we pave the way for a future where every student has an equal opportunity to thrive.

View the webinar here.

The post EdWeek Webinar: A Movement, Not an Initiative: How to Leverage Adaptive Technology to Transform Personalized Learning first appeared on Age of Learning.

In an interview with the OET, Sunil shared how Age of Learning is partnering with schools to engage in evidence-building across the different levels of ESSA-aligned evidence. Focusing on our adaptive, personalized math program My Math Academy, the case study dives into the steps Age of Learning took to validate and refine its curriculum, ensuring that every lesson aligns with rigorous academic standards. By continuously gathering and analyzing data, we’ve been able to tailor this program to better fit the needs of individual learners, from identifying gaps in understanding to pinpointing the most effective teaching techniques. Our dedication to these processes is a testament to our belief in the importance of ongoing assessment and iteration.

But it’s not just about the data; it’s about the impact on the lives of students. Time and again, we have seen the transformation that occurs when children are equipped with the right tools and resources. They not only achieve academically but also grow in confidence and self-belief. This is the true essence of what Age of Learning strives for—empowering young minds to believe in themselves, embrace challenges, and realize their full potential. Our partnerships with schools, combined with our unwavering commitment to quality and innovation, are the driving forces behind these transformations.

Looking ahead, we are more inspired than ever to continue our work, expand our reach, and positively impact even more students around the globe. We know a student’s learning journey is constantly evolving, and we are committed to being there every step of the way, ensuring children everywhere have access to the best educational tools and resources.

For an in-depth look into our evidence-building practices and the collaboration between Age of Learning and the OET, check out the full case study here. Join us in celebrating the transformative power of education and the potential it unlocks in every child!

The post Age of Learning’s Commitment to Evidence-Based Education: A Case Study Collaboration with the Department of Education Office of Educational Technology first appeared on Age of Learning.