Charting the Microschool Landscape

The microschool landscape has grown tremendously in both public and private sectors. Our early research classified microschools into four unique categories: operators, intermediaries, schools within schools or programs, and incubators. Through continued efforts within our microschool initiatives, we’ve identified a more complex ecosystem that exists with both the private and public sectors, as well as unique public-private partnerships. Additionally, homeschools and learning pods (multi-family) fall into the microschool landscape. While we have articulated a number of elements across the landscape, we also acknowledge the overlap in some of these models. By naming the elements within the landscape, all educators and parents can see opportunities for more options across all sectors to better serve their students and children.

Growth and Scaling Microschools

When we hear the term scaling as it relates to growth, we often loosely define it as simply expanding. Harvard’s business school defines scaling as “a business growing revenue more quickly than its costs” and growth as “the process of increasing revenues and resources at an even rate.” But how does that translate to microschools?

Growth in microschools refers to the process of increasing enrollment, resources, and educational offerings – usually at a single site. This might include adding more teachers, expanding facilities, or introducing new programs to meet the needs of a growing student population. 

Scaling in microschools involves expanding the reach and impact of the educational model while maintaining or improving the quality of education provided. This expansion might include impacting more students by increasing the number of campuses or developing partnerships with other educational institutions. 

As the demand for innovation and personalized learning options grows, so does the need for microschools. This demand can be met by both growth and scaling approaches.

Scaling Microschools in the Private Sector

A significant number of private microschools have launched over the last four years. Leading the charge in fostering the proliferation of microschools are organizations such as VELA, National Microschool Center, and Microschool Solutions, which stand as prominent networks of edupreneurs that offer alternatives to conventional schooling. Some of these microschool leaders want to expand their reach deep and not wide. Private-sector microschools can scale their model through decentralized or centralized networks. 

In decentralized networks, microschools codify their framework for replication by others. This form of scaling gives the school leader full autonomy of their own site while utilizing an existing framework. Although this type of scaling involves some risk in quality control, it provides leadership with autonomy to tailor a school model to the community it serves–a primary objective for many microschools. This idea of replicating a specific school model is not new (model-provider networks exist in both private and public sectors). Still, it has been adopted by microschools like Insight Colearning which joined the One Stone growth network as an entire replication site.

Other private microschools scaled their impact through more centralized efforts. This allows them to maintain the quality and assurance of their model by opening and operating multiple sites and building a centralized affiliate network. Notably, private model-provider networks or intermediaries like Prenda, Acton Academy, and Wildflower Schools operate in this way through direct operational support and sharing tools or resources. For example, growing networks like Primer are leveraging technology to share human capital across their network. 

Intermediaries can also function as operators. For instance, Kaipod is utilizing a hybrid learning model to grow and scale its model into a centralized network while also growing its network of decentralized affiliated schools and homeschooling cooperatives, referred to as learning partners.   

These private, microschool networks primarily utilize a tuition-based model, with some accessing public funds through Educational Savings Accounts (ESAs) or engaging in charter partnerships, like that seen between Sequoia and the Black Mothers Forums. While much attention has focused on these private-sector solutions, a robust microschool ecosystem has existed and continues to evolve in the public sector as well. 

Scaling Microschools in the Public Sector

Microschools in the public sector are not a new concept. These include the original one-room schoolhouses, existing rural schools, and the school within a school model. However, with the emerging growth of the private microschools sector, new models are surfacing and existing models are rebranding, utilizing microschools as platforms for researching, designing, and scaling equitable practices in the public sector.

We have also found that microschools can exist within a district to provide unique and niche offerings, similar to that of a magnet choice school. These program-specific models are designed to support niche offerings in the school that is not intended to scale throughout the district. EDGE High School (Liberty Public Schools, MO) and Iowa Big (Cedar Rapids, IA) both serve as specific programs within or across districts that are distinctly different from the other educational programs. 

R&D models are designed around a larger district’s intention for a learning model and hope to diffuse ideas through a school district. Issaquah School District (WA), Lamont Elementary School District (CA) and Escondido School District (CA) are all designing and launching microschools. Some districts like Denver Public Schools (partnering with Launch microschools) or Mesa Public Schools (partnering with Prenda in Arizona) find that existing intermediaries can facilitate faster launch efforts.

