BY ROBERTA LENGER KANG
As educators, we often see the main priority of in-person schooling as the development of academic knowledge and skills, and that priority has carried over to the online learning space. Students, however, typically view school as a way to be a part of their social community. Seeing and being seen by friends is a huge factor for student attendance, and even in-class engagement. The social-emotional component of school is identity forming; it's where students develop a sense of self beyond their families, and the close quarters of the in-person classroom organically enhance this experience. But when we’re not together in the same place (or we’re together, but we’re socially distanced or wearing masks), authentic opportunities for students to connect with one another disappear. In addition to finding a peer group, establishing relationships, and making connections with other students, school is the place where students can make a healthy connection with a caring adult who isn't a member of their family. Many students, especially those who are young, feel a close connection to their teachers. They give gifts, share hugs and high fives — in their little lives, teachers may be some of the only non-family adults they know, and some of the only adults they can develop a relationship with independent of a parent or a sibling. In the transition to remote learning, the opportunities for this type of social-emotional support and connection have almost fully evaporated, even as schools have figured out ways to provide academic opportunities.
Activating social-emotional engagement
The three pillars of student engagement — academic, intellectual, and social-emotional — are about maximizing any opportunity that can help bring kids to class. Academic engagement, or even just showing up, can lead to meaningful intellectual engagement, and that, in turn, can lead to organic social and emotional community experiences that meet students’ needs. Even students who are struggling to sign in to class or struggling to find meaning in instructional activities can still be motivated to connect on a personal level. What kind of social-emotional interactions do kids have? Think about the different types of organic connection points we find when school is in session, and then consider ways to match them with our online experiences.
Our hope is that students who haven't been "showing up" to school might show up to opportunities like these. If they do, it will refuel their energy and strengthen their social-emotional engagement with school, helping them to deepen personal connections that re-energize their sense of self. We can then leverage these connections to increase academic and intellectual engagement.
If we see student success in school as tied to anything — especially now — it is student engagement. Engagement is a highway towards students achieving their goals, and it is our job to build as many on-ramps as we can to capture all kinds of kids in all kinds of ways.
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BY ROBERTA LENGER KANG
Across the US, state tests are high-stakes exams that have become a driving force in educational policy, funding, accountability, curriculum development, and achievement for students, teachers, and school leaders. No Child Left Behind and its counterpart, Race to the Top, were the national policies that dominated education spaces and shifted the focus from school and district autonomy to a culture of testing. While the Every Student Succeeds Act lessened some of the federal mandates on state testing programs, some individual states, like New York, have redoubled their efforts to use high-stakes assessment data as a way to evaluate education at every level. That is, until 2020 when COVID-19 systematically closed schools, reshaped instruction into hyper-customized blends of in-person and remote learning systems, and fundamentally prevented large groups of students from sitting in the same place, at the same time, to take a paper and pencil, fill-in-the-bubble test, like the generations of students who came before them. This might sound like an exaggeration, but it isn’t — in its 200-year history, 2020 was the first year in which state tests were canceled.
What will you teach?
For the past twenty years, rigorous high-stakes state tests have become the leading influence on curriculum development and instructional priorities for most public schools. These structures for accountability send a direct message to educators — the only knowledge that is important is the knowledge that aligns with the test. State tests are directly connected to the following evaluation and accountability processes:
Almost the entire schooling experience, at every entry point, is connected to a test which reviews, monitors, and evaluates performance. Many schools use this mandated external guidance as a way to vet their curriculum, solidify their unit and lesson plans, set the plan and pace for their instruction, and set specific goals for students. While, “you need to know this for the test” isn’t always a compelling reason for students to become interested in a specific topic, it has certainly been a driving force for teachers. Without the guidance provided by the test, many educators have been left to ask, what should I teach? That is the million dollar question.
Shifting your approach
What should we be teaching, and who should decide? After two decades of test-informed planning, we have placed all of our trust in test designers to decide what is most important in each academic subject area, and what is not. Now, in this moment where our dreams have come true and there is no test — how do we decide on our next steps? It is my hope that we can use this as an opportunity to take an honest look at who gets to set the agenda for learning, and in doing so, acknowledge the reality that while oversight is absolutely necessary in education, high-stakes testing is limited, and limiting. We have to be able to move from simply valuing the test, to testing what we value in each subject area — and teachers and local school communities should have a say in what that looks like. In the absence of the test, there are three approaches to unit planning that teachers may want to adopt.
