# Renaissance AI and Education Resource Hub — Full Index # 3912 entries | Last updated: 2026-09-21 # # HOW TO USE THIS FILE # This file contains all entries with full descriptions — everything is here. # 1. Use the tag directory below to identify relevant topics. # 2. Scan entries by their tags to find matches. # 3. Present matching entries (title, URL, description) to the user. # Do NOT attempt to fetch other files. This file is self-contained. # # TAGS # Domain: k-12 (872), math-education (522), literacy (424), learning-engineering (301), english-learners (222), early-childhood (211), higher-ed (199), school-discipline (32) # Method: computer-assisted-learning (254), longitudinal (203), response-to-intervention (188), rct (85), meta-analysis (61), coaching (45), intelligent-tutoring (41), genai (40), qualitative-research (34), llm-application (24), nlp (19), automated-feedback (10), a-b-testing (7), instructional-coaching (1) # Topic: college-access (426), formative-assessment (411), sel (293), professional-development (279), career-readiness (235), personalized-learning (140), inclusive-design (126), attendance (112), open-datasets (101), dropout-prevention (97), digital-learning-platforms (76), writing-instruction (58), prekindergarten (46), student-belonging (36), ai-ethics (24), data-sharing (23), math-strategies (22), ai-policy (21), pii-privacy (18), math-motivation (9), genai-tutoring (4), math-word-problems (2), cognitive-science (2), educational-systems-change (1) # Affiliation: lpi (352), edtrust (324), digital-promise (277), wwc (165), aims (47), jedm (39), campbell-collaboration (27), jla (25), cmu-learnlab (18), tools-competition (17), lsu (13), northwestern-e4 (10), assistments (9), carnegie-learning (6), rppl (5), upgrade-platform (3), norc (2), duolingo (2), nap (2), wpi (2), khan-academy (1), lastinger-center (1), tla (1), casel (1) # # TYPES: report (3013), paper (523), framework (169), dataset (99), platform (29), presentation (27), review (24), tool (10), code (9), article (8), project-website (1) # # SOURCES: WestEd (915), Mathematica (633), Learning Policy Institute (353), The Education Trust (324), UChicago Consortium on School Research (324), NWEA Research (291), Digital Promise (277), Evidence for ESSA (203), What Works Clearinghouse (174), Campbell Collaboration (51), AIMS Collaboratory (47), Journal of Educational Data Mining (39), Journal of Learning Analytics (39), TNTP (36), National Center for Education Statistics (NCES) (29), IES Regional Education Labs (28), Brookings Institution (22), Tools Competition (17), CREDO at Stanford (16), Carnegie Mellon University LearnLab (12), IEA (11), Harvard University (9), OECD (8), LEVI Math (7), U.S. Department of Education (4), UNESCO (3), National Student Clearinghouse (3), World Bank (3), Stanford CEPA (3), Worcester Polytechnic Institute (3), National Academies of Sciences, Engineering, and Medicine (2), Urban Institute (2), ICPSR (U. Michigan) (2), Duolingo (2), NBER (2), UC Berkeley CAHLR (2), ADL Initiative (2), CAST (1), Carnegie Mellon University / Educational Testing Service (1), Collaborative for Academic, Social, and Emotional Learning (CASEL) (1), U.S. Department of Education Office for Civil Rights (1), The Open University (1), Riiid (1), The Learning Agency (1), AI-for-Education.org (1), Scale AI (1), ETH Zurich (1), pyKT Team (1), University of Notre Dame (1), Learning Commons (1), Brookings Institution (Brown Center on Education Policy) (1) --- ### 1. Organizing Instruction and Study to Improve Student Learning ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/1" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2007-09 date_source: listing authors: null document_url: null doi: null license: null tags: [cognitive-science, formative-assessment, k-12, learning-engineering, math-strategies] ``` Published September 2007. Panel: Harold Pashler (chair, UC San Diego), Patrice M. Bain, Brian A. Bottge, Arthur Graesser, Kenneth Koedinger (CMU), Mark McDaniel, Janet Metcalfe. Seven recommendations for using learning and study time effectively in subjects requiring content mastery (science, social studies, mathematics): spacing content review, alternating worked examples with practice problems, combining visual and verbal instruction, linking abstract and concrete concepts, strategic use of quizzes, efficient study time allocation, and deep explanatory questioning. --- --- ### 2. Using Student Achievement Data to Support Instructional Decision Making ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/12" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2009-09 date_source: listing authors: null document_url: null doi: null license: null tags: [data-sharing, formative-assessment, k-12, learning-engineering, professional-development] ``` Published September 2009. Panel: Laura Hamilton (chair, RAND Corporation), Richard Halverson, Sharnell S. Jackson, Ellen Mandinach, Jonathan A. Supovitz, Jeffrey C. Wayman. Five recommendations for leveraging student data to monitor academic progress and evaluate teaching: establishing schoolwide data systems, fostering a data-informed culture, integrating data review into instructional improvement cycles, teaching students to interpret their own performance data for goal-setting, and implementing district-level evidence infrastructure. --- --- ### 3. Improving Mathematical Problem Solving in Grades 4 Through 8 ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/16" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2012-05 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, math-education, math-strategies, math-word-problems] ``` Published May 2012, revised October 2018. Panel: John Woodward (chair), Sybilla Beckmann, Mark Driscoll, Megan Franke, Patricia Herzig, Asha Jitendra, Kenneth R. Koedinger (CMU), Philip Ogbuehi. Prepared by Mathematica. Five recommendations for teachers, math coaches, and curriculum developers targeting grades 4–8: preparing problems for whole-class instruction, supporting student self-monitoring and reflection, teaching visual representation, exposing students to multiple solution strategies, and helping students recognize mathematical concepts and notation. --- --- ### 4. Teaching Math to Young Children ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/18" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2013-11 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, learning-engineering, math-education, prekindergarten] ``` Published November 2013. Panel: Douglas Frye (chair), Arthur J. Baroody, Margaret Burchinal, Sharon M. Carver, Nancy C. Jordan, Judy McDowell. Five recommendations for preschool, prekindergarten, and kindergarten educators: teaching number and operations using developmental progression (Moderate Evidence), teaching geometry and patterns developmentally (Minimal Evidence), using progress monitoring aligned to individual child knowledge (Minimal Evidence), teaching mathematical perspectives on everyday situations (Minimal Evidence), and dedicating daily math time integrated throughout instruction (Minimal Evidence). Each recommendation includes implementation steps and solutions for common obstacles. --- --- ### 5. Teaching Academic Content and Literacy to English Learners in Elementary and Middle School ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/19" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2014-04 date_source: listing authors: null document_url: null doi: null license: null tags: [english-learners, k-12, learning-engineering, professional-development] ``` Published April 2014. Panel: Scott Baker (chair), Esther Geva, Michael J. Kieffer, Nonie Lesaux, Sylvia Linan-Thompson, Joan Morris, C. Patrick Proctor, Randi Russell. Research staff: Joseph Dimino, Kelly Haymond, Russell Gersten, Madhavi Jayanthi, Rebecca Newman-Gonchar. Four recommendations for elementary and middle school educators: intensive academic vocabulary instruction using varied activities, integration of oral and written English instruction into content areas, structured opportunities for written language development, and small-group interventions for struggling learners. Includes examples aligned to Common Core standards. --- --- ### 6. Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/20" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2015-04 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, math-education, math-strategies] ``` Published April 2015, revised January 2019. Panel: Jon R. Star (chair, Harvard University), Anne Foegen, Matthew R. Larson, William G. McCallum, Jane Porath, Rose Mary Zbiek. Three recommendations for middle and high school algebra educators: analyzing algebraic reasoning, utilizing structural representations, and selecting alternative problem-solving approaches. Each recommendation includes implementation steps and common roadblocks. --- --- ### 7. Using Technology to Support Postsecondary Student Learning ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/25" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2019-05 date_source: listing authors: null document_url: null doi: null license: null tags: [digital-learning-platforms, higher-ed, learning-engineering, personalized-learning] ``` Published May 2019. Authors: Sarah Costelloe, Kristen Cummings, Brian Freeman, Allan Porowski, Sandra Jo Wilson, Michael Frye. Five recommendations for higher education instructors, instructional designers, and administrators: use of communication tools, digital resources, self-regulated learning strategies, performance feedback, and simulation technologies for problem-solving. Targets postsecondary settings. --- --- ### 8. Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/26" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2021-03 date_source: listing authors: null document_url: null doi: null license: null tags: [intelligent-tutoring, k-12, learning-engineering, math-education, math-strategies] ``` Published March 2021. Panel: Lynn S. Fuchs (chair, Vanderbilt), Nicole Bucka, Ben Clarke, Barbara Dougherty, Nancy C. Jordan, Karen S. Karp, John Woodward. Six recommendations for grades K–6, all with strong evidence ratings: systematic instruction, mathematical language instruction, use of concrete representations, number line application, word problem instruction, and timed activities to build fluency. Covers both general student populations and children with disabilities. --- --- ### 9. Preparing Young Children for School ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/30" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2022-08 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, learning-engineering, prekindergarten] ``` Published August 2022. Panel: Margaret Burchinal (chair, University of Virginia), Karen Bierman, Jorge Gonzalez, Kimberly Nelson, Megan McClelland, Jill Pentimonti, David Purpura, Jason Sachs, Julie Sarama, Elizabeth Schlesinger-Devlin, Julie Washington. Seven recommendations distilling contemporary early childhood and preschool research to help prepare young children to benefit from educational opportunities in school settings. --- --- ### 10. CAST Universal Design for Learning Guidelines 3.0 ```yaml url: "https://udlguidelines.cast.org" type: framework source: "CAST" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [cognitive-science, inclusive-design, k-12, learning-engineering] ``` Released July 30, 2024. Organization: CAST. An educational framework "based on scientific insights into how humans learn" designed as "a tool that can be applied in any discipline or domain to ensure that all learners are able to access and participate in meaningful, challenging learning opportunities." Version 3.0 specifically addresses "critical barriers rooted in biases and systems of exclusion for learners with and without disabilities." Three design principles: Engagement, Representation, and Action & Expression. Overarching goal: learner agency that is "purposeful & reflective, resourceful & authentic, strategic & action-oriented." Downloadable PDF available in 20+ languages. Audience: educators, curriculum developers, learning and instructional designers, researchers, parents. --- --- ### 11. Recommendation on the Ethics of Artificial Intelligence ```yaml url: "https://www.unesco.org/en/articles/recommendation-ethics-artificial-intelligence?hub=195885" type: framework source: "UNESCO" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [ai-ethics, ai-policy, higher-ed, k-12] ``` Adopted 2021, published 2022. UNESCO's inaugural global standard on AI ethics, addressed to all 194 UNESCO member states. Establishes that "the protection of human rights and dignity is the cornerstone" of the framework. Covers transparency, fairness, and human oversight of AI systems across Policy Action Areas addressing data governance, environmental concerns, gender equity, education, research, health, and social wellbeing. --- --- ### 12. UNESCO AI Competency Framework for Students ```yaml url: "https://www.unesco.org/en/articles/ai-competency-framework-students" type: framework source: "UNESCO" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [ai-ethics, ai-policy, higher-ed, k-12, llm-application] ``` Published 2024. Authors: Fengchun Miao, Kelly Shiohira, Natalie Lao. Four core competency areas for students (K-12 and higher education): "a human-centred mindset," "ethics of AI," "AI techniques and applications," and "AI system design." Direct PDF available in English, Arabic, French, Portuguese, Spanish, and Vietnamese at unesdoc.unesco.org (access from direct UNESDOC URL was blocked during audit; description sourced from UNESCO article page). --- --- ### 13. UNESCO AI Competency Framework for Teachers ```yaml url: "https://www.unesco.org/en/articles/ai-competency-framework-teachers" type: framework source: "UNESCO" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [ai-ethics, ai-policy, higher-ed, k-12, llm-application, professional-development] ``` Published 2024. Authors: Fengchun Miao, Mutlu Cukurova. Five competency areas for teachers and educators: "a human-centred mindset," "ethics of AI," "AI foundations and applications," "AI pedagogy," and "AI for professional development." Direct PDF available in English, Arabic, French, Portuguese, Spanish, and Vietnamese at unesdoc.unesco.org (access from direct UNESDOC URL was blocked during audit; description sourced from UNESCO article page). --- --- ### 15. EMERALDS: Preparation for Success in Algebra ```yaml url: "https://achievethecore.org/page/3367/preparation-for-success-in-algebra-exploring-math-education-relationships-by-analyzing-large-data-sets-emeralds" type: report source: "Carnegie Mellon University / Educational Testing Service" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [carnegie-learning, cmu-learnlab, k-12, learning-engineering, longitudinal, math-education, math-strategies] ``` Published June 2021. Principal Investigator: David C. Geary (University of Missouri). Institutions: Human-Computer Interaction Institute at Carnegie Mellon University and Educational Testing Service. "One of the largest longitudinal assessments of what mathematics prepares students for success in Algebra" — uses anonymized large-scale data to identify mathematical competencies in earlier grades that form critical foundations for algebraic success, with particular focus on historically underserved student populations. Report hosted at Achieve the Core; full report linked from that page. --- --- ### 16. Lenses on Literature — Evidence for ESSA ```yaml url: "https://evidenceforessa.org/program/lenses-on-literature/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [carnegie-learning, computer-assisted-learning, formative-assessment, k-12, learning-engineering] ``` Evidence review published at Evidence for ESSA (Johns Hopkins University). Carnegie Learning's Lenses on Literature (formerly Literacy Design Collaborative) earned a "Promising" (Tier 3) ESSA evidence rating. Instructional framework emphasizing daily, standards-driven reading, writing, and discourse organized around disciplinary literacy with complex texts. Primary study: 18,203 students across Kentucky and Pennsylvania (2012–2013). Effect size: +0.05 average; Kentucky: +0.06 (statistically significant); Pennsylvania: +0.03 (non-significant). Includes scaffolds for multilingual learners, embedded assessments using Stanford-aligned rubrics, and professional development with coaching and data analysis. --- --- ### 17. The State of Educational Data Mining in 2009: A Review and Future Visions ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/8" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2009-10-01 date_source: listing authors: ["Baker, Ryan S.J.d", "Yacef, Kalina"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/8/2" doi: "10.5281/zenodo.3554657" license: "CC BY-NC-ND 4.0" tags: [computer-assisted-learning, intelligent-tutoring, jedm, learning-engineering, meta-analysis] ``` Published 2009. Authors: Ryan S.J.d. Baker (Worcester Polytechnic Institute), Kalina Yacef (University of Sydney). Journal of Educational Data Mining, Vol. 1, No. 1. Inaugural-issue review paper for the EDM field: examines the history and methodological evolution of educational data mining, comparing early approaches with 2008–2009 research. Identifies three field-wide trends: increased emphasis on prediction methods, emergence of discovery-with-models techniques, and declining focus on relationship mining. Catalogues the most-cited EDM papers published 1995–2005 and analyzes their influence within and beyond the field. Open access under CC BY-NC-ND 4.0. --- --- ### 18. Breaking With the Past: Embracing Digital Transformation in Education ```yaml url: "https://digitalpromise.dspacedirect.org/items/6559b261-d6d7-4184-9116-16eb93a9c212" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2023-04 date_source: listing authors: ["Jean-Claude Brizard"] document_url: null doi: "10.51388/20.500.12265/176" license: null tags: [digital-learning-platforms, digital-promise, learning-engineering, personalized-learning] ``` Digital Promise report arguing for digital transformation of teaching and learning at scale across U.S. schools. Compares traditional one-size-fits-all instruction to learner-centered, personalized frameworks and examines how digital technologies can enable the transition—drawing on how other industries have used innovation to drive systemic change. --- --- ### 19. Computational Thinking for an Inclusive World ```yaml url: "https://digitalpromise.dspacedirect.org/handle/20.500.12265/138" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, digital-promise, inclusive-design, k-12, learning-engineering] ``` Digital Promise report calling on educators to integrate computational thinking across PreK–12 disciplinary learning with an explicit equity focus, addressing persistent gaps in access to computing education for marginalized students. Argues that CT skills are important for all students—not only future computer science students—and issues two calls to action for designing inclusive computing learning opportunities. --- --- ### 20. Shifting Mindsets: Designing Lessons for Learner Variability ```yaml url: "https://digitalpromise.dspacedirect.org/handle/20.500.12265/157" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [digital-promise, learning-engineering, personalized-learning, professional-development] ``` Digital Promise pilot study conducted with DonorsChoose examining whether teachers could use the Learner Variability Navigator (LVN)—a free, open-source web app curating whole-child research and evidence-based strategies—to customize instruction for diverse learners. Found that even brief use of the tool encouraged teachers to apply research-based strategies addressing learner variability across PreK–12 classrooms. --- --- ### 21. Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/2" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2009-04 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, math-education, math-strategies, response-to-intervention, wwc] ``` Published April 2009. Panel: Russell Gersten (chair, Instructional Research Group), Sybilla Beckmann, Benjamin Clarke, Anne Foegen, Laurel Marsh, Jon R. Star, Bradley Witzel. Eight recommendations for elementary and middle school math intervention using the Response to Intervention framework: screen all students and provide targeted support (Moderate), emphasize whole numbers K–5 and rational numbers grades 4–8 (Minimal), use explicit and systematic instruction (Strong), teach problem solving via common structural patterns (Strong), incorporate visual representations (Moderate), build fact fluency with approximately 10 minutes per session (Moderate), monitor student progress throughout intervention (Minimal), and include motivational strategies in secondary and tertiary intervention tiers (Minimal). --- --- ### 22. Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/3" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2009-02 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, response-to-intervention, wwc] ``` Published February 2009. Panel: Russell Gersten (chair), Donald Compton, Carol M. Connor, Joseph Dimino, Lana Santoro, Sylvia Linan-Thompson, W. David Tilly. Five recommendations for primary-grade reading intervention using a multi-tier approach: screen all students for reading problems at the beginning and middle of the year (Moderate), provide differentiated reading instruction based on current assessments (Minimal), deliver intensive systematic instruction on up to three foundational reading skills in small groups for below-benchmark students (Strong), monitor tier 2 student progress monthly (Minimal), and deliver daily intensive instruction to tier 3 students showing minimal progress (Minimal). --- --- ### 23. Reducing Behavior Problems in the Elementary School Classroom ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/4" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2008-09 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, sel, wwc] ``` Published September 2008. Panel: Michael Epstein (chair, University of Nebraska, Lincoln), Marc Atkins, Douglas Cullinan, Krista Kutash, Robin Weaver. Five recommendations for elementary classroom behavior management: identify specific conditions triggering problem behavior (Moderate), modify the classroom environment to remove triggers (Strong), actively teach socially and behaviorally appropriate replacement skills (Strong), leverage relationships with colleagues, families, and behavioral experts (Moderate), and implement schoolwide prevention strategies requiring shared responsibility (Moderate). --- --- ### 24. Encouraging Girls in Math and Science ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/5" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2007-09 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, math-education, wwc] ``` Published September 2007. Panel: Diane F. Halpern (chair, Claremont McKenna), Joshua Aronson (NYU), Nona Reimer, Sandra Simpkins (Arizona State), Jon R. Star (Harvard), Kathryn Wentzel (Maryland). Five recommendations for broadening girls' participation in STEM: teach that academic abilities are expandable and improvable (Moderate), provide prescriptive informational feedback about student performance (Moderate), introduce female role models in math and science fields (Minimal), create learning environments that build curiosity and avoid gender stereotypes (Moderate), and integrate spatial skills training into instruction (Minimal). --- --- ### 25. Effective Literacy and English Language Instruction for English Learners in the Elementary Grades ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/6" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2007-12 date_source: listing authors: null document_url: null doi: null license: null tags: [english-learners, k-12, learning-engineering, literacy, wwc] ``` Published December 2007. Panel: Russell Gersten (chair), Scott K. Baker, Penny Collins, Sylvia Linan-Thompson, Robin Scarcella, Timothy Shanahan. Five recommendations for literacy instruction with elementary English learners: screen for reading problems and monitor progress in English (Strong), provide intensive small-group reading interventions for at-risk students (Strong), deliver extensive and varied vocabulary instruction throughout the school day (Strong), make formal academic English development a key instructional goal beginning in primary grades (Minimal), and schedule regular peer-assisted learning for structured academic collaboration approximately 90 minutes weekly (Strong). --- --- ### 26. Turning Around Chronically Low-Performing Schools ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/7" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2008-05 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, wwc] ``` Published May 2008. Panel: Rebecca Herman (chair, American Institutes for Research), Priscilla Dawson, Thomas Dee, Jay Greene, Rebecca Maynard, Sam Redding, Marlene Darwin. Four recommendations for school turnaround leaders: signal the need for dramatic change with leadership communicating urgency to staff and stakeholders; maintain a consistent focus on improving instruction by leveraging data to set goals and reassess learning continuously; make visible improvements early in the turnaround process to motivate staff and reduce resistance; and build a committed staff aligned with improvement objectives. --- --- ### 27. Improving Adolescent Literacy: Effective Classroom and Intervention Practices ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/8" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2008-08 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, wwc] ``` Published August 2008. Panel: Michael L. Kamil (chair, Stanford), Geoffrey D. Borman, Janice Dole, Cathleen C. Kral, Terry Salinger, Joseph Torgesen. Five recommendations for grades 5–12 literacy: provide explicit vocabulary instruction (Strong), deliver direct and explicit comprehension strategy instruction (Strong), facilitate extended discussion of text meaning and interpretation (Moderate), increase student motivation and engagement with reading (Moderate), and provide intensive individualized reading interventions by trained specialists for struggling readers (Strong). --- --- ### 28. Structuring Out-of-School Time to Improve Academic Achievement ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/10" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2009-07 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, personalized-learning, wwc] ``` Published July 2009. Panel: Megan Beckett (chair, RAND), Geoffrey Borman, Jeffrey Capizzano, Danette Parsley, Steven Ross, Allen Schirm, Jessica Taylor. Five recommendations for administrators and educators designing out-of-school programs: align the OST program academically with the school day (Minimal), maximize student participation and attendance (Minimal), adapt instruction to individual and small group needs (Moderate), provide engaging learning experiences (Minimal), and assess program performance using results to continuously improve quality (Minimal). --- --- ### 29. Helping Students Navigate the Path to College: What High Schools Can Do ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/11" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2009-09 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, higher-ed, k-12, learning-engineering, wwc] ``` Published September 2009. Panel: William G. Tierney (chair, USC), Thomas Bailey (Columbia), Jill Constantine, Neal Finkelstein (WestEd), Nicole Farmer Hurd (National College Advising Corps). Five recommendations for high schools: provide college-preparatory coursework and ensure ninth graders understand college-readiness requirements; use ongoing assessments to monitor readiness and address skill gaps; foster college aspirations through supportive adult and peer networks; facilitate completion of essential college application steps (Moderate); and enhance financial literacy and support the financial aid application process (Moderate). --- --- ### 30. Improving Reading Comprehension in Kindergarten Through 3rd Grade ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/14" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2010-09 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, learning-engineering, literacy, wwc] ``` Published September 2010. Panel: Timothy Shanahan (chair, University of Chicago), Kim Callison, Christine Carriere, Nell K. Duke (Michigan State), P. David Pearson (UC-Berkeley), Christopher Schatschneider (Florida State/FCRR), Joseph Torgesen (Florida State/FCRR). Five recommendations for K–3 reading comprehension: train students to apply reading comprehension strategies (Strong), instruct students to leverage text structure for comprehension and retention (Moderate), facilitate substantive dialogue about textual meaning (Minimal), choose materials strategically to foster comprehension growth (Minimal), and establish an engaging and motivating context for reading instruction (Moderate). --- --- ### 31. Developing Effective Fractions Instruction for Kindergarten Through 8th Grade ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/15" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2010-09 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, math-education, math-strategies, wwc] ``` Published September 2010. Panel: Robert Siegler (chair, Carnegie Mellon University), Thomas Carpenter, Francis Fennell, David Geary (University of Missouri), James Lewis, Yukari Okamoto, Laurie Thompson, Jonathan Wray. Five recommendations for fractions instruction grades K–8: build on students' informal understanding of sharing and proportionality; establish that fractions are numbers that expand the number system beyond whole numbers; support understanding of the reasoning behind fraction computation procedures; develop conceptual understanding of ratio, rate, and proportion before introducing cross-multiplication; and improve teachers' own fraction knowledge through professional development. Emphasizes number lines as a central teaching tool across grade levels. --- --- ### 32. Teaching Elementary School Students to Be Effective Writers ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/17" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2012-06 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, writing-instruction, wwc] ``` Published June 2012, revised October 2018. Panel: Steve Graham (chair, Arizona State), Alisha Bollinger, Carol Booth Olson (UC Irvine), Catherine D'Aoust, Charles MacArthur (University of Delaware), Deborah McCutchen (University of Washington), Natalie Olinghouse (University of Connecticut). Four recommendations for grades 1–6 writing instruction: provide daily time for students to write (Minimal), teach students to use the writing process for a variety of purposes (Strong), teach fluency with handwriting, spelling, sentence construction, typing, and word processing (Moderate), and create an engaged community of writers (Minimal). --- --- ### 33. Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/21" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2016-07 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, learning-engineering, literacy, wwc] ``` Published July 2016, revised December 2019. Panel: Barbara Foorman (chair, Florida State/FCRR), Michael Coyne, Carolyn A. Denton, Joseph Dimino, Lynda Hayes, Laura Justice, Warnick Lewis, Richard Wagner (Florida State/FCRR). Four recommendations for K–3 foundational reading: teach academic language skills including inferential language and vocabulary (Minimal), develop phonological awareness and sound-letter links (Strong), teach decoding, word analysis, and written word recognition (Strong), and ensure each student reads connected text daily to build accuracy, fluency, and comprehension (Moderate). --- --- ### 34. Teaching Secondary Students to Write Effectively ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/22" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2016-11 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, writing-instruction, wwc] ``` Published November 2016, revised December 2019. Panel: Steve Graham (chair, Arizona State), Jill Fitzgerald, Linda D. Friedrich (National Writing Project), Katie Greene, James S. Kim (Harvard), Carol Booth Olson (UC Irvine). Three recommendations for grades 6–12 writing instruction across all subject areas: explicitly teach appropriate writing strategies using a Model-Practice-Reflect instructional cycle (Strong), integrate writing and reading to emphasize key writing features (Moderate), and use assessments of student writing to inform instruction and feedback (Minimal). --- --- ### 35. Strategies for Postsecondary Students in Developmental Education ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/23" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2016-11 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, higher-ed, learning-engineering, personalized-learning, wwc] ``` Published November 2016. Panel: Thomas Bailey (chair, Teachers College, Columbia), Joanne Bashford, Angela Boatman (Vanderbilt), John Squires (Southern Regional Education Board), Michael Weiss (MDRC). Six recommendations for college administrators, advisors, and faculty serving academically underprepared postsecondary students: use multiple measures to assess readiness and place students (Minimal), enhance advising through required or incentivized regular participation (Moderate), implement monetary performance incentives (Moderate), redesign developmental education through compression or mainstreaming (Minimal), teach self-regulated learning strategies (Minimal), and create comprehensive integrated support programs (Moderate). --- --- ### 36. Preventing Dropout in Secondary Schools ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/24" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2017-09 date_source: listing authors: null document_url: null doi: null license: null tags: [dropout-prevention, k-12, learning-engineering, personalized-learning, wwc] ``` Published September 2017. Panel: Russell W. Rumberger (chair, UC Santa Barbara), Howard Addis, Elaine Allensworth (University of Chicago Consortium), Robert Balfanz (Johns Hopkins), Debra Duardo, Mark Dynarski. Updated version of the 2008 dropout prevention guide, incorporating nine additional years of research. Four recommendations for grades 6–12: monitor all students and proactively intervene on early signs of attendance, behavior, or academic problems (Minimal); deliver tailored support to students who have fallen behind and face substantial barriers (Moderate); involve students through educational offerings bridging learning to college and career while building resilience (Strong); and for schools with many at-risk students, establish small personalized learning communities for better tracking and assistance (Moderate). --- --- ### 37. Designing and Delivering Career Pathways at Community Colleges ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/27" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2021-03 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, higher-ed, learning-engineering, wwc] ``` Published March 2021. Panel: Hope Cotner (chair, CORD), Debra Bragg (University of Washington), Grant Goold, Eric Heiser, Darlene G. Miller (National Council for Workforce Education), Michelle Van Noy (Rutgers). Five recommendations for community college administrators, faculty, and staff: structure pathways enabling students to advance education, secure employment, and progress professionally (Moderate); provide contextualized basic skills training accelerating pathway entry and completion (Moderate); offer flexible schedules and instructional models boosting credential completion (Minimal); coordinate comprehensive student services to enhance credit accumulation (Moderate); and develop strategic employer and community partnerships preparing students for labor market success (Moderate). --- --- ### 38. Effective Advising for Postsecondary Students ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/28" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2021-10 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, higher-ed, learning-engineering, professional-development, wwc] ``` Published October 2021. Panel: Melinda Karp (chair, Phase Two Advisory), Brett McFarlane, Donna Linderman (CUNY), Joe O'Shea (Florida State), Lashawn Richburg-Hayes (Insight Policy Research), Sara Ackerson. Four recommendations for postsecondary advising: design comprehensive advising combining academic and non-academic supports (Moderate); build sustained, personalized advisor-student relationships throughout the college experience (Strong); employ mentoring and coaching to strengthen advising and support student achievement (Strong); and integrate positive incentives into advising structures to boost sustained student participation (Strong). --- --- ### 39. Providing Reading Interventions for Students in Grades 4–9 ```yaml url: "https://ies.ed.gov/ncee/wwc/PracticeGuide/29" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2022-03 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, response-to-intervention, wwc] ``` Published March 2022. Panel: Sharon Vaughn (chair, University of Texas at Austin), Michael J. Kieffer (NYU), Margaret McKeown (Pittsburgh), Deborah K. Reed, Michele Sanchez, Kimberly St. Martin (MiMTSS), Jade Wexler (Maryland). Four recommendations for grades 4–9 reading intervention: build students' decoding skills for complex multisyllabic words (Strong), provide purposeful fluency-building activities (Strong), implement interconnected comprehension practices covering vocabulary, question-and-answer activities, text-gist routines, and self-monitoring (Strong), and provide opportunities for students to practice with challenging stretch text (Moderate). --- --- ### 40. Knowledge is Power Program (KIPP) Charter Schools ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/688" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2018-01 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, wwc] ``` WWC Intervention Report on KIPP, a nationwide network of free open-enrollment college-preparatory schools in under-resourced communities providing approximately 60% more instructional time than traditional public schools. Reviews 4 studies meeting standards out of 6 eligible. Found positive effects on mathematics and English language arts achievement, potentially positive effects on science and social studies achievement, and no discernible effects on student progression for grades 5–12. --- --- ### 41. Cognitive Tutor® Algebra I ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/655" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2016-06 date_source: listing authors: null document_url: null doi: null license: null tags: [carnegie-learning, computer-assisted-learning, intelligent-tutoring, k-12, learning-engineering, math-education, wwc] ``` WWC Intervention Report on Cognitive Tutor® Algebra I, published by Carnegie Learning — a math curriculum combining textbooks with adaptive intelligent tutoring software. Reviews 6 studies meeting standards out of 18 eligible. Found positive effects on algebra achievement (grades 8–PS, Tier 1) and no discernible effects on general mathematics achievement in later grades (9–10). --- --- ### 42. Intelligent Tutoring for Structure Strategy (ITSS) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/703" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2020-04 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, intelligent-tutoring, k-12, learning-engineering, literacy, wwc] ``` WWC Intervention Report on ITSS, a web-based supplemental program teaching students to identify and use text structure patterns (comparison, cause-effect, sequence, description, problem-solution) to improve literacy comprehension and recall in grades K–8. Reviews 2 studies meeting standards. Found positive effects on comprehension (grades 4–7, Tier 1). --- --- ### 43. Open Learning Initiative (OLI) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/698" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2020-01 date_source: listing authors: null document_url: null doi: null license: null tags: [cmu-learnlab, computer-assisted-learning, digital-learning-platforms, higher-ed, learning-engineering, wwc] ``` WWC Intervention Report on Carnegie Mellon University's Open Learning Initiative, offering innovative online courses designed to create high-quality learning experiences and advance educational research. Reviews 3 studies meeting standards out of 6 eligible. Found mixed effects on academic achievement and potentially positive effects on credit accumulation and persistence for postsecondary students. --- --- ### 44. DreamBox Learning ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/627" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2013-12 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, k-12, learning-engineering, math-education, personalized-learning, wwc] ``` WWC Intervention Report on DreamBox Learning, a supplemental online adaptive mathematics program for grades K–5 that individualizes instruction by creating unique paths through the curriculum matching each student's level of comprehension and learning style. Reviews 1 study meeting standards. Found potentially positive effects on general mathematics achievement (K–1, Tier 3), based on a predominantly Hispanic, English learner, urban sample. --- --- ### 45. READ 180® ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/665" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2016-11 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, k-12, learning-engineering, literacy, wwc] ``` WWC Intervention Report on READ 180®, a reading program combining online and direct instruction, student assessment, and teacher professional development for struggling readers 2+ years below grade level in grades 4–10. Reviews 9 studies meeting standards out of 39 eligible. Found positive effects on comprehension and general literacy achievement, potentially positive effects on reading fluency, and no discernible effects on alphabetics. --- --- ### 46. Achieve3000® ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/691" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2018-02 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, k-12, learning-engineering, literacy, personalized-learning, wwc] ``` WWC Intervention Report on Achieve3000®, a supplemental online literacy program providing differentiated nonfiction reading content for grades preK–12, targeting phonemic awareness, phonics, fluency, comprehension, vocabulary, and writing. Reviews 3 studies meeting standards out of 5 eligible. Found potentially positive effects on comprehension and general literacy achievement for adolescent readers (Tier 2). --- --- ### 47. Success for All® ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/672" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2017-03 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, response-to-intervention, wwc] ``` WWC Intervention Report on Success for All® (SFA®), a whole-school reform model integrating curriculum, school culture, family, and community supports, emphasizing phonics for beginning readers and comprehension for all students in grades K–4. Reviews 9 studies meeting standards out of 49 eligible. Found positive effects on alphabetics, potentially positive effects on reading fluency, and mixed effects on comprehension and general reading achievement. --- --- ### 48. Self-Regulated Strategy Development (SRSD) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/680" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2017-11 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, response-to-intervention, writing-instruction, wwc] ``` WWC Intervention Report on SRSD, an intervention for grades 2–12 that improves academic skills through a six-step process teaching specific academic strategies and self-regulation, progressing from teacher-directed instruction to independent student application. Reviews 10 studies meeting standards out of 16 eligible. Based on single-case design studies, found potentially positive effects on writing achievement for students with specific learning disabilities (Tier 3). --- --- ### 49. Growth Mindset (Postsecondary) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/719" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2022-01 date_source: listing authors: null document_url: null doi: null license: null tags: [higher-ed, learning-engineering, student-belonging, wwc] ``` WWC Intervention Report reviewing growth mindset programs at the postsecondary level — interventions encouraging students to view intelligence as adaptable and academic challenges as surmountable. Reviews 6 studies meeting standards out of 10 eligible. Found potentially positive effects on academic achievement (Tier 2) and no discernible effects on college enrollment or progressing in college. --- --- ### 50. Accelerated Study in Associate Programs (ASAP) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/695" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2019-11 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, higher-ed, learning-engineering, wwc] ``` WWC Intervention Report on ASAP, a three-year program removing barriers to associate degree completion by providing financial, academic, and personal supports while requiring full-time enrollment. Reviews 2 studies meeting standards out of 4 eligible. Found positive effects on access/enrollment, degree attainment, and credit accumulation/persistence (Tier 1 across all three outcome domains). --- --- ### 51. Dual Enrollment Programs ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/671" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2017-02 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, higher-ed, k-12, learning-engineering, wwc] ``` WWC Intervention Report on dual enrollment programs allowing high school students to take college courses and earn college credits, aimed at enhancing college access and degree completion for underrepresented students in grades 9–12. Reviews 5 studies meeting standards out of 35 eligible. Found positive effects (Tier 1) on degree attainment, college access/enrollment, credit accumulation, high school completion, and high school academic achievement. --- --- ### 52. Head Start ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/636" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2015-07 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, learning-engineering, prekindergarten, wwc] ``` WWC Intervention Report on Head Start, the national federally-funded program providing education, health, nutrition, family engagement, and social services to promote school readiness for children ages 3–4 from predominantly low-income families. Reviews 1 study meeting standards out of 40 eligible. Found potentially positive effects on reading achievement and no discernible effects on mathematics or social-emotional development. --- --- ### 53. Leveled Literacy Intervention ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/679" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2017-09 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, response-to-intervention, wwc] ``` WWC Intervention Report on Leveled Literacy Intervention, a short-term supplementary small-group literacy program for grades K–2 struggling readers delivering explicit instruction in phonological awareness, phonics, fluency, vocabulary, comprehension, oral language, and writing. Reviews 2 studies meeting standards out of 10 eligible. Found positive effects on general reading achievement (Tier 1), potentially positive effects on reading fluency, and no discernible effects on alphabetics. --- --- ### 54. Peer-Assisted Learning Strategies (PALS) — Beginning Reading ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/364" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2012-05 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, wwc] ``` WWC Intervention Report on PALS, a peer-tutoring program for grades K–6 in which students take turns acting as tutor and tutee, coaching and correcting one another through literacy problems. Reviews 3 studies meeting standards out of 13 eligible. Found potentially positive effects on alphabetics (K–1, Tier 2), no discernible effects on reading fluency, and mixed effects on comprehension. --- --- ### 55. Good Behavior Game ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/728" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-10 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, school-discipline, sel, wwc] ``` WWC Intervention Report on Good Behavior Game, a classroom management strategy for grades K–11 that organizes students into teams and rewards appropriate conduct to improve social skills and minimize disruptive behaviors. Reviews 16 studies meeting standards out of 31 eligible. Found positive effects on student behavior and teacher practice, potentially positive effects on writing conventions and writing productivity, and uncertain effects on academic achievement and school climate. --- --- ### 56. Everyday Mathematics® ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/166" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2015-11 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, learning-engineering, math-education, wwc] ``` WWC Intervention Report on Everyday Mathematics®, a core PreK–6 curriculum emphasizing real-life problem solving, student communication of mathematical thinking, technology use, collaborative learning, and parent involvement. Reviews 1 study meeting standards out of 34 eligible. Found potentially positive effects on general mathematics achievement for grades 3–5. --- --- ### 57. Career Academies ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/70" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2015-09 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, dropout-prevention, k-12, learning-engineering, wwc] ``` WWC Intervention Report on Career Academies, school-within-school high school programs where students take integrated career and academic courses while gaining real work experience through employer partnerships. Reviews 1 study meeting standards out of 9 eligible. Found potentially positive effects on school completion and staying in school, and no discernible effects on academic progress. --- --- ### 58. Check & Connect ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/78" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2015-05 date_source: listing authors: null document_url: null doi: null license: null tags: [attendance, dropout-prevention, k-12, learning-engineering, wwc] ``` WWC Intervention Report on Check & Connect, a dropout prevention strategy for grades 9–12 combining close monitoring of school performance with mentoring, case management, and individualized student supports. Reviews 2 studies meeting standards out of 3 eligible. Found positive effects on staying in school, potentially positive effects on progressing in school, and no discernible effects on completing school for students with learning, behavioral, or emotional disabilities. --- --- ### 59. Teach for America (TFA) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/663" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2016-08 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, professional-development, wwc] ``` WWC Intervention Report on Teach for America, a highly selective alternative route to teacher certification placing non-traditionally trained teachers in high-need public schools with 5–7 weeks of summer training plus ongoing professional development and coaching. Reviews 7 studies meeting standards out of 24 eligible. Found positive effects on mathematics achievement, potentially positive effects on science achievement, and no discernible effects on English language arts or social studies for grades preK–12. --- --- ### 60. MyTeachingPartner-Secondary (MTP-S) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/635" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2015-06 date_source: listing authors: null document_url: null doi: null license: null tags: [coaching, k-12, learning-engineering, professional-development, wwc] ``` WWC Intervention Report on MTP-S, a web-based professional development program for grades 6–12 providing teachers access to a video library of high-quality teaching examples and individualized coaching approximately twice monthly, using the CLASS-S framework to define and observe effective teaching practice. Reviews 1 study meeting standards out of 3 eligible. Found potentially positive effects on general academic achievement for middle and high school students (Tier 3). --- --- ### 61. Science Teachers Learning from Lesson Analysis (STeLLA) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/716" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2021-05 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, professional-development, wwc] ``` WWC Intervention Report on STeLLA, a professional development program by BSCS Science Learning for grades 4–5 teachers that improves student science achievement by enhancing teachers' science content knowledge and ability to explain concepts, identify learning objectives, and engage students in scientific thinking. Reviews 1 study meeting standards out of 3 eligible. Found potentially positive effects on science achievement compared with another yearlong teacher PD program (Tier 3). --- --- ### 62. Dual Language Programs ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/726" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2022-12 date_source: listing authors: null document_url: null doi: null license: null tags: [english-learners, k-12, learning-engineering, literacy, wwc] ``` WWC Intervention Report on dual language programs providing content and literacy instruction through two languages (English and a partner language) in grades K–8, targeting academic achievement, bilingualism, biliteracy, and sociocultural competence. Reviews 2 studies meeting standards. Found potentially positive effects on English literacy achievement (Tier 2) and uncertain effects on mathematics and science achievement. --- --- ### 63. Fraction Face-Off! ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/702" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2020-03 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, math-education, math-strategies, response-to-intervention, wwc] ``` WWC Intervention Report on Fraction Face-Off!, a supplemental math program for grade 4 students needing additional support with fraction problems, delivered individually or in small groups by teachers. Reviews 1 study meeting standards. Found potentially positive effects on general mathematics achievement, geometry and measurement, and number and operations (Tier 3), with a diverse sample (52% Black, 88% free/reduced-price lunch, 15% English learners). --- --- ### 64. Year Up ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/722" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2021-11 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, higher-ed, learning-engineering, wwc] ``` WWC Intervention Report on Year Up, a postsecondary program providing six months of occupational and technical training in information technology and financial services followed by six-month internships, targeting youth in under-resourced communities. Reviews 2 studies meeting standards. Found positive effects on short-term earnings but no discernible effects on medium-term earnings, employment outcomes, or credential completion. --- --- ### 65. Project QUEST (Quality Employment through Skills Training) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/723" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2021-11 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, higher-ed, learning-engineering, wwc] ``` WWC Intervention Report on Project QUEST, a postsecondary workforce program providing comprehensive support services to help participants complete community college occupational training, pass certification exams, and obtain well-paying jobs in targeted sectors. Reviews 3 studies meeting standards. Found positive effects on credential/certificate completion, potentially positive effects on credit accumulation, and no discernible effects on employment or earnings outcomes. --- --- ### 66. Integrated Basic Education and Skills Training (I-BEST) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/706" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2020-09 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, higher-ed, learning-engineering, wwc] ``` WWC Intervention Report on I-BEST, Washington State's program integrating basic skills and occupational training so students complete workforce training faster than traditional programs with wraparound supports. Reviews 3 studies meeting standards out of 6 eligible. Found positive effects on credential/certificate/license completion (Tier 1), potentially positive effects on short-term earnings and employment, and no discernible effects on credit accumulation. --- --- ### 67. Social Skills Training (Early Childhood, Children with Disabilities) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/578" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2013-02 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, learning-engineering, sel, wwc] ``` WWC Intervention Report on social skills training for preschool children with disabilities — a collection of behavioral practices teaching age-appropriate communication, problem solving, decision making, self-management, and peer relations in early childhood education settings. Reviews 3 studies meeting standards out of 6 eligible. Found positive effects on social-emotional development and no discernible effects on cognition. --- --- ### 68. Repeated Reading ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/576" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2014-05 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, response-to-intervention, wwc] ``` WWC Intervention Report on Repeated Reading, an academic practice for grades 5–12 in which students read passages aloud multiple times with teacher support in a one-on-one setting to increase oral reading fluency. Reviews 3 studies meeting standards out of 15 eligible. Found potentially positive effects on reading comprehension for students with learning disabilities (Tier 3) and no discernible effects on alphabetics, reading fluency, or general reading achievement. --- --- ### 69. Single Stop ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/709" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2020-11 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, higher-ed, learning-engineering, wwc] ``` WWC Intervention Report on Single Stop, a community college program connecting students and their families to public benefits through screening, application support, and wraparound services delivered at on-campus locations. Reviews 2 studies meeting standards out of 3 eligible. Found potentially positive effects on academic achievement and progressing in college (Tier 2) for a predominantly Hispanic community college student population. --- --- ### 70. Reading Recovery® ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/730" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2023-06 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, response-to-intervention, wwc] ``` WWC Intervention Report on Reading Recovery®, a one-on-one tutoring intervention for grade 1 students with low literacy achievement delivering 30-minute daily sessions over 12–20 weeks, tailoring instruction in phonemic awareness, phonics, vocabulary, fluency, comprehension, writing, and oral language. Reviews 2 studies meeting standards out of 20 eligible. Found potentially positive effects on literacy achievement, writing productivity, and receptive communication skills, with uncertain long-term effects on mathematics and academic achievement. --- --- ### 71. Reading Apprenticeship® ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/727" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2023-01 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, professional-development, wwc] ``` WWC Intervention Report on Reading Apprenticeship®, a professional development program for grades 7–12 teachers that improves student literacy and also targets social-emotional outcomes including belonging, growth mindset, and self-efficacy. Reviews 5 studies meeting standards out of 9 eligible. Found potentially positive effects on science achievement and grade point average for grade 9 students (Tier 2) and uncertain effects on other literacy, mathematics, social studies, and behavioral outcomes. --- --- ### 72. eMINTS Comprehensive Program ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/705" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2020-04 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, k-12, learning-engineering, professional-development, wwc] ``` WWC Intervention Report on the eMINTS Comprehensive Program, a professional development program for grades 4–8 teachers offering structured PD, coaching, and support for integrating technology into the classroom. Reviews 2 studies meeting standards out of 8 eligible. Found potentially positive effects on general mathematics achievement (Tier 2) and no discernible effects on literacy achievement. --- --- ### 73. Building Blocksâ"¢ ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/733" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2023-12 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, early-childhood, learning-engineering, math-education, prekindergarten, wwc] ``` WWC Intervention Report on Building Blocksâ"¢, a PreK mathematics curriculum developing children's knowledge of mathematics through learning trajectories, including whole-group and small-group instruction, center activities, computer activities, and family engagement. Reviews 3 studies meeting standards out of 6 eligible. Found potentially positive effects on mathematics achievement (Tier 2) for a predominantly low-income, Black student population. --- --- ### 74. Dana Center Mathematics Pathways ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/718" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2021-06 date_source: listing authors: null document_url: null doi: null license: null tags: [higher-ed, learning-engineering, math-education, personalized-learning, wwc] ``` WWC Intervention Report on Dana Center Mathematics Pathways, a postsecondary program offering multiple math pathways aligned to programs of study, accelerated enrollment in credit-bearing college math, integrated student supports, and evidence-based curricula and pedagogy. Reviews 3 studies meeting standards out of 3 eligible. Found positive effects (Tier 1) on both college progression and progression through developmental education coursework. --- --- ### 75. Bottom Line ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/714" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2021-04 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, k-12, learning-engineering, wwc] ``` WWC Intervention Report on Bottom Line, an intensive advising program for high school students from low-income households covering college applications, financial aid, and institution selection, plus ongoing campus support for up to six years. Reviews 1 study meeting standards. Found potentially positive effects on college enrollment and college progression for low-income and first-generation college-going students (Tier 3). --- --- ### 76. Summer Bridge Programs ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/661" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2016-07 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, higher-ed, learning-engineering, wwc] ``` WWC Intervention Report on summer bridge programs, 2–4 week postsecondary transition programs providing college orientation, academic advising, college success skills training, and accelerated coursework to ease the high school-to-college transition. Reviews 1 study meeting standards. Found potentially positive effects on grades and attainment (Tier 3) for a predominantly Black male student sample. --- --- ### 77. I CAN Learn® Primary Mathematics ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/676" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2017-08 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, k-12, learning-engineering, math-education, personalized-learning, wwc] ``` WWC Intervention Report on I CAN Learn® Primary Mathematics, a computer-based math curriculum for middle school through college delivering mastery-based interactive lessons that students complete individually at their own pace. Reviews 1 study meeting standards out of 7 eligible. Found no discernible effects on general mathematics achievement for eighth-grade students. --- --- ### 78. Fast Track: Elementary School ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/628" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2014-10 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, school-discipline, sel, wwc] ``` WWC Intervention Report on Fast Track: Elementary School, a comprehensive multi-component intervention including the PATHS curriculum, parent groups, social skills training, home visiting, peer-pairing, and academic tutoring to reduce conduct problems and improve academic, behavioral, and social outcomes. Reviews 1 study meeting standards. Found potentially positive effects on emotional/internal behavior, external behavior, reading achievement, and social outcomes for children with or at risk for emotional disturbance (Tier 3). --- --- ### 79. World of Words (WOW) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/731" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2023-08 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, learning-engineering, literacy, prekindergarten, wwc] ``` WWC Intervention Report on World of Words (WOW), a supplementary PreK curriculum developing vocabulary, concept knowledge, and content knowledge in science through intentional conversations and shared book readings centered on science topics. Reviews 4 studies meeting standards out of 6 eligible. Found positive effects on language development (Tier 1) across a diverse, predominantly low-income sample. --- --- ### 80. Fast ForWord® ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/173" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2010-08 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, k-12, learning-engineering, literacy, wwc] ``` WWC Intervention Report on Fast ForWord®, a computer-based reading program running 30–100 minutes daily for 4–16 weeks that develops the cognitive skills necessary for successful reading and learning in grades K–10. Reviews 8 studies meeting standards out of 29 eligible. Found potentially positive effects on reading fluency and comprehension, and no discernible effects on alphabetics or general literacy achievement for adolescent learners. --- --- ### 81. Headsprout® Early Reading ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/211" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2009-10 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, early-childhood, learning-engineering, literacy, wwc] ``` WWC Intervention Report on Headsprout® Early Reading, an online supplemental early literacy curriculum of eighty 20-minute animated episodes teaching phonemic awareness, phonics, fluency, vocabulary, and comprehension with adaptive instruction for PreK learners. Reviews 1 study meeting standards out of 2 eligible. Found potentially positive effects on oral language and print knowledge (Tier 3) in a predominantly Black, low-income Florida sample. --- --- ### 82. Lexia Reading ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/274" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2009-06 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, k-12, learning-engineering, literacy, wwc] ``` WWC Intervention Report on Lexia Reading, a computerized reading program providing phonics instruction and independent practice in basic reading skills for grades K–1 across five areas identified by the National Reading Panel. Reviews 3 studies meeting standards out of 4 eligible. Found potentially positive effects on alphabetics and comprehension, and no discernible effects on reading fluency or general reading achievement. --- --- ### 83. InsideTrack© Coaching ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/696" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2019-11 date_source: listing authors: null document_url: null doi: null license: null tags: [coaching, college-access, higher-ed, learning-engineering, wwc] ``` WWC Intervention Report on InsideTrack© Coaching, a postsecondary program providing proactive, personalized coaching to help students identify and overcome academic and non-academic barriers to college persistence and graduation. Reviews 1 study meeting standards out of 8 eligible. Found no discernible effects on grades/attainment and potentially positive effects on credit accumulation and persistence. --- --- ### 84. First Year Experience Courses ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/662" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2016-07 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, higher-ed, learning-engineering, wwc] ``` WWC Intervention Report on first year experience courses, structured introductory courses for first-year students at 2- and 4-year colleges designed to enhance academic performance, social development, persistence, and degree completion. Reviews 4 studies meeting standards out of 97 eligible. Found potentially positive effects on academic achievement, degree attainment, and credit accumulation/persistence (Tiers 2–3). --- --- ### 85. Pre-K Mathematics ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/732" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2023-09 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, learning-engineering, math-education, prekindergarten, wwc] ``` WWC Intervention Report on Pre-K Mathematics, a supplemental curriculum for preschool children developing informal mathematical knowledge and skills through small-group teacher-guided activities using concrete manipulatives and take-home activities for caregiver involvement. Reviews 5 studies meeting standards out of 6 eligible. Found positive effects on mathematics achievement (Tier 1) and uncertain effects on language, literacy, self-regulation, and social-emotional learning. --- --- ### 86. Class-Wide Function-Related Intervention Teams (CW-FIT) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/729" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2023-05 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, school-discipline, sel, wwc] ``` WWC Intervention Report on CW-FIT, a classroom management strategy for PreK–10 designed to create a positive learning environment by decreasing disruptive behavior and improving students' social skills through team-based incentive structures. Reviews 8 studies meeting standards out of 19 eligible. Found positive effects on student behavior (Tier 1) and positive effects on teacher practice (Tier 3). --- --- ### 87. Job Corps ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/247" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2008-04 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, dropout-prevention, k-12, learning-engineering, wwc] ``` WWC Intervention Report on Job Corps, a federally funded residential education and job training program for economically disadvantaged youth in grades 11–12 offering remedial education, GED preparation, vocational training, job placement, and other supports for up to 2 years. Reviews 1 study meeting standards. Found potentially positive effects on school completion and no discernible effects on academic progression. --- --- ### 88. Success Boston Coaching ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/708" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2020-10 date_source: listing authors: null document_url: null doi: null license: null tags: [coaching, college-access, higher-ed, learning-engineering, wwc] ``` WWC Intervention Report on Success Boston Coaching, a coaching intervention for traditionally underrepresented college students pairing them with dedicated coaches from spring of senior year through the first two years of college to support the high school-to-college transition. Reviews 2 studies meeting standards out of 3 eligible. Found potentially positive effects on academic achievement and progressing in college (Tier 2) for a predominantly Black and Hispanic, low-income student population. --- --- ### 89. ACT/SAT Test Preparation and Coaching Programs ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/664" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2016-10 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, k-12, learning-engineering, wwc] ``` WWC Intervention Report on ACT/SAT test preparation programs for grades 10–12 providing test familiarization, general and specific test-taking strategies, and practice drills aimed at increasing scores on college entrance exams. Reviews 6 studies meeting standards out of 26 eligible. Found positive effects on general academic achievement for high school students (Tier 1). --- --- ### 90. University of Chicago School Mathematics Project (UCSMP) Algebra ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/641" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2016-05 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, math-education, wwc] ``` WWC Intervention Report on UCSMP Algebra, a one-year course for grades 7–10 emphasizing algebra applications, using statistics and geometry to develop linear equations and inequalities with intentional connections across mathematical domains. Reviews 2 studies meeting standards out of 3 eligible. Found potentially positive effects on algebra and general mathematics achievement (Tier 3). --- --- ### 91. Earobics® ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/158" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2009-01 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, early-childhood, learning-engineering, literacy, wwc] ``` WWC Intervention Report on Earobics®, interactive software providing students in PreK–3 with individual systematic instruction in early literacy skills through animated characters. Reviews 4 studies meeting standards out of 6 eligible. Found positive effects on alphabetics and potentially positive effects on reading fluency. --- --- ### 92. Dialogic Reading ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/136" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2010-04 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, learning-engineering, literacy, wwc] ``` WWC Intervention Report on Dialogic Reading for early childhood education children with disabilities, an interactive shared picture book reading practice where adults and children switch roles — with the child becoming the storyteller — to enhance language and literacy skills. Reviews 2 studies meeting standards out of 3 eligible. Found potentially positive effects on communication/language outcomes (Tier 3) for children with disabilities. --- --- ### 93. First Step to Success ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/179" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2012-03 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, school-discipline, sel, wwc] ``` WWC Intervention Report on First Step to Success, an early intervention program for grades K–3 at-risk children employing a trained behavior coach across three modules — screening, classroom intervention, and parent training — to prevent aggressive or antisocial behavioral patterns. Reviews 2 studies meeting standards out of 6 eligible. Found positive effects on external behavior, potentially positive effects on emotional/internal behavior, social outcomes, and academic performance, and no discernible effects on reading achievement. --- --- ### 94. Reading Mastery ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/418" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2010-08 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, response-to-intervention, wwc] ``` WWC Intervention Report on Reading Mastery, a systematic reading instruction program for grades K–6 available as an intervention for struggling readers, a supplement to core programs, or a standalone curriculum, with students grouped by reading level and continuous progress monitoring. Reviews 2 studies meeting standards out of 7 eligible. Found potentially positive effects on reading fluency and no discernible effects on comprehension for adolescent learners (Tier 3). --- --- ### 95. Summer Counseling (Transition to College) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/693" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2018-03 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, higher-ed, k-12, learning-engineering, wwc] ``` WWC Intervention Report on summer counseling programs delivered between high school graduation and college enrollment via text messaging, email, phone, in-person meetings, and social media to help students complete enrollment tasks and overcome barriers to college attendance. Reviews 5 studies meeting standards out of 6 eligible. Found potentially positive effects on credit accumulation and persistence, and mixed effects on college access and enrollment. --- --- ### 96. Core-Plus Mathematics ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/118" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2010-09 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, math-education, wwc] ``` WWC Intervention Report on Core-Plus Mathematics, a 4-year high school curriculum replacing traditional course sequences with interwoven strands of algebra and functions, statistics and probability, geometry and trigonometry, and discrete mathematics emphasizing modeling, technology, and collaborative reasoning. Reviews 1 study meeting standards out of 10 eligible. Found potentially positive effects on mathematics achievement for high school students (Tier 3). --- --- ### 97. Cooperative Integrated Reading and Composition (CIRC) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/109" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2012-06 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, wwc] ``` WWC Intervention Report on CIRC, a comprehensive reading and writing program for grades 2–8 incorporating story-related activities, direct reading comprehension instruction, and integrated language arts activities through cooperative pair and team learning strategies. Reviews 2 studies meeting standards out of 5 eligible. Found potentially positive effects on comprehension and no discernible effects on general reading achievement for beginning readers. --- --- ### 98. Sound Partners ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/475" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2010-09 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, response-to-intervention, wwc] ``` WWC Intervention Report on Sound Partners, a phonics-based tutoring program providing supplemental reading instruction to grades K–3 students with below-average reading skills. Reviews 7 studies meeting standards out of 11 eligible. Found positive effects on alphabetics and reading fluency (Tier 3), potentially positive effects on comprehension, and no discernible effects on general reading achievement. --- --- ### 99. Phonological Awareness Training (Early Childhood) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/375" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2012-06 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, learning-engineering, literacy, response-to-intervention, wwc] ``` WWC Intervention Report on phonological awareness training for PreK children with disabilities, a general practice teaching children to identify, detect, delete, segment, or blend segments of spoken words and to detect and produce rhyme or alliteration. Reviews 4 studies meeting standards out of 13 eligible. Found potentially positive effects on communication/language competencies for children with learning disabilities in early education settings (Tier 3). --- --- ### 100. Ladders to Literacy ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/259" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2007-08 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, learning-engineering, literacy, wwc] ``` WWC Intervention Report on Ladders to Literacy, a supplemental kindergarten early literacy curriculum organizing activities into three sections: print awareness, phonological awareness, and oral language skills. Reviews 4 studies meeting standards out of 5 eligible. Found potentially positive effects on alphabetics and fluency, and mixed effects on comprehension across predominantly Midwestern and Southern school samples. --- --- ### 101. Early Intervention in Reading (EIR)® ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/156" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2008-11 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, response-to-intervention, wwc] ``` WWC Intervention Report on EIR®, a program providing extra instruction to small groups of grades K–4 students at risk of reading failure, using picture books emphasizing phonemic awareness, phonics, contextual analysis, repeated reading, and writing. Reviews 1 study meeting standards out of 7 eligible. Found potentially positive effects on alphabetics and comprehension (Tier 3). --- --- ### 102. Lindamood Phoneme Sequencing® (LiPS®) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/280" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2015-11 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, response-to-intervention, wwc] ``` WWC Intervention Report on LiPS®, a program teaching phonemic awareness and decoding skills to grades 1–4 students through activities focused on mouth movements and sound production, designed for struggling readers. Reviews 2 studies meeting standards out of 8 eligible. Found mixed effects on alphabetics and potentially positive effects on comprehension for beginning readers. --- --- ### 103. Voyager Universal Literacy System® ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/538" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2007-08 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, early-childhood, learning-engineering, literacy, wwc] ``` WWC Intervention Report on Voyager Universal Literacy System®, a core reading program for kindergarten students using individual instruction, comprehension activities, problem solving, writing, and computer-based practice to help students reach grade-level reading by end of grade 3. Reviews 2 studies meeting standards out of 5 eligible. Found potentially positive effects on alphabetics and potentially negative effects on comprehension. --- --- ### 104. UCSMP Multiple Courses ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/642" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2016-05 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, math-education, wwc] ``` WWC Intervention Report on University of Chicago School Mathematics Project (UCSMP) Multiple Courses, a core mathematics curriculum for grades 7–10 emphasizing problem solving, real-world applications, technology use, and student-centered active learning with flexible lesson organization. Reviews 1 study meeting standards out of 4 eligible. Found potentially positive effects on general mathematics achievement (Tier 3). --- --- ### 105. Linked Learning Communities ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/630" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2014-11 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, higher-ed, learning-engineering, wwc] ``` WWC Intervention Report on Linked Learning Communities, postsecondary programs providing social and curricular linkages giving undergraduate students intentional integration of learning themes through community-based active learning. Reviews 4 studies meeting standards out of 16 eligible. Found potentially positive effects on academic achievement (Tier 2) and no discernible effects on enrollment, degree attainment, credit accumulation, or developmental education progression. --- --- ### 106. McREL Balanced Leadership® ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/699" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2020-03 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, professional-development, wwc] ``` WWC Intervention Report on McREL Balanced Leadership®, a professional development program for K–12 school principals and aspiring school leaders involving facilitated sessions over one to two years with optional coaching support. Reviews 1 study meeting standards. Found potentially positive effects on school leader retention (Tier 3). --- --- ### 107. Pathway to Academic Success ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/724" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2021-11 date_source: listing authors: null document_url: null doi: null license: null tags: [english-learners, k-12, learning-engineering, literacy, writing-instruction, wwc] ``` WWC Intervention Report on Pathway to Academic Success, a program training grades 6–12 teachers to improve English learners' reading and writing by incorporating cognitive strategies — goal setting, prior knowledge activation, questioning, predictions, and writing evaluation — into literacy instruction. Reviews 3 studies meeting standards out of 5 eligible. Found potentially positive effects on writing quality (Tier 2), writing conventions, and general literacy achievement for a predominantly Hispanic English learner population. --- --- ### 108. Read Naturally® ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/407" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2013-07 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, k-12, learning-engineering, literacy, wwc] ``` WWC Intervention Report on Read Naturally®, a supplemental reading program for grades 2–6 using a combination of books, audiotapes, and computer software with repeated reading, teacher modeling, and progress monitoring strategies to improve reading fluency. Reviews 5 studies meeting standards out of 11 eligible. Found potentially positive effects on general reading achievement, mixed effects on reading fluency, and no discernible effects on alphabetics or comprehension. --- --- ### 109. Corrective Reading ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/120" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2007-07 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, response-to-intervention, wwc] ``` WWC Intervention Report on Corrective Reading, a program for grades 3–5 students reading below grade level using sequenced, scripted lessons in small groups or whole-class formats to promote reading accuracy, fluency, and comprehension. Reviews 1 study meeting standards out of 3 eligible. Found potentially positive effects on reading fluency and no discernible effects on alphabetics or comprehension. --- --- ### 110. Bright Beginnings ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/57" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2013-03 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, learning-engineering, literacy, prekindergarten, wwc] ``` WWC Intervention Report on Bright Beginnings, an early childhood curriculum for at-risk preschoolers based partly on High/Scope and Creative Curriculum, emphasizing literacy skills through nine thematic units targeting cognitive, social, emotional, and physical development. Reviews 1 study meeting standards out of 2 eligible. Found potentially positive effects on print knowledge and no discernible effects on oral language, phonological processing, or mathematics (Tier 3). --- --- ### 111. National Guard Youth ChalleNGe Program ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/329" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2010-09 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, dropout-prevention, k-12, learning-engineering, wwc] ``` WWC Intervention Report on National Guard Youth ChalleNGe, a residential education and training program for youth ages 16–18 who have dropped out of or been expelled from high school, with a 22-week residential component including GED preparation and youth development followed by one year of structured mentoring. Reviews 1 study meeting standards out of 4 eligible. Found potentially positive effects on school completion (Tier 3). --- --- ### 112. Failure Free Reading ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/170" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2007-07 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, response-to-intervention, wwc] ``` WWC Intervention Report on Failure Free Reading, a language development program for students in kindergarten through grade 12 scoring in the bottom 15% on standardized tests who have not responded to conventional reading instruction, targeting vocabulary, fluency, word recognition, and comprehension. Reviews 1 study meeting standards. Found potentially positive effects on comprehension and no discernible effects on alphabetics or reading fluency (Tier 3). --- --- ### 113. Curiosity Corner ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/126" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2009-01 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, learning-engineering, prekindergarten, wwc] ``` WWC Intervention Report on Curiosity Corner, a comprehensive early childhood curriculum for 3- and 4-year-olds at risk of school failure due to poverty, emphasizing language and literacy skills through sequential daily activities. Reviews 2 studies meeting standards. Found potentially positive effects on oral language and no discernible effects on print knowledge, phonological processing, cognition, or mathematics (Tier 3). --- --- ### 114. Reading Plus® ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/419" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2010-09 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, k-12, learning-engineering, literacy, personalized-learning, wwc] ``` WWC Intervention Report on Reading Plus®, a web-based reading intervention for grades 3+ providing individualized scaffolded silent reading practice to develop silent reading fluency, comprehension, and vocabulary with difficulty automatically adjusted to student skill level. Reviews 1 study meeting standards out of 5 eligible. Found potentially positive effects on comprehension for adolescent learners (Tier 3) in a predominantly Hispanic and Black urban sample. --- --- ### 115. Ready, Set, Leap!® ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/430" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2008-10 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, early-childhood, learning-engineering, prekindergarten, wwc] ``` WWC Intervention Report on Ready, Set, Leap!®, a comprehensive preschool curriculum emphasizing phonemic awareness and letter knowledge through multi-sensory technology incorporating touch, sight, and sound. Reviews 2 studies meeting standards out of 3 eligible. Found potentially positive effects on phonological processing, no discernible effects on most literacy domains, and potentially negative effects on mathematics (Tier 3). --- --- ### 116. SpellReadâ"¢ ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/615" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2013-01 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, response-to-intervention, wwc] ``` WWC Intervention Report on SpellRead™, a literacy program for struggling readers in grade 2 or above — including special education students and English learners — integrating auditory and visual reading components through systematic, explicit instruction. Reviews 2 studies meeting standards out of 2 eligible. Found potentially positive effects on alphabetics, reading fluency, and comprehension for adolescent readers (Tier 3). --- --- ### 117. Waterford Early Reading Programâ"¢ ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/542" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2007-07 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, early-childhood, learning-engineering, literacy, wwc] ``` WWC Intervention Report on Waterford Early Reading Program™, a software-based curriculum for grades K–2 promoting reading, writing, and typing through letter mastery, spelling, and comprehension strategies. Reviews 1 study meeting standards out of 14 eligible. Found potentially positive effects on alphabetics and no discernible effects on comprehension (Tier 3). --- --- ### 118. Project CRISS® ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/388" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2010-06 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, professional-development, wwc] ``` WWC Intervention Report on Project CRISS® (CReating Independence through Student-owned Strategies), a professional development program for grades 3–12 teachers focusing on three principles: student self-monitoring of comprehension, integration of new with prior knowledge, and active engagement through discussion and writing. Reviews 2 studies meeting standards out of 4 eligible. Found potentially positive effects on comprehension for adolescent learners (Tier 3). --- --- ### 119. Functional Behavioral Assessment-based Interventions ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/667" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2016-12 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, school-discipline, sel, wwc] ``` WWC Intervention Report on Functional Behavioral Assessment-based Interventions for students with or at risk for emotional disturbance — an individualized problem-solving process identifying the function of problem behavior through environmental analysis, then implementing tailored interventions. Reviews 17 studies meeting standards out of 34 eligible. Found potentially positive effects on school engagement and problem behavior (Tier 3, single-case design studies). --- --- ### 120. FLIGHT (Facilitating Long-term Improvements in Graduation and Higher Education for Tomorrow) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/694" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2019-04 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, k-12, learning-engineering, wwc] ``` WWC Intervention Report on FLIGHT, a grades 7–11 college preparation program for disadvantaged students based on partnership between a private non-profit (Taking Stock in Children) delivering mentoring and wraparound services. Reviews 1 study meeting standards out of 3 eligible. Found potentially positive effects on college access and enrollment and no discernible effects on high school attendance or academic achievement. --- --- ### 121. Green Dot Public Schools ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/686" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2018-01 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, wwc] ``` WWC Intervention Report on Green Dot Public Schools, a nonprofit charter school network for grades 9–12 emphasizing high quality teaching, strong school leadership, college-preparatory curriculum, and community partnerships. Reviews 1 study meeting standards. Found potentially positive effects on mathematics achievement, student progression, school attendance, and English language arts achievement (Tier 3) for a predominantly Hispanic, low-income, English learner population. --- --- ### 122. Early Risers ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/611" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2012-06 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, school-discipline, sel, wwc] ``` WWC Intervention Report on Early Risers, a multi-year prevention program for grades K–2 children demonstrating early aggressive and disruptive behavior, combining child-focused skill development with parent/family support through group sessions and home visits. Reviews 2 studies meeting standards. Found potentially positive effects on academic achievement, external behavior, and social outcomes, and no discernible effects on emotional/internal behavior. --- --- ### 123. GEMS Space Science Sequence ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/612" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2012-06 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, wwc] ``` WWC Intervention Report on Great Explorations in Math and Science (GEMS) Space Science Sequence, a grades 3–5 physical science curriculum using models, hands-on investigations, peer discussions, reflection, and informational readings across four units on planetary concepts, Earth's movement, gravity, and moon phases. Reviews 1 study meeting standards. Found potentially positive effects on science achievement for grades 4–5 (Tier 3). --- --- ### 124. Spelling Mastery ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/579" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2014-01 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, response-to-intervention, writing-instruction, wwc] ``` WWC Intervention Report on Spelling Mastery, a Direct Instruction program for grades 1–6 explicitly teaching spelling through phonemic, morphemic, and whole-word strategies. Reviews 2 studies meeting standards out of 4 eligible. Found potentially positive effects on writing achievement for students with specific learning disabilities (Tier 3). --- --- ### 125. Building Blocks for Math (SRA Real Math) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/60" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2007-07 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, learning-engineering, math-education, prekindergarten, wwc] ``` WWC Intervention Report on Building Blocks for Math/SRA Real Math Building Blocks, a supplemental PreK mathematics curriculum embedding mathematical learning in daily activities — from designated math activities to circle and story time — to develop early mathematical knowledge through individual, small-group, and large-group activities. Reviews 2 studies meeting standards out of 3 eligible. Found positive effects on mathematics achievement (Tier 3). --- --- ### 126. Doors to Discoveryâ"¢ ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/153" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2013-06 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, learning-engineering, literacy, prekindergarten, wwc] ``` WWC Intervention Report on Doors to Discoveryâ"¢, a preschool literacy curriculum using eight thematic units to develop oral language, phonological awareness, print concepts, alphabet knowledge, writing, and comprehension skills. Reviews 3 studies meeting standards out of 4 eligible. Found potentially positive effects on oral language and print knowledge and no discernible effects on phonological processing or mathematics. --- --- ### 127. JOBSTART ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/248" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2008-03 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, dropout-prevention, k-12, learning-engineering, wwc] ``` WWC Intervention Report on JOBSTART, an alternative education and training program for grades 11–12 young, disadvantaged high school dropouts providing at least 200 hours of basic education, 500 hours of occupational training, support services, and job placement assistance. Reviews 1 study meeting standards. Found potentially positive effects on school completion (Tier 3) in a predominantly Black and Hispanic sample. --- --- ### 128. Red Light, Purple Light! (RLPL) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/725" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2022-12 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, learning-engineering, prekindergarten, sel, wwc] ``` WWC Intervention Report on Red Light, Purple Light! (RLPL), a PreK classroom-based self-regulation intervention consisting of music and movement-based circle time games designed to systematically increase in cognitive complexity. Reviews 2 studies meeting standards out of 3 eligible. Found potentially positive effects on self-regulation (Tier 2) and uncertain effects on mathematics, reading/literacy, and language. --- --- ### 129. Odyssey® Math ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/669" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2017-01 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, k-12, learning-engineering, math-education, personalized-learning, wwc] ``` WWC Intervention Report on Odyssey® Math, a web-based mathematics program by Compass Learning® for grades K–8 providing curriculum and formative assessments to support differentiated, data-driven instruction through individualized learning paths. Reviews 3 studies meeting standards out of 9 eligible. Found potentially positive effects on mathematics achievement (Tier 2). --- --- ### 130. Open Court Reading© ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/347" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2014-10 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, wwc] ``` WWC Intervention Report on Open Court Reading©, a grades K–6 reading program teaching decoding, comprehension, inquiry, and writing through a three-part progression: phonemic awareness and phonics, reading literature with comprehension, and language arts including writing and grammar. Reviews 2 studies meeting standards out of 30 eligible. Found potentially positive effects on comprehension (grades 1–5) and general reading achievement (grades 2–3, Tier 3). --- --- ### 131. Technology Enhanced Elementary and Middle School Science (TEEMSS) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/610" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2012-05 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, k-12, learning-engineering, wwc] ``` WWC Intervention Report on TEEMSS, a grades 3–8 physical science curriculum using computers, sensors, and interactive models to support inquiry-based investigations of real-world phenomena through 15 units with handheld data collection and a web-based teacher-reporting tool for student portfolio review. Reviews 1 study meeting standards out of 2 eligible. Found potentially positive effects on science achievement for grades 3–4 (Tier 3). --- --- ### 132. Accelerated Readerâ"¢ ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/14" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2010-08 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, k-12, learning-engineering, literacy, wwc] ``` WWC Intervention Report on Accelerated Reader™, a computerized supplementary reading program for grades K–12 providing guided reading practice and feedback aimed at improving reading skills. Reviews 2 studies meeting standards out of 57 eligible. Found potentially positive effects on comprehension for grades 1–8 and no discernible effects on reading fluency. --- --- ### 133. Wilson Reading System® ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/546" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2007-07 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, literacy, response-to-intervention, wwc] ``` WWC Intervention Report on Wilson Reading System®, a structured literacy program teaching the structure of English words to help struggling grade 3 students master reading and spelling through direct instruction in phonics and decoding. Reviews 1 study meeting standards. Found potentially positive effects on alphabetics and no discernible effects on reading fluency or comprehension. --- --- ### 134. Read Well® (English Language Learners) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/411" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2010-06 date_source: listing authors: null document_url: null doi: null license: null tags: [english-learners, k-12, learning-engineering, literacy, wwc] ``` WWC Intervention Report on Read Well® for English Language Learners, a grades K–1 reading curriculum combining phonemic awareness, phonics, vocabulary, comprehension, and fluency instruction through scaffolded whole-class and small-group lessons. Reviews 2 studies meeting standards. Found potentially positive effects on English language development and no discernible effects on general reading achievement for ELL students in rural Colorado (Tier 3). --- --- ### 135. New Chance ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/336" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2008-01 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, dropout-prevention, higher-ed, learning-engineering, wwc] ``` WWC Intervention Report on New Chance, a program for young welfare mothers who have dropped out of school, combining GED preparation, parenting and life skills curriculum, occupational training, and job placement assistance. Reviews 1 study meeting standards. Found potentially positive effects on school completion (Tier 3) in an all-female, predominantly Black sample across 10 states. --- --- ### 136. Lovaas Model of Applied Behavior Analysis ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/295" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2010-08 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, learning-engineering, wwc] ``` WWC Intervention Report on the Lovaas Model of Applied Behavior Analysis, an intensive behavioral therapy for PreK children with disabilities delivering 35–40 hours weekly of one-on-one discrete trial instruction — brief periods where a teacher cues a behavior, prompts the appropriate response, and provides reinforcement — for approximately 3 years. Reviews 2 studies meeting standards out of 8 eligible. Found potentially positive effects on cognitive development and no discernible effects on communication/language, social-emotional development, or functional abilities. --- --- ### 137. Accelerated Middle Schools ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/11" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2008-07 date_source: listing authors: null document_url: null doi: null license: null tags: [dropout-prevention, k-12, learning-engineering, wwc] ``` WWC Intervention Report on Accelerated Middle Schools, self-contained academic programs for grades 6–8 students behind grade level enabling them to progress an additional year of curriculum within 1–2 years to keep them on track through high school. Reviews 3 studies meeting standards. Found positive effects on progressing in school and staying in school (predominantly Black, urban student population). --- --- ### 138. Effective Teacher Professional Development ```yaml url: "https://learningpolicyinstitute.org/product/effective-teacher-professional-development" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [learning-engineering, lpi, professional-development] ``` Learning Policy Institute research synthesis by Darling-Hammond, Hyler, and Gardner (2017) identifying seven features of effective teacher professional development across 35 rigorous studies. Finds effective PD is content-focused, incorporates active learning, supports collaboration, models effective practice, provides coaching and expert support, offers feedback and reflection, and is sustained over time. Concludes that PD meeting these criteria demonstrably improves teacher practice and student learning outcomes. --- --- ### 141. The State of the Teacher Workforce ```yaml url: "https://learningpolicyinstitute.org/product/state-of-teacher-workforce-interactive-0" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, lpi, professional-development] ``` Learning Policy Institute interactive report (updated July 2024) providing state-by-state analysis of teacher workforce conditions across all 50 U.S. states. Assigns each state a teaching attractiveness rating (1–5) measuring compensation, working conditions, and retention factors, and a teacher equity rating (1–5) assessing equitable distribution of qualified educators across demographic groups. Draws from national datasets for 2017–18 through 2022–23 academic years. --- --- ### 142. How People Learn: Brain, Mind, Experience, and School (Expanded Edition) ```yaml url: "https://www.nationalacademies.org/read/9853/chapter/" type: report source: "National Academies of Sciences, Engineering, and Medicine" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, nap] ``` National Research Council expanded edition report (2000) edited by Bransford, Brown, and Cocking synthesizing research on learning science across cognitive, developmental, and neuroscientific perspectives. Bridges theoretical findings with classroom practice by examining how expertise develops, how knowledge transfers, and how children acquire understanding. Provides evidence-based guidance for designing effective learning environments across history, mathematics, and science disciplines. Free online reading via National Academies Press. --- --- ### 143. How People Learn II: Learners, Contexts, and Cultures ```yaml url: "https://www.nationalacademies.org/publications/24783" type: report source: "National Academies of Sciences, Engineering, and Medicine" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [higher-ed, k-12, learning-engineering, nap] ``` National Academies consensus report (2018) chaired by Cora B. Marrett updating the influential 2000 How People Learn volume. Synthesizes findings from cognitive neuroscience, educational research, and learning technologies with emphasis on sociocultural and environmental factors shaping learning across the lifespan. Addresses learning from infancy through adulthood in both formal and informal settings. Free online reading via National Academies Press. --- --- ### 144. CASEL SEL Framework ```yaml url: "https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/" type: framework source: "Collaborative for Academic, Social, and Emotional Learning (CASEL)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [casel, inclusive-design, k-12, learning-engineering, sel] ``` CASEL framework (updated 2020) defining the five core social-emotional competencies — self-awareness, self-management, social awareness, relationship skills, and responsible decision-making — and their implementation across four settings: classrooms, schools, families and caregivers, and communities. The 2020 update strengthened the framework's equity orientation, emphasizing SEL's potential in promoting educational equity and excellence and its adaptability to local cultural contexts. --- --- ### 145. Engaging First: Supporting Young Learners Through Family Engagement ```yaml url: "https://edtrust.org/rti/young-learners-family-engagement/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [early-childhood, edtrust, k-12, learning-engineering] ``` EdTrust research brief by Ivy Morgan (2024) examining family-school partnerships for early elementary learners based on nationally representative surveys of 600 parents/caregivers and 300 teachers of first and second graders during 2022–23. Finds broadly positive communication overall but significant gaps: only ~two-thirds of parents had access to parent-teacher conferences; low-income and multilingual families faced greater barriers including unwelcoming school staff. Part of EdTrust's broader SEAD research program. --- --- ### 146. Making Assessment Reports More Meaningful for Students & Families ```yaml url: "https://edtrust.org/rti/assessment-reports-family-engagement/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [edtrust, formative-assessment, k-12, learning-engineering] ``` EdTrust report by Munyan-Penney and Levitan (2024) providing guidance for schools on improving communication of federally required annual assessment results to students and families. Advocates for integrating score reports into existing family communications, identifies best practices for accessible report design, and offers policy recommendations for advocates and state leaders to improve assessment reporting at scale. --- --- ### 147. How Student, Family, and Community Engagement Impacts Students' SEAD ```yaml url: "https://edtrust.org/rti/student-family-community-engagement-sead/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [edtrust, k-12, learning-engineering, sel] ``` EdTrust report by Duchesneau and Wriston (2024) examining how school, family, and community engagement supports students' social, emotional, and academic development (SEAD). Identifies obstacles to meaningful engagement and provides policy recommendations for federal, state, and local decision-makers. Part of EdTrust's broader research on whole-child development and the role of family-school partnerships in student wellbeing and academic outcomes. --- --- ### 148. Funding Gaps 2018 ```yaml url: "https://edtrust.org/rti/funding-gaps-2018/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [edtrust, k-12, learning-engineering] ``` EdTrust report by Morgan and Amerikaner (2018) documenting school funding disparities across U.S. states and districts. Finds districts serving predominantly students of color receive ~$1,800 (13%) less per student in state and local funding than majority-white districts; high-poverty districts receive ~$1,000 (7%) less than low-poverty districts. Gap widens to $2,000 per student (16%) when adjusted for additional costs of supporting low-income students. Documents state-by-state variation and highlights states achieving more equitable funding. --- --- ### 149. Teacher Turnover in the United States: Who Moves, Who Leaves, and Why ```yaml url: "https://learningpolicyinstitute.org/product/teacher-turnover-united-states-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2026-03-17 date_source: listing authors: ["Tiffany S. Tan", "Wesley Wei", "Desiree Carver-Thomas", "Emma García"] document_url: null doi: null license: null tags: [k-12, longitudinal, lpi, professional-development] ``` This comprehensive analysis examines why approximately 1 in 7 public school teachers annually leave their schools or exit the profession, using national data from 2020–22. The report finds that turnover rates have increased roughly 27% since the early 1990s, with disparities concentrated in schools serving predominantly low-income students and students of color. Three primary factors significantly influence retention: teacher salaries, effective school leadership, and overall job satisfaction tied to classroom autonomy and collegial support. --- --- ### 150. Supporting and Sustaining a Diverse Teacher Workforce ```yaml url: "https://learningpolicyinstitute.org/product/diverse-teacher-workforce-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-12-01 date_source: listing authors: ["Desiree Carver-Thomas", "Melanie Leung-Gagné", "Emma García"] document_url: null doi: null license: null tags: [k-12, longitudinal, lpi, professional-development] ``` This report examines why teachers of color leave the profession at higher rates than their white counterparts and identifies systemic barriers to their retention. Using national survey data from 2017–2021, researchers found that teachers of color face less access to comprehensive preparation, competitive salaries, mentoring support, and positive working environments. The study emphasizes that while recruiting more educators of color matters, retention through improved conditions and support systems is equally critical to building a stable, diverse teaching force. --- --- ### 151. Untangling the Evidence on Preschool Effectiveness: Insights for Policymakers ```yaml url: "https://learningpolicyinstitute.org/product/untangling-evidence-preschool-effectiveness-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2019-01-31 date_source: listing authors: ["Beth Meloy", "Madelyn Gardner", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [early-childhood, lpi, meta-analysis, prekindergarten] ``` This report synthesizes rigorous evaluations of 21 public preschool programs to clarify conflicting findings about whether quality early childhood education produces meaningful gains for students. The research demonstrates that high-quality preschool leaves children better prepared for school, especially in academic skill development, with benefits extending into adulthood through higher graduation rates and earnings. The report identifies six essential quality elements—including small class sizes, well-trained teachers, developmentally appropriate curricula, and family engagement—and notes that effective programs generate up to $17 in social returns for every dollar invested. --- --- ### 152. Community Schools as an Effective School Improvement Strategy: A Review of the Evidence ```yaml url: "https://learningpolicyinstitute.org/product/community-schools-effective-school-improvement-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2017-12-14 date_source: listing authors: ["Anna Maier", "Julia Daniel", "Jeannie Oakes", "Livia Lam"] document_url: null doi: null license: null tags: [k-12, lpi, meta-analysis, sel, student-belonging] ``` This comprehensive report synthesizes findings from 143 rigorous research studies examining how community schools impact student and school outcomes, identifying four core pillars of effective implementation: integrated student supports, expanded learning time, family and community engagement, and collaborative leadership. The study demonstrates that community schools help disadvantaged students overcome barriers to learning by integrating academic instruction with health services, youth development, and community partnerships. The evidence base meets federal requirements under the Every Student Succeeds Act, providing policymakers with research-backed guidance for implementing community schools as an equitable school improvement strategy. --- --- ### 153. Coaching at Scale: A Strategy for Strengthening the Early Learning Workforce ```yaml url: "https://learningpolicyinstitute.org/product/coaching-at-scale-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-06-04 date_source: listing authors: ["Abby Schachner", "Cathy Yun", "Hanna Melnick", "Jessica Barajas"] document_url: null doi: null license: null tags: [coaching, early-childhood, lpi, professional-development] ``` This report examines five early childhood coaching systems across Alabama, Washington, and California to understand how comprehensive coaching can be implemented at scale to improve educator practice and program quality. The research identifies that effective coaching relies on strong partnerships, individualized feedback, focused observations, and well-qualified coaches with expertise in child development and adult learning. The report provides policymakers with eight actionable recommendations, including dedicated funding for coaching, establishing coach qualification standards, and developing regional professional development networks to sustain systemic improvements across the early learning workforce. --- --- ### 154. Reducing Chronic Absenteeism: Lessons from Community Schools ```yaml url: "https://learningpolicyinstitute.org/product/chronic-absenteeism-community-schools-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-08-26 date_source: listing authors: ["Emily Germain", "Laura E. Hernández", "Sarah Klevan", "Rebecca S. Levine", "Anna Maier"] document_url: null doi: null license: null tags: [attendance, k-12, lpi, student-belonging] ``` This report examines how four California community schools successfully reduced chronic absenteeism following the pandemic, when national rates had nearly doubled to 28% by 2022. Key strategies included strengthening family engagement through outreach and home visits, building student connections through mentorship, systematically tracking attendance data, implementing tiered support systems, and leveraging community partnerships to address underlying barriers like housing and mental health needs. The findings emphasize that proactive and preventive approaches combined with trusting relationships prove more effective than punitive measures in addressing attendance challenges. --- --- ### 155. Strengthening the Educator Pipeline Through Service Scholarships: California's Golden State Teacher Grant Program ```yaml url: "https://learningpolicyinstitute.org/product/ca-golden-state-teacher-grant-program-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-11-20 date_source: listing authors: ["Melanie Leung-Gagné", "Maria Maria Castillo", "Susan Kemper Patrick", "Desiree Carver-Thomas", "Tara Kini", "Cicely Bingener", "María Virginia Giani"] document_url: null doi: null license: null tags: [k-12, longitudinal, lpi, professional-development] ``` This report evaluates California's Golden State Teacher Grant Program, which has distributed over $570 million since 2020–21 to help aspiring teachers afford preparation costs in exchange for committing to teach in high-need schools for two years, supporting more than 28,000 candidates and likely contributing to a 23% increase in California-prepared teachers earning credentials. Nearly 75% of survey respondents cited the grant as influential in their decision to pursue teaching, with particularly strong impact among candidates of color and career changers. The report recommends stable long-term funding benchmarked to cover significant portions of preparation costs, improved implementation support, and better data collection systems to track long-term outcomes. --- --- ### 156. High-Quality Early Childhood Assessment: Learning From States' Use of Kindergarten Entry Assessments ```yaml url: "https://learningpolicyinstitute.org/product/high-quality-kindergarten-entry-assessments-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2021-08-05 date_source: listing authors: ["Cathy Yun", "Hanna Melnick", "Marjorie Wechsler"] document_url: null doi: null license: null tags: [early-childhood, formative-assessment, lpi, prekindergarten] ``` This report examines kindergarten entry assessments (KEAs) across states, noting that as of 2021, 38 states had adopted KEAs—a fivefold increase over a decade—though concerns arose about inappropriate practices like overly scripted assessments or narrow skill-focused measures that exclude essential developmental domains. The report emphasizes that high-quality KEA content aligns with developmentally appropriate kindergarten standards and measures multiple domains including social-emotional, cognitive, language, and physical development in culturally relevant ways. It recommends states select authentic assessments, build systems supporting teacher instruction and family engagement, and use data to strengthen learning systems rather than evaluate individual providers. --- --- ### 157. The Building Blocks of High-Quality Early Childhood Education Programs ```yaml url: "https://learningpolicyinstitute.org/product/building-blocks-high-quality-early-childhood-education-programs" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2016-04-20 date_source: listing authors: ["Marjorie Wechsler", "Hanna Melnick", "Anna Maier", "Joseph Bishop"] document_url: null doi: null license: null tags: [early-childhood, english-learners, lpi, prekindergarten, professional-development] ``` This policy brief identifies nine essential components that characterize effective pre-K programs, grounded in research demonstrating that high-quality early education generates approximately $7 in returns for every dollar invested. The report emphasizes that quality matters tremendously—particularly for low-income children and English learners—and establishes benchmarks including well-qualified teachers with bachelor's degrees in early childhood education, ongoing coaching and mentoring, support for diverse learners, meaningful family partnerships, small class sizes, and robust quality rating systems. These interconnected elements work together to foster the meaningful teacher-child interactions that research shows are fundamental to producing measurable gains in academic achievement and social-emotional development. --- --- ### 158. Community Schools Impact on Student Outcomes: Evidence From California ```yaml url: "https://learningpolicyinstitute.org/product/ca-community-schools-impact-student-outcomes-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-09-16 date_source: listing authors: ["Walker Swain", "Melanie Leung-Gagné", "Anna Maier", "Cassandra Rubinstein"] document_url: null doi: null license: null tags: [attendance, k-12, longitudinal, lpi, student-belonging] ``` This report evaluates California's $4.1 billion Community Schools Partnership Program, the nation's largest state-level community schools initiative launched in 2021, using a matched difference-in-differences methodology comparing 458 CCSPP schools to similar non-recipient schools from 2018–19 to 2023–24. Researchers found that community school approaches led to a meaningful reduction in chronic absence averaging 30% greater than comparison schools, along with notable improvements in suspension rates and test scores. The most substantial gains benefited historically underserved students including Black students, English learners, and economically disadvantaged youth. --- --- ### 159. Teacher Residencies in Texas: Supporting Successful Implementation ```yaml url: "https://learningpolicyinstitute.org/product/texas-teacher-residencies-implementation-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-12-22 date_source: listing authors: ["Steve Wojcikiewicz", "Kimberlee Ralph", "Jon Snyder", "Jennifer A. Bland", "Marjorie Wechsler"] document_url: null doi: null license: null tags: [coaching, k-12, lpi, professional-development] ``` This report examines Texas's High-Quality, Sustainable Residencies Program, which funded over 85 teacher residency programs from 2021–2024 using COVID-19 relief money and provided stipends for more than 2,000 residents. The research identifies essential program features—including full-year classroom placements, $20,000 resident stipends, mentor teachers, and co-teaching models—as critical to successful implementation, while highlighting how strategic staffing models help districts sustain paid residencies beyond grant funding. The report concludes with six policy recommendations including requirements for research-based residency features, support for mentor teacher pipelines, and targeted funding for rural and high-poverty districts facing acute teacher shortages. --- --- ### 160. Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color ```yaml url: "https://learningpolicyinstitute.org/product/diversifying-teaching-profession-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2018-04-19 date_source: listing authors: ["Desiree Carver-Thomas"] document_url: null doi: null license: null tags: [k-12, longitudinal, lpi, professional-development] ``` This report examines barriers that impede teachers of color from entering and remaining in the profession, while documenting how such teachers significantly benefit student outcomes. The research reveals that while recruitment has increased, attrition rates remain high, creating persistent supply-demand gaps particularly among Black, Native American, and Latinx educators. The study identifies three primary intervention areas: high-retention pathways into teaching through scholarships and residencies; hiring strategies that include diverse committees and early recruitment; and improving school conditions through better leadership preparation. --- --- ### 161. Design Principles for Teacher Preparation: Enacting the Science of Learning and Development ```yaml url: "https://learningpolicyinstitute.org/product/sold-design-principles-teacher-preparation-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-07-23 date_source: listing authors: ["Linda Darling-Hammond", "Maria E. Hyler", "Steve Wojcikiewicz", "Joy Rushing"] document_url: null doi: null license: null tags: [k-12, lpi, professional-development, sel] ``` This report presents five design principles for teacher preparation programs that incorporate findings from neuroscience, developmental psychology, and learning sciences to help future educators support whole child development. The framework emphasizes that teacher candidates must themselves experience the very kinds of teaching strategies they are expected to develop for their pupils, ensuring teachers can authentically model approaches like inquiry-based learning and restorative practices. The principles address curriculum grounded in learning science, equitable educator mindsets, experiential learning opportunities, pedagogical alignment between university coursework and school placements, and the creation of supportive professional learning communities. --- --- ### 162. State Preschool in a Mixed Delivery System: Lessons From Five States ```yaml url: "https://learningpolicyinstitute.org/product/state-preschool-mixed-delivery-system-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2023-03-15 date_source: listing authors: ["Karin Garver", "G. G. Weisenfeld", "Lori Connors-Tadros", "Katherine Hodges", "Hanna Melnick", "Sara Plasencia"] document_url: null doi: null license: null tags: [early-childhood, lpi, prekindergarten, professional-development] ``` This report examines how five states—Alabama, Michigan, New Jersey, New York, and West Virginia—operate public preschool programs across diverse provider settings including school districts and community-based organizations. The study identifies key policy decisions regarding governance, quality standards, teacher compensation, and enrollment coordination that enable states to maintain consistent educational quality while serving children through multiple delivery channels. The authors recommend that states establish uniform quality benchmarks across all settings, remove barriers to non-LEA participation, provide sustained professional development, ensure competitive teacher compensation, implement coordinated enrollment systems, and collect demographic data to identify access disparities. --- --- ### 163. Developing Assessment Systems That Support Teaching and Learning: Recommendations for Federal Support ```yaml url: "https://learningpolicyinstitute.org/product/developing-assessment-systems-federal-support-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2023-04-19 date_source: listing authors: ["Aneesha Badrinarayan", "Linda Darling-Hammond", "Michael A. DiNapoli Jr.", "Tara Kini", "Tiffany Miller", "Julie Woods"] document_url: null doi: null license: null tags: [ai-policy, formative-assessment, k-12, lpi] ``` This report examines how the federal government can support states in transforming their assessment systems beyond traditional end-of-year multiple-choice tests, noting that more than 20 states are involved in efforts to transform one or more aspects of their assessment systems but face substantial barriers to federal approval. The authors identify three key recommendations for federal executive action: updating the Department of Education's peer review process to align with ESSA's encouragement of innovative assessments, strengthening the Innovative Assessment Demonstration Authority program to reduce burdensome requirements, and expanding funding pathways to incentivize state-level innovation in assessment design. --- --- ### 164. School Funding Effectiveness: Evidence From California's Local Control Funding Formula ```yaml url: "https://learningpolicyinstitute.org/product/school-funding-effectiveness-ca-lcff-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2023-08-29 date_source: listing authors: ["Rucker Johnson"] document_url: null doi: null license: null tags: [k-12, longitudinal, lpi] ``` This comprehensive study examines how California's 2013 Local Control Funding Formula—which directed $18 billion in increased state support to high-need districts over eight years—affected student outcomes across the state's 1,000 districts and 10,000 schools. Tracking 6.2 million K-12 students from 1995–96 through 2018–19, the research finds that a $1,000 per-pupil spending increase yielded full grade-level improvements in math and reading after three years, boosted high school graduation rates by 8.2 percentage points, and decreased suspensions and expulsions particularly for Black students. Instructional spending—class size reduction, teacher salary increases, and reduced turnover—accounted for roughly 84% of the variation in funding effectiveness. --- --- ### 165. Lost Opportunities: How Disparate School Discipline Continues to Drive Differences in the Opportunity to Learn ```yaml url: "https://learningpolicyinstitute.org/product/crdc-school-discipline-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2020-10-01 date_source: listing authors: ["Daniel J. Losen", "Paul Martinez"] document_url: null doi: null license: null tags: [k-12, longitudinal, lpi, school-discipline] ``` This report examines how out-of-school suspensions and other exclusionary discipline practices create substantial learning loss, with particularly severe impacts on students of color, secondary students, and those with disabilities. During the 2015–16 school year alone, the nation lost approximately 11.4 million instructional days due to suspensions—the equivalent of 62,596 years of lost learning. The research documents widespread racial disparities in discipline outcomes and significant failures by districts to report school-policing data as required by federal law. --- --- ### 166. Long-Term English Learners in California ```yaml url: "https://learningpolicyinstitute.org/product/ca-long-term-english-learners-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-12-04 date_source: listing authors: ["Heather Price", "Dion Burns", "Stacy Loewe", "Patrick M. Shields", "Jonathan Kaplan", "Hyeonjeong Lee"] document_url: null doi: null license: null tags: [english-learners, k-12, longitudinal, lpi] ``` This report examines approximately 330,000 California students classified as English learners for 7 or more years, analyzing their demographics, school contexts, and academic outcomes compared to peers. The research reveals that long-term English learners are disproportionately boys (56%), economically disadvantaged (89%), and have higher special education needs (28%), while attending schools with fewer resources and lower graduation rates. Key recommendations include ensuring adequate schooling resources and whole-child supports, addressing teacher shortages in high-poverty schools, better identifying early learning needs for students with disabilities, and conducting further research on graduation barriers for this vulnerable population. --- --- ### 167. Investing for Student Success: Lessons From State School Finance Reforms ```yaml url: "https://learningpolicyinstitute.org/product/investing-student-success-school-finance-reforms-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2019-04-09 date_source: listing authors: ["Linda Darling-Hammond"] document_url: null doi: null license: null tags: [k-12, longitudinal, lpi] ``` This report examines how U.S. public schools are inequitably funded through reliance on local property taxes and analyzes reform efforts in Connecticut, Massachusetts, New Jersey, and North Carolina that successfully improved educational resources and outcomes. The research demonstrates that when more money is spent on education, especially for students from low-income families, achievement and graduation rates improve alongside life outcomes like employment and wages. The report recommends federal and state actions—including equalizing funding allocations, ensuring qualified teachers reach high-poverty schools, and investing in quality preschool—as essential steps toward creating equitable learning opportunities for all students. --- --- ### 168. Advancing Integration and Equity Through Magnet Schools ```yaml url: "https://learningpolicyinstitute.org/product/advancing-integration-equity-magnet-schools-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2021-06-02 date_source: listing authors: ["Janel George", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [k-12, lpi, school-discipline, student-belonging] ``` This report examines how magnet schools—public schools offering specialized programs to attract diverse student populations—can combat the alarming resegregation occurring in U.S. schools. The authors identify key components for success, including "first door" strategies like intentional family outreach and inclusive enrollment, plus "second door" approaches such as culturally responsive curriculum and restorative discipline practices. The report provides policy recommendations at federal, state, district, and school levels to help create and sustain magnet schools that achieve both integration and positive academic outcomes for all students. --- --- ### 169. Instructionally Relevant Assessment Systems: What is the Role of Performance Assessments? ```yaml url: "https://learningpolicyinstitute.org/product/instructionally-relevant-assessment-systems-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-06-30 date_source: listing authors: ["Aneesha Badrinarayan"] document_url: null doi: null license: null tags: [formative-assessment, k-12, lpi, professional-development] ``` This report examines how performance assessments—tasks requiring human scoring like constructed responses and essays—can transform state assessment systems to prioritize positive instructional impact alongside accountability functions. The author argues that because teachers inevitably take cues from state-level assessments to shape their instruction, assessment designers should intentionally leverage this influence by incorporating authentic performance tasks that signal high-quality teaching practices. The report provides system leaders with five strategic recommendations for balancing performance assessments with other instruments, emphasizing that well-designed tasks can generate reliable comparable scores while simultaneously improving what students learn and how teachers teach. --- --- ### 170. The Promise of Performance Assessments: Innovations in High School Learning and Higher Education Admissions ```yaml url: "https://learningpolicyinstitute.org/product/promise-performance-assessments-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2018-01-18 date_source: listing authors: ["Roneeta Guha", "Tony Wagner", "Linda Darling-Hammond", "Terri Taylor", "Diane Curtis"] document_url: null doi: null license: null tags: [college-access, formative-assessment, higher-ed, k-12, lpi] ``` This report examines how schools and colleges are adopting performance-based assessments—such as portfolios, capstone projects, and senior defenses—to evaluate deeper learning skills needed for college and career success. The authors document that more than 900 colleges have made standardized tests optional and are increasingly interested in reviewing broader student work samples for admission decisions. A key finding is that these assessments show particular promise for better reflecting the achievements and potential of historically underserved students, potentially addressing longstanding disparities in standardized testing outcomes across racial and socioeconomic lines. --- --- ### 171. Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce ```yaml url: "https://learningpolicyinstitute.org/product/preparing-diverse-high-quality-early-childhood-workforce-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2019-12-10 date_source: listing authors: ["Madelyn Gardner", "Hanna Melnick", "Beth Meloy", "Jessica Barajas"] document_url: null doi: null license: null tags: [coaching, early-childhood, lpi, professional-development] ``` This report examines innovative pathways for recruiting and preparing early childhood educators with a focus on creating accessible routes for diverse candidates, identifying three successful California programs that demonstrate how to support educators from underrepresented backgrounds through affordable, hands-on preparation models. The analysis reveals significant barriers early educators face when pursuing higher education, notably that low wages often make higher education costs prohibitively expensive. The report recommends that states invest in faculty development, clinical experiences, clear transfer pathways between community and four-year colleges, robust financial assistance, and coherent credential standards to ensure all young children have qualified teachers reflecting their communities' diversity. --- --- ### 172. Community Schools in Lynwood Unified: Building Capacity for Districtwide Implementation ```yaml url: "https://learningpolicyinstitute.org/product/ca-community-schools-lynwood-unified-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2026-04-06 date_source: listing authors: ["Emily Germain", "Sarah Klevan", "Daniel Espinoza"] document_url: null doi: null license: null tags: [attendance, k-12, lpi, professional-development] ``` This report examines how Lynwood Unified School District successfully scaled community schools across all 17 campuses by strategically developing community school coordinators as implementation leaders, leveraging $24 million in state funding to expand from a single pilot school to a districtwide initiative. The district achieved measurable improvements including a one-third reduction in chronic absence, enhanced academic performance, and a 15.5% decline in suspensions within two years. The research highlights five critical implementation strategies including data-driven needs assessments, structured professional learning communities, and coaching networks that positioned coordinators as essential change agents rather than peripheral support roles. --- --- ### 173. State Strategies for Investing in Community Schools ```yaml url: "https://learningpolicyinstitute.org/product/state-strategies-investing-in-community-schools-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2023-04-18 date_source: listing authors: ["Anna Maier", "Adrian Rivera-Rodriguez"] document_url: null doi: null license: null tags: [k-12, lpi, sel, student-belonging] ``` This report examines how states are funding and supporting community schools by identifying three primary approaches: ongoing funding through school financing formulas (Maryland, New York), competitive grant programs (California, Illinois, New Mexico, Vermont), and capacity-building supports like certification processes (Florida, Georgia). State investments range from $3.4 million to $4.1 billion, with most states prioritizing schools serving high-poverty populations. Key findings show states are increasingly investing in evidence-based strategies including integrated student supports, expanded learning time, family engagement, and collaborative leadership structures that align with trauma-informed practices. --- --- ### 174. The Road to High-Quality Early Learning: Lessons From the States ```yaml url: "https://learningpolicyinstitute.org/product/road-high-quality-early-learning-lessons-states" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2016-06-29 date_source: listing authors: ["Marjorie Wechsler", "David L. Kirp", "Titilayo Tinubu Ali", "Madelyn Gardner", "Anna Maier", "Hanna Melnick", "Patrick M. Shields"] document_url: null doi: null license: null tags: [coaching, early-childhood, lpi, prekindergarten, professional-development] ``` This report examines how four states—Michigan, West Virginia, Washington, and North Carolina—have built high-quality early education systems, drawing on policy reviews, program observations, and interviews with 159 stakeholders. The analysis identifies five overarching strategies these states employ: establishing quality standards and improvement systems, investing in educator development, coordinating birth-through-grade-3 programs, combining multiple funding sources, and building broad-based coalitions. The report provides policymakers with actionable insights on defining and using state quality standards, linking funding to ratings, investing in teacher training and coaching, and fostering cross-agency coordination to create seamless educational experiences for young learners. --- --- ### 175. Opportunities Denied: High-Achieving Black and Latino Students Lack Access to Advanced Math ```yaml url: "https://edtrust.org/rti/opportunities-denied-high-achieving-black-and-latino-students-lack-access-to-advanced-math/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [edtrust, english-learners, k-12, math-education] ``` High-achieving Black and Latino students and students from low-income backgrounds who pass Algebra I in eighth grade still enroll in advanced high school math at lower rates than their peers. Developed jointly with Just Equations, this brief documents enrollment disparities and identifies differences in teacher and counselor practices as contributing factors to these access gaps. --- --- ### 176. Social, Emotional, and Academic Development Through an Equity Lens ```yaml url: "https://edtrust.org/rti/social-emotional-and-academic-development-through-an-equity-lens/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [edtrust, k-12, sel, student-belonging] ``` Schools often narrowly focus on changing student behavior rather than building relationships and supportive learning environments, disproportionately affecting students of color and low-income students. This framework guides school and district leaders to shift attention from "fixing kids" to examining adult beliefs, school policies, and district practices that create equitable learning environments, ensuring all students experience belonging, challenging opportunities, and appropriate supports. --- --- ### 177. Hard Truths: Why Only Race-Conscious Policies Can Fix Racism in Higher Education ```yaml url: "https://edtrust.org/rti/hard-truths/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [college-access, edtrust, higher-ed] ``` This brief addresses misconceptions about affirmative action by demonstrating that Black and Latino students remain underrepresented at selective colleges and public universities across most states. The report argues that addressing racial inequities in higher education requires explicit race-conscious policy interventions, as income-based alternatives have failed to close opportunity gaps for students of color. --- --- ### 178. If You Listen, We Will Stay: Why Teachers of Color Leave and How to Disrupt Teacher Turnover ```yaml url: "https://edtrust.org/rti/if-you-listen-we-will-stay/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [edtrust, k-12, professional-development] ``` Released jointly by The Education Trust and Teach Plus, this research examines why educators of color leave the teaching profession at higher rates than their peers despite representing less than 20% of the nation's teaching force. Drawing on focus groups with Black and Latino teachers and case studies of schools successfully retaining faculty of color, the report identifies five key barriers teachers face and five actions effective schools employ to support diverse educators. --- --- ### 179. National & State Trends in Degree Attainment for Black Adults ```yaml url: "https://edtrust.org/rti/national-state-trends-degree-attainment-black-adults/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [college-access, edtrust, higher-ed, longitudinal] ``` This analysis examines college degree completion rates among Black adults aged 25–64 across the United States and individual states. The report contends that the nation's colleges and universities are not adequately supporting Black and Latino student success, and that policymakers must prioritize higher education access and completion for historically underserved populations to meet national workforce demands and promote economic growth. --- --- ### 180. Inequities in Advanced Coursework ```yaml url: "https://edtrust.org/rti/inequities-in-advanced-coursework/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [college-access, edtrust, k-12] ``` This report examines barriers preventing Black and Latino students from accessing AP, IB, and dual enrollment programs, finding that while these students succeed when given opportunities, they remain underrepresented due to three compounding factors: schools serving predominantly students of color offering fewer advanced courses, lower overall enrollment in those courses, and racially diverse schools actively denying access. The report provides recommendations for state and district leaders to expand access and improve equity in advanced coursework enrollment. --- --- ### 181. 'Segregation Forever?': The Continued Underrepresentation of Black Undergraduates at the Nation's 122 Most Selective Private Colleges and Universities ```yaml url: "https://edtrust.org/rti/segregation-forever-the-continued-underrepresentation-of-black-undergraduates-at-the-nations-122-most-selective-private-colleges-and-universities/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [college-access, edtrust, higher-ed, longitudinal] ``` EdTrust examined Black student enrollment at 122 selective private colleges and universities in 2000 and 2020, finding that despite nearly 74% of these institutions increasing Black enrollment, 71% still received failing grades for Black student access in 2020. The research reveals that gains were minimal and that elite institutions remain largely inaccessible to Black first-time undergraduates relative to state population demographics. --- --- ### 182. Promising Practices: Smart State Strategies for Building Intensive Tutoring Systems ```yaml url: "https://edtrust.org/rti/promising-practices-smart-state-strategies-for-building-intensive-tutoring-systems/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [edtrust, k-12, personalized-learning, response-to-intervention] ``` This brief examines how states are implementing high-impact tutoring programs to address learning disruptions caused by school closures. The publication identifies promising state strategies including workforce development, research-based program standards, and professional development, while emphasizing equitable access to tutoring for underserved students. --- --- ### 183. How School Discipline Impacts Students' Social, Emotional, and Academic Development (SEAD) ```yaml url: "https://edtrust.org/rti/how-school-discipline-impacts-students-social-emotional-and-academic-development-sead/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [edtrust, k-12, school-discipline, sel] ``` This brief examines how school discipline policies affect student development, highlighting that harmful practices like corporal punishment, suspensions, and expulsions disproportionately impact students of color and those with disabilities. The report advocates for evidence-based approaches such as restorative justice and emphasizes the importance of implementing discipline policies through a racial equity lens to create safe, supportive learning environments. --- --- ### 184. 5 Things for Advocates to Know About Chronic Absenteeism ```yaml url: "https://edtrust.org/rti/5-things-for-advocates-to-know-about-chronic-absenteeism/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [attendance, edtrust, k-12] ``` This brief documents the rising epidemic of chronic school absence, noting that 16 million students nationally are now chronically absent — missing 10% or more of school days — with disproportionate impact on low-income students, students of color, multilingual learners, and students with disabilities. The report advocates for evidence-based approaches addressing root causes rather than punitive measures, and highlights the importance of prevention, early intervention, and authentic partnerships with families and communities. --- --- ### 185. How Mental Health Supports Impact Social, Emotional, and Academic Development (SEAD) ```yaml url: "https://edtrust.org/rti/how-mental-health-supports-impact-social-emotional-and-academic-development-sead/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [edtrust, k-12, sel, student-belonging] ``` This brief examines how school-based mental health services support student success, highlighting significant disparities in access for students of color, low-income students, and students with disabilities. The authors present CDC data showing alarming mental health challenges among high school students and emphasize that district leaders must implement mental health support services rooted in a race-based lens to address these inequities. --- --- ### 186. Future of Assessments: Centering Equity and the Lived Experiences of Students, Families, and Educators ```yaml url: "https://edtrust.org/rti/future-of-assessments-centering-equity-and-the-lived-experiences-of-students-families-and-educators/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [edtrust, formative-assessment, k-12, qualitative-research] ``` This report examines statewide assessment practices through focus groups with students, families, educators, and administrators, revealing that stakeholders want assessment data from multiple sources, believe assessments are just one measure of college readiness, and seek timely and actionable results alongside improved resource allocation to underserved schools. The report proposes four equity pillars to guide future federal education policy and assessment design. --- --- ### 187. Holding Students Back: An Inequitable and Ineffective Response to Unfinished Learning ```yaml url: "https://edtrust.org/rti/holding-students-back-an-inequitable-and-ineffective-response-to-unfinished-learning/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [edtrust, k-12, response-to-intervention] ``` This factsheet examines grade retention as a response to pandemic-related learning loss, arguing that while retention may show short-term test score improvements, research demonstrates it produces negative long-term academic, social, and emotional outcomes — particularly for Black, Latino, and Native students. The analysis recommends evidence-based alternatives including targeted tutoring, expanded learning time, and strong teacher-student relationships. --- --- ### 188. How Affordable Are Public Colleges in Your State? (Affordability Gap) ```yaml url: "https://edtrust.org/rti/affordability-gap/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [college-access, edtrust, higher-ed] ``` This report examines the affordability gap that low-income students face at public colleges across all states, finding that after accounting for grants, scholarships, and part-time work, students from low-income backgrounds still face thousands of dollars in uncovered annual costs. In nearly every state the affordability gap at four-year institutions exceeds $3,000, with the national average around $6,500. --- --- ### 189. The Future of Statewide Summative Assessments ```yaml url: "https://edtrust.org/rti/the-future-of-statewide-summative-assessments/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [edtrust, formative-assessment, k-12] ``` EdTrust identifies statewide summative assessments as an essential tool to achieve education equity by providing comparable data across students and schools. The organization presents four equity pillars for improving assessments — ensuring consistent expectations, encouraging inclusive assessments, providing timely results, and making results meaningful — offering advocates and policymakers recommendations for enhancing assessment systems to better serve students, families, and educators. --- --- ### 190. Parent PLUS Loans Are a Double-Edged Sword for Black Borrowers ```yaml url: "https://edtrust.org/rti/parent-plus-loans-are-a-double-edged-sword-for-black-borrowers/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [college-access, edtrust, higher-ed] ``` This brief examines how Black parents increasingly rely on Parent PLUS loans to fund their children's college education, despite these loans carrying higher interest rates and less favorable terms than federal student loans. The report reveals that structural racism, including racial wage and wealth gaps, forces Black families to borrow heavily, and that Black parent borrowers struggle significantly with repayment — often deferring payments and drawing from retirement accounts at higher rates than White borrowers, creating a multigenerational toll of debt. --- --- ### 191. Income-Driven Repayment Plans Fail Black Borrowers ```yaml url: "https://edtrust.org/rti/income-driven-repayment-plans-fail-black-borrowers/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [college-access, edtrust, higher-ed, qualitative-research] ``` Drawing on qualitative data from EdTrust's National Black Student Debt Study, this brief examines how federal income-driven repayment plans are ineffective at reducing debt for Black borrowers. The authors argue that even recent administrative improvements do not address underlying college affordability issues or help future students, and recommend broad debt cancellation plus creation of a new repayment plan with more favorable terms. --- --- ### 192. For Student Parents, The Biggest Hurdles to a Higher Education Are Costs and Finding Child Care ```yaml url: "https://edtrust.org/rti/for-student-parents-the-biggest-hurdles-to-a-higher-education-are-costs-and-finding-child-care/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [college-access, dropout-prevention, edtrust, higher-ed] ``` This report examines the financial barriers facing student parents, finding that there is no state in which a student parent can work 10 hours per week at minimum wage and afford both tuition and child care at a public college. Student parents face out-of-pocket costs that are 2 to 5 times higher than peers without children, requiring an average of 52 hours of weekly work per week to cover expenses. --- --- ### 193. Building a Diverse & Strong Educator Workforce for Students ```yaml url: "https://edtrust.org/rti/building-a-diverse-strong-educator-workforce-for-students/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [edtrust, k-12, professional-development] ``` This resource highlights a significant disparity in educator demographics: students of color make up more than 50% of the K-12 public school student population while teachers of color represent less than 20% of educators. Students from underserved backgrounds are four times more likely to attend schools with larger percentages of uncertified and inexperienced teachers, contributing to disparities in discipline rates, graduation outcomes, and educational access. --- --- ### 194. Access Granted: School Funding Between Schools in Districts ```yaml url: "https://edtrust.org/rti/access-granted-school-funding-between-schools-in-districts/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [edtrust, k-12] ``` EdTrust analyzed newly available school-by-school spending data required by the Every Student Succeeds Act to examine funding equity within districts. The analysis reveals that in 97% of districts included, state and local spending was flat or regressive for all student groups examined, with very few students of color, low-income students, or English learners attending schools where funding is allocated to meet their additional needs. --- --- ### 195. Reassessing ESSA Implementation: An Equity Analysis of School Accountability Systems ```yaml url: "https://edtrust.org/rti/reassessing-essa-implementation-an-equity-analysis/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [edtrust, k-12, longitudinal] ``` EdTrust examined how states implement federal school accountability requirements under the Every Student Succeeds Act, finding that states have a mixed record of centering equity in school ratings. The analysis identifies significant gaps in how states identify low-performing schools and support improvement efforts, and reveals that while some states show promising practices, most have failed to connect school identification processes to robust support systems that would meaningfully improve outcomes for historically underserved students. --- --- ### 196. Jim Crow Debt: How Black Borrowers Experience Student Loans ```yaml url: "https://edtrust.org/rti/jim-crow-debt/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [college-access, edtrust, higher-ed, qualitative-research] ``` This report presents findings from the National Black Student Loan Debt Study, based on a survey of nearly 1,300 Black borrowers and interviews with 100 participants. Key findings reveal that Black borrowers view student loans as problematic rather than beneficial, experience income-driven repayment plans as lifetime debt sentences, and overwhelmingly support complete government debt forgiveness as a racial justice solution, with the research connecting these outcomes to systemic racism and labor market stratification. --- --- ### 197. Creating Positive College Campus Racial Climates for Students of Color ```yaml url: "https://edtrust.org/rti/college-campus-racial-climates-2/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [edtrust, higher-ed, qualitative-research, student-belonging] ``` EdTrust interviewed 32 Black, Latino, and Asian American students at predominantly White institutions to understand how campus racial climate affects their experiences. The research identified key challenges including underrepresentation of students and faculty of color, limited institutional support, unclear reporting procedures for discrimination incidents, and insufficient mental health resources tailored to students of color. --- --- ### 198. How Student Debt Harms Black Borrowers' Mental Health ```yaml url: "https://edtrust.org/rti/how-student-debt-harms-black-borrowers-mental-health/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [edtrust, higher-ed, student-belonging] ``` Drawing on the National Black Student Debt Study, this brief examines the intersection of student debt and mental health among Black borrowers, finding that 64% of survey participants reported that student debt negatively impacted their mental health. The report documents how Black borrowers face disproportionate challenges with student loans due to structural racism and fewer generational resources, establishing that the psychological toll of debt can be as severe as its financial consequences. --- --- ### 199. How Black Women Experience Student Debt ```yaml url: "https://edtrust.org/rti/how-black-women-experience-student-debt/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [college-access, edtrust, higher-ed] ``` This brief examines how Black women are disproportionately affected by the student debt crisis due to intersecting discrimination and systemic inequities. Using federal data and the National Black Student Debt Study, the report demonstrates that Black women borrow more for college while earning less, making repayment significantly more challenging than for other groups. --- --- ### 200. Making College Affordable ```yaml url: "https://edtrust.org/rti/making-college-affordable/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [college-access, edtrust, higher-ed] ``` EdTrust advocates for reducing college costs and student debt through policy initiatives focused on highlighting affordability gaps in higher education, promoting free college programs, doubling Pell Grants, and addressing the disproportionate student debt burden faced by Black borrowers. The organization's goal is enabling students to earn degrees without it turning into a debt sentence, and this hub page links to related research, data tools, and advocacy resources on college affordability. --- --- ### 201. Evidence for ESSA: Reading Partners ```yaml url: "https://evidenceforessa.org/program/reading-partners/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [coaching, k-12, literacy] ``` Reading Partners is a one-to-one tutoring program delivered by trained community volunteers who work with struggling readers in grades 2–5 for two 45-minute sessions per week. Evidence for ESSA rates it Strong based on one MDRC randomized controlled trial (n=1,166) showing students gained significantly more on SAT-10 comprehension and other outcomes (effect size +0.10) compared to peers, two-thirds of whom received alternative literacy services. --- --- ### 202. Evidence for ESSA: Success for All ```yaml url: "https://evidenceforessa.org/program/success-for-all-whole-class/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [coaching, k-12, literacy, professional-development] ``` Success for All is a comprehensive K–5 school reform program combining phonics instruction, cooperative learning, small-group tutoring, and frequent regrouping for high-poverty schools. Evidence for ESSA rates it Strong based on six U.S. studies (n=8,849 students across 207 schools) including two RCTs, with an average effect size of +0.29 and particularly robust effects on foundational reading skills and for lower-achieving students. --- --- ### 203. Evidence for ESSA: Reading Recovery ```yaml url: "https://evidenceforessa.org/program/reading-recovery/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [coaching, k-12, literacy] ``` Reading Recovery targets first-graders in the lowest 20–30% of their cohort, delivering daily 30-minute one-to-one lessons from specially trained teachers covering fluency, decoding, phonemic awareness, and guided reading. Evidence for ESSA rates it Strong based on four qualifying studies (n=7,756 students) with an average effect size of +0.43 on standardized reading assessments including ITBS, Woodcock, and Gates measures. --- --- ### 204. Evidence for ESSA: Peer-Assisted Learning Strategies (PALS) — Reading ```yaml url: "https://evidenceforessa.org/program/peer-assisted-learning-strategies-pals-reading-elementary-whole-class/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12] ``` PALS is a peer-tutoring approach where first-grade student pairs alternate teacher and learner roles, working through a structured sequence of phonemic awareness, phonics, sound blending, and passage reading with error correction. Evidence for ESSA rates it Strong based on three studies (n=1,501 students) with an average effect size of +0.23 on Woodcock reading scales. --- --- ### 205. Evidence for ESSA: Enhanced Core Reading Instruction (ECRI) ```yaml url: "https://evidenceforessa.org/program/enhanced-core-reading-instruction-ecri/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, professional-development, response-to-intervention] ``` ECRI enhances Tier 2 supplemental reading instruction for struggling first graders by providing teacher professional development and small-group sessions (3–5 students) targeting phonemic awareness, decoding, fluency, and irregular word reading. Evidence for ESSA rates it Strong based on one study (n=811 students in Oregon and Massachusetts) with an average effect size of +0.24 on Woodcock-Johnson and SAT-10 measures. --- --- ### 206. Evidence for ESSA: Reading Corps ```yaml url: "https://evidenceforessa.org/program/reading-corps/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [coaching, k-12, literacy] ``` Reading Corps is an AmeriCorps program that places trained literacy tutors in K–3 classrooms to deliver 20-minute daily supplemental instruction using research-based protocols. Evidence for ESSA rates it Strong based on two RCTs (n=798 students in Minnesota and Wisconsin) with an average effect size of +0.36, with particularly strong gains in Letter Sound Fluency (+0.74) and Nonsense Word Fluency (+0.62) for K–1 students. --- --- ### 207. Evidence for ESSA: Targeted Reading Instruction (TRI) ```yaml url: "https://evidenceforessa.org/program/targeted-reading-instruction-tri/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [coaching, computer-assisted-learning, k-12, literacy] ``` TRI is a one-to-one tutoring intervention that uses webcam technology to train educators to deliver 15-minute daily individualized reading sessions for struggling K–1 readers, covering oral language, decoding, writing, comprehension, vocabulary, and fluency. Evidence for ESSA rates it Strong based on two studies (n=471 students) with an average effect size of +0.51 on letter-word identification, word attack, and passage comprehension measures. --- --- ### 208. Evidence for ESSA: Sound Partners — Struggling Readers ```yaml url: "https://evidenceforessa.org/program/sound-partners-struggling-readers/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [coaching, k-12, literacy] ``` Sound Partners is a one-on-one paraprofessional tutoring intervention for kindergarten and first-grade struggling readers, providing 30 minutes of daily instruction four days per week for 18–20 weeks in phonics, phonemic awareness, sight words, and decodable text reading. Evidence for ESSA rates it Strong based on two qualifying studies (n=488 students) with an average effect size of +0.58, with sustained gains confirmed at two-year follow-up assessments. --- --- ### 209. Evidence for ESSA: QuickReads — Struggling Readers ```yaml url: "https://evidenceforessa.org/program/quickreads-struggling-readers/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [coaching, k-12, literacy] ``` QuickReads is a supplemental tutoring program for struggling readers in grades 2–5 that pairs students for 30-minute daily sessions four days per week over approximately 20 weeks, emphasizing repeated reading, phonics, and comprehension. Evidence for ESSA rates it Strong based on three studies (n=483 students) with an average effect size of +0.21 on GORT and Woodcock reading assessments. --- --- ### 210. Evidence for ESSA: Air Reading ```yaml url: "https://evidenceforessa.org/program/air-reading/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [coaching, computer-assisted-learning, k-12, literacy] ``` Air Reading is a virtual tutoring program for grades 1–6 that delivers explicit, skills-based reading instruction in small groups of up to four students meeting four times weekly for 30 minutes, with consistent tutors using diagnostic assessment to guide individualized instruction. Evidence for ESSA rates it Strong based on two RCTs (n=740 students in Texas and Louisiana) with a weighted average effect size of +0.20 across NWEA MAP, DIBELS, LEAP, and STAAR assessments. --- --- ### 211. Evidence for ESSA: Building Assets Reducing Risks (BARR) — Reading ```yaml url: "https://evidenceforessa.org/program/building-assets-reducing-risks-barr-reading/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, professional-development] ``` BARR is a training and coaching model for K–12 schools built around structured teacher team meetings, data-driven student support, community engagement, and professional development to improve student outcomes. Evidence for ESSA rates the reading component Strong based on three randomized studies (n=9,398 students) with an average effect size of +0.08, with stronger impacts of +0.21 for struggling readers in high school settings. --- --- ### 212. Evidence for ESSA: Intelligent Tutoring for the Structure Strategy (ITSS) ```yaml url: "https://evidenceforessa.org/program/intelligent-tutoring-for-the-structure-strategy-itss-secondary/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, intelligent-tutoring, k-12, literacy] ``` ITSS is a web-based intelligent tutoring system that teaches nonfiction text comprehension through text structure categorization, delivered in 30–45-minute weekly sessions in language arts classes with paraprofessional support. Evidence for ESSA rates it Strong based on one RCT (n=2,489 seventh graders across 108 classrooms in 25 rural/suburban schools) with an effect size of +0.18 on the Gray Silent Reading Test after 6–7 months of use. --- --- ### 213. Evidence for ESSA: Zearn Math ```yaml url: "https://evidenceforessa.org/program/zearn-math/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, k-12, math-education, personalized-learning] ``` Zearn Math is a nonprofit adaptive online supplement for K–8 math instruction featuring guided video lessons using a Concrete-to-Pictorial-to-Abstract progression with mastery-based quizzes. Evidence for ESSA rates it Strong based on three studies (including one RCT with 10,000+ students in Texas) with an average effect size of +0.09 on NWEA MAP assessments, with strongest results when schools received dedicated implementation support including professional development and coaching. --- --- ### 214. Evidence for ESSA: ASSISTments ```yaml url: "https://evidenceforessa.org/program/assistments/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [automated-feedback, computer-assisted-learning, formative-assessment, k-12, math-education] ``` ASSISTments is an online homework tool for grades 7–8 that provides students with math assistance during practice while giving teachers real-time assessment data on student progress. Evidence for ESSA rates it Strong based on two RCTs (a Maine study and a North Carolina replication with ~6,000 students) with a combined mean effect size of +0.13 on mathematics assessments. --- --- ### 215. Evidence for ESSA: DreamBox Math ```yaml url: "https://evidenceforessa.org/program/dreambox-learning/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, intelligent-tutoring, k-12, math-education, personalized-learning] ``` DreamBox Math is an adaptive game-based online platform that delivers personalized, standards-aligned K–8 math instruction as a supplement to classroom teaching. Evidence for ESSA rates it Strong based on two RCTs (n=13,320 students in California and North Carolina) with an average effect size of +0.10 on the Number Knowledge Test and state assessments, with strongest impacts for K–2 students. --- --- ### 216. Evidence for ESSA: ST Math (Spatial Temporal Math) ```yaml url: "https://evidenceforessa.org/program/st-math-spatial-temporal-math/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, k-12, math-education] ``` ST Math is a supplemental visual problem-solving program for grades 3–6 built on the science of how the brain learns, using animation and game-based tasks to develop mathematical understanding without language barriers. Evidence for ESSA rates it Strong based on four studies (n=346,248 students) including two cluster-randomized trials in high-poverty schools, with an average effect size of +0.07 on state math assessments. --- --- ### 217. Evidence for ESSA: Math in Focus ```yaml url: "https://evidenceforessa.org/program/math-in-focus/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, math-education, math-strategies, professional-development] ``` Math in Focus adapts Singapore's "My Pals Are Here! Maths" curriculum for grades 2–5 using a concrete-to-pictorial-to-abstract progression in carefully scaffolded lessons, supported by extensive professional development including summer training and four full-day sessions during the school year. Evidence for ESSA rates it Strong based on four qualifying studies (n=3,444 students) with an average effect size of +0.15 on standardized math measures. --- --- ### 218. Evidence for ESSA: IXL Math ```yaml url: "https://evidenceforessa.org/program/ixl-math/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, k-12, math-education, personalized-learning] ``` IXL Math is a comprehensive personalized teaching and learning platform featuring adaptive skills practice aligned to state standards, video tutorials, diagnostic assessments, and analytics for monitoring progress at district, school, classroom, and individual levels. Evidence for ESSA rates it Strong based on one cluster RCT (n=545 elementary students in Michigan) with an effect size of +0.13 on Renaissance Star Math, with particularly strong impacts for Grade 3, Hispanic, special education, and English learner subgroups. --- --- ### 219. Evidence for ESSA: Saga Math ```yaml url: "https://evidenceforessa.org/program/saga-math/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [coaching, computer-assisted-learning, k-12, math-education] ``` Saga Math is a high-dosage tutoring intervention for grades 9–10 offering traditional (1:2–1:4) or technology-enhanced formats (1:8 alternating direct tutoring with ALEKS computer-assisted learning), delivered three times weekly for 90 minutes total to supplement regular math instruction. Evidence for ESSA rates it Strong based on three studies (n=5,396+ predominantly Black and Latinx students in Chicago) with an average effect size of +0.14, plus increased math GPAs, reduced course failures, and persistent gains one to two years post-intervention. --- --- ### 220. Evidence for ESSA: Math Corps ```yaml url: "https://evidenceforessa.org/program/math-corps/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [coaching, k-12, math-education] ``` Math Corps is a tutoring intervention for grades 4–8 where full-time AmeriCorps tutors provide approximately 25 students with 90 minutes of weekly intervention support in small sessions targeting foundational whole and rational number skills and algebraic reasoning. Evidence for ESSA rates it Strong based on two RCTs (n=1,164 students) with an average effect size of +0.16 on STAR Math and state assessments. --- --- ### 221. Evidence for ESSA: OGAP Math Professional Learning System ```yaml url: "https://evidenceforessa.org/program/ogap-math-professional-learning-system-the-ongoing-assessment-project/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, math-education, professional-development] ``` OGAP Math is a professional learning system for grades 3–5 teachers that develops mathematics content knowledge and formative assessment skills using research-based learning progressions, enabling teachers to analyze student work and identify strategies and misconceptions in real time. Evidence for ESSA rates it Strong based on one two-year RCT (n=3,488 students across 61 urban schools near Philadelphia) with an effect size of +0.20 on Pennsylvania state math assessments. --- --- ### 222. Evidence for ESSA: Graspable Math — From Here to There (FH2T) ```yaml url: "https://evidenceforessa.org/program/graspable-math-from-here-to-there-fh2t/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, k-12, math-education, math-strategies] ``` From Here to There (FH2T) is a digital math game for grade 7 in which students strengthen algebraic skills by dragging and transforming expressions using valid mathematical operations, practicing distribution, factoring, inverse operations, and order of operations. Evidence for ESSA rates it Strong based on one study (n=1,119 seventh graders across 10 suburban middle schools) with an effect size of +0.14 on an algebraic understanding assessment after nine 30-minute sessions. --- --- ### 223. Evidence for ESSA: My Math Academy ```yaml url: "https://evidenceforessa.org/program/my-math-academy/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, early-childhood, k-12, math-education, personalized-learning, prekindergarten] ``` My Math Academy is a game-based adaptive learning system for pre-K through 2nd grade featuring 30 games with 130+ activities, adaptive scaffolding, embedded assessment, and narrative-driven characters to build foundational number sense and operations. Evidence for ESSA rates it Strong based on two studies (n=1,209 students in Texas and Southern California) with an average effect size of +0.27 on CIRCLE and TEMA-3 math assessments. --- --- ### 224. Evidence for ESSA: Whole Number Foundations (Roots) ```yaml url: "https://evidenceforessa.org/program/roots/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, math-education, response-to-intervention] ``` Whole Number Foundations is a Tier 2 supplemental intervention for kindergarten and first graders delivered by paraprofessionals in small groups of 1–5, with kindergarteners receiving 50 twenty-minute daily lessons and first graders receiving 60 sessions three to five times weekly targeting procedural fluency and conceptual understanding. Evidence for ESSA rates it Strong based on five studies (n=2,140 students across Oregon, Massachusetts, Texas, and Boston) with an average effect size of +0.19 on SESAT and TEMA-3 measures. --- --- ### 225. Evidence for ESSA: Number Rockets ```yaml url: "https://evidenceforessa.org/program/number-rockets/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [coaching, k-12, math-education] ``` Number Rockets is a scripted small-group tutoring intervention for first graders delivered by retired and substitute teachers in groups of 2–3 students for 40 minutes daily over 17 weeks, progressing from concrete to abstract mathematical tasks to build foundational number sense. Evidence for ESSA rates it Strong based on one study (n=994 students below the 38th percentile) with an effect size of +0.34 on TEMA-3 assessments. --- --- ### 226. Evidence for ESSA: Fraction Face-Off! ```yaml url: "https://evidenceforessa.org/program/fraction-face-off/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [coaching, k-12, math-education, math-strategies] ``` Fraction Face-Off! is a small-group tutoring intervention for at-risk fourth graders that delivers 35-minute daily sports-themed sessions over 12 weeks (36 days) focused on comparing, ordering, placing on number lines, and understanding equivalencies of fractions. Evidence for ESSA rates it Strong based on two studies (n=425 students) with an average effect size of +0.51 on NAEP-derived fraction assessments. --- --- ### 227. Evidence for ESSA: Building Assets Reducing Risks (BARR) — Math ```yaml url: "https://evidenceforessa.org/program/building-assets-reducing-risks-barr-math/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, math-education, professional-development] ``` BARR is a training and coaching model for K–12 schools that structures teacher team meetings around student relationship data and progress, supplemented by community engagement sessions and professional development, to improve academic outcomes. Evidence for ESSA rates the math component Strong based on three RCTs (n=9,386 students) with an average effect size of +0.09 on NWEA MAP and PSAT/NMSQT math assessments, with a +0.33 effect in one high school cohort. --- --- ### 230. Principled Transformers for Predictive Performance in Knowledge Tracing ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/961" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2026-02-07 date_source: listing authors: ["Neubauer, Kai", "Rudolph, Yannick", "Brefeld, Ulf"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/961/271" doi: null license: null tags: [computer-assisted-learning, intelligent-tutoring, jedm, learning-engineering] ``` Introduces Knowledge Tracing Set Transformers (KTSTs), which apply transformer architecture with learnable ALiBi attention and set-based representations of learner interactions to forecast student capabilities over time. Evaluated on real educational datasets and simulated learning data, KTSTs establish improved benchmarks and are proposed as a simple but effective base model class for future knowledge tracing research. --- --- ### 231. Enhancing the De-identification of Personally Identifiable Information in Educational Data ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/936" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-09-13 date_source: listing authors: ["Ji, Zilyu", "Shen, Yuntian", "Koedinger, Kenneth R", "Lin, Jionghao"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/936/261" doi: null license: null tags: [cmu-learnlab, jedm, learning-engineering, nlp, pii-privacy] ``` Investigates GPT-4o-mini fine-tuning versus prompting for detecting personally identifiable information in educational text, benchmarking against Microsoft Presidio and Azure AI Language. The fine-tuned model achieved 0.9589 recall on the CRAPII dataset while reducing cost to roughly one-tenth of competing solutions, with consistent performance across demographic groups. --- --- ### 232. Deep Learning vs. Bayesian Knowledge Tracing: Student Models for Interventions ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/318" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2018-10-25 date_source: listing authors: ["Mao, Ye", "Lin, Chen", "Chi, Min"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/318/96" doi: null license: null tags: [computer-assisted-learning, intelligent-tutoring, jedm, learning-engineering] ``` Compares Bayesian Knowledge Tracing, Intervention-BKT, and LSTM models on two prediction tasks using data from two intelligent tutoring systems. BKT variants outperformed LSTM on post-test score prediction, while LSTM excelled at predicting learning gains; the study also demonstrates that BKT can forecast post-test performance using only the earliest half of a student's training sequence. --- --- ### 233. The Continuous Hint Factory - Providing Hints in Vast and Sparsely Populated Edit Distance Spaces ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/158" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2018-06-30 date_source: listing authors: ["Paassen, Benjamin", "Hammer, Barbara", "Price, Thomas W", "Barnes, Tiffany", "Gross, Sebastian", "Pinkwart, Niels"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/158/93" doi: null license: null tags: [computer-assisted-learning, intelligent-tutoring, jedm, learning-engineering] ``` Proposes the Continuous Hint Factory, an extension of the Hint Factory approach that generates next-step hints in sparse state spaces by averaging weighted reference states from past students rather than requiring exact matches. The framework applies Gaussian processes and edit distance theory, demonstrating improved accuracy in predicting student actions on open-ended programming tasks. --- --- ### 234. dAFM: Fusing Psychometric and Connectionist Modeling for Q-matrix Refinement ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/314" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2018-10-25 date_source: listing authors: ["Pardos, Zachary A", "Dadu, Anant"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/314/97" doi: null license: null tags: [assistments, computer-assisted-learning, intelligent-tutoring, jedm, learning-engineering] ``` Presents dAFM, a model that merges psychometric Additive Factors Modeling with neural network backpropagation to refine Q-matrices—mappings between assessment items and knowledge components. Evaluated on Cognitive Tutor and ASSISTments datasets, models that refined expert-defined Q-matrices outperformed those learning from scratch, showing that combining expert knowledge with data-driven refinement improves generalization. --- --- ### 235. Decision Tree Modeling of Wheel-Spinning and Productive Persistence in Skill Builders ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/210" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2018-06-30 date_source: listing authors: ["Kai, Shimin", "Almeda, Ma. Victoria", "Baker, Ryan S", "Heffernan, Cristina", "Heffernan, Neil"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/210/88" doi: null license: null tags: [assistments, computer-assisted-learning, intelligent-tutoring, jedm, learning-engineering] ``` Uses decision tree classification on ASSISTments data to distinguish unproductive wheel-spinning from productive persistence in online math practice. The study identifies two student subgroups engaging in counterproductive help-seeking patterns and finds that spaced practice and limiting bottom-out hint use can reduce unproductive struggle and improve learning outcomes. --- --- ### 236. Who's Learning? Using Demographics in EDM Research ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/404" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2020-10-24 date_source: listing authors: ["Paquette, Luc", "Ocumpaugh, Jaclyn", "Li, Ziyue", "Andres, Alexandra", "Baker, Ryan"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/404/122" doi: null license: null tags: [jedm, learning-engineering, student-belonging] ``` Surveys five years of EDM publications to examine how demographic variables—age, gender, race/ethnicity, SES, and geography—are reported and incorporated into analyses. Only 15% of studies actually used demographic data in models; the authors contextualize this within broader algorithmic bias concerns and call for more equitable and transparent reporting practices in educational data mining. --- --- ### 237. When is Deep Learning the Best Approach to Knowledge Tracing? ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/451" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2020-10-24 date_source: listing authors: ["Gervet, Theophile", "Koedinger, Ken", "Schneider, Jeff", "Mitchell, Tom"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/451/123" doi: null license: null tags: [cmu-learnlab, computer-assisted-learning, intelligent-tutoring, jedm, learning-engineering] ``` Empirically compares logistic regression, deep learning, and Markov-based approaches to knowledge tracing across nine real-world datasets. Logistic regression with well-engineered features leads on moderate-sized datasets, while deep learning excels on large datasets where precise temporal information matters; the study also evaluates model calibration, an important consideration for real deployment. --- --- ### 238. Early Detection of Students at Risk - Predicting Student Dropouts Using Administrative Student Data from German Universities ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/389" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2019-12-23 date_source: listing authors: ["Berens, Johannes", "Schneider, Kerstin", "Gortz, Simon", "Oster, Simon", "Burghoff, Julian"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/389/111" doi: null license: null tags: [dropout-prevention, higher-ed, jedm, learning-engineering] ``` Develops an early-warning system combining regression, neural networks, and decision trees via AdaBoost to predict student dropout from administrative records at two German universities. The model achieved 79–85% accuracy after one semester and 90–95% by the fourth semester, enabling institutions to target at-risk students with support before withdrawal becomes likely. --- --- ### 239. Using Demographic Data as Predictor Variables: a Questionable Choice ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/619" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2023-06-21 date_source: listing authors: ["Baker, Ryan S", "Esbenshade, Lief", "Vitale, Jonathan", "Karumbaiah, Shamya"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/619/163" doi: null license: null tags: [jedm, learning-engineering, student-belonging] ``` Examines the ethical and practical implications of including demographic variables as direct predictors in educational prediction models. The authors argue that using demographics as predictors can reinforce biases and reduce model utility, concluding that demographic variables yield greater fairness benefit when used to validate model equity rather than as predictive features. --- --- ### 240. Using Auxiliary Data to Boost Precision in the Analysis of A/B Tests on an Online Educational Platform ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/646" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2023-06-21 date_source: listing authors: ["Sales, Adam C", "Prihar, Ethan B", "Gagnon-Bartsch, Johann A", "Heffernan, Neil T"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/646/166" doi: null license: null tags: [a-b-testing, assistments, digital-learning-platforms, jedm, learning-engineering] ``` Demonstrates how incorporating historical user data from machine learning models into A/B test analysis on ASSISTments can substantially improve precision without sacrificing statistical validity. Tested across 250+ randomized comparisons, the method provides precision gains equivalent to increasing sample size by 20% on average—and up to 50–80% in some cases—with additional benefits for subgroup analyses. --- --- ### 241. Tracing Systematic Errors to Personalize Recommendations in Single Digit Multiplication and Beyond ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/382" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2021-12-28 date_source: listing authors: ["Savi, Alexander O", "Deonovic, Benjamin E", "Bolsinova, Maria", "van der Maas, Han L. J", "Maris, Gunter K. J"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/382/141" doi: null license: null tags: [jedm, k-12, learning-engineering, math-education, personalized-learning] ``` Presents the Systematic Error Tracing (SET) model, which uses a bigraph linking errors to underlying causes—inspired by Ising model physics—to identify persistent mistake patterns in elementary multiplication. Applied to 25,000+ incorrect responses from 335 students on the Math Garden platform, SET outperforms baseline approaches for generating personalized learning recommendations. --- --- ### 242. Using a Latent Class Forest to Identify At-Risk Students in Higher Education ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/283" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2019-06-16 date_source: listing authors: ["Pelaez, Kevin", "Levine, Richard", "Fan, Juanjuan", "Guarcello, Maureen", "Laumakis, Mark"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/283/103" doi: null license: null tags: [dropout-prevention, higher-ed, jedm, learning-engineering] ``` Introduces a latent class forest method—combining latent class analysis with random forest ensembles—to identify subgroups of academically vulnerable students in a large-enrollment introductory psychology course. The approach reveals key demographic and academic characteristics of at-risk students and evaluates how a peer-led Supplemental Instruction program performs across identified subgroups, enabling more targeted recruitment and support. --- --- ### 243. Statistical Consequences of using Multi-armed Bandits to Conduct Adaptive Educational Experiments ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/357" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2019-06-18 date_source: listing authors: ["Rafferty, Anna", "Ying, Huiji", "Williams, Joseph"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/357/104" doi: null license: null tags: [a-b-testing, digital-learning-platforms, jedm, learning-engineering] ``` Uses simulation studies to investigate how multi-armed bandit (MAB) algorithms affect the statistical properties of adaptive educational experiments. MAB designs substantially improve student outcomes during an experiment but require roughly double the participants to maintain statistical validity and can increase false positive rates when student characteristics vary over time, highlighting a tradeoff between immediate student benefit and rigorous causal inference. --- --- ### 244. Analyzing Student Process Data in Game-Based Assessments with Bayesian Knowledge Tracing and Dynamic Bayesian Networks ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/397" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2019-06-24 date_source: listing authors: ["Cui, Ying", "Chu, Man-Wai", "Chen, Fu"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/397/106" doi: null license: null tags: [computer-assisted-learning, intelligent-tutoring, jedm, learning-engineering] ``` Compares Bayesian Knowledge Tracing and Dynamic Bayesian Networks for analyzing student interaction data from Raging Skies, a game-based science assessment aligned to Canadian Grade 5 curriculum. The study evaluates both models on classification consistency and accuracy, contributing evidence on the viability of probabilistic knowledge models for formative game-based assessment. --- --- ### 245. Extending the Hint Factory for the Assistance Dilemma: A Novel, Data-driven HelpNeed Predictor for Proactive Problem-solving Help ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/450" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2020-12-29 date_source: listing authors: ["Maniktala, Mehak", "Cody, Christa", "Isvik, Amy", "Lytle, Nicholas", "Chi, Min", "Barnes, Tiffany"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/450/126" doi: null license: null tags: [computer-assisted-learning, intelligent-tutoring, jedm, learning-engineering] ``` Extends the Hint Factory methodology to address the assistance dilemma by creating a data-driven HelpNeed classifier that identifies when students are on unproductive problem-solving paths in logic-based tasks. A controlled experiment showed that students receiving adaptive hints based on HelpNeed predictions achieved superior posttest outcomes, reduced help avoidance, and completed optimal solutions more efficiently than controls. --- --- ### 246. Adjusting the L Statistic when Self-Transitions are Excluded in Affect Dynamics ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/478" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2020-12-29 date_source: listing authors: ["Matayoshi, Jeffrey", "Karumbaiah, Shamya"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/478/125" doi: null license: null tags: [computer-assisted-learning, jedm, learning-engineering] ``` Identifies a systematic bias in the L statistic—a standard metric for measuring transitions between student affective states—when self-transitions are excluded from data. The authors propose L*, a corrected version that restores the chance value to zero, and validate it on both simulated affective sequences and real student data from digital learning environments. --- --- ### 247. Effects of Scenario-Based Assessment on Students' Writing Processes ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/443" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2020-06-28 date_source: listing authors: ["Guo, Hongwen", "Zhang, Mo", "Deane, Paul", "Bennett, Randy"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/443/115" doi: null license: null tags: [formative-assessment, jedm, learning-engineering, writing-instruction] ``` Uses keystroke log analysis with a semi-Markov model to examine how scenario-based assessment design conditions—varying number of scenarios and task order—affect students' writing processes. A single-scenario with essay-last format produced fewer but longer editing phases and more fluid text generation, with findings grounded in cognitive writing theory and working memory constraints. --- --- ### 248. Optimizing Financial Aid Allocation to Improve Access and Affordability to Higher Education ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/609" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2022-12-18 date_source: listing authors: ["Phan, Vinhthuy", "Wright, Laura", "Decent, Bridgette"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/609/151" doi: null license: null tags: [college-access, higher-ed, jedm, learning-engineering] ``` Combines optimization algorithms with machine learning to guide merit and need-based financial aid allocation with student-centered affordability goals, moving beyond enrollment-focused institutional strategies. Analysis of admissions data identified seven budget-conscious allocation strategies capable of expanding enrollment access by over 100% while constraining budget growth below 7%. --- --- ### 249. Examining Algorithmic Fairness for First-Term College Grade Prediction Models Relying on Pre-matriculation Data ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/665" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2023-12-26 date_source: listing authors: ["Yanagiura, Takeshi", "Yano, Shiho", "Kihira, Masateru", "Okada, Yukihiko"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/665/173" doi: null license: null tags: [higher-ed, jedm, learning-engineering, student-belonging] ``` Builds a GPA forecasting model for first-semester students using only pre-college demographic and academic data, finding the model is less predictive for at-risk students than for majority counterparts. The study concludes that deploying prediction systems too early—before students have accumulated in-college behavioral data—may systematically disadvantage the very students who most need early support. --- --- ### 250. Multi-Dimensional Performance Analysis of Large Language Models for Classroom Discussion Assessment ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/831" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-12-23 date_source: listing authors: ["Tran, Nhat", "Pierce, Benjamin", "Litman, Diane", "Correnti, Richard", "Matsumura, Lindsay Clare"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/831/228" doi: null license: null tags: [formative-assessment, jedm, learning-engineering, llm-application, nlp] ``` Evaluates LLM performance on scoring classroom discussion quality, examining how task formulation, context length, and few-shot examples affect accuracy, consistency, and computational efficiency. Using data from a randomized controlled trial, the best-performing LLM methods partially replicated human-scored results and successfully detected improvements in discussion quality over time. --- --- ### 251. Investigating Demographic Features and their Connection to Performance, Predictions, and Fairness in EDM Models ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/718" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-12-16 date_source: listing authors: ["Cohausz, Lea", "Tschalzev, Andrej", "Bartelt, Christian", "Stuckenschmidt, Heiner"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/718/225" doi: null license: null tags: [jedm, learning-engineering, student-belonging] ``` Tests whether including demographic features actually improves predictive accuracy in four at-risk student datasets, finding that removing demographics rarely decreases performance but models still assign weight to them when available. The authors argue that accurate prediction is not always the right goal and advocate for causal understanding and context-specific evaluation of demographic features over blanket inclusion or exclusion. --- --- ### 252. A Scalable, Flexible, and Interpretable Analytic Pipeline for Stealth Assessment in Complex Digital Game-Based Learning Environments ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/761" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-12-17 date_source: listing authors: ["Lu, Wenyi", "Laffey, James", "Sadler, Troy", "Griffin, Joe", "Goggins, Sean"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/761/226" doi: null license: null tags: [computer-assisted-learning, formative-assessment, jedm, learning-engineering, personalized-learning] ``` Proposes a stealth assessment pipeline combining machine learning with expert-designed features to evaluate multiple learning outcomes in Mission HydroSci, a 3D narrative educational game. The framework captures complex in-game behaviors, uses unsupervised dimensionality reduction, and applies Accumulated Local Effects visualizations for interpretability; code and sample datasets are publicly released to support generalizability. --- --- ### 253. Automated Feedback Generation for Student Project Reports: A Data-Driven Approach ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/612" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2022-12-18 date_source: listing authors: ["Jia, Qinjin", "Young, Mitchell", "Xiao, Yunkai", "Cui, Jialin", "Liu, Chengyuan", "Rashid, Parvez", "Gehringer, Edward"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/612/155" doi: null license: null tags: [automated-feedback, jedm, learning-engineering, nlp] ``` Introduces Insta-Reviewer, a system that automatically generates instant feedback on student project reports using data-driven methods, filling a gap since prior automated feedback work focused only on simpler student work. A five-dimension evaluation framework shows that Insta-Reviewer achieves near-human quality feedback, though the authors also document obstacles remaining for practical deployment. --- --- ### 254. Optimizing Bayesian Knowledge Tracing with Neural Network Parameter Generation ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/758" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-01-20 date_source: listing authors: ["Badrinath, Anirudhan", "Pardos, Zachary"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/758/236" doi: null license: null tags: [computer-assisted-learning, intelligent-tutoring, jedm, learning-engineering] ``` Proposes OptimNN and BKTransformer—two neural network approaches using hypernetworks and transformers respectively—to generate Bayesian Knowledge Tracing parameters that avoid suboptimal local minima. Both methods outperform existing BKT and deep knowledge tracing baselines while preserving BKT's interpretable skill-level estimates and student mastery probability outputs; implementation and datasets are publicly available. --- --- ### 255. CLST: Cold-Start Mitigation in Knowledge Tracing by Aligning a Generative Language Model as a Students' Knowledge Tracer ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/854" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-12-05 date_source: listing authors: ["Jung, Heeseok", "Yoo, Jaesang", "Yoon, Yohaan", "Jang, Yeonju"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/854/263" doi: null license: null tags: [intelligent-tutoring, jedm, learning-engineering, llm-application] ``` Addresses the cold-start problem in knowledge tracing by reformulating it as an NLP task and fine-tuning a generative LLM on formatted problem-solving datasets from math, social studies, and science. The framework achieves significantly enhanced prediction, reliability, and cross-domain generalization with fewer than 100 student records, demonstrating how LLM external knowledge can substitute for sparse interaction histories. --- --- ### 256. Developing a Feedback Taxonomy for Math: A Synergy of Perspectives through Data Mining Methods ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/858" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-09-07 date_source: listing authors: ["Lee, Seiyon", "Baral, Sami", "Li, Hongming", "Cheng, Li", "Zhang, Shan", "Thorp, Carly", "St. John, Jennifer", "Thompson, Tamisha", "Heffernan, Neil", "Botelho, Anthony"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/858/257" doi: null license: null tags: [assistments, automated-feedback, formative-assessment, jedm, learning-engineering, math-education] ``` Develops an empirically grounded taxonomy for categorizing educator feedback on student math responses, using data mining to reconcile varying interpretations from both teaching professionals and researchers on an online math platform. The resulting shared language across stakeholders is designed to support scalable delivery of pedagogically meaningful feedback at scale. --- --- ### 257. Workload Overload? Late Enrollment Leads to Course Dropout ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/826" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-02-21 date_source: listing authors: ["Borchers, Conrad", "Xu, Yinuo", "Pardos, Zachary A"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/826/241" doi: null license: null tags: [cmu-learnlab, dropout-prevention, higher-ed, jedm, learning-engineering] ``` Uses cross-lagged panel models on enrollment transaction data to establish a causal link between late course registration and subsequent course withdrawal, estimating the effect at approximately 0.8 standard deviations of additional drops per SD of delayed enrollment. About 17% of students enroll late and carry higher course loads, pointing to early planning interventions as a practical dropout-prevention strategy. --- --- ### 258. Using LLMs to Identify Indicators of Persistence from Students' Dialogues with a Pedagogical Agent ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/1007" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2026-03-03 date_source: listing authors: ["Ober, Teresa", "Zhang, Shan", "Zapata-Rivera, Diego", "Schroeder, Noah", "Botelho, Anthony"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/1007/278" doi: null license: null tags: [english-learners, jedm, learning-engineering, llm-application, nlp] ``` Investigates using ChatGPT4o with varying temperature settings to automatically code self-regulation indicators—including help-seeking, goal-setting, and self-efficacy—from over 10,000 chat turns by 107 English learner middle schoolers in a conversation-based math assessment. Self-efficacy showed the strongest human-LLM agreement; the study recommends deterministic settings for well-defined constructs and higher temperatures for theoretically ambiguous ones. --- --- ### 259. Exploring Fairness and Explainability in LLM-Generated Support for Online Learning Discussion Forums ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8885" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-09-03 date_source: listing authors: ["Liu, Zifeng", "Xing, Wanli", "Jiao, Xinyue", "Li, Chenglu"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8885/7931" doi: null license: null tags: [ai-ethics, digital-learning-platforms, genai, higher-ed, jla, learning-engineering, llm-application, nlp] ``` Investigates how LLMs handle fairness and transparency when generating replies in online MOOC discussion forums, fine-tuning GPT-2, Gemma, and LLaMA on both standard and counterfactual datasets. The study introduces absolute distributional sentiment divergence to quantify demographic bias, finding that LLM-generated responses are generally more neutral than human replies but show varying bias patterns by gender. Counterfactual fine-tuning reduced bias and produced more balanced outputs, contributing practical methods for equitable AI support tools in educational environments. --- --- ### 260. Towards More Transparency in Learning Analytics: Sharing Information with University Students Increases Their Awareness of Data Collection Practices ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8713" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-11-24 date_source: listing authors: ["Sepp, Stoo"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8713/7935" doi: null license: null tags: [ai-ethics, data-sharing, digital-learning-platforms, higher-ed, jla, pii-privacy] ``` Tests three data disclosure formats — generic text, detailed text, and an icon-based nutrition-label approach — to measure their effect on student understanding of learning analytics practices. Non-generic disclosures improved comprehension, though student acceptance of data collection and beliefs about sharing were unaffected by any disclosure format. The author concludes that institutions should revisit their data disclosure methods to ensure both accuracy and genuine transparency. --- --- ### 261. Balancing Act: Early, Fair, and Accurate Identification of At-Risk Students ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8761" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-11-26 date_source: listing authors: ["Cheng, Alison", "Pei, Bo", "Liu, Cheng"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8761/7937" doi: null license: null tags: [ai-ethics, computer-assisted-learning, dropout-prevention, formative-assessment, higher-ed, jla, personalized-learning] ``` Develops fairness-aware machine learning models for identifying struggling students in Advanced Placement statistics, tested at three sequential course stages. By incorporating learning activity data and excluding sensitive demographic features, the models effectively identified at-risk learners at Stage 1 while maintaining equity across demographic groups. The authors evaluate multiple fairness mitigation techniques, offering practical recommendations for equitable early-warning systems in educational settings. --- --- ### 262. Use of Learning Analytics in K–12 Mathematics Education: Systematic Scoping Review of the Impact on Teaching and Learning ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8299" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-12-25 date_source: listing authors: ["Rundquist, Rebecka", "Holmberg, Kristina", "Rack, John", "Mohseni, Zeynab", "Masiello, Italo"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8299/7847" doi: null license: null tags: [digital-learning-platforms, formative-assessment, jla, k-12, learning-engineering, math-education, meta-analysis] ``` Systematic scoping review of 19 studies on learning analytics in K–12 mathematics, finding the field is emerging with applications across diverse curricula. Teaching approaches using analytics-informed data-based decision-making concentrate primarily on supervision and guidance, with generally favorable outcomes for student achievement and notably stronger benefits for higher-performing students. The authors introduce the concept of "guiding analytics for learners" as a framework for leveraging analytics to foster self-directed learning. --- --- ### 263. FATE in MMLA: A Student-Centred Exploration of Fairness, Accountability, Transparency, and Ethics in Multimodal Learning Analytics ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8351" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-11-13 date_source: listing authors: ["Jin, Yueqiao", "Echeverria, Vanessa", "Yan, Lixiang", "Zhao, Linxuan", "Alfredo, Riordan", "Tsai, Yi-Shan", "Gašević, Dragan", "Martinez-Maldonado, Roberto"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8351/7833" doi: null license: null tags: [ai-ethics, digital-learning-platforms, higher-ed, inclusive-design, jla, learning-engineering, qualitative-research] ``` Interviews 14 undergraduates who used multimodal learning analytics (MMLA) visualizations to reflect on collaborative learning activities, examining student perspectives on fairness, accountability, transparency, and ethics. Students emphasized that accurate and comprehensive data representation is essential for visualization fairness, and called for varied data access levels and continuous rather than one-time consent mechanisms. The authors conclude that the learning analytics community must systematically prioritize FATE concerns in system design. --- --- ### 264. Words of Wisdom: A Journey through the Realm of NLP for Learning Analytics — A Systematic Literature Review ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8403" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-10-30 date_source: listing authors: ["Ferreira, Rafael", "Freitas, Elyda", "Cabral, Luciano", "Dawn, Filipe", "Rodrigues, Luiz", "Rakovic, Mladen", "Raniel, Jackson", "Gasevic, Dragan"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8403/7829" doi: null license: null tags: [automated-feedback, digital-learning-platforms, formative-assessment, jla, learning-engineering, nlp, writing-instruction] ``` Analyzes 156 learning analytics papers applying natural language processing to educational contexts, finding that most work focuses on online discussion analysis and essay assessment. Key patterns: developed models are rarely tested in real settings, recent studies increasingly evaluate deep learning approaches such as BERT, datasets tend to be small and English-language, and average model performance reaches 0.54–0.79 on Cohen's Kappa and Accuracy. The review maps how NLP techniques extract insights from student essays, online discussions, and chat interactions. --- --- ### 265. Student Privacy and Learning Analytics: Investigating the Application of Privacy Within a Student Success Information System in Higher Education ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/7975" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2023-12-12 date_source: listing authors: ["Francis, Mary", "Avoseh, Mejai", "Card, Karen", "Newland, Lisa", "Streff, Kevin"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/7975/7751" doi: null license: null tags: [ai-ethics, data-sharing, digital-learning-platforms, higher-ed, jla, pii-privacy, qualitative-research] ``` Examines how privacy is operationalized in a commercial learning analytics system at a small public higher education institution using inductive coding of interviews, documents, and videos. The findings reveal an institution in the early stages of implementing such a system, with privacy handled reactively rather than proactively. The authors offer recommendations for institutions to adopt more proactive privacy measures when designing learning analytics policies. --- --- ### 266. Effectiveness of a Learning Analytics Dashboard for Increasing Student Engagement Levels ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/7935" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2023-12-12 date_source: listing authors: ["Ramaswami, Gomathy", "Susnjak, Teo", "Mathrani, Anuradha"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/7935/7753" doi: null license: null tags: [digital-learning-platforms, formative-assessment, higher-ed, jla, learning-engineering, personalized-learning] ``` Evaluates SensEnablr, a learning analytics dashboard integrating descriptive, predictive, and prescriptive analytics, finding that student engagement with learning technologies and course resources increased significantly following dashboard interactions. The tool elevated learner motivation and students valued predictive and prescriptive insights, addressing a gap in dashboards that typically provide only basic descriptive data. The study demonstrates that multi-analytic platforms can meaningfully impact student outcomes in tertiary online education. --- --- ### 267. Privacy in LA Research: Understanding the Field to Improve the Practice ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/7751" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2022-12-16 date_source: listing authors: ["Viberg, Olga", "Mutimukwe, Chantal", "Grönlund, Åke"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/7751/7679" doi: null license: null tags: [ai-ethics, data-sharing, jla, learning-engineering, meta-analysis, pii-privacy] ``` Scoping review of 59 learning analytics articles examining how privacy is conceptualized, finding that privacy was not defined at all in 74% of studies. Among the minority that did define it, frameworks included privacy as a right, state, control, or other approaches. The authors argue that poorly implemented privacy frameworks may undermine trust and call for the field to establish clearer privacy definitions to enable responsible practices around student data. --- --- ### 268. Causal Inference and Bias in Learning Analytics: A Primer on Pitfalls Using Directed Acyclic Graphs ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/7577" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2022-12-16 date_source: listing authors: ["Weidlich, Joshua", "Gašević, Dragan", "Drachsler, Hendrik"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/7577/7677" doi: null license: null tags: [ai-ethics, jla, learning-engineering, longitudinal] ``` Introduces directed acyclic graphs (DAGs) as a practical tool for validating causal reasoning in learning analytics research, identifying three foundational pitfalls: confounding bias, overcontrol bias, and collider bias. The authors demonstrate how these methodological errors appear in published studies and propose DAG-based solutions for researchers working with observational data where randomized experiments are impractical. The paper emphasizes the importance of theoretical development alongside methodological rigor in the field. --- --- ### 269. A Participatory Approach to Designing a Student-Facing Dashboard for Online and Distance Education ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8481" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-07-08 date_source: listing authors: ["Herodotou, Christothea", "Shrestha, Sagun", "Comfort, Catherine", "Andrews, Heshan", "Mulholland, Paul", "Bayer, Vaclav", "Maguire, Claire", "Lee, John", "Fernandez, Miriam"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8481/7903" doi: null license: null tags: [digital-learning-platforms, formative-assessment, higher-ed, inclusive-design, jla, learning-engineering, personalized-learning] ``` Engages 20 distance-learning students through screening questionnaires and focus groups to design student-facing analytics dashboards, finding students prioritize course support and communication with tutors and peers. Students valued descriptive metrics, predictive score forecasting, and prescriptive resource recommendations, with the study emphasizing that effective dashboards should foremost prescribe solutions to overcome performance challenges. The work demonstrates that participatory design approaches are essential for creating analytics tools that address genuine student needs. --- --- ### 270. Unveiling Accuracy-Fairness Trade-Offs: Investigating Machine Learning Models in Student Performance Prediction ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8543" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-07-31 date_source: listing authors: ["Opoku, Raymond A", "Pei, Bo", "Xing, Wanli"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8543/7911" doi: null license: null tags: [ai-ethics, digital-learning-platforms, dropout-prevention, higher-ed, jla, learning-engineering, personalized-learning] ``` Analyzes the Open University Learning Analytics Dataset (OULAD) to evaluate accuracy-fairness trade-offs in machine learning models for student performance prediction. Standard ML models exhibit demographic bias, but applying bias mitigation techniques can reduce these disparities while maintaining acceptable accuracy. The authors conclude that auditing machine learning models for equitable performance across diverse student populations is essential before deployment. --- --- ### 271. The Coming but Uneven Storm: How AI Regulation Will Impact AI and Learning Analytics Research in Different Countries ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8495" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-07-09 date_source: listing authors: ["Kaliisa, Rogers", "Baker, Ryan Shaun", "Wasson, Barbara", "Prinsloo, Paul"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8495/7905" doi: null license: null tags: [ai-ethics, ai-policy, data-sharing, jla, learning-engineering, pii-privacy] ``` Analyzes 11 AI regulatory documents across geopolitical regions using the OECD classification system, finding that the EU and China have implemented the most comprehensive and strict AI regulations while the US shifted toward economic competition and reduced regulation. Regulatory priorities differ by region: the EU, UK, and China prioritize safety and bias prevention, while Japan and some African nations focus on economic potential; biometric data in educational contexts faces strict EU restrictions. The authors recommend researchers remain adaptable to evolving international regulations and use regulatory sandboxes to balance learner protection with developer flexibility. --- --- ### 272. Deliberative Interactions for Socially Shared Regulation in Collaborative Learning: An AI-Driven Learning Analytics Study ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8393" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-12-25 date_source: listing authors: ["Dang, Belle", "Nguyen, Andy", "Järvelä, Sanna"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8393/7849" doi: null license: null tags: [computer-assisted-learning, jla, k-12, learning-engineering, nlp, qualitative-research] ``` Analyzes 2,125 utterances from video-recorded collaborative tasks involving 30 Finnish secondary students to examine socially shared regulation patterns. Two distinct deliberation patterns emerged: a Plan and Implementation Approach associated with adaptive group regulation, and a Trials and Failure Approach linked to maladaptive patterns, with many groups failing to recognize or respond to emerging regulatory needs. The study combines epistemic network analysis with multimodal data and AI-assisted coding, advancing understanding of how groups manage cognitive and emotional regulation during collaborative problem-solving. --- --- ### 273. Uncovering Engagement Profiles of Young Learners in K–8 Education through Learning Analytics ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8133" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-03-07 date_source: listing authors: ["Er, Erkan", "Silik, Safak", "Cansiz, Sergen"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8133/7769" doi: null license: null tags: [computer-assisted-learning, digital-learning-platforms, jla, k-12, learning-engineering, personalized-learning] ``` Applies k-means cluster analysis to e-learning trace data from grades 1–8 to identify seven distinct student engagement profiles, finding that some profiles were absent at specific grades, indicating shifting engagement behaviors across development. Younger students showed stronger interest in game-based learning components while middle school students prioritized exam preparation, and most students focused on particular platform features rather than using all available resources. The study generates seven design considerations for effective K–8 e-learning platforms. --- --- ### 274. Towards Data-Informed Teaching Practice: A Model for Integrating Analytics with Teacher Inquiry ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/7505" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2022-12-16 date_source: listing authors: ["Saar, Merike", "Rodríguez-Triana, María Jesús", "Prieto Santos", "Luis Pablo"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/7505/7659" doi: null license: null tags: [digital-learning-platforms, formative-assessment, jla, learning-engineering, professional-development, qualitative-research] ``` Develops and evaluates the Analytics Model for Teacher Inquiry (AMTI), examining teacher perspectives (N=10) on analytics-informed instructional decision-making including barriers and motivators. Data-informed decision-making implies deep practice change for many teachers, and the model was subsequently refined with feedback from specialists (N=7) and educator-researchers (N=2). The research generates example implementation scenarios for analytics-based teacher inquiry and contributes a practical framework for professional development. --- --- ### 275. Learning Analytics Dashboard Design and Evaluation to Support Student Self-Regulation of Study Behaviour ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8529" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-10-12 date_source: listing authors: ["de Vreugd, Lars", "van Leeuwen, Anouschka", "Jansen, Renée", "van der Schaaf, Marieke"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8529/7825" doi: null license: null tags: [digital-learning-platforms, formative-assessment, higher-ed, jla, learning-engineering, personalized-learning] ``` Uses a sequential mixed-methods design — focus groups, usability testing, and interviews — to develop and evaluate a study-behaviour dashboard for university students. Students and tutors agreed on the relevance of constructs from the literature but differed in ranking their importance, and the dashboard helped learners reflect on study patterns though the actual impact on behaviour varied. The authors recommend stronger integration between dashboards and existing educational practices to achieve greater effectiveness. --- --- ### 276. Advancing Multimodal Collaboration Analytics: A Scoping Review ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8625" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-06-10 date_source: listing authors: ["Esterhazy, Rachelle", "Kaliisa, Rogers", "Sanchez, Daniel", "Langford, Malcolm", "Damsa, Crina"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8625/7899" doi: null license: null tags: [digital-learning-platforms, jla, learning-engineering, meta-analysis, qualitative-research] ``` Reviews 36 empirical studies in multimodal collaboration analytics (MMCA), developing a definitional framework comprising five modality categories: auditory, visual, physiological, kinesthetic, and tactile. The study reveals that modality combinations in MMCA arise from technical, practical/pedagogical, methodological, or theoretical rationales, each contributing differently to insights about collaborative learning. The authors conclude that MMCA pursues comprehensive understanding of learner interactions during collaboration, moving beyond the constraints of analyzing individual data streams in isolation. --- --- ### 277. Developing a Stealth Assessment System Using a Continuous Conjunctive Model ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/7639" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2022-12-16 date_source: listing authors: ["Yu, Jiaqi", "Ma, Wenchao", "Moon, Jewoong", "Denham, André"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/7639/7671" doi: null license: null tags: [computer-assisted-learning, digital-learning-platforms, formative-assessment, intelligent-tutoring, jla, k-12, math-education] ``` Creates a mathematics educational game called The Nomads targeting rational number arithmetic and applies a continuous conjunctive model (CCM) for cognitive diagnostic assessment of player data. Unlike traditional diagnostic models, CCM generates parameters at the attribute level and offers more parsimonious diagnoses using continuous variables, lending itself well to the dynamic nature of game-based learning. Learners' attribute mastery improved during gameplay and learners benefited from scaffolding on three of the game's instructed attributes. --- --- ### 278. Network Analytics to Unveil Links of Learning Strategies, Time Management, and Academic Performance in a Flipped Classroom ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/7843" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2023-11-02 date_source: listing authors: ["Rakovic, Mladen", "Ahmad Uzir, Nora'ayu", "Matcha, Wannisa", "Eagan, Brendan", "Jovanović, Jelena", "Williamson Shaffer, David", "Pardo, Abelardo", "Gašević, Dragan"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/7843/7747" doi: null license: null tags: [digital-learning-platforms, formative-assessment, higher-ed, jla, learning-engineering, longitudinal] ``` Applies epistemic network analysis to trace data from 290 engineering students to examine relationships among learning strategies, time management, and academic outcomes in a flipped classroom. High-performing students effectively used their study time and enacted learning strategies linked mainly to formative and summative assessment tasks, while lower-performing students demonstrated less strategic variety and concentrated primarily on video consumption. The study provides actionable insights for flipped classroom design and data-informed instructional practice. --- --- ### 279. The Science Student Electronic Exit Ticket (SEET) System: Visualizations to Help Teachers Notice and Reflect on Classroom Inequalities ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8199" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-03-06 date_source: listing authors: ["Raza, Ali", "Sumner, Tamara", "Penuel, William R"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8199/7773" doi: null license: null tags: [ai-ethics, formative-assessment, inclusive-design, jla, k-12, learning-engineering, professional-development] ``` Evaluates the SEET system's equity analytics visualizations with 42 middle school science teachers across two groups in a two-month professional development program, using diary entries and interviews. Only equity visualizations — showing participation data disaggregated by gender and race/ethnicity — prompted teacher reflections on diverse student experiences, though teachers consistently rated whole-class visualizations as more practical to use. The study highlights a tension between equity-focused and usability-focused design priorities in teacher-facing learning analytics tools. --- --- ### 280. Interpreting Predictive Learning Sequences in a College Math Course through a Self-Regulated Learning Framework ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8865" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-11-26 date_source: listing authors: ["Yu, Linyu", "Halpin, Peter F", "Bernacki, Matthew L", "Ren, Sirui", "Plumley, Robert D", "Greene, Jeffrey A"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8865/7939" doi: null license: null tags: [computer-assisted-learning, digital-learning-platforms, formative-assessment, higher-ed, jla, learning-engineering, longitudinal, math-education] ``` Collects multimodal data from 49 undergraduates completing a college math task — including digital interaction logs, think-aloud protocols, and self-reports — to validate which digital event sequences predict post-test performance. Sequences reflecting learner conscientiousness predicted better outcomes while sequences including video pausing and rewinding predicted poorer performance. The study provides validity evidence by aligning verbalizations with self-regulated learning processes captured in digital traces, though individual variability in the alignment calls for methodological refinement. --- --- ### 281. The Scope of Multimodal Learning Analytics in K–8: A Systematic Review ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8505" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-07-10 date_source: listing authors: ["Caskurlu, Secil", "Ocak, Ceren", "Dai, Chih-Pu"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8505/7907" doi: null license: null tags: [ai-ethics, digital-learning-platforms, jla, k-12, learning-engineering, meta-analysis, pii-privacy] ``` Scoping review of 14 peer-reviewed empirical studies (2011–2023) on multimodal learning analytics in elementary K–8 education, finding varied applications but consistent gaps: studies rarely describe data fusion techniques or address ethics and transparency requirements. The review concludes that multimodal learning analytics holds promise for improving student outcomes but that the field requires more guidance and shared understanding for conducting rigorous work in K–8 contexts. Findings point to a need for clearer reporting standards and ethical frameworks tailored to young learners. --- --- ### 282. The Relationship between Wellbeing and Academic Achievement: A Comprehensive Cross-Sectional Analysis of System-Wide Data From 2016–2019 ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8357" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-11-21 date_source: listing authors: ["Marrone, Rebecca", "Lam, Benjamin", "Barthakur, Abhinava", "Brinkman, Sally", "Dawson, Shane", "Gabriel, Florence"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8357/7835" doi: null license: null tags: [digital-learning-platforms, formative-assessment, jla, k-12, learning-engineering, longitudinal, sel] ``` Analyzes Wellbeing Engagement Collection (WEC) index data from over 215,000 students in Years 4–10 across South Australia (2016–2019) to examine the relationship between wellbeing and academic outcomes. Learning readiness emerged as the most influential wellbeing component, with a more pronounced influence on male students particularly in literacy; effects were stable across year levels and time periods. The findings demonstrate learning analytics' potential for deepening system-level understanding of socio-emotional factors' relationship to academic success. --- --- ### 283. Learning Analytics in Schools: Is Digital Data Use Influenced by Teacher-Level or School-Level Factors? ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8567" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-10-04 date_source: listing authors: ["Michos, Konstantinos", "Schmitz, Maria-Luisa", "Petko, Dominik"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8567/7933" doi: null license: null tags: [digital-learning-platforms, formative-assessment, jla, k-12, learning-engineering, professional-development, qualitative-research] ``` Surveys 2,247 teachers across 112 Swiss upper secondary schools to investigate what teacher-level and school-level factors drive educators' use of digital data for instructional decisions. Teacher-specific attributes — technology confidence, positive attitudes toward digital tools, and data access — significantly predict digital data use, while school-level factors such as collegial collaboration and principal support operated indirectly through individual teacher characteristics. The authors suggest findings can guide customized professional development strategies aligned with educator strengths and supportive institutional conditions. --- --- ### 284. Targeted School-Based Interventions for Improving Reading and Mathematics for Students with or at Risk of Academic Difficulties in Grades K–6 ```yaml url: "https://www.campbellcollaboration.org/review/improving-reading-mathematics-academic-difficulties-grade-k-6" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, meta-analysis, personalized-learning, rct, response-to-intervention] ``` This 2021 Campbell systematic review synthesized 205 high-quality studies (607 total) examining school-based interventions for students with or at risk of academic difficulties in grades K–6. Peer-assisted instruction and small-group adult instruction showed the largest improvements in both reading and mathematics. Effects were positive in the short term with some fadeout but detectable gains up to two years post-intervention. --- --- ### 285. Targeted School-Based Interventions for Improving Reading and Mathematics for Students with or at Risk of Academic Difficulties in Grades 7–12 ```yaml url: "https://www.campbellcollaboration.org/review/improving-reading-mathematics-academic-difficulties-grade-7-12" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, math-education, meta-analysis, rct, response-to-intervention] ``` This 2020 Campbell systematic review examined 71 studies (52 RCTs) of school-based interventions for at-risk students in grades 7–12. Average effects on standardized reading and math tests were positive and statistically significant, with mathematics interventions showing larger effects than reading. Small-group instruction substantially outperformed computer-assisted instruction. --- --- ### 286. Mindfulness-Based Interventions for Improving Cognition, Academic Achievement, Behavior, and Socio-Emotional Functioning of Primary and Secondary Students ```yaml url: "https://www.campbellcollaboration.org/review/mindfulness-based-interventions-primary-and-secondary-school-students" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, meta-analysis, qualitative-research, sel] ``` This 2017 Campbell systematic review synthesized 35 randomized or quasi-experimental studies (6,207 participants) of school-based mindfulness interventions. MBIs produced small, statistically significant positive effects on cognitive and socioemotional outcomes, but not on behavioral or academic outcomes. The high risk of bias across included studies means further high-quality evidence is needed. --- --- ### 287. Effects of Trauma-Informed Approaches in Schools ```yaml url: "https://www.campbellcollaboration.org/review/effects-of-trauma-informed-approaches-in-schools" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, meta-analysis, school-discipline, sel] ``` This 2019 Campbell systematic review searched for studies of trauma-informed approaches in schools — programs integrating workforce development, trauma-focused services, and organizational environment changes — but found zero studies meeting inclusion criteria. Despite widespread adoption of trauma-informed practices in US and international schools, no rigorous evaluations had been conducted at the time of the review. --- --- ### 288. 21st Century Adaptive Teaching and Individualized Learning Operationalized as Specific Blends of Student-Centered Instructional Events ```yaml url: "https://www.campbellcollaboration.org/review/adaptive-teaching-individualized-learning-classroom-settings-k-12" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [intelligent-tutoring, k-12, learning-engineering, meta-analysis, personalized-learning] ``` This 2019 Campbell systematic review analyzed 299 studies (43,175 students, 2000–2017) comparing student-centered versus teacher-centered instruction in K–12. More student-centered conditions produced moderate positive effects on achievement; however, giving students excessive control over pacing showed a significantly negative relationship with outcomes. The combination of adaptability with a guiding teacher role produced the strongest effects. --- --- ### 289. The Relationship Between Homework Time and Academic Performance Among K-12: A Systematic Review ```yaml url: "https://www.campbellcollaboration.org/review/the-relationship-between-homework-time-and-academic-performance-among-k-12-a-systematic-review" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, math-education, meta-analysis] ``` This 2024 Campbell systematic review examined 11 experimental studies on homework effects for K–12 students. Homework showed a beneficial effect on primary school academic achievement, especially arithmetic computation and problem-solving. However, only one of the included studies was published after 1995, and the optimal duration of homework remains unclear, pointing to an urgent need for contemporary high-quality experiments. --- --- ### 290. Mobile Device Use in the Primary School Classroom and Impact on Pupil Literacy and Numeracy Attainment: A Systematic Review ```yaml url: "https://www.campbellcollaboration.org/review/mobile-device-use-in-the-primary-school-classroom-and-impact-on-pupil-literacy-and-numeracy-attainment-a-systematic-review" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, digital-learning-platforms, k-12, literacy, math-education, meta-analysis] ``` This 2024 Campbell systematic review examined 18 studies (11,126 participants) of tablets, smartphones, and handheld digital games in primary classrooms for children aged 4–12. Children using mobile devices showed better results on maths and literacy tests compared to control conditions, though study quality was mostly moderate-to-high risk of bias. Insufficient evidence exists to determine which device types or teaching strategies are most effective. --- --- ### 292. Small Class Sizes for Improving Student Achievement in Primary and Secondary Schools ```yaml url: "https://www.campbellcollaboration.org/review/small-class-sizes-student-achievement-primary-and-secondary-schools" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, math-education, meta-analysis] ``` This 2018 Campbell systematic review examined 127 studies from 41 countries (10 in meta-analysis) on class size effects on academic achievement. The review concluded that small class sizes have at best a very small effect on reading and no significant effect on mathematics. Given the high cost of class size reduction and minimal demonstrated benefit, the authors emphasize the need for better evidence before resource allocation. --- --- ### 293. Later School Start Times for Supporting the Education, Health, and Well-Being of High School Students ```yaml url: "https://www.campbellcollaboration.org/review/later-school-start-times-education-health-well-being-high-school-students" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, longitudinal, meta-analysis] ``` This 2017 Campbell systematic review examined 17 reports of 11 interventions (297,994 participants across six countries) on delayed high school start times. Later start times appear to increase sleep, and some studies suggest positive associations with academic and psychosocial outcomes, but overall evidence quality is low and insufficient to draw firm conclusions. Possible adverse effects include reduced parent interaction and scheduling difficulties. --- --- ### 294. The Effectiveness of Volunteer Tutoring Programs ```yaml url: "https://www.campbellcollaboration.org/review/effectiveness-of-volunteer-tutoring-programmes" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [coaching, k-12, literacy, meta-analysis, rct] ``` This 2006 Campbell systematic review analyzed 28 study cohorts (1,676 participants, grades K–8) of volunteer tutoring programs in the USA. Programs showed positive effects on reading and language outcomes equivalent to approximately one-third of a standard deviation improvement (overall reading effect size: d = 0.23–0.30). Highly structured tutoring programs produced significantly greater effects than less structured approaches; reading comprehension and mathematics showed positive but non-significant trends. --- --- ### 295. Dropout Prevention and Intervention Programs: Effects on School Completion and Dropout Among School-Aged Children and Youth ```yaml url: "https://www.campbellcollaboration.org/review/dropout-prevention-intervention-programmes" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [dropout-prevention, k-12, longitudinal, meta-analysis] ``` This 2011 Campbell systematic review examined 548 reports describing 167 studies (1985–2010) of school and community-based dropout prevention programs. The review found that school dropout can be reduced through carefully implemented programs, but no single prevention or intervention strategy stood out as better than any other. Implementation quality and program intensity mattered more than the specific program type chosen. --- --- ### 296. Impacts of After-School Programs on Student Outcomes ```yaml url: "https://www.campbellcollaboration.org/review/impacts-of-after-school-programmes-on-student-outcomes" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, meta-analysis, rct, sel] ``` This 2006 Campbell systematic review examined five experimental studies of after-school programs combining academics with youth development and recreation activities. Programs did not contribute to higher reading achievement (d = 0.028, ns) or significant grade improvements, though they reduced unsupervised self-care by more than 0.5 SD and increased participation in enriching activities. Eighty-four percent of measured impacts showed no significant differences between program and control youth. --- --- ### 297. Approaches to Parent Involvement for Improving the Academic Performance of Elementary School-Aged Children ```yaml url: "https://www.campbellcollaboration.org/review/parent-involvement-improving-academic-performance-school-children" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, meta-analysis, professional-development, rct] ``` This 2006 Campbell systematic review found that parent involvement has a positive and significant effect on children's overall academic performance (overall d = 0.45; direct parent involvement programs d = 0.31). Benefits were observed even with a median intervention duration of only 11 weeks. The review provides support for parent involvement as a viable supplementary intervention, backing policies like the No Child Left Behind parent involvement mandate. --- --- ### 298. School-Based Interventions for Reducing Disciplinary School Exclusion ```yaml url: "https://www.campbellcollaboration.org/review/reducing-school-exclusion-school-based-interventions" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, meta-analysis, rct, school-discipline] ``` This 2018 Campbell systematic review examined 37 RCTs (mostly US and UK) of school-based interventions targeting exclusion rates in children aged 4–18. Interventions caused a small, significant drop in exclusion rates during the first six months, but effects did not sustain long-term, and no impact on antisocial behavior was detected. Academic skills enhancement, counselling, mentoring, and teacher skills training all showed some promise. --- --- ### 299. The 'Tools of the Mind' Curriculum for Improving Self-Regulation in Early Childhood ```yaml url: "https://www.campbellcollaboration.org/review/tools-of-the-mind-curriculum-self-regulation-early-childhood" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, meta-analysis, prekindergarten, rct, sel] ``` This 2017 Campbell systematic review evaluated the Tools of the Mind early childhood curriculum across 14 records from 6 US studies. The curriculum showed statistically significant but small improvements in mathematics skills; improvements in self-regulation and literacy were not statistically significant. The evidence base is limited by the small number of included studies and methodological weaknesses, and more rigorous research on self-regulation outcomes is needed. --- --- ### 300. Preschool Predictors of Later Reading Comprehension Ability ```yaml url: "https://www.campbellcollaboration.org/review/preschool-predictors-of-later-reading-comprehension-ability" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, literacy, longitudinal, meta-analysis, prekindergarten] ``` This 2017 Campbell systematic review examined 64 longitudinal studies (1986–2016) of preschool language skills as predictors of later reading comprehension. A broad set of language skills — both code-related (phoneme awareness, letter knowledge) and linguistic comprehension — are important for developing reading comprehension. The authors recommend that reading comprehension instruction target a broad set of language skills rather than focusing narrowly on decoding alone. --- --- ### 301. The Relationship Between Teacher Qualification and the Quality of the Early Childhood Care and Learning Environment ```yaml url: "https://www.campbellcollaboration.org/review/teacher-qualification-and-quality-of-early-childhood-care-and-learning" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, meta-analysis, prekindergarten, professional-development] ``` This 2017 Campbell systematic review analyzed 48 studies with 82 independent samples on the relationship between teacher qualifications and early childhood education and care (ECEC) quality. Higher teacher qualifications are positively associated with higher overall quality in center-based ECEC settings, including program structure, language development, and reasoning skills. Because the evidence is correlational rather than causal, the authors recommend studies that can establish causal pathways through specific teacher competencies. --- --- ### 302. Indicated Truancy Interventions: Effects on School Attendance Among Chronic Truant Students ```yaml url: "https://www.campbellcollaboration.org/review/truancy-interventions-effects-on-school-attendance" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [attendance, k-12, meta-analysis, rct] ``` This 2012 Campbell systematic review examined 28 studies from the US, Canada, UK, and Australia (1,725 participants; 16 in meta-analysis) of truancy interventions for chronically absent students. Interventions were effective: treated students attended an average of 4.7 more school days than controls. No significant differences in effectiveness were found across different delivery channels or program formats, though attendance remained below acceptable levels in most cases. --- --- ### 303. The Effects of Teachers' Classroom Management Practices on Disruptive or Aggressive Student Behaviour ```yaml url: "https://www.campbellcollaboration.org/review/classroom-management-effects-on-disruptive-aggressive-behaviour" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, meta-analysis, school-discipline, sel] ``` This 2011 Campbell systematic review examined 12 studies of teacher classroom management practices in US and Dutch K–12 classrooms. Teachers' classroom management practices had a significant positive effect in decreasing aggressive or problematic student behavior across all included studies. However, the small sample sizes prevent definitive conclusions, and researchers could not identify which specific management components were most effective. --- --- ### 304. Service Learning for Improving Academic Success in Students in Grades K to 12 ```yaml url: "https://www.campbellcollaboration.org/review/service-learning-for-improving-academic-success-primary-and-secondary-students" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, meta-analysis, sel, student-belonging] ``` This 2022 Campbell systematic review examined 10 US-based studies (over 8,000 participants) of school-based service learning — programs linking community service to academic instruction — in grades K–12. Evidence regarding academic success was inconclusive due to insufficient comparable studies, and no adverse effects were documented. The review is constrained to US contexts, limiting international generalizability. --- --- ### 305. Psychosocial Interventions for School Refusal with Primary and Secondary School Students ```yaml url: "https://www.campbellcollaboration.org/review/psychosocial-interventions-for-school-refusal" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [attendance, k-12, meta-analysis, rct, sel] ``` This 2015 Campbell systematic review examined 8 rigorous studies (435 participants, 1980–2013) of psychosocial interventions for school refusal in primary and secondary students. Cognitive-behavioral therapy (CBT) significantly increased school attendance but had no statistically significant effect on anxiety. Findings should be treated with caution due to unclear randomization in most studies and the small evidence base. --- --- ### 306. 