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A research-based case for child-centered education — what's broken, what the evidence shows, and what we can build instead.
The structure of school was designed for a different century — one that needed compliant workers, not curious humans. Age-segregated classrooms, standardized tests, and one-size-fits-all curricula persist not because they work, but because they are easy to administer.
This project assembles the research case for doing something better. Eight presentations, each tackling a different dimension of the problem — from the neuroscience of adolescence to the politics of testing to the practical mechanics of transition.
The goal is not to tear down what exists. It is to make the alternative impossible to ignore.
What parents, teachers, and children actually want — and what we can do about it.
Pods, mixed-age learning, and preparing children for the transition to adolescence.
The years nobody gets right. Identity, the adolescent brain, and what could be different.
Four years that should prepare young people for life. Balancing autonomy and agency.
How and why to roll out a multi-age pod system — phase by phase, culture first.
What the law actually requires — and what it cannot compel.
The state wants standardized data. The student is navigating childhood to adulthood. These two agendas are structurally opposed.
Five bodies of evidence on why age-segregated grade levels are harmful — and what the research says works instead.
This work is independent and unfunded. If it's useful to you — share it, discuss it, or help keep it going.
Make a contribution