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| Issue | |
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| Editors' | |
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| Notes | |
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| Executive Summary | |
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| The Case for Twenty-First Century Learning | |
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| Why American business demands twenty-first century skills: An industry perspective (Karen Bruett) | |
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| Emphasizing the responsibility of all stakeholders to take part in preparing youth to compete in the global economy, through technology | |
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| Dell supports schools in preparing students with twenty-first century skills | |
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| Why American business demands twenty-first century learning: A company perspective | |
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| Because Microsoft believes the challenges of competing in today's economy are substantial, it measures current employee performance against twentyfirst century competencies and invests in educating youth-future workers-with twenty-first century skills | |
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| Why the American public supports twenty-first century learning | |
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| A Time Warner Foundation survey found that Americans want a "basicsplus" education for students and see strong public sentiment for teaching twenty-first century skills in school and in after-school programs | |
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| Why America's disadvantaged communities need twenty-first century learning | |
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| High-quality after-school programs have the potential to help traditionally underserved students develop "new basic skills," which are necessary to succeed in today's workforce, thereby closing the achievement gap | |
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| Why the changing American economy calls for twenty-first century learning: Answers to educators' questions | |
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| Answers to educators' questions around the effect of fluctuations in the American economy on the future of education are provided through exploring the composition of the future workforce and related concerns | |
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| Research and Practice for Twenty-First Century Learning | |
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| Establishing the R&D agenda for twenty-first century learning | |
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| A long-term agenda is needed to invest in targeted research to propel and sustain the teaching and assessment of twenty-first century skills critical for the United States to compete globally | |
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| Twenty-first century learning in afterschool | |
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| School systems have limitations of time, structure, inertia, and bureaucracy, and priorities that make it difficult to teach twenty-first century skills, while after-school programs represent an untapped opportunity and possess certain competitive advantages | |
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| Voices from the Field-Essays on Twenty-First Century Learning | |
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| Twenty-first century learning in schools: A case study of New Technology High School in Napa, California | |
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| A case study of twenty-first century teaching and learning at New Technology High School demonstrates uses of project-based learning, online portfolios, outcomes-based assessment, and technology to cultivate twenty-first century knowledge and skills | |
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| Twenty-first century learning in school systems: The case of the Metropolitan School District of Lawrence Township, Indianapolis, Indiana | |
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| Lawrence County, Indiana, school district works to institutionalize twentyfirst century learning through a digital-age literacy initiative, featuring a strong emphasis on professional development for teachers, and using data to measure progress | |
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| Twenty-first century learning in states: The case of the Massachusetts educational system | |
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| Exemplary practices in Massachusetts show how states can overcome K-12 and higher education challenges in helping more students graduate and be prepared for the twenty-first century workforce | |