'No Excuses' Charter Schools for Increasing Math and Literacy Achievement in Primary and Secondary Education ```yaml url: "https://www.campbellcollaboration.org/review/charter-schools-maths-and-literacy-primary-and-secondary-education" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, math-education, meta-analysis, rct] ``` This 2017 Campbell systematic review examined 18 US studies (5 RCTs, 13 quasi-experimental, 1990–2015) of 'No Excuses' charter schools, which combine high academic expectations, strict discipline, extended instruction time, and intensive teacher training. These schools are associated with greater student gains on standardized math and literacy measures than traditional public schools, with notably stronger effects in mathematics that grew over three years. Caution is warranted due to reliance on studies from a single charter management organization (KIPP). --- --- ### 307. Self-Management Interventions for Reducing Challenging Behaviors Among School-Age Students ```yaml url: "https://www.campbellcollaboration.org/review/self-management-interventions-school-student-behaviour" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, meta-analysis, school-discipline, sel] ``` This 2022 Campbell systematic review analyzed 75 single-case design studies and 4 group-design studies of school-based self-management interventions for students with challenging behaviors. Interventions showed moderate effects for both behavioral and academic outcomes — including on-task behavior, prosocial behaviors, and work completion — with more meaningful effects for African-American students and students receiving special education services. --- --- ### 308. The Effect of Linguistic Comprehension Instruction on Generalized Language and Reading Comprehension Skills ```yaml url: "https://www.campbellcollaboration.org/review/linguistic-training-effect-on-language-and-reading-comprehension" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, literacy, meta-analysis, rct] ``` This 2019 Campbell systematic review analyzed 43 studies (1992–2017) of linguistic comprehension interventions in preschool and school-aged children. Results showed a small positive immediate effect on generalized linguistic comprehension (vocabulary and grammar gains were small; narrative and listening comprehension gains were moderate), with negligible effects on reading comprehension. Programs appear insufficient to close vocabulary gaps, and preventing reading difficulties likely requires longer-term educational efforts. --- --- ### 309. Getting state 'free college' right: Design choices that matter ```yaml url: "https://www.brookings.edu/articles/getting-state-free-college-right-design-choices-that-matter/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2026-04-30 date_source: page-meta authors: ["Katharine Meyer", "Isabel McMullen"] document_url: null doi: null license: null tags: [college-access, higher-ed, personalized-learning] ``` This report examines state-level "free college" promise programs and finds they work best when "generous, easy to access, and paired with dedicated advising support." Although roughly one-third of first-year students attend college tuition-free, living expenses remain a heavy burden—low-income families spend about 38% of income on non-tuition costs after aid. The authors recommend states shift from last-dollar to first-dollar aid models and plan for federal funding volatility. --- --- ### 310. The complex ramifications of Students for Fair Admissions v. Harvard ```yaml url: "https://www.brookings.edu/articles/the-complex-ramifications-of-students-for-fair-admissions-v-harvard/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2026-04-27 date_source: page-meta authors: ["Julie J. Park"] document_url: null doi: null license: null tags: [higher-ed, k-12, longitudinal] ``` This analysis documents a "cascade effect" following the 2023 Supreme Court ruling that ended race-conscious college admissions: underrepresented minority students displaced from elite institutions move to state flagships and less-selective schools, reshaping enrollment patterns across higher education. Black student enrollment has declined most sharply at elite colleges, and standardized testing policy significantly mediates diversity outcomes across institution types. --- --- ### 311. Rebuilding IES to amplify the impact of education research on student outcomes ```yaml url: "https://www.brookings.edu/articles/rebuilding-ies-to-amplify-the-impact-of-education-research-on-student-outcomes/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2026-04-14 date_source: page-meta authors: ["Daphna Bassok", "Cara Jackson", "Michal Kurlaender"] document_url: null doi: null license: null tags: [ai-policy, learning-engineering, professional-development] ``` This commentary argues for rebuilding the Institute of Education Sciences following roughly $1 billion in federal budget cuts, contending that "policymakers, practitioners, and education leaders value evidence" and need credible data to guide decisions. The authors propose three federal investment priorities: strengthening researcher-practitioner partnerships, funding implementation and cost studies, and maintaining rigorous, independent, publicly accessible research. --- --- ### 312. How immigration enforcement is harming US schools and students ```yaml url: "https://www.brookings.edu/articles/how-immigration-enforcement-is-harming-us-schools-and-students/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2026-04-14 date_source: page-meta authors: ["Carolyn Sattin-Bajaj"] document_url: null doi: null license: null tags: [attendance, english-learners, k-12, longitudinal] ``` This article synthesizes research showing that intensified immigration enforcement correlates with increased chronic absenteeism, mental health deterioration, declining test scores, and reduced college enrollment rates among students from immigrant families, with particularly severe effects on Latino and English learner populations. The rescission of sanctuary protections for schools has left educators facing mounting pressures without adequate federal guidance or support systems. --- --- ### 314. Parents are not fully aware of, or concerned about, their children's school attendance ```yaml url: "https://www.brookings.edu/articles/parents-are-not-fully-aware-of-or-concerned-about-their-childrens-school-attendance/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-03-26 date_source: page-meta authors: ["Anna Saavedra", "Morgan Polikoff", "Dan Silver"] document_url: null doi: null license: null tags: [attendance, k-12, qualitative-research] ``` This research finds that fewer than half of caregivers whose children are at risk of chronic absenteeism report being concerned about it, and reveals a significant gap between actual attendance data and parent-reported absences. Many parents view available online learning as offsetting the importance of in-person attendance, despite expressing belief that classroom presence matters—an attitude that may undermine post-pandemic recovery efforts. --- --- ### 315. School counselors are vital to navigating the FAFSA maze ```yaml url: "https://www.brookings.edu/articles/school-counselors-are-vital-to-navigating-the-fafsa-maze/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-02-06 date_source: page-meta authors: ["Katharine Meyer"] document_url: null doi: null license: null tags: [college-access, higher-ed, professional-development] ``` Examining the troubled rollout of the redesigned FAFSA, this piece presents research showing that adding school counselors significantly increases students' receipt of Pell grants and state scholarships. The author makes three recommendations: prioritize counselor time for FAFSA support, have states extend scholarship deadlines, and push college decision day back to June 1 to accommodate delays. --- --- ### 316. Career and technical education is a hidden weak spot in many high schools' teacher workforces ```yaml url: "https://www.brookings.edu/articles/career-and-technical-education-is-a-hidden-weak-spot-in-many-high-schools-teacher-workforces/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-04-09 date_source: page-meta authors: ["Hannah C. Kistler", "Shaun M. Dougherty"] document_url: null doi: null license: null tags: [career-readiness, k-12, longitudinal, professional-development] ``` Using Tennessee data, this research finds that CTE teachers in high-growth occupational fields—IT, health sciences, and STEM—leave teaching at significantly higher rates than other educators, with departing instructors earning approximately 20% more in private sector roles. This turnover creates staffing challenges that sometimes result in fewer course offerings for students in career and technical programs. --- --- ### 317. Selective colleges and universities need to do more to enroll low-income students ```yaml url: "https://www.brookings.edu/articles/selective-colleges-and-universities-need-to-do-more-to-enroll-low-income-students/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-04-23 date_source: page-meta authors: ["Kelli Bird", "Ben Castleman"] document_url: null doi: null license: null tags: [college-access, higher-ed, personalized-learning] ``` This study evaluates the Advising Plus program, which used small financial incentives ($50–$100) to encourage low-income high school students to engage with remote college advisors. While the intervention successfully increased advising engagement and college applications, it "had no effect on whether or where students enrolled in college," suggesting behavioral nudges alone cannot overcome systemic admissions and affordability barriers at elite institutions. --- --- ### 318. Long-term solutions for college affordability require congressional and state action ```yaml url: "https://www.brookings.edu/articles/long-term-solutions-for-college-affordability-require-congressional-and-state-action/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-04-09 date_source: page-meta authors: ["Dominique J. Baker"] document_url: null doi: null license: null tags: [college-access, higher-ed] ``` Analyzing student debt cancellation and FAFSA implementation, this piece argues that meaningful progress on college affordability requires legislative action from Congress and states—not executive initiatives operating within limited authority. The author uses both policy cases to demonstrate how legislative inaction forces executive branch workarounds that leave structural affordability problems unresolved. --- --- ### 320. Many high schools across the United States offer limited civics-focused extracurricular activities ```yaml url: "https://www.brookings.edu/articles/many-high-schools-across-the-united-states-offer-limited-civics-focused-extracurricular-activities/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-03-12 date_source: page-meta authors: ["Melissa Kay Diliberti", "Stephani L. Wrabel"] document_url: null doi: null license: null tags: [k-12, qualitative-research] ``` Using a nationally representative survey of approximately 650 high school principals, this research finds that while 80% of schools offer student government, other civic activities—Model UN (19%), mock trials (26%)—remain rare. High-poverty schools provide substantially fewer civics opportunities than low-poverty schools, raising equity concerns about students' access to civic learning experiences that support democratic participation. --- --- ### 321. Early reading tests can aid educational recovery after the pandemic ```yaml url: "https://www.brookings.edu/articles/early-reading-tests-can-aid-educational-recovery-after-the-pandemic/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2021-07-19 date_source: page-meta authors: ["Anita McGinty", "Ann Partee", "Allison Lynn Gray", "Walter Herring", "Jim Soland"] document_url: null doi: null license: null tags: [formative-assessment, k-12, literacy, response-to-intervention] ``` This study presents Virginia data showing that over one-quarter of kindergarten and first-grade students fell significantly behind in early reading skills in fall 2020—a 10-percentage-point increase from the prior year. The authors emphasize evidence-based interventions aligned with the science of reading to address emerging disparities and prevent long-term academic struggles. --- --- ### 322. School finance reforms made funding more equal by income, but not by race ```yaml url: "https://www.brookings.edu/articles/school-finance-reforms-made-funding-more-equal-by-income-but-not-by-race/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2026-01-06 date_source: page-meta authors: ["Emily Rauscher", "Jeremy E. Fiel"] document_url: null doi: null license: null tags: [k-12, longitudinal, meta-analysis] ``` Analyzing state school finance reforms since 1990, this research finds that income-based reforms reduced funding disparities between low- and high-income districts by over $1,300 per pupil but "either did not change or widened funding gaps" between districts by racial composition, increasing racial funding inequalities by $740–$1,100 per pupil. The authors argue income-based policies alone cannot address racial disparities without considering school segregation patterns. --- --- ### 323. 2016 Brown Center Report on American Education: How Well Are American Students Learning? ```yaml url: "https://www.brookings.edu/articles/2016-brown-center-report-on-american-education-how-well-are-american-students-learning/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2016-03-24 date_source: page-meta authors: ["Tom Loveless"] document_url: null doi: null license: null tags: [formative-assessment, k-12, literacy, longitudinal, math-education] ``` This flagship annual report covers three topics: Common Core implementation effects on math and reading instruction (finding no evidence that Common Core caused 2015 test score declines), whether eighth-grade math tracking correlates with AP success (states with more tracked classes produced more high-performing AP students across racial groups), and international variation in school principal leadership. The analysis concludes that high-performing countries show principals are reluctant to offer direct teaching advice. --- --- ### 324. The impact of COVID-19 on student achievement and what it may mean for educators ```yaml url: "https://www.brookings.edu/articles/the-impact-of-covid-19-on-student-achievement-and-what-it-may-mean-for-educators/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2020-05-27 date_source: page-meta authors: ["Jim Soland", "Megan Kuhfeld", "Beth Tarasawa", "Angela Johnson", "Erik Ruzek", "Jing Liu"] document_url: null doi: null license: null tags: [formative-assessment, k-12, literacy, longitudinal, math-education] ``` This study projects pandemic learning losses using historical test score data from millions of students, estimating that students could return to school in fall 2020 with roughly 70% of their prior-year reading gains and less than 50% of math gains. The authors also project increased variability in academic achievement levels, warning that equity gaps will widen across the student population. --- --- ### 325. The pandemic has had devastating impacts on learning. What will it take to help students catch up? ```yaml url: "https://www.brookings.edu/articles/the-pandemic-has-had-devastating-impacts-on-learning-what-will-it-take-to-help-students-catch-up/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2022-03-03 date_source: page-meta authors: ["Megan Kuhfeld", "Jim Soland", "Karyn Lewis", "Emily Morton"] document_url: null doi: null license: null tags: [k-12, literacy, longitudinal, math-education, response-to-intervention] ``` Measuring fall 2021 test scores for grades 3–8, this research found average math scores were 0.20–0.27 standard deviations below pre-pandemic levels, with reading also declining significantly. The study evaluates whether common recovery interventions—tutoring, summer programs, class-size reductions—are sufficient in scale and evidence base to close pandemic-era learning gaps, noting that equity disparities widened considerably during school closures. --- --- ### 326. A restorative approach to student discipline shows promise in reducing suspensions and arrests ```yaml url: "https://www.brookings.edu/articles/a-restorative-approach-to-student-discipline-shows-promise-in-reducing-suspensions-and-arrests/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-02-07 date_source: page-meta authors: ["Anjali Adukia", "Bryant Cong", "Jiahe Fan", "Benjamin Feigenberg", "Jiayu Kang", "Fatemeh Momeni"] document_url: null doi: null license: null tags: [k-12, longitudinal, rct, school-discipline] ``` Examining Chicago Public Schools' implementation of restorative practices, this research finds that the program reduced student suspension days by 18% in the four years after rollout, with Black students experiencing double the average reductions. The study provides causal evidence that restorative approaches—emphasizing dialogue and harm reparation over punishment—can meaningfully reduce disciplinary disparities. --- --- ### 327. Reclassifying English Language Learners: What's the effect on Wisconsin high schoolers? ```yaml url: "https://www.brookings.edu/articles/reclassifying-english-language-learners-whats-the-effect-on-wisconsin-high-schoolers/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2016-03-09 date_source: page-meta authors: ["Deven Carlson", "Jared Knowles"] document_url: null doi: null license: null tags: [college-access, english-learners, k-12, longitudinal] ``` This study finds that reclassifying English Language Learners as fully proficient during high school increases composite ACT scores by about one full point and boosts postsecondary enrollment, particularly at four-year institutions. The results suggest schools should ensure equitable access to college preparation resources for students scoring near proficiency reclassification thresholds. --- --- ### 328. Do teacher expectations matter? ```yaml url: "https://www.brookings.edu/articles/do-teacher-expectations-matter/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2016-09-16 date_source: page-meta authors: ["Nicholas Papageorge", "Seth Gershenson"] document_url: null doi: null license: null tags: [k-12, longitudinal, qualitative-research] ``` Analyzing nationally representative data from approximately 6,000 tenth-grade students, this research provides causal evidence that teacher expectations directly affect students' long-term educational attainment. The authors also document that white teachers hold systematically lower expectations for Black students compared to Black teachers, and that this racial bias in expectations has measurable negative effects on Black students' college completion rates. --- --- ### 329. How does student-teacher matching affect suspensions for students of color? ```yaml url: "https://www.brookings.edu/articles/how-does-student-teacher-matching-affect-suspensions-for-students-of-color/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2021-10-11 date_source: page-meta authors: ["Travis J. Bristol", "Matthew Shirrell", "Tolani Britton"] document_url: null doi: null license: null tags: [k-12, longitudinal, school-discipline] ``` Using 10 years of New York City public school data, this study finds that Black, Latino, and Asian American students experience fewer suspensions when assigned to teachers of the same racial or ethnic background. The authors estimate that increasing teacher diversity could prevent thousands of student suspensions annually and keep students in classrooms for thousands more instructional days over a decade. --- --- ### 330. High school computer science impacts college majors and increases earnings ```yaml url: "https://www.brookings.edu/articles/high-school-computer-science-impacts-colleg-majors-and-increases-earnings/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-05-01 date_source: page-meta authors: ["Jing Liu", "Cameron Conrad", "David Blazar"] document_url: null doi: null license: null tags: [career-readiness, computer-assisted-learning, higher-ed, k-12, longitudinal] ``` Using Maryland longitudinal data, this research finds that taking a high school computer science course leads to a five-percentage-point increase in students' likelihood of earning a bachelor's degree in CS and improves employment outcomes. Benefits are particularly pronounced for historically underrepresented groups, though these same students show lower enrollment rates when CS courses become available—pointing to access and encouragement gaps. --- --- ### 332. Special education: Beneficial to many, harmful to others ```yaml url: "https://www.brookings.edu/articles/special-education-beneficial-to-some-harmful-to-others/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2021-05-26 date_source: page-meta authors: ["Briana Ballis", "Katelyn Heath"] document_url: null doi: null license: null tags: [inclusive-design, k-12, longitudinal] ``` Examining a 2005 Texas policy capping special education enrollment, this research finds that students who genuinely need special education services benefit significantly from them, while those inappropriately placed experience worse long-term educational outcomes. Notably, reducing racial disproportionality in placement improved outcomes for Black students, suggesting some were previously misclassified into special education rather than supported through general education. --- --- ### 333. Class size: What research says and what it means for state policy ```yaml url: "https://www.brookings.edu/articles/class-size-what-research-says-and-what-it-means-for-state-policy/" type: report source: "Brookings Institution" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2011-05-11 date_source: page-meta authors: ["Matthew M. Chingos", "Grover J. “Russ” Whitehurst"] document_url: null doi: null license: null tags: [early-childhood, k-12, meta-analysis] ``` This review of empirical literature finds that reductions of 7–10 fewer students per class can produce meaningful academic gains, particularly for disadvantaged elementary students, but that the magnitude of effect varies considerably across studies and grade levels. The authors conclude that policymakers must weigh class-size reduction against other evidence-based educational investments given the substantial and ongoing fiscal costs involved. --- --- ### 334. Examining Implementation and Outcomes of the Project On-Track High-Dosage Tutoring Program ```yaml url: "https://ies.ed.gov/use-work/resource-library/report/descriptive-study/examining-implementation-and-outcomes-project-track-high-dosage-tutoring-program" type: report source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-08 date_source: page-meta authors: ["Aliya Pilchen", "Mary Klute", "Marta Mielicki", "Hannah Kumbroch"] document_url: null doi: null license: null tags: [coaching, k-12, literacy, professional-development] ``` REL Appalachia (REL 2024-005) examined how northeastern Tennessee school districts implemented the Niswonger Foundation's Project On-Track literacy tutoring initiative for early elementary students. The program uses Amplify Reading to group students by skill level and generate mini-lessons aligned to the science of reading. After one year, 42% of students who started as most at-risk improved to lower risk categories; rural schools heavily favored in-school delivery (92%) compared to non-rural schools (47%). --- --- ### 335. Effectiveness of Early Literacy Instruction: Summary of 20 Years of Research ```yaml url: "https://ies.ed.gov/use-work/resource-library/report/systematic-literature-review/effectiveness-early-literacy-instruction-summary-20-years-research" type: report source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2021-07 date_source: page-meta authors: ["Sarah Herrera", "Beth M. Phillips", "Yi-Chieh Newton", "Jennifer L. Dombek", "James A. Hernandez"] document_url: null doi: null license: null tags: [early-childhood, k-12, literacy, meta-analysis] ``` REL Southeast (REL 2021-084) synthesized over 74,000 studies published between 1997 and 2017, ultimately identifying 132 evidence-based early literacy interventions across 109 high-quality experimental and quasi-experimental studies. The review found that domain-specific instruction reliably increases performance in that domain, and that combined phonological awareness and print knowledge instruction shows promise for improving decoding and early writing skills. Language-focused instruction was found to be more effective in small group or one-on-one settings. --- --- ### 336. Developing a Measure of Middle School Math Teachers' Pedagogical Content Knowledge for Computational Thinking ```yaml url: "https://ies.ed.gov/use-work/resource-library/report/descriptive-study/developing-measure-middle-school-math-teachers-pedagogical-content-knowledge-computational-thinking" type: report source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2026-04 date_source: page-meta authors: ["Eben Witherspoon", "Maria Dracopoli", "Katie Dahlke", "Mariesa Hawkins"] document_url: null doi: null license: null tags: [formative-assessment, k-12, math-education, professional-development] ``` REL Midwest (REL 2026-007) developed and validated the CT-PCK Survey, a brief instrument measuring middle school teachers' ability to integrate computational thinking into mathematics instruction. Teachers scored approximately 61% correct on average, with those holding traditional certifications and those with five or more years of experience performing significantly higher. The survey is designed for use in professional development evaluation and institutional needs assessment in Midwest urban schools facing declining math achievement. --- --- ### 337. A Pilot Study of Write to Succeed: An Intervention to Enhancing Writing Instruction in New Mexico ```yaml url: "https://ies.ed.gov/use-work/resource-library/report/descriptive-study/pilot-study-write-succeed-intervention-enhancing-writing-instruction-new-mexico" type: report source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-02 date_source: page-meta authors: ["Rachel Garrett"] document_url: null doi: null license: null tags: [english-learners, k-12, literacy, professional-development, writing-instruction] ``` REL Southwest (REL 2025-013) evaluated the Write to Succeed professional learning program in partnership with the New Mexico Public Education Department. The pilot involved 22 teachers across five schools in three districts during the 2023-24 school year, with a focus on scaffolded writing instruction that embeds supports for English learner students. Data collected via coach logs, teacher surveys, and interviews provided the New Mexico PED with implementation evidence for potential expansion. --- --- ### 338. California's Special Education Local Plan Areas: Funding Patterns, Inclusion Rates, and Student Outcomes ```yaml url: "https://ies.ed.gov/use-work/resource-library/report/descriptive-study/californias-special-education-local-plan-areas-funding-patterns-inclusion-rates-and-student-outcomes" type: report source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2021-12 date_source: page-meta authors: ["Sara Menlove Doutre", "Tyson Barrett", "John Rice"] document_url: null doi: null license: null tags: [k-12, longitudinal, qualitative-research] ``` REL West (REL 2022-134) analyzed 2016-17 data on California's Special Education Local Plan Areas (SELPAs), examining how funding configurations, inclusion rates, and student outcomes vary across SELPA types. The authors recommend that California investigate which regionalized special education programs benefit students in small districts and gather additional data to support more complex analyses of outcomes attributable to specific SELPA configurations. --- --- ### 339. Implementation of Career- and College-Ready Requirements for High School Graduation in Washington ```yaml url: "https://ies.ed.gov/use-work/resource-library/report/descriptive-study/implementation-career-and-college-ready-requirements-high-school-graduation-washington" type: report source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2020-07 date_source: page-meta authors: ["Traci Fantz", "Havala Hanson"] document_url: null doi: null license: null tags: [career-readiness, college-access, k-12, longitudinal] ``` REL Northwest (REL 2020-020) examined Washington state's 2014 legislation requiring 24 credits for high school graduation, finding that district implementation grew from 9% for the class of 2018 to 56% for the class of 2019. Only 27% of 2018 graduates statewide met all requirements, with significant gaps among economically disadvantaged students, English learners, and students of color. Increased credit requirements showed minimal impact on student academic outcomes between 2013 and 2018. --- --- ### 340. Additional Certification for Teachers in New York State: Teachers' Experience and Employment Location, Certification Pathways, and Certification Areas ```yaml url: "https://ies.ed.gov/use-work/resource-library/report/descriptive-study/additional-certification-teachers-new-york-state-teachers-experience-and-employment-location" type: report source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2021-12 date_source: page-meta authors: null document_url: null doi: null license: null tags: [k-12, longitudinal, professional-development] ``` REL Northeast & Islands (REL 2022-110) studied how New York State teachers with at least one year of experience obtained additional certificates between October 2015 and October 2017. Approximately 5% earned additional certificates during the period; more teachers earned certificates in shortage areas than non-shortage areas, with special education as the most frequently pursued area. Teachers obtaining additional certificates were less experienced on average than those who did not, and over half used traditional in-state certification pathways. --- --- ### 341. Examining the Mentoring Experiences of First-Year Teachers in Missouri ```yaml url: "https://ies.ed.gov/use-work/resource-library/report/descriptive-study/examining-mentoring-experiences-first-year-teachers-missouri" type: report source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-06 date_source: page-meta authors: ["Marc Brodersen", "Hanley Chiang", "Jane Li", "Kathryn Coleman", "Gary Ritter", "Collin Hitt", "Jennifer Weston-Sementelli"] document_url: null doi: null license: null tags: [coaching, k-12, professional-development, qualitative-research] ``` REL Central (REL 2025-014) examined the frequency, duration, activities, and topics of mentoring received by a sample of first-year teachers in Missouri to provide the state Department of Elementary and Secondary Education with data for strengthening its mentoring initiative. The research used descriptive statistics to analyze mentoring patterns, supporting Missouri's goal of improving new teacher retention through evidence-informed program design. --- --- ### 342. Stabilizing School Performance Indicators in New Jersey to Reduce the Effect of Random Error ```yaml url: "https://ies.ed.gov/use-work/resource-library/report/descriptive-study/stabilizing-school-performance-indicators-new-jersey-reduce-effect-random-error" type: report source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-10 date_source: page-meta authors: ["Morgan Rosendahl", "Brian Gill", "Jennifer Starling"] document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` REL Mid-Atlantic (REL 2025-009) tested Bayesian hierarchical modeling as a method to reduce the impact of random error on school accountability indicators in New Jersey, particularly for smaller student groups. Stabilization substantially improved reliability for test-based indicators such as proficiency rates and median student growth percentiles, and led to meaningful changes in which schools were designated for support and improvement. Non-test-based indicators such as chronic absenteeism and graduation rates proved less amenable to the approach. --- --- ### 343. Examining the English Language Arts Course Placement System at the College of the Marshall Islands ```yaml url: "https://ies.ed.gov/use-work/resource-library/report/descriptive-study/examining-english-language-arts-course-placement-system-college-marshall-islands" type: report source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2026-02 date_source: page-meta authors: ["Lisa Shannon", "Jennifer Gruber", "Bradley Rentz", "Cheryl Vila", "Kristen Erichsen", "Jess Nastasi"] document_url: null doi: null license: null tags: [english-learners, higher-ed, longitudinal] ``` REL Pacific (REL 2026-006) evaluated a 2021-22 revision to the College of the Marshall Islands' ELA placement system that added a multiple-choice test and a writing component alongside high school GPA. Only 11% of first-time students placed into credit-bearing ELA courses under the new system compared to 22% previously; students in intensive pathways of credit-bearing courses showed the highest passing rates. The writing component did not predict any outcomes, leading the authors to recommend CMI consider removing it and weighting high school GPA more heavily. --- --- ### 344. Evidence and Gap Map of Tier 2 Literacy Interventions for Grades K–3 in the Commonwealth of the Northern Mariana Islands ```yaml url: "https://ies.ed.gov/ncee/rel/Products/Region/pacific/Publication/108204" type: report source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-11 date_source: page-meta authors: ["Allan Porowski", "Supriya Tamang", "John Westall", "Kyla Brown", "Megan Bogia"] document_url: null doi: null license: null tags: [early-childhood, k-12, literacy, meta-analysis] ``` REL Pacific (REL 2025-007) conducted a systematic review of supplemental literacy programs for K–3 students in the Northern Mariana Islands, where in 2019 only 24% of grade 3 students were reading at or above grade level. Of 267 relevant studies identified, 20 met rigorous quality standards; two interventions — Reading Recovery and Literacy First — demonstrated strong evidence under ESSA standards, and Achieve3000 showed moderate evidence. The report includes an evidence gap map and a matrix documenting implementation strategies for each reviewed intervention. --- --- ### 345. Teaching Fractions Toolkit ```yaml url: "https://ies.ed.gov/use-work/regional-educational-laboratories-rel/midwest/partnerships/teaching-fractions-toolkit" type: framework source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [k-12, math-education, math-strategies, professional-development] ``` REL Midwest developed this professional development toolkit in partnership with the Illinois State Board of Education to help grade 6 math teachers implement evidence-based practices for teaching fractions and rational number computation. Grounded in the WWC practice guide Developing Effective Fractions Instruction for Kindergarten Through 8th Grade, the toolkit includes teacher professional development materials, resources for instructional leaders, and supplemental training for state, regional, and district leaders. The initiative aims to strengthen students' conceptual understanding of fractions, ratios, and rates with particular focus on closing achievement gaps. --- --- ### 346. Strategies to Improve Reading ```yaml url: "https://ies.ed.gov/use-work/regional-educational-laboratories-rel/midwest/partnerships/strategies-to-improve-reading" type: framework source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [coaching, early-childhood, k-12, literacy, professional-development] ``` REL Midwest partnered with Michigan school districts to develop and implement the STIR (Strategies to Improve Reading) approach for grades K–2 literacy instruction, focusing on phonological awareness and phonics practices that help students decode unfamiliar words. The initiative builds educator capacity across three areas: effective instructional practices, data-driven decision-making, and leadership support. Resources, tools, trainings, and coaching are provided to help teachers implement and refine evidence-based early literacy routines. --- --- ### 347. A Toolkit to Support Evidence-Based Writing Instruction in Grades 2 Through 4 ```yaml url: "https://ies.ed.gov/use-work/regional-educational-laboratories-rel/mid-atlantic/partnerships/a-toolkit-to-support-evidence-based-writing-instruction-in-grades-2-through-4" type: framework source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, literacy, professional-development, writing-instruction] ``` REL Mid-Atlantic created this free professional development toolkit comprising eight one-hour professional learning community sessions designed for grades 2–4 teachers, school leaders, and PD coaches. Built on the WWC What Works Clearinghouse practice guide on writing instruction and informed by practitioners from four Washington, D.C. charter schools, the toolkit provides a facilitator's guide, teacher's guide, instructional videos, lesson plans, and a school leader's guide. Components include self-reflection tools and goal-setting resources to support ongoing improvement in writing instruction. --- --- ### 348. Toolkit to Support Evidence-Based Algebra Instruction in Middle and High School ```yaml url: "https://ies.ed.gov/ncee/rel/algebra-middle-and-high-school/intro" type: framework source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, math-education, math-strategies, professional-development] ``` REL Central developed this professional development toolkit to help algebra educators implement evidence-based recommendations from the WWC practice guide on improving algebra knowledge in middle and high school students. The toolkit organizes resources around three recommendations — using solved problems, teaching students to recognize algebraic structure, and selecting appropriate solution strategies — and uses a Professional Learning Community model with Plan-Do-Study-Act cycles to lower the barrier to implementation. It includes facilitator guides, participant workbooks, data collection tools, and videos for use by individual educators or school teams. --- --- ### 349. REL Northwest's Guide to Community Engagement Data Collection and Analysis ```yaml url: "https://ies.ed.gov/use-work/resource-library/resource/other-resource/rel-northwests-guide-community-engagement-data-collection-and-analysis" type: framework source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2026-05 date_source: page-meta authors: ["Lilla Pivnick"] document_url: null doi: null license: null tags: [k-12, professional-development, qualitative-research] ``` REL Northwest published this 2026 guide to help education agency staff collect, analyze, and act on community engagement input from students, families, educators, and community partners. The guide provides 12 supporting resources organized across three phases — before, during, and after engagement — including ready-to-use checklists, tip sheets, and templates for research question design, note-taking, codebook generation, data analysis, and findings dissemination. It emphasizes that agencies that demonstrate genuine responsiveness to community feedback build trust and improve program quality. --- --- ### 350. Exploring Implementation of Trauma-Engaged Practices in Alaska Schools ```yaml url: "https://ies.ed.gov/use-work/resource-library/report/descriptive-study/exploring-implementation-trauma-engaged-practices-alaska-schools" type: report source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-02 date_source: page-meta authors: ["Ashley Boal", "Shannon McCullough", "Angela Chin"] document_url: null doi: null license: null tags: [k-12, qualitative-research, sel, student-belonging] ``` REL Northwest (REL 2025-011) examined how Alaska schools implement trauma-engaged practices using the state's Transforming Schools Framework, drawing on administrative data and surveys. Most schools were at an emerging implementation level; schools with higher awareness of state support resources showed substantially higher implementation. Implementation levels predicted student perceptions on two school climate measures — Caring Others and Cultural Connectedness — but did not significantly affect other measured outcomes. School leaders identified staff buy-in, professional development, dedicated funding, and community partnerships as critical success factors. --- --- ### 352. Principal Retention Patterns in Arizona, Nevada, and Utah ```yaml url: "https://ies.ed.gov/use-work/resource-library/report/descriptive-study/principal-retention-patterns-arizona-nevada-and-utah" type: report source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2021-12 date_source: page-meta authors: ["Reino Makkonen", "Karina Jaquet"] document_url: null doi: null license: null tags: [k-12, longitudinal, professional-development] ``` REL West (REL 2021-129) examined principal retention across Arizona, Nevada, and Utah, finding that fewer than half of principals in each state remained at the same school over the four-year period from fall 2016 to fall 2020. Retention rates varied significantly by school performance level, with substantially lower retention at lower-performing schools. When principals left their positions, those who remained in the profession tended to transfer within the same school district rather than to a different district. --- --- ### 353. Student Group Differences in Arkansas' Indicators of Postsecondary Readiness and Success ```yaml url: "https://ies.ed.gov/use-work/resource-library/report/descriptive-study/student-group-differences-arkansas-indicators-postsecondary-readiness-and-success" type: report source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2022-11 date_source: page-meta authors: ["Candace Hester", "Valeriy Lazarev", "Jenna Zacamy", "Chelsey Nardi", "Amy Feygin"] document_url: null doi: null license: null tags: [career-readiness, college-access, higher-ed, k-12, longitudinal] ``` REL Southwest (REL 2023-145) analyzed middle and high school indicators predicting postsecondary success in Arkansas using data from grade 6 cohorts from 2008/09–2009/10, examining variation by race/ethnicity, economic status, disability status, and other characteristics. Indicator attainment varied substantially across student groups, with the largest differences between students with and without a designated disability; academic indicators showed greater disparities than behavioral ones. Predictive accuracy of indicators remained largely consistent across demographic groups, though specific indicators — notably ELA and science proficiency in middle school — showed variation in predictive strength for some populations. --- --- ### 355. An Examination of the Costs of Texas Community Colleges ```yaml url: "https://ies.ed.gov/use-work/resource-library/report/descriptive-study/examination-costs-texas-community-colleges" type: report source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2022-10 date_source: page-meta authors: ["Jesse Levin", "Bruce Baker", "Jason Lee", "Drew Atchison", "Robert Kelchen"] document_url: null doi: null license: null tags: [college-access, higher-ed, longitudinal] ``` REL Southwest (REL 2023-142) examined whether Texas community colleges have sufficient funding to help all students meet performance-based milestones, using needs analysis, equity analysis, and cost function analysis. Colleges serving higher proportions of first-generation, economically disadvantaged, academically disadvantaged, older, and English learner students earned fewer success point milestones per full-time equivalent student. Current spending levels were found to be insufficient to cover the cost of providing equal opportunity to disadvantaged student populations to achieve outcomes comparable to their peers. --- --- ### 356. Exploring Implementation of Attendance Supports to Reduce Chronic Absenteeism in the Providence Public School District ```yaml url: "https://ies.ed.gov/use-work/resource-library/report/descriptive-study/exploring-implementation-attendance-supports-reduce-chronic-absenteeism-providence-public-school" type: report source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2021-09 date_source: page-meta authors: ["Heather Lavigne", "Meg Caven", "Georgia Bock", "Xinxin Zhang", "Emily Braham"] document_url: null doi: null license: null tags: [attendance, k-12, longitudinal] ``` REL Northeast & Islands (REL 2021-099) examined attendance support initiatives in Providence Public School District during 2018–19, identifying which supports were most effective at reducing chronic absenteeism. Schools experiencing decreased chronic absenteeism implemented text messaging, phone calls, and mentorship programs with greater fidelity; multilingual text outreach showed particular promise in reaching families. Schools with declining absenteeism rates adopted attendance-related text messaging faster than schools where absenteeism increased. --- --- ### 357. Ask an Expert: College- and Career-Readiness Interventions ```yaml url: "https://ies.ed.gov/use-work/resource-library/resource/other-resource/ask-expert-college-and-career-readiness-interventions" type: report source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2022-06 date_source: page-meta authors: ["The Regional Educational Laboratory (REL) Program"] document_url: null doi: null license: null tags: [career-readiness, college-access, k-12] ``` REL Appalachia (published June 2022) compiled this resource identifying 15 college and career readiness interventions that meet ESSA Tier 1, 2, or 3 evidence standards, with particular attention to whether research was conducted in rural areas or with economically disadvantaged students. The resource provides details on each intervention's evidence tier, research context, and outcome domain, helping practitioners in REL Appalachia's region select evidence-based approaches suited to their specific student populations and geographic contexts. --- --- ### 358. High-Quality Early Child Education is Associated With Outcomes ```yaml url: "https://ies.ed.gov/use-work/resource-library/resource/fact-sheetinfographicfaq/high-quality-early-child-education-associated" type: report source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2025-11 date_source: page-meta authors: ["REL West"] document_url: null doi: null license: null tags: [early-childhood, k-12, longitudinal, prekindergarten] ``` REL West published this November 2025 infographic summarizing research-identified outcomes associated with high-quality early childhood education across four domains: kindergarten readiness, educational progress, long-term outcomes including college enrollment and employment, and health benefits. The summary identifies four essential features of high-quality programs: evidence-based curricula with play-based instruction and teacher coaching; educators with bachelor's degrees and K–12 equivalent compensation; small class sizes with low staff-to-child ratios; and full-day formats. Disadvantaged populations — including low-income children and children of color — were found to benefit most substantially. --- --- ### 359. Teacher Certification, Retention, and Recruitment in Palau: Understanding Graduation Patterns of Teacher Education Students at Palau Community College ```yaml url: "https://ies.ed.gov/ncee/rel/Products/Region/pacific/Publication/108210" type: report source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: 2024-12 date_source: page-meta authors: ["Bradley Rentz", "Sinton Soalablai", "Natasha Saelua", "Avalloy McCarthy"] document_url: null doi: null license: null tags: [higher-ed, k-12, longitudinal, professional-development] ``` REL Pacific (REL 2025-008, December 2024) examined how long teacher education students take to complete associate's degree programs at Palau Community College, prompted by Public Law 10-32 requiring all teachers to obtain an associate's degree in education or their subject area by end of 2023. The study aimed to support policymakers in understanding teacher certification timelines and help education leaders in Palau develop evidence-based strategies for training, retaining, and recruiting qualified educators across the Pacific region. --- --- ### 360. Building Pathways for Student Success — REL Southwest Arkansas Partnership ```yaml url: "https://ies.ed.gov/use-work/regional-educational-laboratories-rel/southwest/partnerships/building-pathways-for-student-success" type: framework source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [career-readiness, college-access, formative-assessment, k-12] ``` REL Southwest partners with the Arkansas Department of Education to enhance college and career readiness through high-quality interventions that strengthen student success pathways. Current work includes coaching to support an inclusive application process and rigorous evaluation design for the THRIVE Initiative, as well as formative evaluation best practices coaching for the Arkansas Department of Education's AIIM Initiative. The partnership applies evidence-based frameworks to help Arkansas identify and scale effective programs targeting underserved student populations. --- --- ### 361. Southwest English Learner Literacy (SWELL) Partnership ```yaml url: "https://ies.ed.gov/use-work/regional-educational-laboratories-rel/southwest/partnerships/southwest-english-learner-literacy" type: framework source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [english-learners, k-12, literacy, professional-development, writing-instruction] ``` REL Southwest collaborates with New Mexico educators through the SWELL partnership to enhance English learner literacy using the Write to Succeed professional learning initiative. The program trains teachers in evidence-based literacy practices emphasizing culturally and linguistically responsive instruction, with peer collaboration and role-play practice before classroom implementation. Resources include teacher peer collaboration tools and professional learning support aligned to the needs of New Mexico's English learner student population. --- --- ### 362. Providing Reading Interventions for Students in Middle School Toolkit ```yaml url: "https://ies.ed.gov/use-work/regional-educational-laboratories-rel/southwest/partnerships/providing-reading-interventions-for-students-in-middle-school-toolkit" type: framework source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [k-12, literacy, professional-development, response-to-intervention] ``` REL Southwest collaborates with the Texas Education Agency and school districts to develop professional development resources and online learning modules for grades 6–8 educators aimed at strengthening literacy instruction and improving reading skills. The toolkit includes professional learning communities for peer collaboration, tools to assess teacher practice and implementation fidelity, and resources for institutionalizing ongoing support. The initiative is grounded in the WWC practice guide on providing reading interventions for students in grades 4–9. --- --- ### 363. Leading Early Childhood Achievement and Development (LEAD) Partnership ```yaml url: "https://ies.ed.gov/use-work/regional-educational-laboratories-rel/southwest/partnerships/leading-early-childhood-achievement-and-development" type: framework source: "IES Regional Education Labs" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-01 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [coaching, early-childhood, k-12, prekindergarten, professional-development] ``` REL Southwest partners with the Oklahoma State Department of Education and local school districts to strengthen educator capacity in research-based early learning practices targeting school leaders and classroom educators. The initiative develops and refines professional learning interventions focused on play-based learning and quality teacher-student interactions to improve academic outcomes. REL Southwest uses an iterative development process to test and refine approaches before broader implementation across Oklahoma. --- --- ### 364. Towards an Evidence Framework for Emerging Educational Technologies ```yaml url: "https://digitalpromise.dspacedirect.org/items/2e41dd9c-dc70-4443-868e-e9026c7b4c66" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2026-04 date_source: listing authors: ["Roschelle, Jeremy", "Ruiz, Pati", "Means, Barbara", "Griffiths, Rebecca", "Lee, Keun-woo"] document_url: null doi: null license: null tags: [ai-policy, digital-learning-platforms, digital-promise, learning-engineering] ``` This report summarizes a two-day workshop held in January 2026 that convened 36 educators, technology innovators, researchers, and funders to re-frame how evidence for emerging technologies is generated and used. The workshop aimed to stimulate discussion, imagine new evidence frameworks, and establish a common language across the educational ecosystem. The brief highlights alternative visualizations of evidence, articulates key tensions, and suggests starting points for future work. --- --- ### 365. AI in Education: A Set of Four Essential Resource Briefs for Educators ```yaml url: "https://digitalpromise.dspacedirect.org/items/87015285-73f4-4722-980b-ec6748fb3046" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2026-04 date_source: listing authors: ["Prado, Yenda", "Ruiz, Pati", "Fusco, Judi", "DuVall, Denise", "Hinkel, Danielle", "Perkoff, Margaret", "Rocha, Orchid"] document_url: null doi: null license: null tags: [ai-ethics, ai-policy, digital-promise, genai, k-12, professional-development, writing-instruction] ``` This set of four resource briefs provides educators with essential knowledge for navigating the emerging AI landscape, designed to support instructional integrity and guide educators and students to become informed, critical, and responsible AI users. The briefs address four pillars: AI Literacy Basics, Creating Responsible AI Use Guidance, Effective Classroom Practices with AI, and Misconceptions About AI. Together they bridge the gap between AI technology and responsible instructional practice. --- --- ### 366. Operationalizing AI in K-12 Education: Five District Use Cases ```yaml url: "https://digitalpromise.dspacedirect.org/items/01088747-6290-416c-a3be-ffbd9f7ca286" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2026-04 date_source: listing authors: ["Prado, Yenda", "Ruiz, Pati", "Fusco, Judi", "Adler, Katherine", "Falck, Brooke", "Smith, Melissa L."] document_url: null doi: null license: null tags: [ai-ethics, ai-policy, digital-promise, genai, k-12, personalized-learning, professional-development] ``` Developed through the U-GAIN Reading R&D Center, this report translates five critical EdTech recommendations into practical district use cases for building capacity, ensuring governance, and maintaining instructional integrity. Drawing on examples from three districts—Orcutt Union, Indian Prairie, and Allentown—the report illustrates how to build collaborative networks, develop cross-functional procurement teams, tailor professional learning, set guardrails, and establish AI-specific accountability systems. It offers school leaders concrete models for responsible and effective AI adoption. --- --- ### 367. Research and Development in America's Schools ```yaml url: "https://digitalpromise.dspacedirect.org/items/f5c1ea09-7178-44de-bd85-758eb9a45332" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2026-01 date_source: listing authors: ["Kimberly Smith", "Joshua Stewart"] document_url: null doi: null license: null tags: [digital-learning-platforms, digital-promise, k-12, professional-development] ``` This report examines how school systems build and implement research and development (R&D) to drive sustainable improvement and innovation, drawing on direct work with schools and a national landscape analysis. It includes tools for school systems to assess their R&D practices and provides recommendations for deepening the use of R&D to accelerate innovation. The report highlights the conditions, practices, and real-world examples that enable system-level R&D grounded in evidence and local context. --- --- ### 368. How R&D Infrastructure for Postsecondary Education Could Unlock New Advances ```yaml url: "https://digitalpromise.dspacedirect.org/items/3c8445b8-2cbd-4079-b1b0-b3896b8b3a22" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2026-01 date_source: listing authors: ["Rebecca Griffiths"] document_url: null doi: null license: null tags: [data-sharing, digital-learning-platforms, digital-promise, higher-ed, open-datasets, pii-privacy] ``` This paper articulates a vision for a modern postsecondary R&D infrastructure to overcome systemic barriers—including faculty autonomy, non-standardized assessments, and siloed student data—that impede large-scale instructional innovation. Examining initiatives within the SEERNet research network, including Arizona State University's Learning@Scale data warehouse and the Terracotta and OpenStax Kinetic experimental tools, the author demonstrates how integrated datasets and open-access instruments can lower barriers to rigorous experimentation. The paper calls for an ethos of openness and public investment in research infrastructure to prevent privatization of educational insights. --- --- ### 369. Privacy Enhancing Technologies in Digital Learning Platforms ```yaml url: "https://digitalpromise.dspacedirect.org/items/07793ba3-13f3-48cb-932e-c77cd9b524f7" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2025-12 date_source: listing authors: ["Vincent Dorie"] document_url: null doi: null license: null tags: [data-sharing, digital-learning-platforms, digital-promise, higher-ed, pii-privacy] ``` This report argues that