Considerations for policy makers
To our partners and colleagues who are decision-makers — big and small — we know you have a bird's-eye view of the now and the next. While we’re waiting, consider (or possibly reconsider) the enormous weight we’ve placed on a single day exam. Current policies give the test a monopoly on setting the values for an entire generation of students, and silence the voices of classroom teachers and school leaders who work directly with students on a daily basis. These educators have insight into what we could be valuing across fields, and how student progress and performance can be reflected to increase student achievement. We have a rare, once-in-a-lifetime opportunity to rethink the role of high-stakes tests and shift the structure of accountability to one that incorporates true multiple measures, embraces diverse learning needs, and reflects the population of students we’re serving.
If this feels hard, if it feels overwhelming — it’s because it is hard. It is overwhelming. If you’re feeling stuck between a rock and a hard place, it’s because you are stuck between a rock and a hard place, and we’re waiting for something to give us a little room.
Reflecting on our values and focusing our instruction on what will help students get engaged, stay engaged, and keep coming back day after day is where we should invest our time and energy. Our instruction will look different than it ever has before, but we have a unique opportunity to learn new skills, experiment, and return to “normal” a bit more evolved than when the pandemic began.
By ROBERTA LENGER KANG
When we consider some features of a “good student”, we might think of someone who uses a quiet voice and raises their hand, or someone who comes to class organized, turns their work in on time, and always has a pen and paper. But one problem with the attributes on this short list is that none of them address learning! While some may enhance the learning process, most of these characteristics are actually about behavioral compliance. Which prompts me to ask: how much of in-person school is actually about compliance, rather than engaging in learning? Compliance is the act of conforming, yielding, adhering to cultural norms, and cooperation or obedience. Compliance is focused on a mindset of having power over students, rather than empowering them. And whether we’ve recognized it or not, in-person learning is dominated by compliance-oriented structures which often mimic the behaviors of engagement. We structure how students enter, exit, and move throughout the building, we structure where they sit, how they sit, when they can go to the bathroom or eat food. Let me be clear — we need to structure many elements of student interaction in schools to create a safe and productive learning environment, but we often confuse the results of compliance with engagement. Or at least, we used to. COVID changed all of that. As school doors closed and students’ laptops and tablets dinged with notifications, educators quickly saw how compliance gave us a false-positive on engagement. Without the same physical constructs, the social construct that motivates compliance disappeared, and one by one so did our students. Muted, video off, not present in the chat, missing synchronous calls, submitting late or incomplete online assignments — as students disengage from school during remote learning, educators are overwhelmed, disoriented, and discontented. This isn’t what anyone has signed up for. But COVID hasn’t given us any problems we didn’t already have. So our challenge is to redesign what engagement looks like, what it feels like, and what it takes to get kids onboard — because engagement is everything.
Pillars of engagement
In our work across schools, we’ve come to see three pillars of student engagement: academic, intellectual, and social-emotional. While many attributes of these pillars are organically supported during in-person learning, they all must be explicitly pursued during times of remote or blended learning. In his book Drive, Daniel Pink explains that for adults in the workplace, intrinsic motivation is nurtured by three elements: autonomy, mastery, and purpose. And in fact, the same is true for students — with scaffolding, of course! Working within Vygotsky’s Zone of Proximal Development (ZPD), learning is enhanced when kids can find Flow, which Csikszentmihalyi describes as a state in which people are so involved in what they’re doing that nothing else seems to matter. These three theories work together to illustrate the engagement that empowers students to take responsibility for themselves and their learning in all circumstances.
Pillar 1: Academic engagement
Academic engagement is the type of engagement that is required for students to complete their academic tasks. Tapping into executive functioning skills, academic engagement is all about helping kids to show up, stay with it, and stick the landing. Teachers know that kids can’t learn if they aren’t in school — the same is true if they aren’t logging on, can’t find their Zoom link, or lost their password, again. Many executive functioning skills like working memory, cognitive memory, and inhibitory control create major obstacles for students who want to do well, but have such a difficult time regulating their behavior that they aren’t able to hang in long enough to let the learning process work. Especially during these challenging times — and, let’s be honest, during non-pandemic times as well — our students will be better off when we create deliberate structures, procedures, rituals, and routines to support them. To develop specific strategies, first consider what types executive functioning skills are students struggling with. Is it planning? Working memory? Time management? Is it self-control or initiative? If we can pinpoint where or how students are struggling, we can design aligned strategies to help them cultivate these skills.