For many years, high schools have built school within a school models, sometimes encompassing all learning experiences at the school. Laguna Creek High School (CA) offers a number of career-related microschool models within the larger comprehensive high school. Especially in high schools, CTE pathway programs are becoming increasingly prevalent to better prepare young people for the world of work.

ASU Prep Microschools (now ASU Prep Digital Plus), Gem Prep Learning Societies, and Purdue Polytech High Schools Lab School are examples of public schools launching satellite microschools in multiple sites but using similar learning model structures as their original bricks/mortar sites (these three examples are all charter schools/networks). ASU Prep co-locates within ASU facilities and taps into university expertise while enrolling students in ASU Prep Digital programs. Gem Prep Learning Societies enroll students in Gem Prep Online programs while hosting small groups of students in rural sites around Idaho. Purdue Poly launched its first microschool in 2023-24 to expand access outside of their main campus sites.

Lab Schools, while sometimes larger than typical microschools, serve as training and support locations for schools of education. University of North Carolina operates a number of lab schools at university campuses across the state – in partnership with local districts.

Businesses are also catching up to the idea of co-locating microschools as a work-based learning model. These models have the potential to provide robust real-world learning experiences while leveraging the microschool as a pipeline for future recruitment. GPS Education Partners runs a set of district-supported, business co-located learning centers in Wisconsin for students to gain work-based learning experiences through apprenticeship models.

School districts and universities aren’t the only systems scaling microschools in the public sector.  Public service institutions and organizations such as libraries, zoos, farms and museums have the ability to co-locate microschools that are funded through public dollars to the organization. 

Public-Private Partnership Microschools

Although we’ve identified many ways in which microschools can exist both publicly and privately, that is not to say it must be either/or. Microschools are not monolithic. My Tech High and Khan World School could be classified as microschool provider models that can be adopted by both public and private sectors. Moreover, informal cooperative structures that have existed for centuries operate within both sectors–leveraging partnerships with families and even charter school districts to grow and scale. In Snoqualmie Valley, the district runs a part-time 100+ student microschool for homeschooled elementary and middle school students as part of the Parent Partnership Program.  

Conclusion

The diversification of school models reflects a broader understanding that one size does not fit all in education. Across public, private and innovative partnerships between public and private sectors, these microschool models represent a big tent of efforts aimed at making education not only more personalized but also more accessible and effective. By embracing these varied educational landscapes across the public and private sectors, communities can better cater to the diverse needs of learners, ensuring that every student has the opportunity to thrive in a changing world.

How Getting Smart is Thinking About Microschools

At Getting Smart, we recognize microschools as catalysts for educational innovation. Through our funding efforts and technical assistance, we aim to support microschools driving innovation to scale or expand their impact. Join the conversation by participating in our upcoming community of practice, where we explore microschool models within larger systems. Whether you’re a district leader seeking to scale innovation or a microschool leader looking to expand your model, we invite you to join us in shaping the future of education through microschools.

Additionally, we’d love your feedback on how we are mapping the microschools ecosystem. Please share any thoughts using the form below.

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The post Small Schools, Big Umbrella: Expanding, Defining and Scaling the Microschool Ecosystem appeared first on Getting Smart.

As we look toward the horizon of innovation and the subsequent rise in diverse school models, we are excited to announce the Learning Innovation Fund and our first grant program A Big Push for Small Schools, an initiative that taps into the rich legacy of microschools and reimagines them as the pillars of modern-day learning. These small school communities are redefining the way students learn.

The Vision Behind the Fund

At the heart of the Learning Innovation Fund lies a shared vision – to unlock the true potential of education by creating a place for all learners. This initiative envisions a future where every learner’s unique journey is nurtured, and where innovative, impactful education is accessible to all. The fund’s mission is to amplify the impact of innovative models, that are diverse and sustainable and empower learners for life.

