National Center for Restructuring Education, Schools & Teaching (NCREST)

Who We Are

NCREST works with educators, policymakers, community groups and other organizations to improve schools and transform education systems. Founded in 1990 by Linda Darling-Hammond and Ann Lieberman, Director Thomas Hatch leads NCREST’s current efforts help all those engaged in education to reimagine, create, and sustain more powerful and equitable learning environments. NCREST is affiliated with the Department of Curriculum and Teaching, Teachers College, Columbia University. 

What We Do

NCREST carries out research and development projects that address the fundamental changes in learning, teaching, curriculum, assessment, parent and community engagement, and administration that comprehensive school improvement demands. As part of the work, NCREST produces a wide range of publications and  images of practice that can be used to fuel educational reform efforts and support professional learning. NCREST also shares news and research on educational change around the world via International Education News.

Featured Publication

“New possibilities for schooling are most likely to take off when their goals, capacity demands, and values fit the common needs, existing capabilities, and prevailing conditions in the schools and communities where they’re supposed to work” — Thomas Hatch

Read more in “ We will now resume our regular programming” from the Journal of Educational Change and The Education We Need for a Future We Can’t Predict.

Featured Projects


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International Education News

The Latest from International Education News

What's new, what's good, and what's effective in education around the world

Sustaining teacher education and supporting students’ mental health: Tapio Lahtero on the work of the principal in Finland during and after COVID (Part 2)

What does school leadership look like in Finland? Tapio Lahtero shares his perspective on what it was like to lead schools with well-prepared but highly autonomous educators through the challenges created by the COVID-19 pandemic. The second part of this … Continue reading

Leading when following is not required: Tapio Lahtero on the work of the principal in Finland during and after COVID (Part 1)

What does school leadership look like in Finland? Tapio Lahtero shares his perspective on what it was like to lead schools with well-prepared but highly autonomous educators through the challenges created by the COVID-19 pandemic. The first part of this … Continue reading

Leading headlines from OECD’s Education at a Glance: September 2024 Edition

This week, IEN scans the headlines reporting on this year’s OECD Education at a Glance for 2024. Published on September 10th 2024, this year’s report focuses particularly on equity and disparities in opportunities at every level of education. Every year, … Continue reading

Remedying Educational Inequities to Build a Just Future: Lead the Change Interview with Lauren Yoshizawa

In this month’s Lead the Change (LtC) interview, Lauren Yoshizawa shares her insights on how research can remedy educational inequality and contribute to a more just future in education. Drawing from her work at the intersection of school improvement efforts … Continue reading

Banning Cell Phones Around the World? Scanning the Back-to-School Headlines for 2024-25 (Part 3)

Today, we roundup some of the many headlines that discuss the banning of cellphones as students head back to school in many parts of the world. Part 1 of this year’s Back-to-School scan provided an overview of some of the … Continue reading

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