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Carnegie Foundation for the Advancement of Teaching

May 10, 2023

This article is about a United States organization for academic policy and research. For other uses, see Carnegie Foundation (disambiguation).

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 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 Educational Testing Service, and the Carnegie Classification of Institutions of Higher Education.

Carnegie Foundation for the Advancement of Teaching
Founded1905; 118 years ago (1905)
FounderAndrew Carnegie
FocusEducation
Location
Area served
Global
MethodDonations, Grants, Reports
Key people
Andrew Carnegie, Henry Pritchett, Abraham Flexner, Clark Kerr, Ernest L. Boyer
Revenue (2017)
$15,797,428[1]
Expenses (2017)$15,709,366[1]
Websitewww.carnegiefoundation.org

History

The foundation was founded by Andrew Carnegie 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 became president in 1955 while also serving as president of the Carnegie Corporation of New York. He was followed by Alan Pifer whose most notable accomplishment was the 1967 establishment of a task force with Clark Kerr at its helm.

The foundation started the Graduate Record Examinations (GRE), initially as an experiment in 1936.[2] It was acquired by the Educational Testing Service in 1948.[2]

In 1979, the Carnegie Foundation for the Advancement of Teaching separated from the Carnegie Corporation and came into its own with Ernest L. Boyer as president. Under his leadership, the foundation moved to Princeton, New Jersey, where it remained until 1997 when then-president Lee Shulman relocated it to Stanford, California.[3]

Presidents

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.[4] Improvement Science is a set of approaches designed to facilitate innovation and implementation of new organizational practices.[5] 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:[6]

  1. 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."[7]
  2. 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.[8]
  3. 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.[8]
  4. 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.[8] 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.[9]
  5. 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).[10]
  6. 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.[11]

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".[11] 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.[12] 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 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.[13] 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.[14] Douglas Engelbart 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.[13] In education, these communities are problem-centered and link academic research, clinical practice, and local expertise to focus on implementation and adaptation for context.

See also

References

  1. ^ a b "Carnegie Foundation for the Advancement of Teaching" (PDF). Internal Revenue Service. Retrieved 17 November 2019.
  2. ^ a b "Misericordia Sophomores Take Graduate Record Tests". Wilkes-Barre Times Leader. Wilkes-Barre, Pennsylvania. March 25, 1949. p. 10. Retrieved May 29, 2018 – via Newspapers.com. Graduate Record Examination project was initiated in 1936 as a joint experiment in higher education by the graduate school deans of four eastern universities and the Carnegie Foundation for the Advancement of Teaching. [...] Until the Educational Testing Service was established in January, 1948, the Graduate Record Examination remained a project of the Carnegie Foundation.
  3. ^ Carnegie Foundation for the Advancement of Teaching (2013). "Foundation History". Retrieved October 19, 2013.
  4. ^ "The Six Core Principles of Improvement". Carnegie Foundation for the Advancement of Teaching. Retrieved 2017-04-28.
  5. ^ Langley, G. (2009). The improvement guide: A practical approach to enhancing organizational performance. San Francisco: Jossey-Bass.
  6. ^ "The Six Core Principles of Improvement". Carnegie Foundation for the Advancement of Teaching. Retrieved 2017-04-28.
  7. ^ Bryk, Anthony (2011). "Getting Ideas into Action: Building Networked Improvement Communities in Education". In Maureen Hallinan (ed.). Frontiers in Sociology of Education. Springer Publishing. p. 9.
  8. ^ a b c Lewis, C. (2015). "What is improvement science? Do we need it in education?". Educational Researcher. 44: 54–60. doi:10.3102/0013189x15570388. S2CID 146165435.
  9. ^ "Revisiting the Purposes of Practical Measurement for Improvement: Learning from the BTEN Measurement System | Carnegie Foundation for the Advancement of Teaching". Carnegie Foundation for the Advancement of Teaching. 2014-08-21. Retrieved 2017-04-28.
  10. ^ "Why a NIC? | Carnegie Foundation for the Advancement of Teaching". Carnegie Foundation for the Advancement of Teaching. 2015-08-18. Retrieved 2017-04-28.
  11. ^ a b LeMahieu, P.; Edwards, E.; Gomez, L. (2015). "At the nexus of improvement science and teaching". Journal of Teacher Education. 66 (5): 446–449. doi:10.1177/0022487115602125. S2CID 146841482.
  12. ^ Bryk, Anthony (2015). "Accelerating how we learn to improve". Educational Researcher. 4: 467–477. doi:10.3102/0013189x15621543. S2CID 146791930.
  13. ^ a b Englebart, Douglas (2003). "Improving our ability to improve: A call for investment in a new future". IBM Co-Evolution Symposium.
  14. ^ Bryk, Anthony (2015). Learning to improve: How America's schools can get better at getting better. Cambridge: Harvard Education Press.