Pillar 2: Intellectual engagement
Once students are showing up and staying with their classes, it better be worth their while! If they perceive our content to be dull, or find our assignments to be too easy or too hard, they won’t stick around for long. Creating opportunities for intellectual engagement is essential to reeling in students’ interests, gifts, and talents. Intrinsic or internal motivation is a very difficult thing to cultivate in someone else — but through personal challenges, purposeful tasks, and propelling curiosity, we can trick our students into learning while they’re having fun surfing the internet, or playing games. First, we must think about ensuring that our assignments are differentiated and are creating a purposeful challenge for students at every level. When kids can hit that just right instructional challenge, they’ll keep working to reach their goal — just like they do in video games, sports, and other hobbies. We increase the likelihood that students will stay engaged when we can help them to make real-world connections, pick and choose elements of the assignments they complete, and when we propel their curiosity by creating opportunities for advancement, acknowledgement, and future challenges.
Pillar 3: Social-emotional engagement
Some say the term “social distancing” was a mistake, and that instead, it should have been “physically distant, socially connected”. The reality is that while educators view academics as a school’s main priority, socialization is a huge factor in what brings students to the school building everyday. Social-emotional connections seem to come naturally between students in peer groups as well as between students and teachers during in-person learning. But online, there are far fewer opportunities to bump into someone, stop by their classroom, or check in with them in the hallway. These are critical moments of social interaction. And for young children and adolescents, these moments aren’t just about making them feel happy or have fun — they actually help to shape identity. As educators, we must consider strategic ways to increase student-to-teacher relationship-building outside of the virtual walls of the classroom, giving students a place to connect, ask questions, and share openly. Additionally, we can create opportunities for students to engage with other students without tackling academic concepts. Especially when the school year is marked by massive interruptions, mask wearing that covers up facial features, and months of isolation, students need moments where they can just be with other kids.
Engagement can seem elusive, especially when all of our interactions are mediated by the digital world, literally boxing us in. But we can’t let these challenges get the best of us. Our current circumstances can help reveal what true student engagement looks like, when not limited by the components of in-person compliance. As you explore new possibilities, bring a colleague along for the ride. It’s not just the students who are isolated and struggling to get and stay engaged. Each of these pillars applies to us as adults as well as to our students.
By ROBERTA LENGER KANG
In 2011, three researchers embarked on a journey to better understand how high-achieving schools around the world were preparing students for the 21st century. Their research took them to seven countries, hundreds of classrooms, and thousands of samples of student work. This seminal research had two significant results: first, the development of the original Global Capacities Framework — an outline of essential domains and capacities that outlines students’ needs in education for the next 100 years; and second, a dynamic, collaborative community of K-12 schools and university partners who appreciated the learning experience so much that they didn’t want the research to end. And that’s the story of how the Global Learning Alliance (GLA) came to be. The founding members of the GLA — from the US, Finland and Singapore — formed the Governing Board, and the community grew to include delegations from China, Australia, Denmark, Sweden, Canada, and South Africa. With roughly 15 partner organizations and 60 individual delegate members, the community comes together every two years to share promising practices, find connections on global issues, and deepen the research into developing 21st century skills through cross-cultural, project-based learning experiences. Professor Suzanne Choo of the National Institute of Education (NIE) in Singapore — one of the original researchers and the leader of our student research projects — said she is hopeful that these types of deep project work can not only jump-start students’ academic skills, but can be a bridge for students to develop lifelong friendships.
