A weekly podcast highlighting new and important education research in an engaging, accessible format.
Head Start, the nation’s largest publicly funded preschool program, holds licensed centers and agencies accountable through a set of defined quality standards. A new study, however, finds that the overall quality rating of a center can vary substantially, depending on which classrooms are evaluated.
Responding to workforce demands and growing pressure on students to earn a post-secondary degree or certificate, U.S. high schools have increasingly focused on “college readiness.” It’s a concept, however, that can be difficult to formally define.
The advanced placement (AP) program has rapidly expanded in recent years, causing some to question whether certain courses – including AP science and math – can be successfully offered in less-resourced schools. In one of the first studies of its kind, a team of researchers set out to chart the “frontier” of AP expansion
From high-stakes testing to heightened federal accountability, the No Child Left Behind Act brought myriad changes to American classrooms. According to two new studies by the University of Dayton’s Meredith Wronowski, it also had significant unintended impacts on teacher perceptions – including increased feelings of stress and demoralization – and workplace turnover.
Jordan Rickles and Kristina Zeiser studied a school-wide approach to deeper learning in 16 U.S. high schools, finding significant positive impacts on post-secondary enrollment, interpersonal skills, and academic outcomes.
Each year millions of American K-12 students take classes online, augmenting traditional coursework or attempting to recover lost credits on the road to graduation. Despite its growing presence in schools, however, digital instruction can often have mixed results.
Dan Goldhaber, director of the Center for Analysis of Longitudinal Data in Education Research at the American Institutes for Research, joins CPRE’s Doug Ready to discuss the latest research on teacher quality gaps in U.S. schools.
While many studies have examined the connections between minority students, minority teachers, and immediate outcomes like test scores, few have attempted to track those impacts through high school and into college.
For decades, education researchers, policymakers and other stakeholders have advocated for a wide range of reforms to elementary school instruction. A new study of five urban school districts set out to determine how – and how well – those reforms are being implemented in the classroom.
Teacher preparation programs have long been judged on criteria such as licensing exam scores and teacher retention rates. Now, states are moving toward multi-outcome measures, including teacher evaluation ratings, to assess program quality.