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William & Ida Friday Institute for Educational Innovation

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Blue Ribbon Commission on Public Education August 2026 Brief

This brief provides an overview of school finance in North Carolina, highlights key features and considerations within the current landscape, and draws on approaches and lessons from other states.

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Educators’ Perspectives on Generative AI in K-12: Informing AI in Education Guidance

The rapid development of generative AI is transforming the educational landscape. Educators from the classroom to the district office are confronted with new challenges and uncertainties regarding safe, equitable and effective implementation. This study explored education leaders’ perceptions and experiences with AI integration in K-12 education through interview and focus group data collection during the Friday Institute’s AI in K-12 Education Convening. At the culmination of the 2023-24 school year, the study’s findings are compared against guidance for AI in K-12 education published by 12 state education agencies.

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Instructional Design Principles for Remote Teaching and Learning

The Instructional Principles for Remote Teaching & Learning provide guidance to schools and districts during the COVID-19 crisis.

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Student Attitudes Toward STEM (S-STEM) Survey Instrument & Codebook – Middle/High School (6-12th)

The Middle/High School (6-12th) S-STEM Survey is intended to measure changes in students’ confidence and efficacy in STEM subjects, 21st century learning skills and interest in STEM careers. The survey is available to help program coordinators make decisions about possible improvements to their program.

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Teacher Efficacy and Attitudes Toward STEM (T-STEM) Survey: Development and Psychometric Properties

Five versions of the T-STEM survey have been developed: one for each teaching area of STEM (Science, Technology, Engineering, and Mathematics) and one for elementary teachers.

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Quality Review Tools for Digital Learning Resources

The quality review checklist and rubric presented in this document are designed to support educators in evaluating digital learning resources intended for classroom use.

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Student Attitudes Toward STEM (S-STEM) Survey Instrument & Codebook – Upper Elementary School (4-5th)

The Upper Elementary School (4-5th) S-STEM Survey is intended to measure changes in students’ confidence and efficacy in STEM subjects, 21st century learning skills and interest in STEM careers.

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Student Attitudes Toward STEM (S-STEM) Survey: Tips for Using Your Data

These five steps are a useful process by which individuals/teams can organize efforts to learn about the impact of their program on participating students.

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Improving Professional Learning Opportunities in Rural Schools

Due to high rates of poverty, low levels of educational attainment and unemployment, many rural school districts face significantly different challenges in educating students than their suburban and urban counterparts. The Professional Learning and Leading Collaborative at the Friday Institute has worked with and across rural communities to address the needs of schools and districts. In this brief, the authors share practical suggestions for improving professional learning opportunities at a school.

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Is Read to Achieve Making the Grade? An Assessment of North Carolina’s Elementary Reading Proficiency Initiative

In 2012, in an effort to increase elementary reading achievement in North Carolina, and to end a de facto policy of “social promotion” that places more emphasis on age than on demonstrated proficiency, the North Carolina General Assembly passed legislation that required the North Carolina Department of Public Instruction to develop and implement a program to support on-grade reading mastery for all 3rd grade students. The initiative is commonly referred to as Read to Achieve (RtA).

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Teacher Efficacy and Attitudes Toward STEM (T-STEM) Survey – Elementary Teachers

The Teacher Efficacy and Attitudes Toward STEM (T-STEM) Survey for Elementary Teachers is intended to measure changes in elementary teachers’ confidence and self-efficacy in STEM subject content and teaching, use of technology in the classroom, 21st century learning skills, leadership attitudes and STEM career awareness.

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