By grounding its work in equity, the Remake Learning network tackles 21st-century challenges.

Concentrated poverty is responsible for lagging STEM instruction, according to a new report.

Lori Delale-O’Connor researches issues of equity in urban education, and shares strategies with Remake Learning for creating a more transformative impact.

Groups in Pittsburgh's Hill District are working to engage young people in changing their own neighborhood for the better. But for Amizade, that change begins by giving teenagers the chance to go as far away from the neighborhood as possible.

As long as the virtual reality is accompanied by thoughtful lessons and adult guidance, it is just the kind of hands-on, interactive learning we know is valuable.

How can high schools better prepare all students for the rapidly changing world they will enter upon graduation? Folks in Pittsburgh have some answers.

Remake Learning surveyed its network members to get a bead on how the network is doing to advance innovative ideas and models in education.

In 2015 we were, time and again, impressed by the ingenuity and creativity of young people. But why are these kids the exception?

Access to and use of technology and the opportunities that come with it, fall along race, class, and gender lines. It’s why when educators push for greater technology integration in education, equity has to be central to any effort in order for tech to propel, not hinder, a more equal shot at a STEAM career.

Our STEM workforce is no bastion of balance when it comes to race or gender. But the inequity doesn’t start with the hiring committee. Instead, as a new study reaffirms, workforce issues reflect childhood disparities.

As net neutrality faces threats from some internet providers and lawmakers, proponents of equitable education are weighing in on the importance of these protections for young learners.