Cross-cultural collaborations
The biennial Global Learning Alliance Summit was scheduled to kick off in New York City earlier this year, with a focus on fostering a sense of student belonging at school. Enter: Coronavirus. As we collaborated with colleagues around the world, we were cognizant that COVID-19 was going to have a major impact on the Asian delegations — but we were hopeful that everything would blow over in a few months, so we proceeded with our planning. (Spoiler alert: it did not blow over.) We began discussing the need to postpone the event on behalf of our partners who were being slammed with cases in late February and early March, and then COVID-19 hit home. Rocked by COVID’s impact on schools, every country has continued to make critical decisions that affect not only students’ learning, but their lives. We’ve learned a lot from one another as we’ve continued our collaborations during this time, and ironically, we’re still talking about the responsibility of schools to create a sense of belonging and connection for students. In fact, this issue seems even more important during a time of disrupted learning. Our approach to implementing cross-cultural projects for students has had a major impact on the development of 21st century mindsets, (outlined in our Global Mindset Framework) that can support students to tackle challenges like COVID-19 in the future. COVID-19 has undoubtedly interrupted the opportunities for the GLA to meet together in person, but it has also reaffirmed the value of cross-cultural collaborations for students, school leaders, and academic scholars. Teachers College Professor Ruth Vinz reflected, “At all levels, what these projects can do is help us to make connections. When we work together, we learn together.” Clarinda Choh, Director of Staff Development at Singapore’s Hwa Chong Institution, believes that cross-cultural projects build a deeper awareness on learning how students learn, helping students and educators to bring attention to their similarities.
Embracing 21st century mindsets
As we reflect on the Global Mindset Framework in light of the current health, economic, and political crisis, it seems more relevant than ever before. In particular, cultivating a Global Consciousness requires us to engage in Real-World Problem-Solving. In many ways, we are living through a case study of what to do — and what not to do —when approaching problem-solving on a global scale. Using current events, media sources, and government responses around the world will be instructive in how we are able to learn from these experiences and support students to develop the problem-solving and collaboration skills they need as they grow into adulthood. At best, these are uncertain and unsettling times. Ironically, one of the 21st century skills that I have struggled with, Appreciating Ambiguity, is the one that’s most needed right now. We are learning to shift our mindsets to hold multiple truths: these are very difficult times, and we don’t know what the long lasting impact will be. In times of great uncertainty, there are opportunities for deep learning, powerful collaborations, and inspiring innovations. We don’t yet know when to expect the end of this global crisis we’re in, but we do know that the best way to get through it is together. That being said, one of the Framework’s skills I’m most inspired by right now is the ability to Imagine. Especially when walking in uncharted territory, it is so easy to become overwhelmed by the pressures and fears within each day. It’s too easy to focus on what should be, rather than on what is. But when we begin to imagine, when we begin to envision what has yet to become, the world of possibilities opens up before us.
By ROBERTA LENGER KANG
Differentiation can happen in many ways, with varying levels of complexity. Our Differentiating Like a STAR resource, designed to help educators consider entry points to differentiation, offers strategies in four categories: data, task, text, and grouping. Within each category, we outline three levels of instruction — the more stars included, the stronger the differentiation. By identifying pathways to expand differentiation, you can add depth and complexity to your lessons. When teaching in person, we differentiate tasks by dividing content material, offering multiple processes to fit students’ learning styles, or varying the product to ensure interest and engagement. Differentiating at a distance may change our communication methods, but it doesn’t need to change our commitment to student choice. In fact, it can enhance it! 
Pathways for differentiation
One classic way to differentiate instruction is to create different paths for students to demonstrate their learning. There are three ways that educators can differentiate based on the assigned task: content, process, or product. Content As you develop your curriculum, you may identify a series of content strands that students should be familiar with, and that are representative of a larger concept or theme within your instruction. When we differentiate content, we can identify some concepts and examples that are necessary for all students to know deeply, and other concepts that students should be familiar with, but may not be required to know in-depth. Differentiating this content allows educators to present a wide range of examples or scenarios as a means to teaching towards a larger concept. When differentiating content, every group takes the same steps to complete the same final product — but they begin with different content information. For example:
Product Sometimes, it is in students’ best interests to focus on the exact same content, particularly when content strands are essential to students’ understanding of a discipline, or are represented on mandated assessments. In these cases, we can keep the content the same, but invite students to represent their learning in different ways. By giving students choice in how they demonstrate their learning, we help them to tap into their natural creativity, curiosity, and intrinsic motivation. When differentiating products, it’s important to develop a scoring guide that focuses on the key content concepts that need to be represented, and to align each product outcome with those expectations. For example, you might present your students with three project options: a three-page essay, a PowerPoint presentation consisting of 10 slides, or a three-minute video. Each project can be evaluated based on the same content information and should demonstrate the same application, analysis, synthesis, evaluation, or collaboration skills. Process When preparing students for rigorous, high-stakes assessments, you may not have the freedom to pick and choose the content or the final product. In these cases, you can look at opportunities for differentiating students’ processes. Consider differentiating through process by providing various supports for students. Perhaps some students receive a glossary of key terms & definitions, while others receive a word bank, and others receive no vocabulary assistance at all (because they don’t need this additional support to make sense of the content). You can also use student notes to support process differentiation — consider inviting some students to make use of outlines, while offering two-column note taking, webs, and bullet points to others. Whether they’re working individually or in small groups, giving students a choice of how to engage in their learning process can feel highly personalized, which will enable them to walk with their best foot forward.
