Darren’s team developed, managed, and marketed this voice chatbot and book subscription product for Mia Learning. It used conversational AI and machine learning to offer personalized book recommendations and coaching to help elementary-school students become intrinsically motivated to read. Children using Secret Agent Mia achieved 32% annualized gains in reading motivation, and the product saw 196% year-over-year revenue growth.
Read MoreWhy Mia, Why Now: A Research-Based Path to Self-Motivated and Purposeful Reading synthesizes cross-disciplinary, peer-reviewed research on motivation to read to explain the design of Mia Learning’s AI voice chatbot and book subscription service.
Read MoreThe Cambridge Learning Group synthesized a large body of research from multiple fields for Book Trust, a national literacy non-profit. We used the results to refine and validate their logic model, developing new strategy for communications and partnerships, as well as generating actionable insights for increasing the coherence and efficacy of their program design.
Read MoreThe National Council of Teachers of English Washington office team, under Darren Cambridge's leadership, worked closely with teachers around the country and other organizations that represent them in Washington to advocate for policies that improve conditions for literacy learning. Our work help win authorization of dedicated funding for the comprehensive literacy program we worked with Senator Murray's staff to design in the Every Student Succeeds Act of 2015 and secure $190 million of funding for it in FY2016.
Read MoreGrounded in the expertise of teachers in the classroom, our Kent D. Williamson Policy and Advocacy Center team synthesized and disseminated promising policy ideas for improving the conditions for literacy learning. Structural Kindness: Essays in Literacy Education in Honor of Kent D. Williamson features contributions by many of the leading voices in literacy today.
Read MoreAs one of the leaders of the National Center for Literacy Education, Darren Cambridge directed research on school-wide capacity building for literacy learning. Drawing on both a national survey and in-depth interviews with approximately 100 teachers and school leaders, we demonstrated that educators believe standards implementation leads to better results for students when the organizational conditions that support collective capacity building are in place.
Read More
