9 Millennium - Twenty-fourth Edition ACADEMIA, EDUCATION AND EDUCATIONAL SERVICES microschool programs while advocating for the adoption of their project-based learning model across both existing and newly established educational initiatives. Mr. Edwards’ goal is to collaborate with schools, families, educators, businesses and others to advance revolution in education through the CARE Learning Framework. He is also developing a membership and accreditation network to certify educators and accredit programs aligned with its learner-centered model. This will enable alternative education founders, homeschooling cooperatives and other communities worldwide to establish CARE cohorts in their own cities. Within the next five years, Mr. Edwards and his team intend to advocate for a global education state of emergency, underscoring the urgency of reform while preparing to expand their pilot programs. Drawing parallels to the sweeping educational shifts that began during the COVID-19 pandemic, he is committed to mobilizing public support for transformative change. An experienced educator, instructional coach and advocate for innovative learning approaches, Mr. Edwards began his career as a mathematics and music teacher in Prince William County Public Schools. He then relocated to Lima, Peru, to teach upper-level mathematics at the American International School while pursuing his doctorate at the University of Virginia. In 2022, he returned to the public school system to assume an instructional coaching role. During this time, Mr. Edwards dedicated his efforts to dissertation research focused on reimagining education. This work led to the founding of CAREvolution and the launch of an alternative school system that challenges conventional standards. He is driven by a passion for working with students and teachers to create systemic change. Mr. Edwards’ most significant accomplishment has been leading school improvement initiatives that produced unprecedented gains in student achievement, particularly among students with disabilities. At one school, students with disabilities saw their standardized mathematics proficiency increase from 54% to 100%, effectively closing the longstanding gap. In another instance, accreditation status was preserved due to outstanding performance, earning the highest Level 1 categorization among all student groups in mathematics. By implementing his research-based CARE Learning framework, Mr. Edwards also helped transform an alternative school, reducing chronic absenteeism to 0% despite serving a population that included many students assigned for disciplinary reasons. CAREvolution aims to build on these results with educational standards shaped by community input rather than external mandates or partisan interests. Looking to the future, Mr. Edwards and his team plan to expand their pilot
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