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It argues that many reforms fail when they conflict with the organization’s model and when innovation demand is weak in the school’s value network. Using a theory-based framework grounded in disruptive innovation, it defines organizational capabilities through value propositions, resources, processes, and financial formula. 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 ....................................... 9  \nWhen do capabilities become constraints?  .................... 12  \nInsights for school systems  ..................................... 15  \nPart II: Assembling value networks for learner-centered innovation  ... 18  \nThe Met  ........................................................... 19  \nVirtual Learning Academy Charter School  ..................... 21  \nIowa BIG  .......................................................... 23  \nVillage High School  .............................................. 26  \nEmbark Education  ............................................... 29  \nPart III: Key influencers in learner-centered value networks  ........ 32  \nProgram leaders  ................................................. 32  \nSponsors  ......................................................... 33  \nLearners and families  ........................................... 34  \nStaff  .............................................................. 35  \nCommunity partners  ............................................ 35  \nFunders  .......................................................... 36  \nRegulatory context  .............................................. 37  \nCompetitive landscape  .......................................... 38  \nConclusion  ................................................................ 40  \nEnd notes  .................................................................. 42  \nAcknowledgments  ....................................................... 43  \nAbout  ...................................................................... 43  \nCHRISTENSEN INSTITUTE: K–12 VALUE NETWORKS 2  \nExecutive Summary  \nThe conventional model of schooling is outdated and overdue for replacement  . As learners make their way through highschool, survey results show that close to 66% end up disengaged  .1 Those who successfully navigate the system gain a narrow set of academic skills that may or may not align with their individual needs, interests, and strengths  . And as a side effect of conventional schooling, learners often form fixed mindsets about their abilities and see their value and identity through the narrow framing of academic ranking systems  .  \nLEARNER-CENTERED EDUCATION is a distinct educational paradigm that offers a more holistic approach to meeting the needs of every learner, with the goal of helping youth thrive and build fulfilling lives. It embraces the unique talents, interests, and potential of every learner and collaborates with learners to design learning experiencesand pathways tailored to their interests, needs, and aspirations that help them pursue their potential. Yet, such learning environments are far and few between as learner-centered education struggles to gain traction within the broader public K–12 education landscape.  \nDespite numerous efforts over the last century to reform and transform conventional education, the hallmarks ofthe conventional model remain entrenched. This paper offers a theory-based framework for understanding why established schools struggle to change their instructional models, and then offers insights to help learner-centered models take root.  \nLate Harvard Business School professor Clayton Christensen’s research on disruptive innovation found that mature organizations readily adopt some innovations but fumble or even resist adopting others. Their motivation and ability to innovate hinges on two things: the compatibility of a particular innovation with the organizational model and the deman","cbCaicQK9sPzxTsk","https://ap.wps.com/l/cbCaicQK9sPzxTsk","pdf",3122027,44,"English","# Executive summary\n# Introduction: Why the US needs a new education system\n# Part I: Organizational capabilities and priorities\n## What determines an organization’s capabilities and priorities?\n## When do capabilities become constraints?\n# Part II: Assembling value networks for learner-centered innovation\n## The Met\n## Virtual Learning Academy Charter School\n## Iowa BIG\n## Village High School\n## Embark Education\n# Part III: Key influencers in learner-centered value networks\n## Program leaders\n## Sponsors\n## Learners and families\n## Staff\n## Community partners\n## Funders\n## Regulatory context\n## Competitive landscape\n# Conclusion\n# End notes\n# Acknowledgments\n# About","[{\"question\":\"Why does conventional schooling struggle to change instructional models?\",\"answer\":\"Because established schools’ organizational model creates compatibility constraints, and innovation is further shaped by the demand coming from the school’s value network.\"},{\"question\":\"What are the four components of an organizational model used in the paper?\",\"answer\":\"Value propositions, resources, processes, and the organization’s financial formula; together they define organizational capabilities.\"},{\"question\":\"Which value-network elements most influence a school’s priorities?\",\"answer\":\"The value network context—including education agencies and policymakers, learners and families, unions, voters/taxpayers, postsecondary systems, community organizations, vendors, teacher pipelines, and philanthropic donors.\"}]","K–12 VALUE NETWORKS: The hidden forces that help or hinder learner-centered education - Executive summary | PDF",1792044551,111]