Member Since 2013


Julia Freeland Fisher is the director of education research at the Clayton Christensen Institute. She leads a team that educates policymakers and community leaders on the power of disruptive innovation in the K-12 and higher education spheres through its research. Prior to joining the Institute, Julia worked at NewSchools Venture Fund, a venture philanthropy organization that supports education entrepreneurs who are transforming public education. She also served as an instructor in the Yale College Seminar Program and a summer associate at Farella Braun + Martel LLP, a litigation firm in San Francisco. Julia graduated from Princeton University with a BA in Comparative Literature and Latin American Studies. She also received a JD from Yale Law School.

Published Articles & Media

Will the Decline of AP Course Offerings Spur the Rise of Course Access?

If we believe that the school you attend should not determine the limits of the courses you can take, then states, rather than individual schools, must step in to ensure that all students can benefit from innovations in online learning to access coursework.

How Should We Spend $4 Billion on Computer Science Education?

This week, President Obama announced that he would call for a $4 billion dollar commitment in his 2017 budget to bring computer science education to K-12 schools nationwide.

In Search of On-ramps to Competency-based Learning

Many efforts to reinvent learning in a competency-based manner are thwarted by time-based metrics in school districts, but here are some areas where innovations may be able to take root

The Next-Gen High School to Watch

The Virtual Learning Academy Charter School (VLACS) in New Hampshire allows full-time and part-time middle and high school students to choose among five pathways to learn and demonstrate mastery of the New Hampshire state competencies.

Privacy Push Must Not Prevent Personalized Learning

The fierce debate over the privacy of student data often risks preventing students from benefiting from the enormous breakthroughs that technology makes possible in 21st century schools.

Aim for Individual Mastery and the Rest Will Follow

How difficult will it be to square current accountability structures with emerging personalized learning models.?

New Hampshire Testing Pilot Breaks the Federal Accountability Mold

Last week the U.S. Department of Education made a groundbreaking decision to allow four school systems in New Hampshire to pilot a new accountability regime based on a mix of local and state assessments.

Don’t Capitulate To The Credit Hour, Recreate It

A report from the Carnegie Foundation examines the history of the century-old Carnegie Unit and its impact on education reform in K–12 and higher education.

Three False Dichotomies in Blended Learning

Don't assume that by adding blended learning, we must automatically be detracting from something else.

New Hampshire’s Journey Toward Competency-Based Education

State lifts barriers to innovation, allowing districts and charters to personalize learning

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