Our Work

Transforming Education (TransformEd) began in 2010 as a set of research projects under the New Initiatives Department at the National Center on Time and Learning (NCTL). The organization’s early work examined schools’ impact on students’ cognitive and “non-cognitive” skills and on supporting students in developing the “mindsets, essential skills, and habits needed for success in college, career, and life.”

In its initial years, TransformEd invested its resources heavily in research and assessment. While this focus offered extensive opportunities to partner with schools and districts, it had the unintended effect of reinforcing systemic racism, oppression, and inequitable instruction. In recent years, we have intentionally shifted away from a focus on measuring student social-emotional skills, first by incorporating assessments of the learning environment into our work, and further by orienting towards how we can change education systems to better support students’ holistic development.

In 2016, TransformEd incorporated as a fully-independent 501(c)3. In 2019, the organization updated its mission to “partner with educators to support school systems in fostering the development of the whole child so that all students, particularly those from marginalized populations, can thrive.” This shift reflected an emphasis on the school system, instead of the student, as the unit of change. It also formally acknowledged that a range of other factors beyond skill-building contribute to student thriving, including strong relationships, positive learning environments, and antiracist practices. Finally, the explicit note about marginalized populations was also intended to enshrine a deep belief in the importance of equity and justice in the mission statement.

In 2020, TransformEd developed a new strategic plan in order to focus our work and achieve greater impact. In recent years, we have seen that social-emotional learning and educational equity are too often addressed as separate goals, but we believe the two are inextricably linked. We seek to be field leaders in antiracist approaches to whole child development. This requires a deep understanding of the ways in which positive learning environments, social-emotional development, identity development, and racial justice are interconnected. To support this evolution in our work, we have committed to deepening our expertise in antiracist practices, re-examining the tools and resources that emerged from our earliest work, and refining our internal policies and practices to ensure that we are walking the walk on our vision and mission.