Digital Promise Reports and Publications

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Browsing Digital Promise Reports and Publications by Author "Alexandra Merritt Johnson, Ph.D."

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    Hidden in Plain Sight: The Opportunity to Bridge District Equity Gaps by Fostering Collaborations with BIPOC Solution Providers
    (Digital Promise, 2023-10) Alexandra Merritt Johnson, Ph.D.; Sherenna Bates; Kimberly Smith
    Despite extensive educational reform efforts, social position and identity continue to affect the academic success of historically and systematically excluded students in the United States. To address this, it is imperative to involve BIPOC communities in the creation and selection of education solutions aimed at reducing this inequity. Although BIPOC solution providers possess the expertise and innovative solutions required to meet HSE students’ needs, they often encounter barriers that limit their access to districts and education markets. To bridge this gap, Digital Promise’s Center for Inclusive Innovation has introduced two innovative approaches: Learning Salons and Solution Showcases. Learning Salons facilitate collaboration and engagement between BIPOC solution providers and district leaders, addressing specific challenges faced by HSE students. Solution Showcases offer an event where district leaders can explore teaching and learning solutions designed by BIPOC providers. This report focuses on the experiences and perspectives of BIPOC solution providers and district leaders navigating the education landscape and highlights their insights from Learning Salons and Solution Showcases. It also highlights factors to consider in overcoming barriers to partnerships between districts and BIPOC solution providers.
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    Realizing District-Community Driven Outcomes Through Inclusive Innovation
    (Digital Promise, 2024-05) Latia P. White, Ed.D.; Alexandra Merritt Johnson, Ph.D.
    This report examines the implementation of the Inclusive Innovation model across various pilot districts, spotlighting the collaborative processes of co-research and co-design involving students, educators, administrators, and community members. By centering the voices of students and communities who typically are furthest from opportunity, Inclusive Innovation fosters the development of solutions intended to mitigate education inequities. The report illustrates how Inclusive Innovation, through the co-creation of solutions by district-community teams focused on equity-centered outcomes, not only achieves perceived success in meeting those outcomes but also fosters a sense of empowerment and ownership among all participants.
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    Sustainability in Inclusive Innovation: District-Community Solutions, Mindsets, and Practices
    (Digital Promise, 2024-05) Viki M. Young, Ph.D.; Alexandra Merritt Johnson, Ph.D.
    This paper examines the factors that supported sustainability under Inclusive Innovation, an R&D model where students, families, communities, and teachers engage with school and district leaders, researchers, and solution providers to co-research an educational challenge in context and to co-develop solutions to the challenge, with intentional goals to benefit students from historically and systematically excluded communities. Key sustainability factors include garnering buy-in at all levels of the system, iterating to improve implementation, embedding changes in existing structures, and concretely demonstrating the benefits of the solution. In addition, the paper describes the mindsets participants developed and incorporated into their practices as a result of engaging in Inclusive Innovation. These mindsets reflect the Inclusive Innovation Core Tenets of valuing student voice and leadership, context expertise, and pursuing continuity of equity.