With a rich history of leading educational advocacy strategy and fostering innovation, our team at Getting Smart stands uniquely prepared to spearhead this transformative initiative. Our wide range of experience and deep understanding of education dynamics, combined with a network of thought leaders and visionaries, allows us to curate an environment where innovation flourishes. We’ve witnessed the power and success of many different microschool models and believe in their potential to revolutionize education. Over the next few years, the Learning Innovation Fund will feature many more grantmaking partnerships all focused on creating new equitable opportunities for all learners. 

A Collaborative Endeavor

The Learning Innovation Fund is not just an initiative; it’s a testament to the power of collaboration. The funding for this first grant program is led by the Walton Family Foundation. As we continue to expand our impact, we enthusiastically welcome and are actively seeking additional funding partners who share our vision and want to join us in propelling education into a brighter future. We are also seeking evaluation partners, technical assistance providers and leaders interested in joining a small-school community of practice. 

Grant Opportunity

Imagine the potential when vision meets resources. The Learning Innovation Fund presents a golden opportunity for educators, innovators, and administrators of small schools to bring their innovative dreams to life. With up to 20 grants ranging from $75,000 to $250,000, this initiative aims to accelerate the impact and scalability of microschool models, igniting a ripple effect of positive change. 

Grantees will benefit from a comprehensive ecosystem of support. Collaborate with evaluators, work alongside technical assistance and coaching providers, and join a grantee network that nurtures innovation. This fund isn’t just about financial support; it’s about cultivating a community of change-makers. Beyond grants, this initiative will also include a platform for storytelling, case studies, and community conversations. By amplifying awareness of small school potential, we’re not just shaping education; we’re changing perceptions and inspiring new paths of learning.

Who Should Apply

We welcome innovative small-school leaders with transformative ideas, poised to make waves. 

We’re looking for diverse national models across the K-12 spectrum that utilize various funding methods, be it private, public, or ESA-funded models. Our selection criteria emphasize geographic diversity, ensuring that urban, suburban, and rural areas are all represented. We are interested in high-engagement learning models ready to scale or replicate. Above all, our priority is to support models that cater to historically underserved communities. If this aligns with your expertise or that of someone you know, find more details and the application process here.

A Call to Action

Join us in this transformative journey of education. If you know passionate small school leaders who could benefit from this grant, we urge you to share this exciting opportunity with them. Let’s collectively amplify the reach and impact of small schools, ensuring that every learner gets the education they truly deserve. Sometimes, the smallest shifts lead to the most significant transformations. Let’s make a big push, together!

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On any given day articles related to teacher burnout, retention of educators, and staff dissatisfaction are overflowing on any media outlet. Rarely are solutions shared or silver linings highlighted, which is why the online Equity for Wellness Summit is essential. Over the course of three days, teachers, administrators, researchers, and practitioners shared perspectives and resources tailored to schools and their staff addressing those in the space of education and their wellness. Acknowledging the varied schedules and demands of attendees, the entire conference was online and recorded, demonstrating a true commitment to accessibility and equity. 

Origins of Equity in Wellness Summit 

Many recent efforts and initiatives connected to educator well-being were a direct result of the global pandemic, but Wellness for Educators planted its seed in 2018. A direct result of Wellness for Educators’ founder and executive director Kathryn Kennedy’s mental health and well-being journey the nonprofit organization started as a small effort by Kathryn and her sisters Mary and Liz who created short videos, podcasts, and articles for educators. When the pandemic hit, Kathryn knew the next few years would be vital for those in the education space to have resources that centered on mental health and well-being, so in December of 2020 Wellness for Educators expanded their offerings and started serving the field more intentionally. Members of the organization include licensed mental health practitioners, educators, and certified somatic and mind-body coaches and practitioners who embody diversity and champion the use of equitable wellness practices for the field of education.

Recently, Wellness for Educators hosted its first conference, the Equity in Wellness Summit, which served as a collaborative effort between organizations invested in the growth, development, and sustainability of healthy individuals who work in any capacity of education. The summit was co-sponsored by other advocates in the equity in education wellness space, including the University of Redlands’ Center for Educational Justice and Voice4Equity. 

The Equity for Wellness Summit was a three-day, virtual event that brought together inspiring educators, licensed mental health professionals, researchers, somatic professionals, and other experts who are engaging at the intersection of equity, mental health and wellbeing, and education. The summit was intentionally structured to be a collection of panel discussions, experiential wellness sessions, and community-based reflection and shared spaces. The summit also included interactive mind-body sessions, webinars, and additional informational videos for reference. All attendees were given access to recordings of each session once the summit ended.

