A weekly podcast highlighting new and important education research in an engaging, accessible format.
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.
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.
Is blended learning a viable option for schools looking to reopen – and provide quality instruction – in the wake of the COVID-19 pandemic? It may depend on the approach. We discuss with Barbara Means, Executive Director of Learning Sciences Research at Digital Promise.
Researchers find that chronic math tracking can significantly reduce students’ academic mobility, landing many in “math traps” from which escape is nearly impossible.
Math tracking is widely used in American schools to group students according to academic ability and need. A recent study, however, found that tracking can significantly reduce students’ academic mobility, landing many in “math traps” from which escape is nearly impossible.nnStudy coauthors Federick Ngo (University of Nevada, Las Vegas) and David Velasquez (University of Southern California) join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, and some important implications for policy, practice and future research.
Personal views and political leanings can influence a teacher’s perception of news source credibility, according to a study of more than 1,000 high school social studies teachers across six states.
A new set of planning considerations from the American Academy of Pediatrics offers some important guidance regarding instructional time, physical and mental health, special populations, and more. We discuss with Dr. Nathaniel Beers, pediatrician and member of the American Academy of Pediatrics Council on School Health.
A new survey of teachers and district leaders finds that COVID-19-related school closures have had significant impacts on student engagement, truancy, morale and educational equity. We discuss with Holly Kurtz, director of the Education Week Research Center.
Universal pre-k has been expanding in recent years, yet few studies have examined which families do – and which families don’t – apply.
Forty-six states and Washington D.C. have officially extended school closures to the end of the 2019-20 academic year in response to the COVID-19 pandemic. Now, as millions of students face extended time away from schools, parents and researchers are questioning the academic cost.nnWe speak with Ian Rosenblum, executive director of The Education Trust New York, and Elisha Smith Arrillaga, executive director of The Education Trust West, about new polls showing that parents are overwhelmingly concerned about students falling behind in the wake of the pandemic.nnThen CPRE Executive Director Jonathan Supovitz speaks with NWEA research scientist Megan Kuhfeld about a new set of projections – based on research into the “summer slide” – forecasting the potentially “devastating impact” of COVID-related school closures. (Segment begins at 19:42). nnWe also discuss some potential strategies to mitigate learning loss, improve equity and navigate one of the most challenging periods in American education.