Further reading

  • CFAT archive at Columbia University
  • Ellen Condliffe Lagemann, Private power for the public good : a history of the Carnegie Foundation for the Advancement of Teaching. With a new foreword by Lee S. Shulman, New York : College Entrance Examination Board, 1999 (Originally published: 1st ed. Middletown, Conn. : Wesleyan University Press, 1983)

External links

 
Wikisource has the text of the 1920 Encyclopedia Americana article Carnegie Foundation.
  • Official website

May 10, 2023
carnegie, foundation, advancement, teaching, this, article, about, united, states, organization, academic, policy, research, other, uses, carnegie, foundation, disambiguation, cfat, based, education, policy, research, center, founded, andrew, carnegie, 1905, c. This article is about a United States organization for academic policy and research For other uses see Carnegie Foundation disambiguation 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 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 Educational Testing Service and the Carnegie Classification of Institutions of Higher Education Carnegie Foundation for the Advancement of TeachingFounded1905 118 years ago 1905 FounderAndrew CarnegieFocusEducationLocationPrinceton New Jersey original and Stanford California current Area servedGlobalMethodDonations Grants ReportsKey peopleAndrew Carnegie Henry Pritchett Abraham Flexner Clark Kerr Ernest L BoyerRevenue 2017 15 797 428 1 Expenses 2017 15 709 366 1 Websitewww carnegiefoundation org Contents 1 History 2 Presidents 3 6 Improvement Science Principles 3 1 Networked Improvement Communities 4 See also 5 References 6 Further reading 7 External linksHistory EditThe foundation was founded by Andrew Carnegie 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 became president in 1955 while also serving as president of the Carnegie Corporation of New York He was followed by Alan Pifer whose most notable accomplishment was the 1967 establishment of a task force with Clark Kerr at its helm The foundation started the Graduate Record Examinations GRE initially as an experiment in 1936 2 It was acquired by the Educational Testing Service in 1948 2 In 1979 the Carnegie Foundation for the Advancement of Teaching separated from the Carnegie Corporation and came into its own with Ernest L Boyer as president Under his leadership the foundation moved to Princeton New Jersey where it remained until 1997 when then president Lee Shulman relocated it to Stanford California 3 Presidents EditHenry Smith Pritchett 1906 1930 Henry Suzzallo 1930 1933 Walter A Jessup 1933 1944 Oliver Carmichael 1945 1953 John W Gardner 1955 1963 Alan Pifer 1965 1979 Ernest L Boyer 1979 1995 Lee Shulman 1997 2008 Anthony Bryk 2008 2021 Timothy Knowles 2021 present6 Improvement Science Principles EditThe Carnegie Foundation for Advancement of Teaching promotes the use of improvement science as an approach to research that supports system reform 4 Improvement Science is a set of approaches designed to facilitate innovation and implementation of new organizational practices 5 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 6 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 7 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 8 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 8 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 8 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 9 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 10 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 11 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 11 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 12 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 Edit Networked Improvement Communities are another form of Improvement Science Douglas Engelbart 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 13 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 14 Douglas Engelbart 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 13 In education these communities are problem centered and link academic research clinical practice and local expertise to focus on implementation and adaptation for context See also EditAbraham Flexner lead author of the Flexner Report 1910 a seminal study of medical education in the United States and Canada Gunnar Myrdal author of An American Dilemma 1944 a highly influential study of race relations in the United States The Goose Step 1923 a book by Upton Sinclair criticizing the dominance of plutocrats in American higher education Carnegie Unit and Student HourReferences Edit a b Carnegie Foundation for the Advancement of Teaching PDF Internal Revenue Service Retrieved 17 November 2019 a b Misericordia Sophomores Take Graduate Record Tests Wilkes Barre Times Leader Wilkes Barre Pennsylvania March 25 1949 p 10 Retrieved May 29 2018 via Newspapers com Graduate Record Examination project was initiated in 1936 as a joint experiment in higher education by the graduate school deans of four eastern universities and the Carnegie Foundation for the Advancement of Teaching Until the Educational Testing Service was established in January 1948 the Graduate Record Examination remained a project of the Carnegie Foundation Carnegie Foundation for the Advancement of Teaching 2013 Foundation History Retrieved October 19 2013 The Six Core Principles of Improvement Carnegie Foundation for the Advancement of Teaching Retrieved 2017 04 28 Langley G 2009 The improvement guide A practical approach to enhancing organizational performance San Francisco Jossey Bass The Six Core Principles of Improvement Carnegie Foundation for the Advancement of Teaching Retrieved 2017 04 28 Bryk Anthony 2011 Getting Ideas into Action Building Networked Improvement Communities in Education In Maureen Hallinan ed Frontiers in Sociology of Education Springer Publishing p 9 a b c Lewis C 2015 What is improvement science Do we need it in education Educational Researcher 44 54 60 doi 10 3102 0013189x15570388 S2CID 146165435 Revisiting the Purposes of Practical Measurement for Improvement Learning from the BTEN Measurement System Carnegie Foundation for the Advancement of Teaching Carnegie Foundation for the Advancement of Teaching 2014 08 21 Retrieved 2017 04 28 Why a NIC Carnegie Foundation for the Advancement of Teaching Carnegie Foundation for the Advancement of Teaching 2015 08 18 Retrieved 2017 04 28 a b LeMahieu P Edwards E Gomez L 2015 At the nexus of improvement science and teaching Journal of Teacher Education 66 5 446 449 doi 10 1177 0022487115602125 S2CID 146841482 Bryk Anthony 2015 Accelerating how we learn to improve Educational Researcher 4 467 477 doi 10 3102 0013189x15621543 S2CID 146791930 a b Englebart Douglas 2003 Improving our ability to improve A call for investment in a new future IBM Co Evolution Symposium Bryk Anthony 2015 Learning to improve How America s schools can get better at getting better Cambridge Harvard Education Press Further reading EditCFAT archive at Columbia University Ellen Condliffe Lagemann Private power for the public good a history of the Carnegie Foundation for the Advancement of Teaching With a new foreword by Lee S Shulman New York College Entrance Examination Board 1999 Originally published 1st ed Middletown Conn Wesleyan University Press 1983 External links Edit Wikisource has the text of the 1920 Encyclopedia Americana article Carnegie Foundation Official website Retrieved from https en wikipedia org w index php title Carnegie Foundation for the Advancement of Teaching amp oldid 1151282666, wikipedia, wiki, book, books, library,

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