Session Summarization/ Key Findings 

Anyone who’s attended a conference knows the keynote sets the tone. When Dr. Dena Simmons, the founder of LiberatED, embeds student voice, love, joy, and liberation in her powerful opening remarks, it’s clear the following days will contain the same notes of community, collaboration, healing, and support. Simmons launched the summit by sharing what makes her feel free and the importance of creating spaces for students to feel the same by incorporating clips of students personally expressing what makes them feel free. She then shifted to talk about social-emotional learning and wellness and even provided a caution that “If we are not careful SEL, can be white supremacy with a hug.” She reiterated that the conference focused on wellness to allow for a more inclusive definition for educators and students. Simmons concluded her message with a charge by asking participants, “How will you be an educator that fights for freedom?” 

Following the dynamic keynote from Simmons were several session offerings with themes connected to equity, community, and accountability. Defining Wellness in Equitable Ways with Shomari Jones, Dr. Rebecca Itow, Jonathan Santos Silva, and Alejandra Ramos Gomez dissected layered topics countless educators face, such as how to maintain personal values in a professional system built against them and why it’s essential to have a personal board of directors as a sense of accountability. Jones and Santos Silva reminded participants that small coalitions matter, and finding just one coconspirator is beneficial for personal wellness in the work as an educator. 

The summit continued with powerful discussions examining exactly how to create spaces for wellness. In these sessions, panelists gave perspective to the idea that wellness can be achieved by building community through courageous conversations. Vanee Smith-Matsalia, Islah Tauheed, and Sophie Teitelbaum led a thoughtful conversation about why Building Your “Homeplace” as an Educator and a Disruptor is so important to overall wellness. Sophie Teitelbaum describes the homeplace for educators through an equitable lens as being a soft place to land [stressing] “for all people, not just those that look like me.” Panelists further described how during the pandemic, people across the globe rallied to create homeplaces for their wellness. Vanee Smith-Matsalia explained how it has been soul-crushing to have done the work of humanizing [through SEL initiatives], during the pandemic, just to be erased after returning to school.

Shomari Jones, Dr. Paul Sutton, Aaron Schorn, and Dr. Kathryn Kennedy continued this discussion in a session on Building the Bridge through Courageous Conversations where panelists discussed the guidelines of how to have conversations about wellness and equity with the intention to gain wisdom, understanding, and knowledge. When teachers feel heard, understood, and respected, it can have a positive impact on their overall well-being. Aaron Schorn described how being courageous in equity conversations can look different for everyone; for him, “it is to listen more than I talk.” Panelists continued their discussion by offering examples of how to care for themselves and others in those spaces. Dr. Paul Sutton explained that the definition of care changes depending on what a person is going through and how “care is not an endpoint, it’s continual and ever-changing depending on the situation.”

Discussing equity and wellness within education can be emotionally taxing to those who are in the thick of it. This is why the creators of the summit were intentional about providing wellness breaks in between sessions. These “breaks” were still considered sessions, as they offered skills and techniques to center oneself as a way to achieve wellness. In the session Bringing Back Play with Stephanie McGary, attendees were challenged to make room for play and invited to engage in a short game. Alejandro Ramos Gomez facilitated a session on Dance Therapy where she briefly discussed its benefits and then guided attendees through 15 minutes of stretches and embodied movement of the body. Additionally, Antonia Small contributed by leading a Somatic Session of mindful movement and yoga. By design, these sessions were healing, engaging, and interactive, yet informative, leaving attendees feeling recharged and ready to dive into critical conversations. 

To dive deeper into a few of the supports mentioned, consider visiting a few of the links below: 

• The Importance of Play by Michael Forman 
• Mindfulness First – organization to support students and teachers using trauma-informed practices
• LiberatED – resources for a liberatory approach to SEL, racial justice, and healing
• The Deepest Well: Healing the Long-Term Effect of Childhood Trauma and Adversity by Nadie Burke Harris 
• Good Inside – Dr. Becky Kennedy

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