Privacy Enhancing Technologies (PETs)—including encryption, differential privacy, and synthetic data—should be treated as core research infrastructure for digital learning platforms, functioning as both technical tools and social technologies for responsible data governance. PETs allow valuable analyses such as securely linking education and workforce records or comparing outcomes across sites, while meeting the ethical obligation to protect students, many of whom are minors. The paper is part of the SEERNet initiative's work on building trustworthy research infrastructure for educational platforms. --- --- ### 370. What States Say about Evaluating AI in Education ```yaml url: "https://digitalpromise.dspacedirect.org/items/e7134e28-9fb9-4087-8e5f-b6e39651d81d" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2025-12 date_source: listing authors: ["Ruiz, Pati", "Prado, Yenda", "Roschelle, Jeremy", "Fusco, Judi"] document_url: null doi: null license: null tags: [ai-policy, digital-learning-platforms, digital-promise, genai, k-12] ``` This report examines state-level AI in education evaluation guidance across 32 U.S. states and Puerto Rico, categorizing state AI guidance across three developmental stages: Nascent & Exploratory, Emergent & Piloting, and Systematic & Evidentiary. Findings show a majority of states engaged in exploratory activities with few conducting systematic, large-scale assessment of AI-enabled edtech's impact on student learning outcomes. The report provides recommendations for progressing through evaluation stages and integrating co-design feedback loop processes into evaluation activities. --- --- ### 371. Promoting Mathematical Reasoning in OpenSciEd Middle School Curriculum Units ```yaml url: "https://digitalpromise.dspacedirect.org/items/4ea4b3c5-c663-4484-8727-258bff346d2d" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2025-12 date_source: listing authors: ["Kevin McElhaney", "Nicola M. Hodkowski", "Lauren H. McMahon", "Jennifer Jacobs", "William R. Penuel", "Gabriella Anton", "Kate Henson", "Rochelle Urban", "Daniel Parker"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12, math-education, math-strategies, professional-development] ``` This study responds to the need to support science teachers in deepening students' engagement in mathematical reasoning, collaborating with two districts to explore integration of mathematics into middle school science classrooms using OpenSciEd instructional materials. The research team designed professional learning experiences and resources to help teachers deepen their mathematics knowledge, support students' mathematical reasoning, and modify instructional materials to enhance connections to mathematics. Findings indicate that teachers can enhance student engagement in mathematics during phenomenon-based science instruction given appropriate resources and support. --- --- ### 372. AI Literacy in PK-12 Education ```yaml url: "https://digitalpromise.dspacedirect.org/items/19fd2afb-0811-4e48-90d9-0ad6c9887a1a" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2025-11 date_source: listing authors: ["Ruiz, Pati", "Pattenhouse, Megan", "Shell, Alison", "Dallas, Dominique", "Liberman, Babe", "Karim, Sana", "Chillmon, Carly", "Gonzales, Lacey"] document_url: null doi: null license: null tags: [ai-policy, digital-promise, early-childhood, genai, k-12, professional-development] ``` This brief (part of a set sharing AI literacy recommendations for various educational audiences) provides guidance to make progress in PK-12 AI literacy implementation, which has gained widespread support at national, state, and local levels with momentum building across computer science courses and interdisciplinary integrations. It recommends a flexible, multi-level approach that reflects the need for AI literacy guidance to be adaptable across learning contexts rather than prescribing specific tools or methods. The brief is designed to support educational leaders and policymakers in developing AI literacy policies and pathways. --- --- ### 373. AI Literacy in Postsecondary Education ```yaml url: "https://digitalpromise.dspacedirect.org/items/428af7f6-6c95-422e-8914-e420023aca46" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2025-11 date_source: listing authors: ["Zachariah, Isabella", "Peters Hinton, Vanessa", "Ruiz, Pati", "Dallas, Dominique", "Liberman, Babe", "Karim, Sana", "Chillmon, Carly", "Gonzales, Lacey"] document_url: null doi: null license: null tags: [ai-policy, digital-promise, genai, higher-ed, professional-development] ``` This brief (part of a set sharing AI literacy recommendations for various educational audiences) outlines foundational AI skills and competencies for postsecondary educators and learners alongside key gaps in AI literacy for these groups. It suggests recommendations for reducing AI literacy gaps in the postsecondary setting, including establishing comprehensive institutional AI governance frameworks while implementing and sustaining context-specific educator development and support programs. The brief is focused on providing actionable guidance to postsecondary educational leaders and policymakers. --- --- ### 374. Integrating AI-Enabled EdTech in PK16 Education: Five Recommendations ```yaml url: "https://digitalpromise.dspacedirect.org/items/92bbf863-78fd-4652-bfc0-d34c9cecdb39" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2025-11 date_source: listing authors: ["Ruiz, Pati", "Peters Hinton, Vanessa", "Prado, Yenda", "Noakes, Sierra", "Liberman, Babe", "Chillmon, Carly", "Van Nostrand, Parker", "Shell, Alison", "Karim, Sana", "Dallas, Dominique", "Zachariah, Isabella"] document_url: null doi: null license: null tags: [ai-ethics, ai-policy, digital-promise, genai, higher-ed, k-12, personalized-learning, professional-development] ``` This brief provides five actionable recommendations for state, district, and local leaders to guide the responsible integration of AI-enabled educational technologies across PK-16 systems, warning that without careful planning, governance, and investment, AI tools risk widening equity gaps and undermining trust. The recommendations focus on collaborative adoption, transparent governance, professional learning, classroom integration, and accountability systems. The brief aims to ensure AI-enabled edtech strengthens teaching and learning while safeguarding learners and supporting equitable access to future-ready opportunities. --- --- ### 375. AI-Enabled Edtech Adoption Cycle ```yaml url: "https://digitalpromise.dspacedirect.org/items/ee9d7371-1891-4e8e-b27b-57be24bba9a9" type: framework source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2025-11 date_source: listing authors: ["Ruiz, Pati", "Noakes, Sierra"] document_url: null doi: null license: null tags: [ai-policy, digital-learning-platforms, digital-promise, genai, higher-ed, k-12] ``` The AI-enabled edtech adoption cycle presents four interconnected phases—Vision and Planning, Implementation, Ongoing Evaluation, and Vision and Planning—emphasizing that AI-enabled EdTech adoption is not a linear process but an ongoing cycle of improvement. The framework requires intentional planning, collaboration, and commitment to data-driven refinement throughout each phase. By integrating these considerations, institutions can more effectively leverage AI technologies to enhance teaching and learning outcomes while ensuring sustainable, equitable implementation. --- --- ### 376. A Framework for Powerful Learning with Emerging Technology ```yaml url: "https://digitalpromise.dspacedirect.org/items/fd21576c-7fe8-45fe-af18-b92536d5a704" type: framework source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2025-11 date_source: listing authors: ["Pattenhouse, Megan", "Noakes, Sierra", "Mills, Kelly", "Shell, Alison", "Vollavanh, Andrew"] document_url: null doi: null license: null tags: [digital-learning-platforms, digital-promise, genai, inclusive-design, learning-engineering, personalized-learning] ``` This framework puts forward research-based, field-informed guidelines for designing and implementing emerging technology tools in ways that are evidence-based, learner-centered, and skill-building, developed through interviews with more than 50 experts, collaboration with a working group of 10 distinguished professionals, and a literature review. It considers both the opportunities and challenges that come with emerging technologies, offering guidance to education leaders, educators, learners, and edtech developers. The framework identifies key principles, practices, and strategies to support powerful learning through emerging technology. --- --- ### 377. Researching Digital Learning Platforms: Foundations, Methods, and Policy Recommendations ```yaml url: "https://digitalpromise.dspacedirect.org/items/aafb2b73-681e-4752-ba89-831298968061" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2025-08 date_source: listing authors: ["Wei, Xin", "Roschelle, Jeremy", "Pautz Stephenson, Stefani", "Wortman, Amanda"] document_url: null doi: null license: null tags: [ai-policy, data-sharing, digital-learning-platforms, digital-promise, learning-engineering] ``` This working paper observes that educational research on technology has been accelerating rapidly but that platform data is most often used only minimally as a measure of usage or dosage, while a smaller subfield dives more deeply into digital learning platform (DLP) data streams. It gives examples of three types of theories connected to DLP data, illustrates the range of rigorous methods that have been successfully employed, and addresses emerging work on using DLP data to study responsible AI use. The authors recommend bringing attention to the DLP-as-research-infrastructure movement as a distinct and growing subfield that can produce actionable insights for product developers, education leaders, and educators. --- --- ### 378. A National Context of Generative AI for Reading to Support English Learners ```yaml url: "https://digitalpromise.dspacedirect.org/items/73c883c0-4652-499d-aeb2-74f773749c60" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2025-08 date_source: listing authors: ["Pautz Stephenson, Stefani", "Leones, Tiffany", "Kamdar, Danae", "Prado, Yenda"] document_url: null doi: null license: null tags: [digital-promise, english-learners, genai, genai-tutoring, literacy, personalized-learning, pii-privacy] ``` This U-GAIN Reading R&D Center report investigates generative AI applications for enhancing reading instruction to achieve equitable gains for diverse elementary students, including English Learners, combining an edtech market scan with interviews and listening sessions involving 16 educators across 11 states. Findings indicate that districts prioritize the Science of Reading and that edtech platforms show a trend toward integrating social-emotional learning, personalized tutoring, and real-time assessments. Key opportunities include customizing texts to student interests and reading levels and facilitating adaptive activities, but concerns emerged about AI biases, Automated Speech Recognition inaccuracies for diverse speech patterns, and student data privacy. --- --- ### 379. Glossary of Artificial Intelligence Terms for Educators ```yaml url: "https://digitalpromise.dspacedirect.org/items/ed330bf1-6697-4cb7-9189-79eba8eb0a1e" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2025-08 date_source: listing authors: ["Ruiz, Pati", "Fusco, Judi"] document_url: null doi: null license: null tags: [ai-policy, digital-promise, genai, k-12, professional-development] ``` This bilingual (English and Spanish) resource serves as an essential reference guide for educators learning about and implementing AI systems and tools, providing clear, accessible definitions of key AI concepts including algorithms, machine learning, and neural networks. The glossary maintains a focus on learning applications and addresses critical considerations such as bias in training data, interpretable machine learning, and human-centered approaches to AI implementation. It was authored with collaboration from Fundación Universitaria del Área Andina and emphasizes the importance of maintaining human agency in learning settings, advocating for AI as a tool to augment rather than replace teachers. --- --- ### 380. Unlocking the Potential of Technology Innovations: A Vision for Supporting Multilingual Learners ```yaml url: "https://digitalpromise.dspacedirect.org/items/f37dc670-36a6-4f6e-a6c4-bf312be4fac0" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2025-09 date_source: listing authors: ["Kamdar, Danae", "Leones, Tiffany", "LaTasha Armstrong, Amanda", "Daal, Shelton", "Dominguez, Ximena"] document_url: null doi: null license: null tags: [digital-learning-platforms, digital-promise, early-childhood, english-learners, inclusive-design] ``` This report presents a landscape study examining how technology and digital media are currently leveraged to support young multilingual learners (MLLs) ages 3–8, combining a comprehensive research literature review, an exploratory resource landscape scan, and interviews with leading educational technology and digital media designers and researchers. The study recognizes multilingualism as an asset and documents a need and opportunity for research and development efforts to center MLLs and ensure digital tools are designed to effectively support their learning. Findings inform design and research recommendations for future efforts aimed at creating edtech with and for MLLs. --- --- ### 381. From Here to There (FH2T): Educator Perceptions of Game-Based Algebraic Learning ```yaml url: "https://digitalpromise.dspacedirect.org/items/7dcf9d16-b5ad-4067-be9f-be30319b1185" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2025-09 date_source: listing authors: ["Buli, Tarik", "Pautz Stephenson, Stefani", "Banks, Rebecca", "Wortman, Amanda"] document_url: null doi: null license: null tags: [computer-assisted-learning, digital-promise, k-12, math-education, math-strategies, professional-development] ``` Building on prior efficacy research, Digital Promise facilitated a Research-Practice-Industry Partnership (RPIP) and confirmatory study to explore the usability, feasibility, and scalability of the FH2T game-based algebra tool, bringing together algebra educators, product developers from Graspable Math, and learning scientists. The research goal was to understand how FH2T could be implemented at scale and how digital tools can be used to democratize complex mathematical concepts for students. The project employed professional learning, co-design, and research activities to ensure each group's voice was heard and power dynamics were ameliorated. --- --- ### 382. Portraits in Progress: Emerging Future-Ready Skills Assessment Strategies ```yaml url: "https://digitalpromise.dspacedirect.org/items/0a2c7a9e-634b-4ec1-ba5d-3c8bfa19e696" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2025-10 date_source: listing authors: ["Dunbar, Kyle", "Wilczak, Katie", "Mills, Kelly", "Mireles, Nick", "Shell, Alison"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, formative-assessment, k-12] ``` As schools, districts, and states establish Portraits of a Graduate, this report details assessment strategies being used to assess future-ready skills—including performance-based assessments, defenses of learning, and badging—finding that districts prioritize student-centered assessments emphasizing growth, self-evaluation, and feedback. The authors recommend that districts clarify their purpose for future-ready skills assessment and align their assessment system with their instructional vision. Policy recommendations include investing in research to create reliable and valid tools for assessing future-ready skills and aligning recognition systems across K–12, postsecondary education, and the workforce. --- --- ### 383. Expected and Emerging Requirements for Digital Learning Platforms as Research Infrastructure ```yaml url: "https://digitalpromise.dspacedirect.org/items/d1e385e3-78d6-4a6b-bc21-f802e156c12d" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2025-01 date_source: listing authors: ["Roschelle, Jeremy", "Wortman, Amanda", "Pautz Stephenson, Stefani"] document_url: null doi: null license: null tags: [data-sharing, digital-learning-platforms, digital-promise, learning-engineering, pii-privacy] ``` This white paper examines progress made by digital learning platforms (DLPs) in the SEERNet initiative—funded by the Institute of Education Sciences—which aims to advance research infrastructure by bridging the gap between practice and research. Expected requirements addressed include enhancing platform data capabilities, enabling experimental research designs, and protecting data privacy, while emerging needs included standardized workflows, researcher outreach strategies, and templates for IRB approvals and data-sharing agreements. The paper reflects on lessons learned from SEERNet's efforts, highlighting innovations in data documentation, experimental workflows, and collaborative relationship building. --- --- ### 384. Connecting SEERNet and Improvement Science to Pursue Better Outcomes in Schools ```yaml url: "https://digitalpromise.dspacedirect.org/items/5999568b-65a0-414c-86dc-2f392ce5996f" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2024-11 date_source: listing authors: ["Manai, Jojo", "Roschelle, Jeremy"] document_url: null doi: null license: null tags: [data-sharing, digital-learning-platforms, digital-promise, english-learners, learning-engineering] ``` This white paper explores how SEERNet—a network of digital learning platforms, researchers, and educators—can be integrated with Improvement Science methodologies to rapidly test and scale solutions for student learning challenges. It examines the collaborative power of Networked Improvement Communities (NICs) and illustrates through a scenario how a school district could use iterative Plan-Do-Study-Act (PDSA) cycles to address reading comprehension barriers in STEM subjects for English learners and students with disabilities. The paper concludes with five recommendations: fostering collaboration, enhancing data sharing, leveraging root cause analysis, implementing iterative improvements, and scaling successful interventions. --- --- ### 385. Practitioner-reported Needs for Enacting, Implementing, and Adopting OpenSciEd Curriculum Materials ```yaml url: "https://digitalpromise.dspacedirect.org/items/bb9a5f32-e4b6-4489-a5e6-ccc2348a4a27" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2024-12 date_source: listing authors: ["McElhaney, Kevin", "Urban, Rochelle", "Kamdar, Danae", "Baker, Anthony", "Tsai, KellyAnn", "Roschelle, Jeremy"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12, professional-development] ``` This report identifies OpenSciEd practitioners' most urgent needs through survey responses from 155 teachers and leaders and focus group interviews with 28 respondents, finding three broad challenge areas related to district adoption and implementation, classroom enactment and engagement, and obtaining evidence of NGSS-based student outcomes. Seven themes emerged for supporting practitioners through research, development, and innovation, with professional learning and other supports for teachers appearing to address root causes of many challenges. The report provides direction to researchers, practitioners, policymakers, and developers on how OpenSciEd-enabled research could drive system-level change in science education. --- --- ### 386. Social Regulation of Learning ```yaml url: "https://digitalpromise.dspacedirect.org/items/c522759d-e6a8-41f0-9e6d-c4881558f931" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2025-05 date_source: listing authors: ["Hampton, Sarah", "Glazer, Kip", "Dragnić-Cindrić, Dalila", "Fusco, Judi"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12, sel] ``` This primer explores social regulation of learning as a critical component of successful collaborative learning, encompassing self-regulation, co-regulation, and socially shared regulation of learning, and discusses how these components help students navigate social, cognitive, and emotional challenges within collaborative settings. The primer highlights the teacher's role in fostering regulation skills, the importance of a positive classroom climate, and the need for students to be given time in groups without their teacher to develop shared regulation skills. It provides practical indicators and strategies for educators to enhance collaborative learning experiences, integrating newer research through the eyes of practitioners and researchers working toward deeper understanding and application. --- --- ### 387. Collaborative Argumentation for Learning ```yaml url: "https://digitalpromise.dspacedirect.org/items/6e1127b0-a7c6-4dc0-9769-c8f3c5100b63" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2025-05 date_source: listing authors: ["Schank, Patti", "Barth, Christopher", "Crawford, Valerie", "Fusco, Judi"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12] ``` This primer explores the benefits and challenges of integrating collaborative argumentation practices into classrooms to deepen student understanding and foster critical thinking, identifying argumentation as a key approach for building scientific knowledge and improving content learning. The document outlines strategies for supporting students' argumentation skills, fostering a culture of critical communication, and overcoming obstacles such as time constraints and lack of systemic support. Recommendations include introducing argumentation as knowledge building and consensus, establishing a classroom culture of respect and curiosity, incorporating multiple perspectives, and creating authentic opportunities for in-depth argumentation. --- --- ### 388. Assessment During Collaborative Learning ```yaml url: "https://digitalpromise.dspacedirect.org/items/8c0a25a2-0a7a-4ebb-be02-49a82e61e726" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2025-05 date_source: listing authors: ["Fusco, Judi", "DiMaria, Sarah", "Yeadon, Beverly", "Kolodner, Janet", "Shell, Alison"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12] ``` This primer explores assessment during collaborative learning, shifting focus from traditional summative evaluation to ongoing formative assessment, and addresses key questions about what should be assessed—individual knowledge, group dynamics, collaborative skills, or some combination. The document outlines effective practices for incorporating self- and peer-assessment to empower students, provides guidance on delivering meaningful feedback, and discusses balancing individual and group assessments to ensure students learn content and collaborate successfully. It offers practical strategies, example assessments, and research-based insights to facilitate application of these principles in classroom settings. --- --- ### 389. Classroom Discourse ```yaml url: "https://digitalpromise.dspacedirect.org/items/8c56887b-c699-4999-8711-53fad39077bd" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2025-05 date_source: listing authors: ["Schank, Patti", "Barth, Christopher", "Crawford, Valerie", "Jenks, London", "Powers, Kelly", "Fusco, Judi"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12, sel] ``` This primer explores student-centered classroom discourse, examining its benefits and challenges and providing strategies for effective implementation, emphasizing a shift from traditional "Initiation-Response-Evaluation" patterns to interactive approaches that enhance engagement, deeper processing, reasoning skills, and active listening. The document discusses methods such as "accountable talk" and "exploratory talk," highlights the crucial role of teachers in modeling effective talk moves and setting clear expectations, and addresses challenges such as unequal participation and power dynamics. Practical strategies include establishing ground rules, planning thought-provoking questions, using diverse talk formats, and incorporating talk moves to foster productive classroom discussions. --- --- ### 390. Voices of Undergraduate Students Taking Introductory Statistics Courses ```yaml url: "https://digitalpromise.dspacedirect.org/items/f0b7d6ee-9140-4241-8ce3-1474fd42b74e" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: 2025-02 date_source: listing authors: ["Digital Promise", "Achieving the Dream"] document_url: null doi: null license: null tags: [digital-learning-platforms, digital-promise, formative-assessment, higher-ed, student-belonging] ``` This report presents findings from a 2023–24 study by Achieving the Dream examining the experiences of 50 undergraduate students in introductory statistics courses using Lumen One courseware, highlighting the effectiveness of courseware features providing formative practice with feedback. The study explores how instructor involvement and course modality influence student engagement and sense of belonging, particularly among students of color, finding that about half of students indicated their instructors assisted them in connecting courseware content to their understanding. Recommendations emphasize improving feedback mechanisms and increasing instructor engagement to better support student success, while also noting that students appreciated real-world examples and low-stakes assessments. --- --- ### 391. High School Longitudinal Study of 2009 (HSLS:09) ```yaml url: "https://nces.ed.gov/surveys/hsls09/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [career-readiness, college-access, k-12, longitudinal, math-education, open-datasets] ``` HSLS:09 is a nationally representative longitudinal study of more than 23,000 9th graders from 944 schools in 2009, with follow-ups in 2012 and 2016 and postsecondary administrative records through 2021. The study includes surveys of students, parents, math and science teachers, school administrators, and counselors, along with a student assessment in algebraic skills, reasoning, and problem solving. Data collection waves span from the 2009 base year through postsecondary transcripts, enabling research on transitions from high school into college and the workforce, including 10 state-representative datasets. --- --- ### 392. Education Longitudinal Study of 2002 (ELS:2002) ```yaml url: "https://nces.ed.gov/surveys/els2002/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access, k-12, longitudinal, open-datasets] ``` ELS:2002 is a nationally representative longitudinal study of 10th graders in 2002, following students through secondary and postsecondary years with data collection waves spanning from the 2002 base year through a 2012 third follow-up and 2013 postsecondary transcripts. The study focuses on students' trajectories from high school into postsecondary education, the workforce, and beyond, including patterns of college access and persistence, with surveys of students, parents, math and English teachers, and school administrators. High school transcripts and postsecondary transcripts are available for research on coursetaking and grades; public-use data are accessible through the NCES DataLab. --- --- ### 393. National Education Longitudinal Study of 1988 (NELS:88) ```yaml url: "https://nces.ed.gov/surveys/nels88/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [career-readiness, college-access, k-12, longitudinal, open-datasets] ``` NELS:88 is a nationally representative longitudinal study of 8th graders in 1988, following students through secondary and postsecondary years across four follow-ups through 2000, 12 years after the baseline survey. The study collected surveys from students on school, work, and home experiences, educational aspirations, and peer and parent influences, along with student assessments in reading, social studies, mathematics, and science at 8th, 10th, and 12th grades. High school and postsecondary transcript data are available, and the study was designed to provide trend data on critical transitions from middle school through postsecondary education and the labor force. --- --- ### 394. Beginning Postsecondary Students Longitudinal Study (BPS) ```yaml url: "https://nces.ed.gov/surveys/bps/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access, dropout-prevention, higher-ed, longitudinal, open-datasets] ``` The Beginning Postsecondary Students (BPS) Longitudinal Study surveys cohorts of first-time beginning students at three points: at the end of their first year, and three and six years after first starting postsecondary education. Cohorts are drawn from the National Postsecondary Student Aid Study (NPSAS), with the most recent completed study (BPS:12/17) containing data on approximately 22,500 students and the current cohort (BPS:20/22) representing approximately 3.3 million undergraduates who first enrolled in 2019–20. Data track students' paths through postsecondary education and address policy questions about completion, financial aid, and credential attainment. --- --- ### 395. Civil Rights Data Collection (CRDC) ```yaml url: "https://civilrightsdata.ed.gov/about" type: dataset source: "U.S. Department of Education Office for Civil Rights" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [data-sharing, english-learners, k-12, open-datasets, school-discipline] ``` The Civil Rights Data Collection (CRDC) has collected civil rights data related to students' access and barriers to educational opportunity from early childhood through grade 12 since 1968, and since the 2011–12 collection has been administered every two years to all public school districts and schools in the 50 states and Washington, D.C. The CRDC collects information on student enrollment, access to courses, programs, and school staff, and school climate factors such as bullying, harassment, and student discipline, with most data disaggregated by race, ethnicity, sex, disability, and English Learner status. It is a key enforcement tool under civil rights laws prohibiting discrimination based on race, color, national origin, sex, disability, and age. --- --- ### 396. Urban Institute Education Data Explorer ```yaml url: "https://educationdata.urban.org/" type: dataset source: "Urban Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [data-sharing, higher-ed, k-12, open-datasets] ``` The Urban Institute's Education Data Explorer aggregates data from multiple federal and other education sources into a single platform, allowing users to build custom datasets by narrowing by education level, geography, timeframe, and indicator. The tool is designed to make it easier to generate rigorous, accurate, and actionable insights to improve student outcomes, with access available through an interactive explorer or a full API for programmatic use. The platform is oriented toward evidence-based policy decisions and is freely accessible under published terms of use. --- --- ### 397. National Student Clearinghouse Research Center ```yaml url: "https://nscresearchcenter.org/" type: dataset source: "National Student Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access, dropout-prevention, higher-ed, longitudinal, open-datasets] ``` The National Student Clearinghouse Research Center publishes relevant, objective data on postsecondary metrics using enrollment and completion records from the majority of U.S. institutions, with publication series covering undergraduate degree earners, transfer outcomes, enrollment trends, persistence and retention, and high school benchmark data. Reports track cohort outcomes longitudinally—for example, reporting that the national 6-year college completion rate for fall 2019 starters was 61.1%—and provide comparisons by student demographics, institution type, and state. Data and reports guide policymakers and institutional leaders on issues of college access, transfer, and completion. --- --- ### 398. PISA — Programme for International Student Assessment (Data) ```yaml url: "https://www.oecd.org/pisa/data/" type: dataset source: "OECD" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, longitudinal, math-education, open-datasets] ``` The PISA database contains the full set of responses from individual students, school principals, and parents, available for download in SPSS and SAS formats across assessment cycles from 2000 to 2022. Designed for statisticians and professional researchers, the files include background questionnaires, codebooks, and compendia alongside analytical tools such as the PISA Education GPS for downloading full indicator sets and generating country profile reports. The OECD also provides the PISA Data Analysis Manual and IEA IDB Analyzer software to support accurate use of the complex survey methodology. --- --- ### 399. TIMSS — Trends in International Mathematics and Science Study (Databases) ```yaml url: "https://timssandpirls.bc.edu/databases-landing.html" type: dataset source: "IEA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, math-education, open-datasets] ``` The TIMSS and PIRLS International Databases are publicly available to researchers, analysts, and anyone interested in improving education, with the aim of supporting broad use of the data. The databases include student mathematics, science, and reading achievement data as well as student, parent, teacher, school, and curricular background data for all participating countries across multiple assessment cycles. A public use version of the datasets is available for download, covering TIMSS cycles from 1995 through 2023 and TIMSS Advanced assessments. --- --- ### 400. PIRLS 2021 — Progress in International Reading Literacy Study (International Database) ```yaml url: "https://timssandpirls.bc.edu/pirls2021/international-database/" type: dataset source: "IEA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, open-datasets] ``` The PIRLS 2021 International Database includes student reading achievement data and student, home, teacher, school, and national context data for 57 countries and 8 benchmarking participants, representing the fifth PIRLS cycle since 2001 and 20 years of trend data at the fourth grade. Because data collection occurred during COVID-19 school disruptions, the database provides a uniquely rich source for researching pandemic impacts on teaching and learning reading. Data are available in R, SPSS, and SAS formats along with codebooks, item parameters, almanacs, and analysis programs; a restricted-use version is also available through the IEA Study Data Repository for variables removed from the public release. --- --- ### 401. World Bank EdStats — Education Statistics Portal ```yaml url: "https://datatopics.worldbank.org/education/" type: dataset source: "World Bank" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [higher-ed, k-12, open-datasets] ``` The World Bank EdStats Portal provides easy access to key education indicators spanning access, completion, learning outcomes, expenditures, policy, and equity from pre-primary through tertiary levels. In addition to the core EdStats database, the portal links to specialized datasets including the Learning Poverty database, the Harmonized Learning Outcomes database, and Country Learning Outcomes (CLO) of harmonized learning assessments. The portal is currently being revamped to improve user experience and relevance, with all datasets remaining accessible via direct download links during the transition. --- --- ### 402. ICPSR — Education Research Studies ```yaml url: "https://www.icpsr.umich.edu/web/ICPSR/search/studies?q=education&ARCHIVE=ICPSR&PUBLISH_STATUS=PUBLISHED" type: dataset source: "ICPSR (U. Michigan)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [data-sharing, higher-ed, k-12, open-datasets] ``` ICPSR's searchable archive contains over 11,000 published education-related studies, spanning topics from early childhood and K-12 schooling to higher education finance, adult education, and special education. Studies are contributed by investigators across government agencies and universities and are available with associated variables (87,000+), series (309), and data-related publications (7,800+). The archive supports filtering by subject terms, geography, restriction type, data format, collection method, and funding agency, enabling targeted access to replication data and primary survey datasets. --- --- ### 403. Opportunity Insights — Education and Mobility Data Library ```yaml url: "https://opportunityinsights.org/data/" type: dataset source: "Harvard University" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access, higher-ed, k-12, longitudinal, open-datasets] ``` Opportunity Insights publishes a publicly available data library of datasets produced alongside its research studies, enabling other researchers and practitioners to analyze social mobility, education, life expectancy, patent rates, and other outcomes by neighborhood, college, parental income level, and racial background. Datasets are provided in CSV and Stata formats with codebooks and replication code, and cover topics including college-level data for 139 selective American colleges, social capital by county, student loan balances, and cohort-level trends in outcomes from 1978 to 1992 birth cohorts. Users can filter the library by geographic level, topic, and paper title, and contact the team for technical assistance. --- --- ### 404. Stanford Education Data Archive (SEDA) ```yaml url: "https://cepa.stanford.edu/seda/overview" type: dataset source: "Stanford CEPA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, longitudinal, math-education, open-datasets] ``` The Stanford Education Data Archive, produced by the Educational Opportunity Project at Stanford University, is the first national database of academic performance measuring educational opportunity in every community in America across reading and math. The archive supports three active projects — the 2009-2019 Educational Opportunity Project (updated February 2026 with new trend data), the Education Recovery Project tracking learning loss and pandemic recovery across districts, and the Segregation Tracking Project mapping school and neighborhood segregation over decades. Data, interactive explorers, and research papers are freely available, with the most recent update adding new opportunity, recovery, and segregation data. --- --- ### 405. PSLC DataShop KDD Cup 2010 Educational Data Mining Challenge ```yaml url: "https://pslcdatashop.web.cmu.edu/KDDCup/" type: dataset source: "Carnegie Mellon University LearnLab" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [cmu-learnlab, intelligent-tutoring, k-12, learning-engineering, math-education, open-datasets] ``` The KDD Cup 2010 challenge asked participants to predict student performance on mathematical problems from logs of student interaction with Intelligent Tutoring Systems, using five datasets (three development, two challenge) drawn from real ITS interactions. The task explored how generally or narrowly students learn, how quickly they improve, and whether knowledge requirements of problems can be inferred directly from student performance data. Post-competition submissions and a leaderboard remain available for continued benchmarking. --- --- ### 406. LearnSphere — Education Research Data Infrastructure ```yaml url: "https://learnsphere.org/" type: dataset source: "Carnegie Mellon University LearnLab" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [cmu-learnlab, data-sharing, learning-engineering, open-datasets] ``` LearnSphere integrates existing and new educational data and analysis repositories to offer what it describes as the world's largest learning analytics infrastructure, combining linked data, analysis methods, and portal access to resources including DataShop, MOOCdb, DiscourseDB, and DataStage. The platform's Tigris workflow authoring tool facilitates the creation and sharing of custom analyses across multiple institutions including CMU, Memphis, Stanford, and ALTTAI. LearnSphere supports data-driven course design and large-scale distributed data infrastructure for education researchers. --- --- ### 407. Open University Learning Analytics Dataset (OULAD) ```yaml url: "https://analyse.kmi.open.ac.uk/" type: dataset source: "The Open University" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [digital-learning-platforms, higher-ed, learning-engineering, longitudinal, open-datasets] ``` The Open University Learning Analytics Dataset (OULAD) contains anonymised data about courses, students, and their interactions with the Virtual Learning Environment (VLE) for seven selected Open University modules, with course presentations marked by start month. The dataset consists of tables stored in CSV format connected via unique identifiers, covering student demographic data and fine-grained VLE activity logs. OULAD has been used in learning analytics hackathons at multiple international conferences and received the Educational Dataset Prize from the Educational Data Mining Society in 2023. --- --- ### 408. ASSISTments Dataset ```yaml url: "https://sites.google.com/site/assistmentsdata/" type: dataset source: "Worcester Polytechnic Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [assistments, formative-assessment, intelligent-tutoring, k-12, learning-engineering, math-education, open-datasets] ``` The ASSISTments data repository hosts multiple publicly released datasets from the ASSISTments intelligent tutoring platform, covering student interactions, skill builder sequences, affect data, and log files from various research studies published from 2009 onward. All datasets are scrubbed of personally identifiable information and released under IRB-approved terms of use; researchers who discover residual PII are required to report and delete it. The project reflects a commitment to open science, requiring graduate students to release anonymized data and code alongside each published paper. --- --- ### 409. EdNet — Large-Scale Hierarchical Dataset in Education ```yaml url: "https://github.com/riiid/ednet" type: dataset source: "Riiid" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [digital-learning-platforms, intelligent-tutoring, k-12, learning-engineering, open-datasets] ``` EdNet is a large-scale dataset of student-system interactions collected over two years by Santa, a multi-platform AI tutoring service with more than 780,000 users in Korea, comprising 131 million interactions from 784,309 students across iOS, Android, and web platforms. The dataset records diverse student actions — including which learning materials were consumed, responses, time spent, and lecture-watching — organized into a four-level hierarchy (KT1 through KT4) of increasing interaction richness. EdNet is described as the largest publicly available education dataset in terms of total students, interactions, and interaction types, and is accompanied by a published paper (arXiv:1912.03072) and an open leaderboard. --- --- ### 410. Duolingo Shared Task on Second Language Acquisition Modeling (SLAM) ```yaml url: "https://sharedtask.duolingo.com/2018.html" type: dataset source: "Duolingo" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [duolingo, english-learners, learning-engineering, longitudinal, nlp, open-datasets] ``` The 2018 Duolingo Shared Task on Second Language Acquisition Modeling (SLAM) provided participating teams with transcripts from millions of exercises completed by thousands of Duolingo learners over their first 30 days of study, annotated at the token level for mistakes, with the task of predicting future learner errors. Three tracks covered learners of English, Spanish, and French, enabling research into personalized adaptive SLA modeling and language forgetting over time; 15 teams participated and the best systems improved upon a logistic regression baseline by 12%. The task was conducted in conjunction with the 13th BEA Workshop and NAACL-HLT 2018. --- --- ### 411. NBER Education Research Data ```yaml url: "https://www.nber.org/research/data?page=1&perPage=50&q=education" type: dataset source: "NBER" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [higher-ed, k-12, longitudinal, open-datasets] ``` The NBER Public Use Data Archive is a repository of public-use economic, demographic, and enterprise datasets assembled to support NBER-affiliated researchers, including datasets relevant to education such as school district data, birth and natality records, and population survey files. Files are often reformatted for research convenience relative to original sources, and the archive also hosts data and code outputs from NBER research projects intended for replication. Researchers can request that the NBER host data or code from NBER-associated papers, projects, or grants via a formal submission process. --- --- ### 412. TALIS — Teaching and Learning International Survey ```yaml url: "https://www.oecd.org/education/talis/" type: dataset source: "OECD" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, longitudinal, open-datasets, professional-development] ``` TALIS is the world's largest international survey about teachers and school leaders. Since 2008, it has gathered information from teachers and school leaders about working conditions and learning environments in over 60 education systems. TALIS 2024 sampled approximately 280,000 teachers in 17,000 schools across 55 education systems. The survey covers ISCED 2 teachers and school leaders, with additional modules for ISCED 1 and ISCED 3, as well as a Teacher Knowledge Survey (TKS) module. A companion survey, TALIS Starting Strong, focuses on early childhood staff and centre leaders. Results are used by policymakers to improve teaching and learning around the world; the next cycle is planned for 2030. --- --- ### 413. PIAAC — Programme for the International Assessment of Adult Competencies ```yaml url: "https://www.oecd.org/skills/piaac/" type: dataset source: "OECD" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [higher-ed, longitudinal, open-datasets] ``` PIAAC is a programme of assessment and analysis of adult skills whose major product is the Survey of Adult Skills — an international computer-based household survey of adults aged 16–65, designed as 10-yearly cycles. The survey measures adults' proficiency in literacy, numeracy, and problem solving, and collects data on how adults use these skills at home and at work. The 1st Cycle was conducted in three rounds between 2011 and 2018 across 39 countries, interviewing approximately 245,000 adults representing 1.15 billion people. A 2nd Cycle covering 31 countries and economies completed its first round of data collection in 2022–2023, with results released in December 2024. Data support evidence-based decisions in workforce development, lifelong learning, and social inclusion. --- --- ### 414. National Teacher and Principal Survey (NTPS) ```yaml url: "https://nces.ed.gov/surveys/ntps/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, open-datasets, professional-development] ``` The National Teacher and Principal Survey (NTPS) is a system of related questionnaires that provides descriptive data on the context of public and private elementary and secondary education in the United States. Redesigned from the Schools and Staffing Survey (SASS), NTPS collects information directly from teachers and principals to provide local, state, and national policymakers with statistics on the condition of education. The survey supports analysis of principal, teacher, and student characteristics in detail and enables subgroup analysis (e.g., by gender, race/ethnicity, school locale). Paired with Teacher Follow-up Surveys (TFS) and Principal Follow-up Surveys (PFS), NTPS tracks teacher and principal attrition and mobility. The most recent main collection covered 2020–21, with follow-up surveys in 2021–22. --- --- ### 415. National Household Education Surveys Program (NHES) ```yaml url: "https://nces.ed.gov/nhes/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, longitudinal, open-datasets] ``` The National Household Education Surveys Program (NHES) is the flagship household survey program of the National Center for Education Statistics (NCES). It collects nationally representative, descriptive data on the educational activities of children and families in the United States. Surveys are conducted every three to four years on rotating topics; current focus areas include early childhood care and education, parent and family involvement in schools, and homeschooling. Data enable trend analysis over time. The most recent administration concluded in August 2023, with reports released in September 2024 covering early childhood program participation and parent and family involvement in education. --- --- ### 416. EDFacts Data Files ```yaml url: "https://www2.ed.gov/about/inits/ed/edfacts/index.html" type: dataset source: "U.S. Department of Education" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [data-sharing, k-12, open-datasets] ``` EDFacts is a U.S. Department of Education initiative to collect, analyze, and promote the use of high-quality pre-kindergarten through grade 12 data. It centralizes data provided by state education agencies (SEAs), including district and school demographics, program participation, and performance data. EDFacts integrates SEA-supplied performance data with other departmental data assets (such as financial grant information) to support planning, policymaking, and budget decision-making at federal, state, and local levels. The initiative aims to place robust, timely performance data at the core of education decision-making, reduce state and district data reporting burden, and improve state data capabilities through technical assistance. --- --- ### 417. National Assessment of Adult Literacy (NAAL) ```yaml url: "https://nces.ed.gov/naal/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, longitudinal, open-datasets] ``` The National Assessment of Adult Literacy (NAAL) is a comprehensive national assessment measuring English language literacy skills among American adults aged 16 and older, representing the nation's most comprehensive measure of adult literacy since the 1992 National Adult Literacy Survey. The 2003 survey involved over 19,000 participants across all 50 states and D.C., plus approximately 1,200 incarcerated individuals in federal and state prisons. The assessment covers reading proficiency, health literacy, and background characteristics, providing demographic breakdowns that connect socioeconomic factors to literacy outcomes for researchers, policymakers, and practitioners. --- --- ### 418. Beginning Teacher Longitudinal Study (BTLS) ```yaml url: "https://nces.ed.gov/surveys/btls/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, longitudinal, open-datasets, professional-development] ``` The Beginning Teacher Longitudinal Study (BTLS) followed a nationally representative cohort of beginning public school teachers first interviewed during the 2007–08 Schools and Staffing Survey through the 2011–12 school year. Unlike typical teacher surveys that provide only a momentary snapshot, BTLS tracked the same cohort over five years to examine career development, attrition, and retention patterns. The study collected data on base salaries, certificate renewals, content area additions, and participation in leadership activities, providing a longitudinal view of early-career teacher trajectories. --- --- ### 419. Career and Technical Education Statistics (CTE Stats) ```yaml url: "https://nces.ed.gov/surveys/ctes/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [career-readiness, higher-ed, k-12, longitudinal, open-datasets] ``` The Career and Technical Education (CTE) Statistics program delivers comprehensive national data on CTE participation and outcomes from high school through adult and postsecondary education, examining student enrollment patterns, teacher workforce characteristics, and coursetaking by student demographics. The program tracks CTE concentrators across secondary, postsecondary subbaccalaureate, and adult credential programs, and compares their educational trajectories against non-concentrators. Findings from the 2013 high school graduate cohort show CTE concentrators were more likely to earn associate's degrees but less likely to earn bachelor's degrees compared to peers. --- --- ### 420. Middle Grades Longitudinal Study of 2017–18 (MGLS:2017) ```yaml url: "https://nces.ed.gov/surveys/mgls/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal, open-datasets, sel] ``` The Middle Grades Longitudinal Study of 2017–18 (MGLS:2017) tracked a nationally representative sample of approximately 13,300 sixth-graders across 570 schools to examine the academic, social-emotional, and environmental factors shaping student success and high school readiness during the middle grades transition. Data were collected from five respondent types—students, parents, teachers, special education staff, and school administrators—covering mathematics and reading assessments, executive function, family involvement, and school context. Two collection waves (spring 2018 and spring 2020) followed students through eighth grade, with the second wave shifting to remote participation due to the COVID-19 pandemic; restricted-use files are available to licensed researchers. --- --- ### 421. School Pulse Panel (SPP) ```yaml url: "https://nces.ed.gov/surveys/spp/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [attendance, k-12, open-datasets] ``` The School Pulse Panel (SPP) surveys a nationally representative sample of public K-12 schools on high-priority education topics once a month during the school year, providing near-real-time data on school operations and student outcomes. The program collects information on student attendance rates, academic readiness, tutoring availability, and other operational metrics, with interactive results organized by topic, geography, and school characteristics. Recent findings (June 2025) indicate that 31% of students were reported as behind grade level, 85% of schools offered tutoring services, and the average daily attendance rate was 91%. --- --- ### 422. National Postsecondary Student Aid Study (NPSAS) ```yaml url: "https://nces.ed.gov/surveys/npsas/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access, higher-ed, longitudinal, open-datasets] ``` The National Postsecondary Student Aid Study (NPSAS) examines the characteristics of students enrolled in postsecondary education with a special focus on how they finance their education, integrating student surveys, institutional records, and government administrative data. Conducted every three to four years since 1987, the study covers nationally representative samples of undergraduate and graduate students across all 50 states, D.C., and Puerto Rico. Recent 2019–20 findings show that 72% of undergraduates received financial aid averaging $14,100, while 74% of graduate students received aid averaging $25,300; the study also serves as the sampling frame for NCES longitudinal follow-up studies. --- --- ### 423. Baccalaureate and Beyond Longitudinal Study (B&B) ```yaml url: "https://nces.ed.gov/surveys/b&b/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [career-readiness, college-access, higher-ed, longitudinal, open-datasets] ``` The Baccalaureate and Beyond Longitudinal Study (B&B) examines education and work experiences after bachelor's degree completion, with particular emphasis on new elementary and secondary teachers, tracking cohorts at one, four, and ten years post-graduation. Four cohorts have been followed, with the most recent completing degrees in 2015–16; the study collects data on workforce participation, earnings, graduate school enrollment, student loan debt, homeownership, and teaching careers. Recent findings show that among 2015–16 graduates, 41% pursued additional education within four years, 74% worked full-time, and significant gender-based salary gaps existed one year after graduation. --- --- ### 424. Schools and Staffing Survey (SASS) ```yaml url: "https://nces.ed.gov/surveys/sass/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, longitudinal, open-datasets, professional-development] ``` The Schools and Staffing Survey (SASS) was an integrated national study of public and private school districts, schools, principals, and teachers designed to provide descriptive data on the context of elementary and secondary education. Conducted seven times between 1987 and 2011, SASS gathered data on teacher demand and compensation, principal and teacher characteristics, school climate, hiring and retention practices, and student demographics. The program was supplemented by the Teacher Follow-Up Survey and Principal Follow-Up Survey tracking mobility and attrition, and was subsequently redesigned and relaunched as the National Teacher and Principal Survey in 2015–16. --- --- ### 425. Private School Universe Survey (PSS) ```yaml url: "https://nces.ed.gov/surveys/pss/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, longitudinal, open-datasets] ``` The Private School Universe Survey (PSS) generates biennial data on private schools, teachers, and students in the United States, targeting all institutions not primarily supported by public funds that provide classroom instruction for grades K–12 and employ at least one teacher. Collecting data since 1989–90, the survey gathers information on religious orientation, school level and size, enrollment, high school graduates, gender composition, teacher counts, program emphasis, and kindergarten offerings. The PSS produces data comparable to the Common Core of Data for public schools, enabling cross-sector analysis of enrollment trends including growth patterns in religiously-affiliated schools. --- --- ### 426. School Survey on Crime and Safety (SSOCS) ```yaml url: "https://nces.ed.gov/surveys/ssocs/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, open-datasets, school-discipline] ``` The School Survey on Crime and Safety (SSOCS) is the primary source of school-level data on crime and safety for the U.S. Department of Education, collecting information from approximately 4,800 nationally representative public elementary and secondary schools. The survey covers topics related to school crime, violence, discipline, and safety conditions, with periodic data collection and public-use data files available through NCES DataLab. Recent data releases include 2021–22 school year findings alongside historical data through 2019–20, making SSOCS an essential resource for understanding trends in school safety conditions over time. --- --- ### 427. High School and Beyond Longitudinal Study (HS&B) ```yaml url: "https://nces.ed.gov/surveys/hsb/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [career-readiness, higher-ed, k-12, longitudinal, open-datasets] ``` The High School and Beyond Longitudinal Study (HS&B) is the sixth in a series of NCES longitudinal studies, originally tracking nationally representative cohorts of 10th and 12th graders from 1980 through multiple follow-up surveys to examine how educational system factors influence students' educational and career outcomes. The study collected student and parent questionnaires, cognitive assessments, and high school and postsecondary transcripts, capturing trajectories from high school into the workforce and postsecondary education. Notable findings include associations between advanced high school coursetaking (Algebra II or higher) and lower unemployment at midlife, and data on young adult living arrangements across cohorts. --- --- ### 428. National Longitudinal Study of the High School Class of 1972 (NLS-72) ```yaml url: "https://nces.ed.gov/surveys/nls72/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [career-readiness, higher-ed, k-12, longitudinal, open-datasets] ``` The National Longitudinal Study of the High School Class of 1972 (NLS-72) pioneered longitudinal research methodology for examining how high school experiences predict career and educational outcomes, following over 21,000 high school seniors through periodic surveys until 1986, with postsecondary transcripts collected in 1984. The study intentionally oversampled schools serving disadvantaged and minority populations and linked educational experiences with early labor market participation and postsecondary enrollment. Findings include that over 90% of participants engaged in paid work within two years of graduation, and the study established a foundational design replicated in subsequent NCES longitudinal programs. --- --- ### 429. High School Transcript Studies (HST) ```yaml url: "https://nces.ed.gov/surveys/hst/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, longitudinal, open-datasets] ``` The High School Transcript Studies (HST) collect official academic records from high school students to examine coursetaking patterns and predict future educational outcomes, gathering data on courses taken, credits earned, course sequencing, final grades, class rank, and standardized test scores where available. Transcript data were collected in conjunction with multiple NCES longitudinal studies (HS&B, NELS:88, ELS:2002, HSLS:09) and the National Assessment of Educational Progress (NAEP), spanning collection years from 1982 to 2019. All data are classified using the standardized six-digit Classification of Secondary School Courses coding system and released only as restricted-use files to licensed researchers to protect student confidentiality. --- --- ### 430. ED School Climate Surveys (EDSCLS) ```yaml url: "https://nces.ed.gov/surveys/edscls/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, open-datasets, sel] ``` The ED School Climate Surveys (EDSCLS) provide a suite of nationally available survey instruments developed by NCES to measure school climate from multiple stakeholder perspectives, including students, teachers, non-instructional staff, principals, and parents or guardians. The surveys assess school environment across three domains and 13 topics, with a platform enabling schools, districts, and states to collect and report comparable climate data at the local level. NCES has developed psychometric benchmarks supporting meaningful comparisons across student subgroups and institutions, with scores generated at school, district, and state