Making the most of online learning
When working in the world of remote teaching or blended learning, our typical teaching strategies may seem difficult to translate, which leads to defaulting to whole-class instruction that does not leverage student choice or differentiate based on student needs. But the online space offers just as many — if not more — opportunities to differentiate the task. High-Tech Many educators working in communities with on-demand access to technology are able to differentiate a task through content, process, or product using their online platform. Whether you’re using Google Classroom, Canvas, Blackboard, Moodle, or your own website, you can offer options at key points along the learning journey. In fact, it’s even easier to provide task options through distance learning, since there are no printing requirements! Within each lesson, we can create opportunities that maximize student choice. In high-tech spaces, we can post multiple assignments, graphic organizers, or focus topics and invite students to choose which they’d prefer to work with. Students can even work across class periods and be grouped with students who have shared interests, levels, or thinking processes. Students can also meet virtually through video conferencing, create small group videos, or share their process notes through pictures, video reflections, and digital artifacts. Low-Tech Some students have access to technology, but experience limitations due to time on their device, internet access, or support with using advanced features of applications. In these situations, the differentiation of content, process, or product should be made clear to students in their assignment. They may benefit from having their assignment personalized for them, and they may need flexibility if they are able to mix online and offline work. This can mean posting the task so it can be downloaded for later use (rather than just existing on a website), and creating materials that students can complete using their computer, but that don’t require internet access. No-Tech Students in the “no-tech” access category likely have less than one hour per day to access the internet, and may be logging on from a phone or tablet that isn’t connected to a printer or scanner for managing hard copy printouts. Teachers can offer entry points for these students by creating custom materials using picture models or short videos that explain what and how to complete a task with the materials they have on hand. Keep in mind that no-tech assignments can ask students to write out their responses by hand and submit assignments using photos. These assignments might also include packets of strategies or resources that can be picked up at school (and for convenience, can be picked up/dropped off during the same hours as food distribution), phone calls or text messages to students, or the option to send/receive materials by mail.
Differentiating tasks is one way we can increase student interest. Students are drawn to tasks that are personally relevant and challenging — creating multiple pathways for students to approach their learning (process), demonstrate their learning (product), or customize their learning (content), will allow them to deepen their understanding and increase their personal and academic engagement.
By ROBERTA LENGER KANG
Differentiation can happen in many ways, with varying levels of complexity. Our Differentiating Like a STAR resource, designed to help educators consider entry points to differentiation, offers strategies in four categories: data, task, text, and grouping. Within each category, we outline three levels of instruction — the more stars included, the stronger the differentiation. By identifying pathways to expand differentiation, you can add depth and complexity to your lessons. Differentiating instruction through text selection and literacy support is essential during a time of remote or blended learning. While learning remotely, students increasingly rely on learning through reading, rather than in-person lectures or teacher presentations. As students are exploring new content through texts, we can design multiple entry points to support engagement, content knowledge, and skill development. We use texts to inform our instruction at three critical levels: 
When teaching in person, we often differentiate for students based on their reading levels. We may be used to differentiating a text by using a common reading support like a vocabulary word bank, or guiding questions to build comprehension. More advanced forms of text differentiation include providing multiple texts on the same topic and allowing students to make a selection. This ensures that students will have access to the main content information at the reading level that is the best fit for them. When we’re providing the highest level of differentiation for students, we’re matching specific students with an “on-level” and a “stretch level” text to support their understanding of the content and stretch their reading level.
Whether we’re teaching in-person or remotely, our biggest challenge is finding meaningful texts at different levels. You may be interested in exploring websites like Scholastic, Newsela, or Readworks — each of which offer access to texts organized by subject, topic, and grade level. A strong practice would be to identify the following:
If students are struggling with the lowest leveled text, consider adding additional scaffoldings (like the word bank or anticipatory summaries).
