A new national study offers some of the first large-scale evidence on the scope of implicit teacher bias in American classrooms, and the relationship between teacher attitudes and student outcomes like academic performance and discipline.
District and Charter Leaders Share Promising Strategies in the Wake of COVID-19
Early results from a nationwide survey of district and charter school network leaders highlight successful approaches used in schools this spring and a number of common concerns for the fall and beyond. American Institutes for Research senior researcher Dia Jackson discusses a new early-look brief on Research Minutes.
Research-Backed Strategies to Address Student Learning Loss
Following a chaotic spring semester and extended school closures, many students will require additional academic support as instruction resumes this fall. A new policy brief, coauthored by the University of Chicago Consortium on School Research‘s Elaine Allensworth, offers some research-backed strategies for schools attempting to address student learning loss in the months ahead.
The Prospect of Reopening Schools
How – and under what conditions – can schools reopen safely in the wake of a global pandemic? And what resources will school systems need to provide effective instruction in the months ahead? Dr. Joshua Sharfstein (Johns Hopkins University) and Mike Magee (Chiefs for Change) join us on a special episode.
Study: Some Students Lose Nearly All Academic Gains During Summer
A new study into summer learning loss details the academic costs – and the cumulative impacts – of time spent away from school.
Teacher Experiences and Working Conditions in the Wake of COVID-19
Schools with more supportive working conditions were far more successful at helping their teachers maintain a sense of success during COVID-19-related school closures, according to a multi-state survey conducted by researchers Matthew Kraft and Nicole Simon.
Many Districts ‘Left Learning to Chance’ During Closures, Study Finds
In the chaotic shift to online education this spring, many districts did not communicate an expectation for teachers to monitor student progress, track attendance or provide live instruction, according to a new study by the Center on Reinventing Public Education (CRPE). CRPE Associate Director Betheny Gross discusses her team’s findings and some evidence-backed recommendations for school systems and instructors now planning for the fall..
School Funding in the Wake of COVID-19
Renowned economist and education researcher Eric Hanushek joins CPRE Executive Director Jonathan Supovitz to discuss the potential economic and workforce impacts of the pandemic, and offers some research-backed recommendations for states, districts and school leaders.
School Reopenings: Lessons from Home and Abroad
A new report by the Johns Hopkins Institute for Education Policy and Chiefs for Change analyzes successful interventions across the globe and offers research-backed recommendations for states, districts and school leaders now planning for the fall and beyond.
Could Large-Scale Tutoring Address COVID-Related Learning Loss?
Students will face an uphill battle returning to school in the wake of the COVID-19 pandemic, according to a growing body of research on the academic costs of extended school closures. Could large-scale tutoring help level the playing field? Johns Hopkins University’s Robert Slavin joins CPRE Executive Director Jonathan Supovitz to discuss.