High-tech differentiation
We define "high-tech" as unlimited, individual access to an internet-connected device. Provide vocabulary support: Consider linking to sites like vocabulary.com, where you can create class lists, group students, and customize vocabulary lists (or select from pre-made options). You can also use this option to create quizzes and other vocabulary-building games, which will provide a complement to any reading assignment. Build student choice and autonomy by offering students a central text — for everyone to read — and then inviting students to contribute to a classroom library by finding two additional texts on the same topic. Going forward, students can select the texts they want to read based on those that have been identified for the class’ digital library. Use a formative reading assessment to identify targeted texts that can be incorporated into instructional tasks. We can use a resource like Google Forms to develop a differentiated task for students, and embed a select passage from the text into the form itself, while asking questions related to comprehension. If students answer the questions incorrectly, they can be routed to a text that’s targeted for a lower grade level. If students submit a mix of correct and incorrect responses, they can be routed to a text that matches their grade level. If students answer all questions correctly, they can be routed to a higher level text. Whether providing access to vocabulary instruction that’s parallel to the reading, or helping students discover texts at their own levels, differentiating by text level is a great way to ensure all students have a way to access the lesson. 
Low-tech differentiation
We define "low-tech" as at least one hour of individual time on an internet-connected device. Add hyperlinks to potentially difficult words embedded in a shared text. This type of vocabulary support makes it easy for students to view the definition of a word, without leaving the document they’re reading. If you’re preparing an assignment in Google Docs or Word, simply highlight the word you want to define and add a hyperlink to an online dictionary. Help students utilize this support by asking them to summarize key parts of the text or define some of the vocabulary terms in their own words. This option does not require that students spend more time online, and will allow them to complete the assignment on paper rather than on the computer if that’s a better fit, given their access to technology. Offer student choice when posting an assignment to your online learning platform. Consider providing 2-3 texts as options and giving students a choice of which they’d like to read, or plan to strategically assign texts to students based on their reading levels. You can also invite students to read two out of the three texts, and offer additional points for reading multiple selections. Each interaction will help students absorb the content information, build their vocabulary, and challenge them to stretch to the next reading level. Teachers are sometimes cautious when doing this in person, as it can stigmatize students and highlight their level of academic performance. But in a remote learning setting, each task can become personalized, and this strategy can be implemented without these same concerns.
No-tech differentiation
We define "no-tech" as less than one hour on an internet-connected device. Add-on resources can accompany your lesson, and create scaffolds and supports for students as they read. For example, if a task includes a reading passage, comprehension questions, and a short response, you can create an add-on resource for vocabulary, which will provide definitions of words included in the passage. At a minimum, this word bank can help students make sense of the passage. For additional credit, we can ask students to create visual definitions of the vocabulary words, or define them in their own terms. Their work can be created using pen & paper, and then submitted by taking a simple photo. Ask students to synthesize content in their own words: Similar to the low-tech option, this begins with offering multiple texts as part of your assignment, and inviting students to choose the text that’s the best fit for them. From there, we can ask students to share what they’ve learned by writing about the topic as if they’re passing on their knowledge to students who are at a lower grade level. For example, if I’m teaching middle schools students who are learning about the three branches of government, I can extend my students’ reading task by asking them to write an explanation of this topic for third graders. The translation of the information from an on-level text to students at a lower grade level will help students think critically about what they understand.
Whether we’re teaching in-person or online, differentiating texts for students’ reading levels is complicated. We want to use everything we know about our students to match them to the right text at the right time, and provide the best scaffolds that will help them to stretch without slipping.
TAGS: DIFFERENTIATION, LITERACY, REMOTE LEARNING, RESOURCES, ROBERTA LENGER KANG |
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The Center for Professional Education of Teachers (CPET) at Teachers College, Columbia University is devoted to advancing global capacities in teacher education, research, and whole school reform. CPET advocates for excellence and equity in education through direct service to youth and educators, innovative school projects, international research that examines and advocates the highest quality instructional and assessment practices today, and sustainable school partnerships that leverage current policy and mandates to raise literacy levels and embed collaborative communities of learning. Uniting theory and practice, CPET promotes rigorous and relevant scholarship and is committed to making excellent education accessible worldwide.
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