levels. --- --- ### 431. Education Finance Statistics Center (EDFIN) ```yaml url: "https://nces.ed.gov/edfin/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, longitudinal, open-datasets] ``` The Education Finance Statistics Center (EDFIN) provides financial information and data on public elementary and secondary education in the United States, collecting annual revenues and expenditures data for public schools and school districts alongside fiscal and nonfiscal trend information. The center offers interactive data tools enabling district-level comparisons, the NCES Financial Handbook, and annual publications on education revenues and expenditures by fiscal year. EDFIN serves as the primary federal source for tracking how public education is funded and where resources are allocated across the nation's school districts. --- --- ### 432. Statewide Longitudinal Data Systems (SLDS) Grant Program ```yaml url: "https://nces.ed.gov/programs/slds/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [data-sharing, higher-ed, k-12, longitudinal, open-datasets, pii-privacy] ``` The Statewide Longitudinal Data Systems (SLDS) Grant Program supports states in designing, developing, implementing, and expanding K-12 and P-20W (early learning through the workforce) longitudinal data systems that enable evidence-based decision-making across educational levels. The program provides grants, technical assistance, publications, webinars, and a State Support Team to help state education agencies build data infrastructure that tracks student progress from early childhood into the workforce. Key resources include best practices guides, a Research Request Process Toolkit, school-level poverty measures, and connections to federal initiatives such as Common Education Data Standards. --- --- ### 433. Library Statistics Program ```yaml url: "https://nces.ed.gov/surveys/libraries/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [higher-ed, k-12, longitudinal, open-datasets] ``` The Library Statistics Program collects and distributes statistical data on libraries across the U.S. education system, covering academic libraries, public libraries, state library agencies, and elementary/secondary school library media centers. The academic library component was reintegrated into the IPEDS collection as a mandatory annual survey, with data from 2014 onward accessible through the IPEDS Use the Data portal and historical data from 1996–2012 available through dedicated files. The program maintains historical records extending back to 1989 for public libraries, enabling long-term trend analysis of library resources, staffing, and usage across institutional types. --- --- ### 434. International Activities Program (IAP) ```yaml url: "https://nces.ed.gov/surveys/international/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [higher-ed, k-12, longitudinal, open-datasets] ``` The International Activities Program (IAP) coordinates U.S. participation in large-scale international education studies and assessments to make comparative data available on education and learning across nations. The program administers seven current international studies—including PIRLS, TIMSS, ICILS, PISA, TALIS, PIAAC, and IELS—covering mathematics, science, reading, financial literacy, problem-solving, computer literacy, and adult skills in literacy and numeracy for populations ranging from early childhood through adults aged 16–65. Results typically release 18–24 months after data collection and inform U.S. education policy by contextualizing American student and adult performance within global education systems. --- --- ### 435. Education Across America: Cities, Suburbs, Towns, and Rural Areas (Locale Studies) ```yaml url: "https://nces.ed.gov/surveys/annualreports/topical-studies/locale" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, higher-ed, k-12, open-datasets] ``` The NCES locale studies resource hub, "Education Across America: Cities, Suburbs, Towns, and Rural Areas," compiles comparative data for individuals interested in the condition of education across different geographic locales in the United States. The hub provides tabulations, an interactive "At a Glance" data tool, and indicators spanning family characteristics, educational experiences, school resources and staffing, and educational outcomes across urban, suburban, town, and rural communities. Topics covered include early childhood care, college preparatory coursework, teacher staffing, graduation rates, and postsecondary enrollment, enabling researchers and policymakers to identify geographic disparities in educational opportunity. --- --- ### 436. Current Population Survey (CPS) — Education Supplements ```yaml url: "https://nces.ed.gov/surveys/cps/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-02 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, english-learners, higher-ed, k-12, longitudinal, open-datasets] ``` The Current Population Survey (CPS) is a monthly household survey of approximately 50,000–60,000 dwelling units conducted by the Bureau of the Census for the Bureau of Labor Statistics, with NCES funding educational supplements since the late 1960s to provide annual data on school enrollment and educational attainment. The survey's October Supplement gathers school enrollment data across elementary, secondary, and postsecondary levels, plus preschool participation, with supplementary items covering language proficiency, disabilities, computer use and access, student mobility, and private school tuition. The CPS employs a multistage stratified sampling scheme with households rotating in-sample for four months, out for eight, and back for four more, producing nationally representative estimates of the civilian noninstitutionalized population. --- --- ### 437. International Civic and Citizenship Education Study (ICCS) ```yaml url: "https://www.iea.nl/studies/iea/iccs" type: dataset source: "IEA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, longitudinal, open-datasets] ``` ICCS is the largest international study dedicated to civic and citizenship education, assessing Grade 8 students' civic knowledge, beliefs, attitudes, and behaviors related to democratic participation. The study also collects contextual data on curriculum, teaching practices, and school climate, with cycles in 2009, 2016, and 2022, and a fully digital 2027 cycle in progress. ICCS data serve as the primary evidence source for UN Sustainable Development Goal indicator 4.7.4 on global citizenship understanding. --- --- ### 438. International Computer and Information Literacy Study (ICILS) ```yaml url: "https://www.iea.nl/studies/iea/icils" type: dataset source: "IEA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [digital-learning-platforms, k-12, longitudinal, open-datasets] ``` ICILS measures how well Grade 8 students across multiple educational systems are prepared for study, work, and life in a digital world, assessing computer and information literacy (CIL) including the knowledge and skills needed to use technology for investigation, creation, and communication. The study has run in 2013, 2018, and 2023 cycles, with a 2028 cycle currently underway, and supports monitoring of UN SDG targets and EU education priorities. Contextual data on students' home and school technology environments are collected alongside achievement scores. --- --- ### 439. Teacher Education and Development Study in Mathematics (TEDS-M) ```yaml url: "https://www.iea.nl/data-tools/repository/tedsm" type: dataset source: "IEA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [math-education, open-datasets, professional-development] ``` TEDS-M examined teacher education programs and their role in developing mathematics instruction capacity, with data collection conducted in 2007-08 across 17 countries. The dataset is maintained by the IEA Research and Analysis Unit and remains publicly available for researcher access upon completion of a nondisclosure and user agreement, given the sensitive nature of participant data. The study is citable via DOI (https://doi.org/10.58150/IEA_TEDS-M_2008) and is actively used in teacher education research; documentation is available through the User Guide for the TEDS-M 2008 International Database. --- --- ### 440. Responses to Educational Disruption Survey (REDS) ```yaml url: "https://www.iea.nl/data-tools/repository/REDS" type: dataset source: "IEA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, longitudinal, open-datasets] ``` REDS examined the impact of the COVID-19 pandemic on lower secondary education (Grade 8) across 11 nations including Burkina Faso, Denmark, Ethiopia, India, Kenya, Rwanda, Slovenia, the UAE, Uruguay, and Uzbekistan, with data collected between December 2020 and July 2021. The survey gathered internationally comparable responses from 21,063 students, 15,004 teachers, and 1,581 school principals, enabling cross-national analysis of pandemic-related educational disruption. The dataset is available in SAS and SPSS formats through the IEA Data Repository and is citable via DOI (https://doi.org/10.58150/REDS_2021_data). --- --- ### 441. College Scorecard Data ```yaml url: "https://collegescorecard.ed.gov/data/" type: dataset source: "U.S. Department of Education" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access, higher-ed, longitudinal, open-datasets] ``` College Scorecard Data provides downloadable institution-level files for 1996-97 through 2022-23 containing aggregate data on institutional characteristics, enrollment, student aid, costs, and student outcomes, plus field-of-study-level files covering cumulative debt at graduation and earnings one year after graduation. The dataset is updated periodically (last updated March 23, 2026) and also accessible via a public REST API with documentation available on the same site. Crosswalk files link the Department's OPEID identifiers with IPEDS UNITIDs, enabling integration with other federal higher education data sources. --- --- ### 442. Education Stabilization Fund (ESF) COVID-19 Relief Data ```yaml url: "https://covid-relief-data.ed.gov" type: dataset source: "U.S. Department of Education" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [higher-ed, k-12, open-datasets] ``` The Education Stabilization Fund data portal tracks over $276 billion in federal COVID-19 education relief awarded across four programs: Elementary and Secondary School Emergency Relief (ESSER, $189.5B), Higher Education Emergency Relief (HEER, $75.2B), Emergency Assistance to Non-Public Schools (EANS, $5.5B), and Governor's Emergency Education Relief (GEER, $4.3B). The portal provides grantee-level expenditure data searchable by state, district, and institution, with bulk downloads of annual performance report datasets and a public API. Data covers over 16,000 school districts and 4,500 colleges and universities through the reporting period ending January 2026. --- --- ### 443. ASSISTments 2012-13 School Data with Affect ```yaml url: "https://sites.google.com/site/assistmentsdata/datasets/2012-13-school-data-with-affect" type: dataset source: "Worcester Polytechnic Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [assistments, computer-assisted-learning, digital-learning-platforms, formative-assessment, intelligent-tutoring, k-12, learning-engineering, open-datasets, wpi] ``` A large-scale log of approximately 10 million student problem-solving interactions from the ASSISTments intelligent tutoring system during the 2012-2013 school year, augmented with machine-learning predictions of four affective states per interaction — frustration, confusion, engagement/concentration, and boredom — scored on a 0-to-1 scale. Records include student attempts, hint requests, response times, problem metadata, skill tags, and classroom/school identifiers, enabling research on the relationship between student affect and math learning outcomes in K-12 settings. --- --- ### 444. ASSISTments Skill-Builder Data 2009-2010 ```yaml url: "https://sites.google.com/site/assistmentsdata/home/2009-2010-assistment-data/skill-builder-data-2009-2010" type: dataset source: "Worcester Polytechnic Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [assistments, computer-assisted-learning, formative-assessment, intelligent-tutoring, k-12, learning-engineering, math-education, open-datasets, wpi] ``` Student interaction logs from ASSISTments skill-builder problem sets used in K-12 mathematics during the 2009-2010 school year, structured as one row per student-problem attempt. Each skill-builder focuses on a single mathematics skill (with optional multi-skill tagging) and requires students to answer three consecutive questions correctly before moving on; the dataset captures correctness, hint usage, and response sequences under this mastery criterion. A corrected, deduplicated version is available via Google Drive alongside the original CSV. --- --- ### 445. Literacy and Numeracy Assessment (LaNA) ```yaml url: "https://www.iea.nl/studies/iea/LaNA" type: dataset source: "IEA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, literacy, math-education, open-datasets] ``` LaNA is an international assessment of emerging mathematics and reading comprehension skills at the end of primary school (grades 4–6 depending on context), designed for countries that need timely, reliable, nationally representative, and internationally comparable education data. It is grounded in and linked to TIMSS and PIRLS, using the same benchmarks to track progress toward SDG Indicator 4.1.1b. The study collects contextual information about resources, learning experiences, and school environments alongside achievement data. Six countries have administered LaNA: Burkina Faso, Egypt, Nigeria, Pakistan, Palestinian National Authority, and Senegal, with earlier pilots in Haiti, North Macedonia, Punjab (Pakistan), and Serbia. Initial administrations occurred in 2016–2020 (pilots) and 2023 (linking study). --- --- ### 446. TIMSS Advanced ```yaml url: "https://www.iea.nl/data-tools/repository/timssadvanced" type: dataset source: "IEA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, longitudinal, math-education, open-datasets] ``` TIMSS Advanced assesses students in their final year of secondary school who are enrolled in advanced mathematics and physics programs. It is the only international assessment measuring student readiness for university-level STEM studies, gathering policy-relevant data on curriculum emphasis, technology use, and teacher preparation to support education reform and STEM policy planning. Data from three cycles are available through the IEA repository in SAS and SPSS formats: 1995, 2008, and 2015. Each dataset is assigned a DOI for citation purposes. --- --- ### 447. TIMSS Longitudinal ```yaml url: "https://www.iea.nl/data-tools/repository/timsslongitudinal" type: dataset source: "IEA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, longitudinal, math-education, open-datasets] ``` TIMSS Longitudinal is an optional extension of TIMSS 2023 that measures student learning gains over one year of schooling by assessing the same cohort at two points in time. It targets students in grades 4–5 and grades 8–9, capturing growth in mathematics and science achievement across a critical schooling period. Data from the 2023 and 2024 collections are publicly available in SAS, SPSS, and R formats through the IEA data repository, with DOI citations provided for academic use. --- --- ### 448. CIVED — Civic Education Study ```yaml url: "https://www.iea.nl/data-tools/repository/cived" type: dataset source: "IEA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, open-datasets] ``` CIVED was an international assessment covering the content domains of democracy and citizenship, national identity, and social cohesion and diversity. Described as the largest and most rigorous study of civic education conducted internationally at the time, it assessed students at grades 8 and 12. Phase 1 of the study ran from 1996–1997 and Phase 2 from 1999–2000. Datasets for the 1999 assessment cycles at both grade levels are publicly available in SAS and SPSS formats through the IEA data repository. CIVED is the predecessor to ICCS, which continues civic education measurement in subsequent cycles. --- --- ### 449. IELS — International Early Learning and Child Well-being Study ```yaml url: "https://www.iea.nl/studies/additional/IELS" type: dataset source: "IEA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, open-datasets] ``` IELS is the first international large-scale assessment focused on five-year-old children, examining early learning, home background and learning environments, and experiences in early childhood education. It measures both cognitive domains (emergent numeracy and literacy) and non-cognitive domains (self-regulation and empathy) through tablet-based one-to-one sessions with audio recordings. The first cycle was completed in 2018 in three countries; a second cycle, IELS 2024, is currently underway. The study is coordinated by the OECD Secretariat with a consortium led by the Australian Council for Educational Research, including IEA and cApStAn as partners. --- --- ### 450. Duolingo Student Learning Traces (Spaced Repetition / Half-Life Regression) ```yaml url: "https://dataverse.harvard.edu/dataset.xhtml?persistentId=doi:10.7910/DVN/N8XJME" type: dataset source: "Duolingo" url_confirmed: false description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, digital-learning-platforms, duolingo, english-learners, learning-engineering, longitudinal, nlp, open-datasets] ``` A dataset of 13 million student learning traces from Duolingo, capturing vocabulary practice sessions across multiple language pairs. Released alongside the paper "A Trainable Spaced Repetition Model for Language Learning" (Settles & Meeder, ACL 2016), which introduced the half-life regression algorithm for modeling memory decay. Each record represents a single lesson or practice session and includes recall accuracy, timing, student and language identifiers, and word-level history of exposures and correct answers (12 columns total). The dataset is available as a 361 MB gzipped CSV and is hosted on Harvard Dataverse. Code is available at https://github.com/duolingo/halflife-regression. Descriptions sourced from research.duolingo.com and the GitHub repository README. --- --- ### 451. STEP Skills Measurement Program ```yaml url: "https://microdata.worldbank.org/index.php/catalog/step" type: dataset source: "World Bank" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [higher-ed, open-datasets] ``` The STEP (Skills Toward Employment and Productivity) Skills Measurement Program is the World Bank's first initiative to generate internationally comparable data on workforce skills in low- and middle-income countries. The program administers household and employer surveys across 17 countries — including Armenia, Bolivia, Colombia, Georgia, Ghana, Kenya, and Vietnam — measuring cognitive skills (reading, writing, numeracy), socio-emotional competencies, and job-specific skills, along with education and training histories. The collection of 22 studies is publicly available through the World Bank Microdata Library, with each country survey including a direct reading literacy assessment based on the Programme for the International Assessment of Adult Competencies (PIAAC) instruments. --- --- ### 452. Service Delivery Indicators Education Survey 2014 — Tanzania ```yaml url: "https://microdata.worldbank.org/index.php/catalog/2748" type: dataset source: "World Bank" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, open-datasets] ``` This World Bank dataset examines primary education service delivery quality across Tanzania through a 2014 survey of 400 primary schools. It captures three standardized indicator categories: teacher effort (school and classroom absence rates, daily teaching time), teacher knowledge (subject matter competency in English, mathematics, and pedagogy), and availability of inputs (infrastructure, textbooks, equipment, and pupil-teacher ratios). The dataset also includes direct grade-4 student assessments in language, mathematics, and non-verbal reasoning, and is harmonized to enable cross-country comparisons within the broader Service Delivery Indicators initiative covering Sub-Saharan Africa. --- --- ### 453. National Longitudinal Study of Adolescent to Adult Health (Add Health), 1994–2025 ```yaml url: "https://www.icpsr.umich.edu/web/ICPSR/studies/21600" type: dataset source: "ICPSR (U. Michigan)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [higher-ed, k-12, longitudinal, open-datasets] ``` Add Health is a nationally representative longitudinal panel study tracking a cohort of U.S. adolescents from grades 7–12 (1994–95) through early midlife, with data collection across six waves extending to 2025 when participants were ages 39–51. The study combines survey data on social, economic, psychological, and physical well-being with rich contextual information on families, schools, neighborhoods, and peer and romantic relationships; later waves add biospecimens, physical measurements, and comprehensive life history data. It is one of the largest and most widely cited longitudinal datasets in U.S. education and adolescent development research, supporting studies of school transitions, educational attainment, and long-term health and socioeconomic outcomes. --- --- ### 454. WPI — ASSISTments Math 2004–2005 (912 Students) ```yaml url: "https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=92" type: dataset source: "Carnegie Mellon University LearnLab" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [assistments, cmu-learnlab, intelligent-tutoring, k-12, learning-engineering, math-education, open-datasets] ``` A public dataset in the PSLC DataShop repository containing interaction logs from 912 students using the ASSISTments intelligent tutoring system during the 2004–2005 academic year. The dataset, contributed by PI Neil Heffernan (Worcester Polytechnic Institute), records student problem-solving transactions in middle-school mathematics. It is one of three ASSISTments datasets in DataShop spanning 2004–2007, with this cohort containing approximately 580,785 transactions. Part of the WPI–ASSISTments project (DataShop ID 92), listed as a public project accessible to registered DataShop users. --- --- ### 455. WPI — ASSISTments Math 2005–2006 (3136 Students) ```yaml url: "https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=120" type: dataset source: "Carnegie Mellon University LearnLab" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [assistments, cmu-learnlab, intelligent-tutoring, k-12, learning-engineering, math-education, open-datasets] ``` A public PSLC DataShop dataset capturing 3,136 students' interactions with the ASSISTments intelligent tutoring platform during the 2005–2006 school year, contributed by PI Neil Heffernan. ASSISTments provides students with scaffolded math problem-solving practice while simultaneously collecting fine-grained transaction-level data (student responses, hints requested, errors made) suitable for knowledge component modeling and learning curve analysis. This dataset (DataShop ID 120) contains approximately 1,451,003 transactions — the largest of the three ASSISTments cohorts in DataShop. Listed as a public project on the DataShop catalog. --- --- ### 456. Geometry Area (1996–97) ```yaml url: "https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=76" type: dataset source: "Carnegie Mellon University LearnLab" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [cmu-learnlab, intelligent-tutoring, k-12, learning-engineering, math-education, open-datasets] ``` One of the oldest and most widely used benchmark datasets in educational data mining, this public PSLC DataShop dataset records students' interactions with a Geometry Area Cognitive Tutor during the 1996–97 academic year. PI Ken Koedinger (CMU). The dataset has been assigned a persistent DOI (10.60710/DATASET-76) as part of DataShop's April 2026 DOI release. It has been used in numerous learning science and EDM studies and was featured as the standard teaching dataset for the EDM Summer School 2017 (DataShop ID 2174). Subject area: Math/Geometry. Listed as a public project. --- --- ### 457. Physics Course — Andes2 (USNA, 2005–2010) ```yaml url: "https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=126" type: dataset source: "Carnegie Mellon University LearnLab" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [cmu-learnlab, computer-assisted-learning, higher-ed, intelligent-tutoring, learning-engineering, open-datasets] ``` A public collection of 15 datasets capturing physics students' problem-solving interactions with the Andes2 intelligent tutoring system, contributed by PI Kurt VanLehn. Data spans multiple institutions and semesters from 2001 to 2010, primarily at the United States Naval Academy (USNA) but also including Watchung Hills Regional High School, St. Anselm College, and others. Individual datasets range from roughly 10,000 to 345,000 transactions. Andes is a physics tutor that provides step-by-step problem-solving support with hints and error feedback. The dataset collection (DataShop IDs 126, 157, 220, 233–238, 263, 265, 267, 302–304, 408–412) is listed as a public project on DataShop. --- --- ### 458. Junyi Academy Math Practicing Log (to January 2015) ```yaml url: "https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=1198" type: dataset source: "Carnegie Mellon University LearnLab" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [cmu-learnlab, digital-learning-platforms, k-12, learning-engineering, math-education, open-datasets, personalized-learning] ``` A public PSLC DataShop dataset contributed by PI Haw-Shiuan Chang capturing student math practice logs from Junyi Academy, a Taiwanese e-learning platform described as functionally similar to Khan Academy. The dataset records student interactions with mathematics exercises through January 2015 and is available in full (DataShop ID 1198) and partial-sample (DataShop ID 1275) versions. Subject area: Math/Other. Listed as a public project, this large-scale log dataset from a deployed online platform is suited for studies of learning trajectories, knowledge component modeling, and engagement in self-paced digital learning environments. --- --- ### 459. Adapterrex — Erroneous Examples Studies (2011–2019) ```yaml url: "https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=495" type: dataset source: "Carnegie Mellon University LearnLab" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [a-b-testing, cmu-learnlab, intelligent-tutoring, k-12, learning-engineering, math-education, open-datasets] ``` A public collection of 10 datasets from the Adapterrex project, contributed by PI Bruce McLaren (CMU), investigating the learning benefits of erroneous examples versus conventional problem-solving in middle-school mathematics. Studies ran from Fall 2011 through Spring 2019 across multiple school sites (Hopewell, Steel Valley, and others), with transaction counts ranging from approximately 4,300 to 376,000 per dataset. The research used randomized controlled designs (ErrEx vs. PS conditions) to examine whether studying worked examples containing deliberate errors improves conceptual understanding and transfer. DataShop IDs 495, 534, 579, 586, 592, 659, 1307, 2223, 2648, 2996. Listed as a public project. --- --- ### 460. Blocked vs. Interleaved Instruction — Fraction Arithmetic ```yaml url: "https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=1190" type: dataset source: "Carnegie Mellon University LearnLab" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [a-b-testing, cmu-learnlab, intelligent-tutoring, k-12, learning-engineering, math-education, open-datasets] ``` A public PSLC DataShop dataset contributed by PI Rony Patel examining the effects of blocked versus interleaved practice on fraction arithmetic (addition and multiplication) learning. Two datasets are available: DS1190 (Fraction Addition and Multiplication, April 2015–August 2016, ~24,453 transactions) and DS1706 (Blocked vs. Interleaved condition comparison, August 2016–March 2018, ~365,312 transactions). Subject area: Math/Other. The datasets support analysis of how the sequencing of different problem types during practice affects learning outcomes, a topic with strong relevance to instructional design and spacing/interleaving research. --- --- ### 461. iSnap — Introductory Programming (2015–2018) ```yaml url: "https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=1920" type: dataset source: "Carnegie Mellon University LearnLab" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [cmu-learnlab, computer-assisted-learning, higher-ed, k-12, learning-engineering, open-datasets] ``` A public collection of seven datasets capturing students' block-based programming interactions with iSnap, a logging-enabled fork of the Snap! visual programming environment, contributed by PI Thomas Price (NC State University). Data spans Fall 2015 through Spring 2018 (DataShop IDs 1920, 1921, 1922, 2517, 2724, 2738, 5667) with per-semester transaction counts ranging from approximately 84,000 to 208,000. iSnap records detailed step-by-step programming actions — code edits, hint requests, and project states — enabling fine-grained analysis of novice programming behavior, hint-seeking strategies, and knowledge component modeling for introductory CS education. Listed as a public project on DataShop. --- --- ### 462. Virginia Tech OpenDSA — Formal Languages eTextbook (Fall 2019) ```yaml url: "https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=3427" type: dataset source: "Carnegie Mellon University LearnLab" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [cmu-learnlab, computer-assisted-learning, digital-learning-platforms, higher-ed, learning-engineering, open-datasets] ``` A public PSLC DataShop dataset contributed by PI Cliff Shaffer (Virginia Tech) recording student engagement with the OpenDSA open-source interactive eTextbook covering Formal Languages during Fall 2019. OpenDSA delivers algorithm and data-structures content through embedded visualizations, exercises, and automated feedback. The dataset captures student interaction logs from a deployed university course, supporting research on self-paced eTextbook usage, exercise completion patterns, and learning from interactive educational resources. Subject area: Computer Science/Other. Listed as a public project (DataShop ID 3427). --- --- ### 463. Pavlik — Knowledge Tracking: Chinese Vocabulary Studies (2006–2007) ```yaml url: "https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=107" type: dataset source: "Carnegie Mellon University LearnLab" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [cmu-learnlab, computer-assisted-learning, higher-ed, learning-engineering, longitudinal, open-datasets] ``` A public collection of eight datasets from the Pavlik Knowledge Tracking project, contributed by PI Phil Pavlik (University of Memphis, formerly CMU), capturing students' Chinese vocabulary and character learning in computer-assisted language practice sessions. Datasets span Spring 2006 through Fall 2007 and include studies of vocabulary scheduling, Chinese radical transfer, and pinyin learning (DataShop IDs 107, 108, 115, 160, 161, 212, 213, 2745). Subject areas: Language/Chinese, Language/Other. Transaction counts range from tens of thousands to over 100,000 per dataset. The studies informed the development of the ACT-R–based spacing algorithm used in Pavlik's knowledge tracing and memory models. Listed as a public project on DataShop. --- --- ### 464. Education at a Glance (EAG) ```yaml url: "https://www.oecd.org/en/publications/serials/education-at-a-glance_g1gha6b0.html" type: dataset source: "OECD" url_confirmed: false description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, higher-ed, k-12, open-datasets] ``` Education at a Glance is OECD's authoritative annual statistical compendium on education systems worldwide, published each September. Each edition provides more than 100 internationally harmonised indicators covering the output of educational institutions; the impact of learning on earnings and employment; access, participation, and progression through education levels; financial resources invested in education; and teachers, learning environments, and school organisation. Data are drawn from the joint UNESCO-OECD-Eurostat (UOE) administrative data collection and from OECD's own surveys (PISA, TALIS, PIAAC), and cover OECD member countries plus a range of partner economies. The 2025 edition (released September 2025, 542 pages) is the most recent. Researchers use EAG as the primary cross-national reference for structural and system-level education indicators. --- --- ### 465. PISA for Development (PISA-D) ```yaml url: "https://www.oecd.org/en/data/datasets/pisa-d-pisa-for-development.html" type: dataset source: "OECD" url_confirmed: false description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, open-datasets] ``` PISA for Development (PISA-D) is an adapted version of the PISA assessment designed to support low- and middle-income countries in using internationally comparable assessment data to monitor progress toward national targets and SDG 4. PISA-D uses the same proficiency scales as standard PISA but adds more granular performance descriptors at the lower end of the scale, enhanced questionnaire instruments relevant to developing-country contexts, and — uniquely — an out-of-school component assessing 14–16-year-olds who are not enrolled. Nine countries participated in the school-based assessment (Bhutan, Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, Zambia); five conducted the out-of-school assessment (Guatemala, Honduras, Panama, Paraguay, Senegal). School-based results were released December 2018; out-of-school results in 2020. Public-use files in SAS and SPSS formats are freely downloadable and include student, principal, teacher, parent, and out-of-school respondent records, codebooks, questionnaires, and data compendia. --- --- ### 466. TALIS Starting Strong ```yaml url: "https://www.oecd.org/en/data/datasets/TALIS-Starting-Strong-Database.html" type: dataset source: "OECD" url_confirmed: false description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, open-datasets, professional-development] ``` TALIS Starting Strong is an international large-scale survey of staff and leaders in early childhood education and care (ECEC), conducted under the OECD Teaching and Learning International Survey programme. Its goal is to generate robust internationally comparable data on the ECEC workforce to inform policy on staff working conditions, professional development, pedagogical practices and beliefs, well-being, job satisfaction, and intent to remain in the profession. The survey also addresses diversity in ECEC settings, use of digital technologies, and leadership practices. The 2024 cycle collected data from approximately 17 countries and subnational entities; an earlier 2018 cycle is also available. Public-use files in CSV, Rds, and SPSS formats are downloadable for both cycles, alongside questionnaires, conceptual frameworks, technical reports, and user guides. The dataset is closely related to TALIS (which covers primary and secondary teachers) but focuses exclusively on ECEC settings. --- --- ### 467. Survey on Social and Emotional Skills (SSES) ```yaml url: "https://www.oecd.org/en/about/programmes/oecd-survey-on-social-and-emotional-skills.html" type: dataset source: "OECD" url_confirmed: false description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, open-datasets] ``` The OECD Survey on Social and Emotional Skills (SSES) is the largest global initiative to gather comparable cross-national data on the social and emotional skill development of 10- and 15-year-old students. The survey measures a broad set of skills organised into five domains: task performance (persistence, responsibility, self-control, achievement motivation), emotional regulation (stress resistance, emotional control, optimism), engaging with others (assertiveness, sociability, energy), open-mindedness (curiosity, creativity, tolerance), and collaboration. Contextual data are collected from students, teachers, school principals, and (optionally) parents. Round 1 (2019) covered 10 cities/regions; Round 2 (2023) expanded to 16 sites across six countries and ten sub-national entities — including Bulgaria, Chile, Peru, Spain, Mexico, Ukraine, and cities in Colombia, India, UAE, Italy, Japan, Finland, China, Indonesia, and Brazil — surveying approximately 18,000 ten-year-olds and 52,000 fifteen-year-olds. Datasets for both rounds are available on request from OECD. The SSES 2023 database page and 2019 database page provide application and access details. --- --- ### 468. OECD Online Education Database (UOE) ```yaml url: "https://search.oecd.org/education/database.htm" type: dataset source: "OECD" url_confirmed: false description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [higher-ed, k-12, open-datasets] ``` The OECD Online Education Database is the annual administrative data collection underpinning Education at a Glance indicators. Conducted jointly by OECD, the UNESCO Institute for Statistics, and Eurostat (the UOE joint data collection), it has run in its current form since 1993. The collection comprises approximately 25 electronic questionnaires covering student enrolments (nine questionnaires), student entrants (four), graduates (three), personnel (three), education finance (three), class sizes (two), and general population data (one). Data are reported by Ministries of Education or national statistical offices according to international standards and the ISCED classification. Indicators derived from UOE cover educational outputs, access, participation and progression, human and financial resources invested in education, and structural features of national education systems. Raw UOE data are available through the OECD Education data portal and through the OECD.Stat platform; methodological guidance is provided in the UOE Data Collection Manual. --- --- ### 469. IDEA Section 618 Data ```yaml url: "https://www.ed.gov/data/idea-section-618-data" type: dataset source: "U.S. Department of Education" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, open-datasets] ``` The IDEA Section 618 Data portal collects and publishes annual data on children and youth with disabilities receiving federally mandated special education services under the Individuals with Disabilities Education Act (IDEA). Coverage spans infants and toddlers (birth through age 2) served under Part C early intervention programs, and children ages 3–21 served under Part B special education programs. A searchable database allows users to retrieve state-submitted datasets by year and category; additional data notes and downloadable products are linked to ED's Open Data Platform at data.ed.gov. --- --- ### 470. National Training, Education, and Workforce Survey (NTEWS) ```yaml url: "https://nces.ed.gov/surveys/ntews/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [career-readiness, higher-ed, longitudinal, open-datasets] ``` NTEWS is a biennial household survey co-sponsored by NCES and the National Science Foundation's National Center for Science and Engineering Statistics (NCSES), administered by the U.S. Census Bureau. It collects data on educational enrollment and attainment, nondegree credential types, work experience programs (apprenticeships and internships), employment characteristics, and demographic characteristics, with particular emphasis on the Skilled Technical Workforce — individuals with advanced science and engineering skills but no bachelor's degree. The pilot phase launched in 2022 targeting adults ages 16–75, with the next collection planned for spring 2024; pilot estimates are designated experimental statistics pending quality review. --- --- ### 471. Condition of Education ```yaml url: "https://nces.ed.gov/programs/coe" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, higher-ed, k-12, open-datasets] ``` The Condition of Education is NCES's flagship annual report presenting key education indicators across all levels of the U.S. system, from early childhood through postsecondary education and into the labor market. The 2024 edition covers six major topic areas — family characteristics, elementary and secondary education, postsecondary enrollment and outcomes, employment and earnings by educational attainment, international comparisons, and school crime and safety — with data updated throughout the year as new sources become available. Indicators are accessible as interactive web pages organized by topic and demographic subgroup, with PDF archives dating back to 1989. --- --- ### 472. Digest of Education Statistics ```yaml url: "https://nces.ed.gov/programs/digest/" type: dataset source: "National Center for Education Statistics (NCES)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, higher-ed, k-12, open-datasets] ``` The Digest of Education Statistics is an annual NCES compendium spanning the full breadth of American education from prekindergarten through graduate school. It aggregates data from both government and private sources on schools, colleges, teachers, enrollments, graduates, educational attainment, finances, and federal funding, supplemented by population trends, labor force characteristics, and international comparisons. Current tables and historical versions are available online back to 1995, with PDF archives from 1990–2020; a new Digest State Dashboard provides state-level interactive profiles for all 50 states, D.C., territories, and the Bureau of Indian Education. --- --- ### 474. Segregation Tracking Project — School and Neighborhood Segregation Data ```yaml url: "https://edopportunity.org/segregation/data" type: dataset source: "Stanford CEPA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, longitudinal, open-datasets] ``` A multi-decade dataset tracking racial/ethnic and economic segregation across U.S. schools and neighborhoods, available at the state, county, metropolitan area, and school-district level (version 2.0, updated February 2026). Underlying research analyzes patterns from 1991 to 2020 and finds that school segregation has increased over the past three decades, particularly in large urban districts, driven substantially by policy choices. Raw data are downloadable under a data use agreement alongside an interactive mapping explorer and peer-reviewed methods documentation. --- --- ### 475. District Court Order Desegregation Data ```yaml url: "https://cepa.stanford.edu/data/district-court-order-data" type: dataset source: "Stanford CEPA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, longitudinal, open-datasets] ``` A dataset cataloging all medium-to-large U.S. school districts ever placed under a court-ordered desegregation plan, covering 358 court cases affecting 850 school districts plus 207 HEW actions since 1978. Each record includes case name, state, NCES district ID, year of initial case, current plan status, and dismissal date; data were compiled from case dockets, Department of Justice records, NAACP Legal Defense materials, and U.S. Department of Education files and verified against Westlaw. Available in Stata (versions 12 and 15), Excel, SAS 7, and SPSS formats; last updated February 2021 with revised dismissal statuses. --- --- ### 476. Opportunity Atlas — Neighborhood-Level Economic Mobility Data ```yaml url: "https://opportunityinsights.org/paper/the-opportunity-atlas/" type: dataset source: "Harvard University" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access, higher-ed, k-12, longitudinal, open-datasets] ``` A publicly available dataset built from anonymized longitudinal records covering nearly the entire U.S. population, tracking outcomes for children from the 1984–1989 birth cohorts (measured at approximately age 35) by Census tract, county, commuting zone, and national level. Measures include household income, incarceration rates, and neighborhood characteristics, all stratified by parental income percentile, race, and gender. Data files are downloadable in Stata and Excel formats from the Opportunity Insights website, with a full replication package on Harvard Dataverse (DOI: 10.7910/DVN/NALG3E) and an interactive tool at opportunityatlas.org. --- --- ### 477. Mobility Report Cards — College-Level Economic Mobility Data ```yaml url: "https://opportunityinsights.org/paper/undermatching/" type: dataset source: "Harvard University" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access, higher-ed, longitudinal, open-datasets] ``` A comprehensive college-level dataset linking anonymized federal administrative records to measure income mobility at U.S. colleges, including students' earnings in their thirties, parents' income levels, ACT/SAT scores, and IPEDS/College Scorecard institution characteristics across multiple birth cohorts. The data enable analysis of which colleges function as engines of economic mobility and at what rates, enabling comparisons of mobility rates and access patterns by income quintile. Individual data tables (15 in total) are available in Stata and Excel formats, with a full replication package on Harvard Dataverse; an interactive New York Times visualization also accompanies the release. --- --- ### 478. College-Level Data for 139 Selective American Colleges ```yaml url: "https://opportunityinsights.org/paper/collegeadmissions/" type: dataset source: "Harvard University" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access, higher-ed, longitudinal, open-datasets] ``` A dataset covering 139 selective U.S. colleges, linking anonymized admissions records with income tax data and SAT/ACT scores to analyze the determinants of admission and the causal effects of attendance on socioeconomic outcomes. The data support analysis of how parental income influences admission rates at elite institutions and the downstream earnings consequences of attending selective versus non-selective colleges. Freely available in CSV and Stata formats with an accompanying codebook; an interactive New York Times visualization ("How Income Influences College Attendance") accompanies the release. --- --- ### 479. Social Capital Atlas — County, ZIP, High School, and College Data ```yaml url: "https://opportunityinsights.org/paper/social-capital-i-measurement-and-associations-with-economic-mobility/" type: dataset source: "Harvard University" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access, higher-ed, k-12, open-datasets] ``` A dataset measuring three dimensions of social capital — economic connectedness between high- and low-SES individuals, social cohesion (clique formation in friendship networks), and civic engagement (volunteering rates) — derived from analysis of 21 billion Facebook friendships. Data are available at the county, ZIP code, high school, and college levels, including a 100×100 friending-rate matrix across socioeconomic groups, enabling research on which communities provide cross-class social ties that support upward income mobility. All files are freely downloadable in CSV format from opportunityinsights.org/data/ with an interactive Social Capital Atlas at socialcapital.org. --- --- ### 480. Who Becomes an Inventor — Innovation Rates by Childhood Location and Demographics ```yaml url: "https://opportunityinsights.org/paper/losteinsteins/" type: dataset source: "Harvard University" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [higher-ed, k-12, longitudinal, open-datasets] ``` A dataset tracking more than one million U.S. inventors by linking patent records to tax records and school district records, providing innovation rates organized by childhood commuting zone and state, gender, parental income quintile, educational institution attended, and career trajectory including income distributions. The data reveal that children from high-income families are significantly more likely to become inventors, largely due to exposure to innovation rather than innate ability — the so-called "lost Einsteins" phenomenon. Available in Stata, Excel, and README formats as individual tables and a bundled ZIP, with a full replication package on Harvard Dataverse. --- --- ### 481. Race and Economic Opportunity — Intergenerational Mobility by Race ```yaml url: "https://opportunityinsights.org/paper/race/" type: dataset source: "Harvard University" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access, higher-ed, k-12, longitudinal, open-datasets] ``` A dataset derived from de-identified longitudinal records covering nearly the entire U.S. population from 1989 to 2015, measuring intergenerational income mobility and related outcomes disaggregated by race, gender, and parental income percentile at the national, commuting zone, and county levels. Data tables include national statistics by parent income percentile and race, income transition matrices, and estimates for second-generation immigrants by country of origin, as well as intergenerational educational attainment matrices. Files are downloadable in Stata and Excel formats; a full replication package is available on GitHub and Harvard Dataverse. --- --- ### 482. Changing Opportunity — County and Commuting Zone Trend Data (1978–1992 Cohorts) ```yaml url: "https://opportunityinsights.org/paper/changingopportunity/" type: dataset source: "Harvard University" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [higher-ed, k-12, longitudinal, open-datasets] ``` A dataset covering birth cohorts from 1978 to 1992 at the county, commuting zone, and national levels, tracking trends in earnings, educational attainment, standardized test scores, and mortality rates by parental income, race, and gender over time. The data document growing class gaps and shrinking race gaps in economic opportunity across these cohorts and include a crosswalk converting income percentiles to 2023 dollars. All tables are freely downloadable in CSV and Stata formats with PDF codebooks from the Opportunity Insights website. --- --- ### 483. Geography of Intergenerational Mobility — Commuting Zone and County Data ```yaml url: "https://opportunityinsights.org/paper/land-of-opportunity/" type: dataset source: "Harvard University" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access, higher-ed, k-12, longitudinal, open-datasets] ``` A foundational dataset analyzing intergenerational income mobility using administrative records from more than 40 million children and their parents, covering commuting zones, counties, and metropolitan statistical areas across the United States. In addition to mobility statistics and income transition matrices, the dataset includes community characteristics correlated with upward mobility — school quality, segregation levels, income inequality, social capital, and family stability — supporting causal analysis of place effects on children's outcomes. Data are available in Excel and Stata formats (10 online tables) with a bundled replication package; full dataset on Harvard Dataverse (DOI: 10.7910/DVN/NALG3E). --- --- ### 484. NSC High School Benchmarks — Postsecondary Outcomes Data Appendix ```yaml url: "https://nscresearchcenter.org/high-school-benchmarks/" type: dataset source: "National Student Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access, dropout-prevention, higher-ed, k-12, longitudinal, open-datasets] ``` An annually updated Excel data appendix accompanying the NSC High School Benchmarks report (13th edition in 2025), providing postsecondary enrollment, first-year persistence, and six-year credential completion rates for three high school graduating classes (2024, 2022, and 2018 respectively). Outcomes are disaggregated by high school characteristics including income level, minority enrollment percentage, and geographic locale, enabling comparisons between high- and low-poverty schools; for example, STEM completion rates ranged from 8.1% at high-poverty schools to 22.4% at low-poverty schools for the class of 2018. The 2025 data appendix is directly downloadable as an XLSX file from the report page, with prior-year appendices available back to at least 2022. --- --- ### 485. NSC Some College, No Credential — National and State Outcomes Data ```yaml url: "https://nscresearchcenter.org/some-college-no-credential/" type: dataset source: "National Student Clearinghouse" url_confirmed: true description_inferred: true description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access, dropout-prevention, higher-ed, longitudinal, open-datasets] ``` Downloadable Excel appendices from the NSC Some College, No Credential (SCNC) annual report series, providing national and state-level data on the tens of millions of U.S. adults who left higher education without a postsecondary credential. The National/State Data appendix covers demographic profiles and state SCNC populations and outcomes; the National Outcomes Data appendix tracks re-enrollment rates, credential completion, and persistence across states and institutional sectors. Annual data are available for 2022, 2023, 2024, and 2025 in XLSX format, supplemented by interactive Tableau dashboards; historical reports extend back to 2014. --- --- ### 486. Urban Institute Education Data Portal — API Documentation and Data Sources ```yaml url: "https://educationdata.urban.org/documentation/" type: dataset source: "Urban Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [higher-ed, k-12, longitudinal, open-datasets] ``` The full API documentation for the Urban Institute's Education Data Portal, which harmonizes and provides unified programmatic access to six major federal education datasets: the Common Core of Data (CCD) school directory and enrollment data, the Civil Rights Data Collection, the Small Area Income and Poverty Estimates, IPEDS postsecondary institution data, the College Scorecard, and the National Historical Geographic Information System (NHGIS). The API supports queries by education level (schools, districts, colleges), geography, time frame, and indicator; code interfaces are available for Stata, R, Python, and JavaScript. Data are openly accessible without authentication for most endpoints; the documentation page lists all currently available endpoints and variables. --- --- ### 487. Current Population Survey (CPS) Data at NBER ```yaml url: "https://www.nber.org/research/data/current-population-survey-cps-data-nber" type: dataset source: "NBER" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-03 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [higher-ed, k-12, longitudinal, open-datasets] ``` The NBER's maintained archive of the U.S. Current Population Survey, the federal government's primary monthly survey of labor force participation and employment, spanning basic monthly data from 1976 to the present and CPS supplements from 1964 onward. The archive includes the Merged Outgoing Rotation Groups (MORG) files for earnings analysis, the Mare-Winship standardized subsets (1964–1992), and thematic supplement extracts covering schooling, fertility, immigration, and income — making it a key source for longitudinal analysis of educational attainment and its labor market returns. All files are freely downloadable from the NBER website with SAS, SPSS, and Stata data definition files and comprehensive methodology documentation. --- --- ### 488. Hunu (Craft Education) ```yaml url: "https://crafteducation.io" type: platform source: "Tools Competition" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, inclusive-design, k-12, sel, tools-competition] ``` Craft Education is an African-focused platform providing affordable support and care for children with ongoing behavior and learning delays, including autism and ADHD. It uses AI-driven chatbots, instructional videos, and certified therapy teams to deliver personalized, data-informed interventions via messaging apps like WhatsApp. --- --- ### 489. Journify Learning ```yaml url: "https://www.journify-learning.com" type: platform source: "Tools Competition" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [digital-learning-platforms, inclusive-design, k-12, personalized-learning, tools-competition] ``` AI-powered platform for special education teams that automates paperwork, integrates support providers, and enhances compliance. Enables educators to generate personalized, evidence-based instructional materials aligned with IEP goals and track student progress in real-time. Has received ESSA Tier 4 Research Certification from Digital Promise. --- --- ### 490. EdLight ```yaml url: "https://www.edlight.com" type: platform source: "Tools Competition" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [automated-feedback, formative-assessment, k-12, math-education, tools-competition] ``` AI-powered tool that analyzes handwritten student math work to identify misconceptions and track progress. Provides instant data analysis, recommended instructional next steps, and classroom-to-district level reporting with handwriting recognition and standards alignment. --- --- ### 491. Studio KSL Assessment (eKitabu) ```yaml url: "https://ekitabu.com/ksl-assessment" type: platform source: "Tools Competition" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [inclusive-design, k-12, literacy, tools-competition] ``` AI-powered Kenyan Sign Language assessment tool from eKitabu's Studio KSL initiative. Evaluates KSL proficiency for deaf children in Kenya and East Africa, integrated with enhanced video storybooks and digital teaching materials for equitable education. --- --- ### 493. Sing and Speak 4 Kids ```yaml url: "https://singandspeak4kids.com" type: platform source: "Tools Competition" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, inclusive-design, tools-competition] ``` Online evidence-based music language program for young children experiencing speech delays. Features 16 gamified sing-along songs designed to build vocabulary, with progress tracking capabilities for educators and clinicians to monitor developmental advancement. --- --- ### 494. Nova Escola AI Agent for Literacy Teachers ```yaml url: "https://novaescola.org.br" type: platform source: "Tools Competition" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [genai, k-12, literacy, llm-application, professional-development, tools-competition] ``` Brazilian educational platform serving teachers with BNCC-aligned lesson plans, courses, and AI-powered WhatsApp tools. Educators can describe a skill or topic and receive step-by-step lesson guidance in under a minute for personalized lesson planning and activity suggestions. --- --- ### 495. Oral Reading Fluency (Wadhwani AI) ```yaml url: "https://wadhwaniai.org/programs/oral-reading-fluency/" type: platform source: "Tools Competition" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [automated-feedback, k-12, literacy, personalized-learning, tools-competition] ``` AI-powered tool that listens to students read and gives teachers objective fluency insights by identifying missed words, errors, and reading speed. Uses automatic speech recognition models optimized for Indian languages and student voices, having impacted over 7.9 million learners across government schools in Gujarat and Rajasthan. --- --- ### 496. Corinth ```yaml url: "https://corinth3d.com" type: platform source: "Tools Competition" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [digital-learning-platforms, k-12, tools-competition] ``` Interactive education platform with 1,600+ verified 3D models and simulations for science learning. Delivers immersive content across web, mobile, and VR devices, enabling students to actively manipulate and explore complex scientific concepts with accessibility-first design. --- --- ### 497. Lazuli ```yaml url: "https://lazuli.design" type: platform source: "Tools Competition" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [digital-learning-platforms, genai, higher-ed, learning-engineering, tools-competition] ``` Lazuli is a modern authoring platform that enables instructional designers, educators, and learning teams to create interactive lessons with built-in AI assistance. Features block-based editing, skills mapping, formative assessments, and xAPI-powered analytics to track learner progress and course effectiveness. --- --- ### 498. MyCoach AI ```yaml url: "https://mycoachai.beyond12.org" type: platform source: "Tools Competition" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access, genai, higher-ed, personalized-learning, tools-competition] ``` MyCoach AI is a GenAI-powered conversational coaching tool developed by Beyond 12 that provides instant, personalized guidance to first-generation and historically underrepresented college students via SMS. The platform combines artificial intelligence with human coaching expertise to address academic, personal, and logistical challenges while proactively supporting students throughout their college journey. --- --- ### 499. SWBL (ProjectSet) ```yaml url: "https://projectset.com" type: platform source: "Tools Competition" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [career-readiness, digital-learning-platforms, genai, higher-ed, tools-competition] ``` ProjectSet is a work-based learning platform serving learners, educators, and employers across 2,000+ institutions globally. Combines practice-based learning through videos, masterclasses, mentored projects, and competitions, enabling users to apply skills to real-world problems. Its AI-powered tool lets learners customize projects in under a minute. --- --- ### 500. Sway ```yaml url: "https://swaybeta.ai" type: platform source: "Tools Competition" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [digital-learning-platforms, higher-ed, inclusive-design, tools-competition] ``` Sway is a chat platform that connects students with differing perspectives for one-on-one conversations, facilitating constructive dialogue across viewpoints. Developed in partnership with Heterodox Academy, the platform helps students learn to discuss controversial issues more constructively and has been adopted at numerous universities. --- --- ### 501. CourseWise ```yaml url: "https://coursewise.com" type: platform source: "Tools Competition" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access, genai, higher-ed, llm-application, tools-competition] ``` CourseWise is an AI-powered platform for higher education institutions to streamline transfer credit evaluation. Built on a decade of UC Berkeley research, it uses advanced NLP to analyze course descriptions and recommend equivalencies between institutions, helping dramatically increase credit acceptance rates for transfer students. --- --- ### 502. MentorAI ```yaml url: "https://mentorpro.com/mentorai/" type: platform source: "Tools Competition" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [genai, higher-ed, llm-application, professional-development, tools-competition] ``` MentorAI is an AI co-pilot developed by MentorPRO that supports mentors by organizing program data and delivering personalized insights without directly engaging mentees. Fine-tuned by leading mentoring scholar Dr. Jean Rhodes to provide conversation guidance, mentee summaries, and research-backed strategies tailored to individual situations. --- --- ### 503. Learner Profile for Personalized Learning ```yaml url: "https://factors.world" type: dataset source: "Tools Competition" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [genai, k-12, llm-application, open-datasets, personalized-learning, tools-competition] ``` Factors Education developed a dataset capturing authentic, longitudinal LLM interactions from diverse student populations (468 students, 26 classrooms, 1,400+ interaction hours) to understand how AI can model individual student characteristics. The structured learner profiles aim to enable more equitable adaptive learning systems while serving as a benchmark for evaluating LLM performance at nuanced student modeling. --- --- ### 504. BLAST Children Bilingual Speech Dataset ```yaml url: "https://langinnov.com/blast" type: dataset source: "Tools Competition" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [inclusive-design, k-12, literacy, open-datasets, tools-competition] ``` BLAST by LangInnov is developing a corpus of oral assessment responses from bilingual and multilingual children with accompanying transcripts and detailed metadata about learners' demographics and educational contexts. The dataset aims to support research and development of culturally responsive assessment tools and AI models that better serve bilingual learners. --- --- ### 505. Kolibri Search Behavior Dataset ```yaml url: "https://learningequality.org/kolibri/" type: dataset source: "Tools Competition" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [digital-learning-platforms, inclusive-design, k-12, open-datasets, tools-competition] ``` Learning Equality's dataset captures real-world interactions from Kolibri users — queries, resource views, and event streams — to understand how learners in offline environments search for educational content. This anonymized data aims to improve offline content discovery and enable AI-driven solutions for communities with limited internet connectivity. --- --- ### 506. Analyzing Strategies in MATHia with BERT ```yaml url: "https://link.springer.com/chapter/10.1007/978-3-031-98465-5_15" type: paper source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [aims, carnegie-learning, math-strategies, nlp] ``` Presents ASTRA (AI-based Strategy Analysis), which uses BERT-based representation learning to discover and analyze math problem-solving strategies at scale in intelligent tutoring system data. The researchers pre-trained BERT using masked language modeling on 6th and 7th-grade student action sequences from Carnegie Learning's MATHia platform, then fine-tuned the embeddings to distinguish successful from unsuccessful strategies. Results showed that single-task strategies predominantly led to success while mixed-task approaches were associated with unsuccessful attempts, with the fine-tuned model achieving approximately 80% accuracy. --- --- ### 507. "Can A Language Model Represent Math Strategies?": Learning Math Strategies from Big Data using BERT ```yaml url: "https://dl.acm.org/doi/10.1145/3706468.3706558" type: paper source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [aims, math-strategies, nlp] ``` Demonstrates that BERT-based language models can learn mathematical learning strategies at scale using student interaction data. The model is pre-trained using masked language modeling to learn strategy embeddings, then fine-tuned to predict whether students will apply correct problem-solving approaches. Testing across 655 schools showed that strategies learned from one school sample could be effectively adapted with minimal examples to accurately forecast student behavior in other schools. --- --- ### 508. De-identifying Student Personally Identifying Information in Discussion Forum Posts with Large Language Models ```yaml url: "https://www.emerald.com/ils/article/126/5-6/401/1246753/De-identifying-student-personally-identifying" type: paper source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [aims, llm-application, pii-privacy] ``` Evaluates the effectiveness of three large language models (GPT-4o, Llama 3.3 70B, and Llama 3.1 8B) in redacting personally identifying information from discussion forum posts in massive open online courses. All models achieved high recall rates exceeding 0.9, successfully identifying PII instances overlooked by humans, but precision was considerably lower (0.262 to 0.579) due to over-redaction of non-PII names and locations. The findings suggest LLMs show promise for de-identification tasks, particularly through hybrid human-AI approaches, though context-dependent performance variations indicate careful evaluation is necessary for new applications. --- --- ### 509. De-Identifying Student Personally Identifying Information with GPT-4 ```yaml url: "https://educationaldatamining.org/edm2024/proceedings/2024.EDM-short-papers.57/2024.EDM-short-papers.57.pdf" type: paper source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [aims, genai, llm-application, pii-privacy] ``` Evaluates GPT-4's performance in de-identifying student data from 9 Massive Open Online Courses, achieving an average recall of 0.958 for identifying personally identifying information requiring redaction. The tool successfully identifies cases missed by humans during the redaction process, indicating GPT-4 can increase efficiency and enhance quality. However, precision is considerably worse (0.526), with over-redaction of names and locations that do not represent PII, showing a need for further improvement. --- --- ### 510. Mathematics Teachers' Use of Generative AI to Create Active Learning Experiences ```yaml url: "https://socialinnovationsjournal.com/index.php/sij/article/view/9994" type: paper source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2025-04-23 date_source: page-meta authors: ["Candace Walkington", "Katie Bainbridge"] document_url: "https://socialinnovationsjournal.com/index.php/sij/article/download/9994/8124" doi: null license: null tags: [aims, genai, math-education] ``` Examines 16 mathematics teachers using generative AI to modify classroom tasks for generative (active) learning and to engage in novel lesson design activities. Teachers valued the creative potential of generative AI for developing such activities but expressed concerns regarding efficiency, usability, accuracy, and broader systemic considerations. The authors present five policy and practice recommendations based on their findings. --- --- ### 511. Parsing Coaching Practice: A Systematic Framework for Describing Coaching Discourse ```yaml url: "https://journals.sagepub.com/doi/epub/10.1177/23328584241263861" type: paper source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [aims, coaching] ``` Addresses a significant gap in the coaching literature by developing a taxonomy of coaching "moves" that breaks down specific discourse strategies used by professional learning coaches. The research identifies two key problems: limited comparative evidence about coaching effectiveness, and the field's tendency to focus on abstract concepts like trust-building rather than concrete communication techniques. The proposed taxonomy offers practitioners a shared vocabulary for understanding coach discourse patterns, potentially supporting future investigations into how coaching interactions influence teacher development. --- --- ### 512. Teaching Teachers to Use Computer Assisted Learning Effectively: Experimental and Quasi-Experimental Evidence ```yaml url: "https://www.nber.org/papers/w32388" type: paper source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [aims, computer-assisted-learning, k-12, rct] ``` Examines a program providing weekly coaching to help educators implement computer-assisted learning for customized student progress in elementary and middle school mathematics. Two field experiments showed significant gains of 0.12-0.22 standard deviations in math performance. The research reveals that meaningful improvements occurred when students received at least 35 minutes of weekly practice, with success factors including strong teacher buy-in, clear implementation timing, and consistent monitoring of student progress with targeted intervention for struggling learners. --- --- ### 513. The Promises and Pitfalls of Using Language Models to Measure Instruction Quality in Education ```yaml url: "https://aclanthology.org/2024.naacl-long.246/" type: paper source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: null authors: ["Paiheng Xu", "Jing Liu", "Nathan Jones", "Julie Cohen", "Wei Ai"] document_url: "https://aclanthology.org/2024.naacl-long.246.pdf" doi: null license: null tags: [aims, llm-application, nlp] ``` Examines how NLP techniques can assess instructional practices across K-12 classrooms and pre-service teacher settings. Pretrained language models performed comparably to human raters when evaluating simpler, discrete teaching behaviors but struggled with more complex practices requiring higher-level inference. Notably, analyzing only teacher speech yielded strong results for measuring student-centered approaches, reducing concerns about obtaining quality student speech transcriptions. --- --- ### 515. UpGrade Resource Center ```yaml url: "https://www.upgradeplatform.org/resource-center/" type: platform source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [a-b-testing, aims, upgrade-platform] ``` Resource center for the UpGrade evidence-based testing platform, providing insights, updates, and source code. Offers research papers on A/B testing in educational settings, access to open-source code via GitHub, technical documentation, instructional guides including demo videos, and blog posts covering platform developments and funding opportunities for educational research. --- --- ### 520. RPPL Privacy Toolkit Reference Implementation ```yaml url: "https://github.com/learning-data-insights/rppl-privacy-toolkit-ref/" type: code source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [aims, pii-privacy, rppl] ``` An integrated web application for CSV file de-identification and redaction review, combining OpenAI-powered PII removal with manual review capabilities. Developed as part of the RPPL partnership's work on privacy-preserving data sharing in educational research. --- --- ### 521. RPPL Visualizer and Converter ```yaml url: "https://github.com/pcla-code/RPPLVisualizerAndConverter" type: code source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [aims, rppl] ``` A customizable local dashboard and survey visualizer for the RPPL Stronghold environment. Includes an access control system, CSV ingestion, and dynamic chart generation with organization-level comparisons. --- --- ### 522. UpGrade — Open-Source A/B Testing Platform ```yaml url: "https://github.com/CarnegieLearningWeb/UpGrade" type: code source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [a-b-testing, aims, upgrade-platform] ``` An open-source platform for A/B testing and feature flagging in educational technology applications, supporting large-scale experiments with group assignment, segmentation, and factorial designs. Developed by Carnegie Learning for use in edtech research contexts. --- --- ### 523. Finding Belonging: The Search for Comprehensive Measurements of Student Belonging in Math ```yaml url: "https://repository.lsu.edu/srec_reports/18/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2025 date_source: page-meta authors: ["Sinclair, H. Colleen", "Bainbridge, Katie", "Burns, Andrew R"] document_url: "https://repository.lsu.edu/cgi/viewcontent.cgi?article=1017&context=srec_reports" doi: null license: null tags: [aims, lsu, math-education, student-belonging] ``` Presents Phase One findings on developing an instrument to measure belonging in mathematics. Encompasses a review and assessment of existing belonging instruments, along with insights from a panel discussion regarding how school-aged students perceive belonging. Key deliverables include a comprehensive definition of belonging, an inventory of current instruments, a multidimensional framework accounting for context and perspective, validated items from existing scales, and a definitionally grounded recommended set of belonging items for future piloting, testing, and validation. --- --- ### 524. Coaching Moves: A Taxonomy and Framework 2.0 ```yaml url: "https://rpplpartnership.org/external-resource/parsing-coaching-practice/" type: framework source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2025-03-17 date_source: page-meta authors: null document_url: null doi: null license: null tags: [aims, coaching, rppl] ``` A systematic framework by RPPL for describing coaching discourse and strategies used by professional learning coaches. The accompanying framework provides a shared language for reflecting on and improving coaching practice and helps practitioners collect data on coaching patterns and articulate a collective vision of coaching. --- --- ### 525. Analyzing Math Learning Strategies at Scale using AI Representations ```yaml url: "https://aera25-aera.ipostersessions.com/default.aspx?s=19-AD-E5-B0-78-EB-BC-70-51-B2-77-D5-9E-76-70-D0&guestview=true" type: presentation source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [aims, math-strategies, nlp] ``` AERA 2025 poster presenting ASTRA (AI-based Strategy Analysis), which uses representation learning methods to discover patterns in ITS data for analyzing math strategies. Adapted BERT models to learn representations of math strategies from large-scale 6th and 7th-grade data collected from Carnegie Learning's MATHia platform. By observing sequences of student actions, BERT was pre-trained in an unsupervised manner to understand hidden structure within action sequences, then fine-tuned embeddings enabled identification of correct strategies and analysis of strategy effectiveness. --- --- ### 526. Belonging in Math ```yaml url: "https://repository.lsu.edu/srec_reports/24/" type: presentation source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2025 date_source: page-meta authors: ["Bainbridge, Katie", "Sinclair, H. Colleen", "Burns, Andrew"] document_url: "https://repository.lsu.edu/cgi/viewcontent.cgi?article=1023&context=srec_reports" doi: null license: null tags: [aims, lsu, math-education, student-belonging] ``` Presentation outlining the development of a "belonging in math" measure for elementary students, addressing questions about belonging definition, math-specific belonging, considerations for diverse learners, belonging dimensions, and sample assessment items. --- --- ### 527. Building a Community of Practice to Advance Equity in Mathematics Education Research and Development ```yaml url: "https://www.menloedu.org/publications-1/building-a-community-of-practice-to-advance-equity-in-mathematics-education-research-and-development" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2024-07-10 date_source: page-meta authors: null document_url: null doi: null license: null tags: [aims, math-education] ``` A roundtable presentation by the AIMS Collaboratory Facilitation Team at the 2024 NCTM Annual Conference in Chicago that explores strategies for establishing collaborative networks focused on promoting equitable practices in mathematics education research and development. --- --- ### 528. Linguistic Features Predicting Math Word Problem Readability Among Less-Skilled Readers ```yaml url: "https://educationaldatamining.org/EDM2025/proceedings/2025.EDM.short-papers.189/index.html" type: paper source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2025 date_source: page-meta authors: ["Norberg, Kole", "Almoubayyed, Husni", "Fancsali, Stephen"] document_url: "https://educationaldatamining.org/edm2025/proceedings/2025.EDM.short-papers.189/2025.EDM.short-papers.189.pdf" doi: null license: null tags: [aims, math-word-problems, nlp] ``` Investigates which linguistic features predict math word problem readability for struggling readers, using data from 297,072 students in an intelligent tutoring system. A random forest model achieved the best performance (AUC = .75), revealing that traditional readability metrics were not important to the model's performance. Instead, word count emerged as the most predictive feature, followed by custom semantic magnitude and lexical diversity measures, suggesting that specialized readability assessments for math problems differ substantially from conventional approaches. --- --- ### 529. Navigating the Math Mind: The Latest in Math Mind Measures Development ```yaml url: "https://repository.lsu.edu/srec_reports/25/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2025 date_source: page-meta authors: ["Sinclair, H. Colleen", "Rhodes, Judith Lee Falgout", "Kim, Youn Kyoung", "Terrio, Stacey R"] document_url: "https://repository.lsu.edu/cgi/viewcontent.cgi?article=1024&context=srec_reports" doi: null license: null tags: [aims, lsu, math-motivation] ``` This June 2025 presentation by researchers at Louisiana State University updated psychometric analyses of the Math Mind Measures (MMM) scale, a tool for assessing mathematical thinking. The researchers discussed the long form, short form, brief scales, and parallel versions of the MMM and introduced an accompanying user guide to support practitioners in implementing this measurement instrument. --- --- ### 530. UpGrade: The Evidence Based Learning Platform ```yaml url: "https://www.upgradeplatform.org/demo/" type: platform source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [a-b-testing, aims, upgrade-platform] ``` UpGrade is an educational research platform that enables researchers to conduct randomized experiments within learning applications. The system communicates with educational software to randomly assign students to experimental conditions monitored in the UpGrade UI, facilitating evidence-based research at scale. It has been integrated into major educational products like MATHia and BrainPOP, reaching hundreds of thousands of learners. --- --- ### 531. Partnering for the Future: Innovative Middle School Math Solutions ```yaml url: "https://www.norc.org/events/partnering-for-the-future-innovative-middle-school-math-solutions.html" type: presentation source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [aims, data-sharing, norc] ``` This two-part webinar series, hosted by NORC at the University of Chicago as part of the Curriculum & Learning Improvement Project (CLIP), brings together education experts to discuss innovations in middle school mathematics. The sessions cover collaborative data-sharing strategies, emerging education technology solutions, and artificial intelligence applications aimed at enhancing student and educator experiences in math education. --- --- ### 532. Digital Learning Platforms (DLP) Research Catalog ```yaml url: "https://www.dlpcatalog.org/" type: platform source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [aims, digital-learning-platforms] ``` The DLP Catalog is a web-based resource that provides researchers with safe, transparent, and efficient access to information on learning data and experimental platforms to facilitate educational research. Platform providers can contribute their resources to help scholars discover collaboration opportunities. The site currently hosts datasets and platforms across multiple educational technology partners, including Khan Academy, OpenStax, and Curriculum Associates. --- --- ### 533. Assessing ELA and Math Curriculum Shifts: A Practical Guide for Measurement and Progress Monitoring ```yaml url: "https://edinstruments.org/toolkits/assessing-ela-and-math-curriculum-shifts-practical-guide-measurement-and-progress" type: framework source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [aims, formative-assessment, rppl] ``` This toolkit, developed by the Research Partnership for Professional Learning (RPPL), provides shared measurement instruments to help districts and professional learning providers track the implementation of high-quality instructional materials and curriculum-based professional learning in English Language Arts and Mathematics (grades 3-12). The toolkit includes surveys for leaders, teachers, and students, plus classroom observation protocols designed to monitor progress and support continuous improvement efforts across curriculum shifts. --- --- ### 534. A Focus on Motivation: Summary of Focus Group Findings ```yaml url: "https://repository.lsu.edu/srec_reports/22/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2024 date_source: page-meta authors: ["Armour, Nathaniel", "Spears, Alyssa", "Sinclair, H. Colleen", "Rhodes, Judith L. F"] document_url: "https://repository.lsu.edu/cgi/viewcontent.cgi?article=1021&context=srec_reports" doi: null license: null tags: [aims, lsu, math-motivation, qualitative-research] ``` This 2024 report documents findings from six focus groups with educators in East Baton Rouge Parish schools who discussed strategies for enhancing student motivation in mathematics. The researchers shared survey results from 5th-8th grade students and solicited educator recommendations on fostering internal determination to complete math goals and strengthening students' perceptions of math's importance. --- --- ### 535. Best Practices: Running Focus Groups with Young Children ```yaml url: "https://repository.lsu.edu/srec_reports/26/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2025 date_source: page-meta authors: ["Sinclair, H. Colleen"] document_url: "https://repository.lsu.edu/cgi/viewcontent.cgi?article=1025&context=srec_reports" doi: null license: null tags: [aims, early-childhood, lsu, qualitative-research] ``` This practice guide by H. Colleen Sinclair offers recommendations for conducting focus groups with elementary school students. The resource was developed to help researchers gather students' experiences with mathematics instruction, particularly regarding their engagement with digital learning tools in classrooms. It presents practical, accessible guidance for qualitative research with young participants. --- --- ### 536. Educator Perceptions of Working with DreamBox Learning ```yaml url: "https://repository.lsu.edu/srec_reports/21/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2024 date_source: page-meta authors: ["Sinclair, H. Colleen", "Armour, Nathaniel", "Rhodes, Judith L. F", "Spears, Alyssa"] document_url: "https://repository.lsu.edu/cgi/viewcontent.cgi?article=1020&context=srec_reports" doi: null license: null tags: [aims, digital-learning-platforms, lsu] ``` This research report evaluates how K-12 educators experienced implementing DreamBox Learning, a digital math platform, in their classrooms. The study gathered feedback through focus groups to understand what worked well and what challenges emerged, with particular attention to how the technology affected both student engagement and teaching practices. --- --- ### 537. English Learner Reclassification Policy Structures and Student Characteristics ```yaml url: "https://e4.northwestern.edu/2024/06/25/english-learner-reclassification-policy-structures-and-student-characteristics/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2024-06-25 date_source: url authors: null document_url: null doi: null license: null tags: [aims, english-learners, northwestern-e4] ``` This research brief examines how English Learner reclassification policies vary across states and their relationship to student demographics. The authors analyze four distinct groups of state policies based on the kind of reclassification requirements and find that states with larger EL populations tend to implement more complex policies, while those experiencing faster EL growth rely more on English language proficiency assessments alone. --- --- ### 538. English Learner Reclassification Policy Structures and Student Outcomes ```yaml url: "https://e4.northwestern.edu/2024/11/05/english-learner-reclassification-policy-structures-and-student-outcomes/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2024-11-05 date_source: url authors: null document_url: null doi: null license: null tags: [aims, english-learners, northwestern-e4] ``` This research brief examines how policy complexity in English Learner reclassification varies across four states and affects student outcomes. The study finds that students in states with more complex reclassification policies are less likely to be eligible for reclassification, particularly when non-English language proficiency assessments are included as requirements. The analysis suggests that more stringent policies may create barriers prolonging EL student status. --- --- ### 539. Exploring the Impact of School Discipline and Attendance on Academic Achievement ```yaml url: "https://e4.northwestern.edu/2025/05/05/exploring-the-impact-of-school-discipline-and-attendance-on-academic-achievement/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2025-05-05 date_source: url authors: null document_url: null doi: null license: null tags: [aims, attendance, northwestern-e4, school-discipline] ``` This research brief examines how disciplinary actions and attendance patterns affect academic growth among over 66,000 elementary students in a large U.S. school district. The study found that attendance rate was a strong and consistent predictor of academic growth in both math and reading, while suspensions negatively impacted math achievement, underscoring the importance of equitable discipline practices and attendance support. --- --- ### 540. Geaux Math! EBRPSS & LSU: Differentiating Lessons with AI ```yaml url: "https://repository.lsu.edu/srec_reports/12/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2024 date_source: page-meta authors: ["Do, Bich", "Rhodes, Judith L. F"] document_url: "https://repository.lsu.edu/cgi/viewcontent.cgi?article=1011&context=srec_reports" doi: null license: null tags: [aims, genai, lsu, math-education] ``` This report examines a pilot program created by East Baton Rouge Parish School System and Louisiana State University to explore how generative AI tools can help teachers develop differentiated math instruction for K-8 students. The study, funded by the Bill and Melinda Gates Foundation, analyzed the impact on teachers' levels of self-efficacy with new technology and their capacity to address diverse student needs while managing burnout. --- --- ### 541. How Digital Platforms Provide Individualized Learning Experiences in Mathematics ```yaml url: "https://e4.northwestern.edu/2024/06/27/how-digital-platforms-provide-individualized-learning-experiences-in-mathematics/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2024-06-27 date_source: url authors: null document_url: null doi: null license: null tags: [aims, digital-learning-platforms, math-education, northwestern-e4] ``` This research report examines how a digital learning platform delivers personalized math instruction to approximately 2.7 million students in grades 1-5. The study analyzes assessment feedback mechanisms that adapt learning pathways based on student placement levels, demonstrating that students' experiences with digital learning platforms are individualized and responsive to their math learning needs. --- --- ### 542. Investing Early: The Impact of State Prekindergarten Funding on Kindergarten Academic Outcomes ```yaml url: "https://e4.northwestern.edu/2025/06/30/investing-early-the-impact-of-state-prekindergarten-funding-on-kindergarten-academic-outcomes/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2025-06-30 date_source: url authors: null document_url: null doi: null license: null tags: [aims, early-childhood, northwestern-e4, prekindergarten] ``` This research examines how state-level investment in pre-K programs for four-year-olds correlates with kindergarten math achievement across 31 school districts in nine states. Using data from over 200,000 students, the study found that kindergarten math growth was strongest in states with consistently high levels of PreK4 investment, and that overall district performance history proved to be a stronger predictor of success than pre-K enrollment alone. --- --- ### 543. Math Performance in East Baton Rouge Parish Schools: 2023-2024 ```yaml url: "https://repository.lsu.edu/srec_reports/23/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2024 date_source: page-meta authors: ["Sinclair, H. Colleen", "Rhodes, Judith L. F", "Terrio, Stacey R"] document_url: "https://repository.lsu.edu/cgi/viewcontent.cgi?article=1022&context=srec_reports" doi: null license: null tags: [aims, lsu, math-education] ``` This research report examines how a digital learning platform and student motivation factors influence math achievement among middle school students in Louisiana. The study analyzes key motivational factors such as confidence and anxiety, digital learning use, and student characteristics to identify intervention strategies that could strengthen student confidence and reduce math anxiety. --- --- ### 544. Measuring Motivation, Improving Engagement ```yaml url: "https://repository.lsu.edu/srec_reports/19/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2024 date_source: page-meta authors: ["Sinclair, H. Colleen", "Terrio, Stacey R", "Kim, Youn Kyoung"] document_url: "https://repository.lsu.edu/cgi/viewcontent.cgi?article=1018&context=srec_reports" doi: null license: null tags: [aims, lsu, math-motivation] ``` This report addresses the challenge of assessing student motivation in mathematics by integrating existing measurement tools and piloting them across two diverse student populations. The authors developed 10 reliable scales to evaluate different aspects of math motivation, with the goal of constructing reliable scales of pertinent individual differences in math motivation to facilitate discussion about validity and classroom applications. --- --- ### 545. New Normal in Early Elementary Mathematics Learning: Part III -- Learning from Variation in Grade 3 ```yaml url: "https://e4.northwestern.edu/2024/12/19/new-normal-in-early-elementary-mathematics-learning-part-iii-learning-from-variation-in-grade-3/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2024-12-19 date_source: url authors: null document_url: null doi: null license: null tags: [aims, k-12, math-education, northwestern-e4] ``` This research examines mathematics learning growth trajectories for third-graders using data from over 6,000 schools. The study found that disparities in student growth persist across school years, with Grade 3 emerging as a potential turning point where initial achievement gaps may begin to widen between students who started at different levels. --- --- ### 546. New Normal in Early Elementary Mathematics Learning: Part II -- School-level Variation in Growth in Grades 1 and 2 ```yaml url: "https://e4.northwestern.edu/2024/06/25/new-normal-in-early-elementary-mathematics-learning-part-ii-school-level-variation-in-growth-in-grades-1-and-2/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2024-06-25 date_source: url authors: null document_url: null doi: null license: null tags: [aims, k-12, math-education, northwestern-e4] ``` This research examines variations in mathematics learning growth across schools for students in first and second grade during the 2021-2022 and 2022-2023 school years. Using data from over 6,000 schools and the i-Ready Diagnostic assessment tool, the study explores how school demographic characteristics relate to student achievement patterns and identifies that learning growth fluctuates year-to-year. --- --- ### 547. New Normal in Early Elementary Mathematics Learning: Part I -- Initial Findings on Growth and Domains in Grade 1 through Grade 2 ```yaml url: "https://e4.northwestern.edu/2024/06/25/new-normal-in-early-elementary-mathematics-learning-part-i-initial-findings-on-growth-and-domains-in-grade-1-through-grade-2/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2024-06-25 date_source: url authors: null document_url: null doi: null license: null tags: [aims, k-12, math-education, northwestern-e4] ``` This research study examines mathematics learning outcomes for over 6,000 schools using adaptive assessment data from students who entered first grade in fall 2021. The analysis reveals that learning growth is greatest in the first half of students' first-grade year and identifies significant disparities in student progression, while highlighting Algebra and Algebraic Thinking as the strongest predictor of overall mathematical growth in early elementary grades. --- --- ### 548. The Math Mind Measures: A User Guide ```yaml url: "https://repository.lsu.edu/srec_reports/16/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2025 date_source: page-meta authors: ["Sinclair, H. Colleen", "Terrio, Stacey R", "Kim, Youn Kyoung"] document_url: "https://repository.lsu.edu/cgi/viewcontent.cgi?article=1015&context=srec_reports" doi: null license: null tags: [aims, lsu, math-motivation] ``` This user guide presents a comprehensive survey instrument designed to assess math motivation in students. The guide documents the development of the Math Mind Measures (MMM) across multiple forms, including long-forms with 138 items, short-forms with 77 items, brief versions, and parallel forms, created through piloting with diverse student populations across different grade levels and school districts. --- --- ### 549. Toward a Common Research Framework for Professional Learning ```yaml url: "https://rpplpartnership.org/external-resource/toward-a-common-research-framework-for-pl/" type: framework source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2025-11-12 date_source: page-meta authors: null document_url: null doi: null license: null tags: [aims, professional-development, rppl] ``` This report documents findings from interviews with professional learning organizations within the RPPL network, focusing on how these groups manage and utilize data. The framework aims to advance four key objectives: creating standardized measurement tools across professional learning organizations, broadening access to shared data, establishing secure infrastructure for data storage, and developing innovative, cost-effective research measures. --- --- ### 550. Understanding the Impact of Educators' Social-Emotional Learning (SEL) Skills on Student Academic Growth ```yaml url: "https://e4.northwestern.edu/2024/08/21/understanding-the-impact-of-educators-social-emotional-learning-sel-skills-on-student-academic-growth/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: 2024-08-21 date_source: url authors: null document_url: null doi: null license: null tags: [aims, northwestern-e4, professional-development, sel] ``` This research brief investigates how teachers' social-emotional competencies, specifically emotion regulation and relationship management, correlate with student academic outcomes. The study analyzed survey data from 269 K-8 educators and found associations between teacher demographics and their SEL skills, while also examining how educator well-being relates to their emotional capabilities and perceptions of school climate. --- --- ### 551. Curriculum & Learning Improvement Project (CLIP) ```yaml url: "https://www.norc.org/research/projects/curriculum-and-learning-improvement-project-clip.html" type: project-website source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [aims, data-sharing, norc] ``` CLIP is an innovative data ecosystem developed by NORC at the University of Chicago for the Gates Foundation that integrates learning management systems and curriculum data to provide educators with real-time insights on middle school math instruction. The project enables teachers, principals, and school district leaders to link curriculum implementation to student outcomes and make more informed instructional decisions, while also supporting researchers in conducting evaluations more efficiently. --- --- ### 552. ALTER-Math: AI-augmented Learning by Teaching to Enhance and Renovate Math Learning ```yaml url: "https://learning-engineering-virtual-institute.org/teams/alter-math/" type: platform source: "LEVI Math" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [genai, k-12, learning-engineering, math-education] ``` ALTER-Math is a platform that helps middle school students strengthen their math understanding by teaching an AI "student." As learners explain concepts, correct mistakes, and guide their virtual peer, they engage in a research-based educational approach that combines personalization, motivational strategies, and evidence-based feedback to make math learning more accessible and effective for all students. --- --- ### 553. Khanmigo by Khan Academy ```yaml url: "https://learning-engineering-virtual-institute.org/teams/khan-academy/" type: platform source: "LEVI Math" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [genai-tutoring, k-12, khan-academy, learning-engineering, math-education] ``` The Khan Academy LEVI team develops Khanmigo, an AI-powered tutoring system designed to help students practice math skills with personalized support and feedback. The platform addresses a critical gap in classrooms where students often lack sufficient practice opportunities and immediate guidance when they struggle. By combining AI tutoring with teacher insights and data, the team aims to significantly improve student math performance across early grades and middle school levels. --- --- ### 554. PLUS Tutoring by Carnegie Mellon University ```yaml url: "https://learning-engineering-virtual-institute.org/teams/carnegie-mellon-university/" type: platform source: "LEVI Math" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [intelligent-tutoring, k-12, learning-engineering, math-education] ``` PLUS (Personalized Learning Squared) Tutoring combines human tutors, student math software, and AI analytics to deliver targeted tutoring support during the school day. The platform analyzes student practice data to identify struggling students and allocate tutors strategically, reducing costs while maintaining one-on-one interaction. By focusing scarce human tutoring where it has the biggest impact, the system aims to scale high-quality instruction and improve equity in learning outcomes. --- --- ### 555. Eedi: Misconceptions Map ```yaml url: "https://learning-engineering-virtual-institute.org/teams/eedi/" type: platform source: "LEVI Math" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, learning-engineering, math-education, personalized-learning] ``` Eedi develops an AI-powered "Misconceptions Map" that analyzes student math errors to identify root conceptual gaps and predict future learning struggles. The system uses a knowledge graph to track how math concepts interconnect, recommending personalized learning steps for each student. A randomized controlled trial involving 3,000 students across 20 schools demonstrated that using Eedi led to 2-4 months of additional learning gain in an academic year. --- --- ### 556. MATHstream by Carnegie Learning ```yaml url: "https://learning-engineering-virtual-institute.org/teams/carnegie-learning/" type: platform source: "LEVI Math" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [carnegie-learning, genai, k-12, learning-engineering, math-education] ``` MATHstream is an interactive, adaptive live-video platform that pairs middle school students with expert instructors for real-time math problem-solving. The system incorporates generative AI supports for audio, video, and text chat to help students recover missed learning and build math proficiency, while also assisting teachers with lesson preparation and professional development. Districts in Massachusetts and Texas demonstrated significant gains, with students completing just 3-5 sessions achieving notable score improvements on state assessments. --- --- ### 557. HAT: Hybrid Human-Agent Tutoring ```yaml url: "https://learning-engineering-virtual-institute.org/teams/university-of-colorado-boulder/" type: platform source: "LEVI Math" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [intelligent-tutoring, k-12, learning-engineering, math-education] ``` HAT is an AI-powered platform developed by the University of Colorado Boulder and Saga Education that analyzes small-group tutoring sessions to provide tutors with data-driven feedback on their discourse practices. The system helps scale high-impact human tutoring while maintaining quality by giving tutors specific and directed feedback to improve their instructional techniques and ultimately enhance student math achievement in Title 1 schools. --- --- ### 558. Rori by Rising Academies ```yaml url: "https://learning-engineering-virtual-institute.org/teams/rising-academy-network/" type: platform source: "LEVI Math" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [genai-tutoring, k-12, learning-engineering, math-education] ``` Rori is an AI-powered WhatsApp chatbot that delivers personalized math tutoring via conversational interactions. The platform uses natural language processing and machine learning to assess student ability and deliver scaffolded lessons across Grades 1-9, enabling learning gains for under $5 per student annually without requiring high-speed internet or advanced devices. Field testing in Ghana showed the platform more than doubled learning gains among approximately 500 students over six months. --- --- ### 559. TLA Educational AI Leaderboard ```yaml url: "https://the-learning-agency.com/guides-resources/leaderboard-datasets-report/" type: platform source: "The Learning Agency" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [learning-engineering, tla] ``` Educational AI evaluation platform featuring benchmarks designed around real educational tasks with private test sets to prevent data contamination. Includes ASAP 2.0 (automated scoring of student persuasive essays) and the Eedi Misconception Annotation Project (identifying student math misconceptions), with performance, cost, and latency comparisons across models. --- --- ### 560. FAB-AI Pedagogy Benchmark Leaderboard ```yaml url: "https://www.fab-ai.org/initiatives/ai-for-education/edtech-quality/benchmarks" type: platform source: "AI-for-Education.org" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [higher-ed, learning-engineering] ``` Pedagogy benchmark leaderboard evaluating 220+ AI models from OpenAI, Anthropic, Google, Meta, and others on education tasks for low- and middle-income countries. Includes downloadable CSV results, a quality assurance facility, and task-specific AI evaluation capabilities. Maintained by FAB-AI through their AI-for-Education.org initiative. --- --- ### 561. TutorBench ```yaml url: "https://labs.scale.com/leaderboard/tutorbench" type: platform source: "Scale AI" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [genai, intelligent-tutoring] ``` Benchmark evaluating LLM tutoring capabilities across adaptive explanation generation, assessment and feedback, and active learning support in STEM subjects. Features 1,490 expert-curated prompts (56% multimodal) with 15,220 rubric criteria scored by an automated LLM judge achieving 78% agreement with human raters. The best-performing model scores only 55.7%, indicating tutoring remains a challenging frontier for AI. --- --- ### 562. MathTutorBench ```yaml url: "https://eth-lre.github.io/mathtutorbench/" type: platform source: "ETH Zurich" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [genai, intelligent-tutoring, math-education] ``` Benchmark assessing open-ended pedagogical capabilities of LLM tutors in mathematics through seven tasks organized around three teacher competencies: problem solving, Socratic questioning, and solution correctness evaluation. Published as an EMNLP 2025 Oral paper. Key finding: subject-matter expertise does not translate to effective teaching. Code, data, and a pedagogical reward model are openly available under CC BY 4.0. --- --- ### 563. pyBKT — Python Bayesian Knowledge Tracing ```yaml url: "https://github.com/CAHLR/pyBKT" type: code source: "UC Berkeley CAHLR" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [intelligent-tutoring, learning-engineering] ``` Python library implementing Bayesian Knowledge Tracing and variants for modeling student cognitive mastery from problem-solving sequences. Supports individual student priors, item-specific parameters, and resource-based learning rates with a scikit-learn-style API. Includes optimized C++ backend reducing fitting time from 1.5 hours to 45 seconds for 5,000 students. Published at EDM 2021, 254 stars, MIT license. --- --- ### 564. pyKT — Deep Learning Knowledge Tracing Toolkit ```yaml url: "https://github.com/pykt-team/pykt-toolkit" type: code source: "pyKT Team" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [intelligent-tutoring, learning-engineering] ``` PyTorch-based library providing standardized preprocessing, training, and evaluation for 29+ deep learning knowledge tracing models including DKT, DKVMN, SAKT, SAINT, and AKT across 7+ datasets. Published at NeurIPS 2022 with hyperparameter tuning results. 397 stars, MIT license. --- --- ### 565. py-irt — Bayesian Item Response Theory ```yaml url: "https://github.com/nd-ball/py-irt" type: code source: "University of Notre Dame" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [formative-assessment, learning-engineering] ``` Python library implementing Bayesian IRT models using variational inference, supporting 1PL (Rasch), 2PL, and 4PL models with vague or hierarchical priors. Provides CLI and programmatic interfaces for training and evaluation on scored prediction datasets. Published in INFORMS Journal on Computing 2023, 167 stars, MIT license. --- --- ### 566. ADL xAPI Wrapper ```yaml url: "https://github.com/adlnet/xAPIWrapper" type: code source: "ADL Initiative" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [digital-learning-platforms, learning-engineering] ``` Official JavaScript client library from the Advanced Distributed Learning Initiative (U.S. Department of Defense) for communicating with xAPI-compliant Learning Record Stores. Handles statement creation, activity states, agent profiles, attachments, and authentication. 223 stars, Apache 2.0 license. --- --- ### 567. ADL Learning Record Store ```yaml url: "https://github.com/adlnet/ADL_LRS" type: code source: "ADL Initiative" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [data-sharing, digital-learning-platforms, learning-engineering] ``` Open-source reference implementation of a Learning Record Store for storing xAPI learning data, updated to align with IEEE 9274.1.1 (xAPI 2.0). Built in Python with Docker support, OAuth integration, and Nginx/uWSGI deployment options. 331 stars, Apache 2.0 license. --- --- ### 568. OATutor — Open-Source Adaptive Tutoring System ```yaml url: "https://github.com/CAHLR/OATutor" type: code source: "UC Berkeley CAHLR" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [intelligent-tutoring, k-12, personalized-learning] ``` Open-source adaptive tutoring system using Bayesian Knowledge Tracing for skill mastery estimation, with scaffolded hints and intelligent problem selection. Built in React with optional Firebase logging, deployable to static hosting without a backend. Published at CHI 2023 with learning gains documented in PLOS ONE. 199 stars, MIT license (CC BY 4.0 for content). --- --- ### 569. Learning Commons — AI Developer Tools for Education ```yaml url: "https://docs.learningcommons.org/" type: platform source: "Learning Commons" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-06 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [digital-learning-platforms, genai, learning-engineering] ``` Open developer platform providing research-backed resources for building instructionally grounded AI products. Offers a Knowledge Graph API combining curriculum data, academic standards, and learning science research, plus Evaluators for assessing AI-generated educational content quality (literacy, vocabulary, grade-level appropriateness). Includes MCP server integration, playground environments, and alignment with Illustrative Math curriculum. --- --- ### 570. Pre-K Mathematics with DLM Early Childhood Express Math ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/381" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2013-12 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, math-education, prekindergarten, rct, wwc] ``` Pre-K Mathematics with DLM Early Childhood Express Math is a supplemental preschool curriculum using teacher-guided, small-group activities with concrete manipulatives, combined with take-home activities to develop mathematical knowledge in young children. The WWC reviewed 2 studies meeting standards, finding strong positive effects on general mathematics achievement for preschool children in urban settings with racially and ethnically diverse populations. The program showed no discernible effects on oral language, phonological processing, or print knowledge, indicating its primary strength is mathematics readiness. --- --- ### 571. Literacy Express ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/288" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2010-07 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, english-learners, literacy, prekindergarten, rct, wwc] ``` Literacy Express is a comprehensive preschool curriculum for ages 3–5 that delivers instruction through units covering oral language, emergent literacy, basic math, science, general knowledge, and socioemotional development, accompanied by professional development, teaching materials, and classroom management guidance. The WWC reviewed three studies meeting standards and found the program demonstrated positive effects on oral language, phonological processing, and print knowledge, but no discernible effects on cognition or general mathematics achievement. The evidence base draws primarily from implementations with English learner populations in urban settings in Florida and California. --- --- ### 572. Waterford Early Reading Level One ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/541" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2007-07 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, early-childhood, literacy, prekindergarten, rct, wwc] ``` Waterford Early Reading Level One is a computer-based emergent literacy curriculum for preschool children that targets phonological awareness, letter recognition, and print concepts through computer tutorials, reading placement assessments, and supplementary activities. The WWC identified 2 eligible studies but only 1 met design standards, showing potentially positive effects on print knowledge and no discernible effects on oral language. The limited qualifying evidence constrains the strength of conclusions about the program's overall effectiveness. --- --- ### 573. SpellRead ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/481" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2007-07 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, literacy, rct, wwc] ``` SpellRead (formerly SpellRead Phonological Auditory Training) is a reading intervention for grade 2 and above that integrates auditory and visual reading processes through systematic, explicit instruction, teaching students to recognize and manipulate English sounds and practice skills using appropriately leveled texts. The WWC reviewed 2 studies meeting standards and found positive effects on alphabetics and potentially positive effects on both fluency and comprehension, with evidence evaluated at grades 5–6 in a predominantly White student sample. The program also serves special education students and English language learners who are significantly below grade level in reading. --- --- ### 574. Cooperative Integrated Reading and Composition (CIRC) — Adolescent Literacy ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/111" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2010-08 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, literacy, rct, wwc] ``` Cooperative Integrated Reading and Composition (CIRC) is a comprehensive reading and writing program for grades 2–8 that combines cooperative learning with literacy instruction, featuring story-related activities, direct comprehension instruction, and integrated language arts tasks completed in pairs and teams, with a Spanish version available for grades 2–5. The WWC reviewed 6 eligible studies, of which 2 met standards, and found potentially positive effects on comprehension and general literacy achievement at the Tier 3 evidence level. The adolescent literacy report covers grades 2–6, with a separate review protocol applied for this age range. --- --- ### 575. Lindamood Phoneme Sequencing (LiPS) — Students with Learning Disabilities ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/279" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2010-03 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, literacy, rct, wwc] ``` Lindamood Phoneme Sequencing (LiPS), formerly called Auditory Discrimination in Depth, teaches students to decode words by identifying individual sounds using the oral-motor aspects of sounds to identify and order them within words, along with instruction in letter patterns, sight words, and context clues, targeting kindergarten through grade 3 and struggling or dyslexic readers. In the review focused on students with specific learning disabilities, the WWC found potentially positive effects on alphabetics and reading fluency, and potentially negative effects on writing, based on 1 study meeting standards out of 2 eligible studies. The evidence is classified as Tier 3, reflecting a limited but informative evidence base for this population. --- --- ### 576. Peer-Assisted Learning Strategies — English Language Learners (Reading) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/366" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2010-09 date_source: listing authors: null document_url: null doi: null license: null tags: [english-learners, k-12, literacy, rct, wwc] ``` Peer-Assisted Learning Strategies (PALS) is a peer-tutoring program for grades K–6 in which students alternate roles as tutor and learner during 30–35 minute sessions, coaching and correcting one another while teachers assign and regularly reassign pairs based on student needs. This intervention report focuses on reading achievement outcomes for English language learners in grades 3–6, finding potentially positive effects based on 1 study meeting standards out of 3 eligible studies reviewed, at the Tier 3 evidence level. The evidence suggests the peer-tutoring model can support reading gains for English learners in elementary settings. --- --- ### 577. Peer-Assisted Learning Strategies — Adolescent Literacy ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/367" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2012-01 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, literacy, rct, wwc] ``` Peer-Assisted Learning Strategies (PALS) is a peer-tutoring program for grades K–6 in which students take turns as tutor and tutee during structured sessions, coaching each other through problems while teachers manage pair assignments based on student abilities. This adolescent literacy review addresses reading comprehension outcomes, finding potentially positive effects based on 1 qualifying study out of 5 eligible studies, with evidence classified at Tier 3. The research examined students from predominantly White, suburban and urban backgrounds across grades 1–6 delivered in small-group settings. --- --- ### 578. Reading Apprenticeship — Grade 9 Literacy ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/414" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2010-07 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, literacy, professional-development, rct, wwc] ``` Reading Apprenticeship is a professional development initiative that trains teachers to model reading comprehension strategies and help students develop literacy skills alongside social-emotional learning objectives such as growth mindset and self-efficacy, targeting grade 9 students. The WWC found potentially positive effects on comprehension based on 1 study meeting standards out of 3 reviewed, placing the evidence at Tier 3. The limited evidence base suggests the need for additional high-quality research to strengthen confidence in the intervention's impact on adolescent literacy. --- --- ### 579. Read Naturally — Students with Specific Learning Disabilities ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/409" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2010-07 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, literacy, rct, wwc] ``` Read Naturally is a supplemental reading program combining books, audiotapes, and computer software that uses repeated reading, teacher modeling, and progress monitoring to develop reading proficiency, with students working independently at appropriate reading levels in grades 2–6. In this review focused on students with specific learning disabilities, the WWC found no discernible effects on reading fluency but potentially positive effects on writing achievement, based on 2 studies meeting standards out of 3 eligible studies. The mixed findings across outcome domains highlight the importance of examining intervention effects separately by outcome type and population. --- --- ### 580. Reading Recovery — Grade 1 Beginning Reading ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/420" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2013-07 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, literacy, rct, response-to-intervention, wwc] ``` Reading Recovery provides one-on-one tutoring to grade 1 students with low literacy achievement, delivered by trained teachers in daily 30-minute sessions over 12–20 weeks, incorporating instruction in phonemic awareness, phonics, vocabulary, fluency, and comprehension tailored to individual student needs. The WWC reviewed 79 eligible studies, finding 3 that met standards, and concluded the intervention demonstrated positive effects on general reading achievement and potentially positive effects on alphabetics, reading fluency, and comprehension at the Tier 3 evidence level. Despite the large number of eligible studies, the small number meeting rigorous design standards limits the confidence in the overall evidence base. --- --- ### 581. Peer-Assisted Learning Strategies — Students with Specific Learning Disabilities ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/569" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2012-06 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, literacy, math-education, rct, wwc] ``` Peer-Assisted Learning Strategies (PALS) is a peer-tutoring program for grades K–6 in which students alternate as tutor and tutee during 30–35 minute structured sessions, targeting both reading and mathematics outcomes for students with specific learning disabilities. The WWC reviewed 4 studies meeting standards and found potentially positive effects on reading fluency and comprehension, and no discernible effects on mathematics achievement, with reading outcomes rated at Tier 3 evidence. The findings suggest PALS is most effective for literacy skill development within this population, with more limited impact on math. --- --- ### 620. Lexia Core5 Reading ```yaml url: "https://evidenceforessa.org/program/lexia-core5-reading/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, early-childhood, k-12, literacy, personalized-learning, rct] ``` Lexia Core5 Reading is a blended learning program for PreK–5 that provides explicit, systematic reading instruction through personalized learning paths adapted to individual student skill gaps, combining online instruction with embedded assessments to help educators customize and track student progress. Across four studies involving over 17,000 students, Core5 students showed an average reading achievement effect size of +0.16 compared to matched comparison groups. Rated Moderate by Evidence for ESSA. --- --- ### 621. SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) ```yaml url: "https://evidenceforessa.org/program/sipps-systematic-instruction-in-phonological-awareness-phonics-and-sight-words-2/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, rct, response-to-intervention] ``` SIPPS is a structured-literacy reading curriculum using explicit instruction in phonological awareness, phonics, and sight words to support both new and struggling readers across three developmental levels, with flexible grouping based on individual student needs. In a quasi-experimental study of over 500 first and second graders, students receiving SIPPS as a Tier 2 intervention scored significantly higher on DIBELS measures than students who did not (effect size = +0.25). Rated Moderate by Evidence for ESSA. --- --- ### 622. Expository Reading and Writing Course (ERWC) ```yaml url: "https://evidenceforessa.org/program/expository-reading-and-writing-course-erwc/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, professional-development, rct, writing-instruction] ``` The Expository Reading and Writing Course (ERWC) is a 12th-grade college-readiness program designed to prepare high school seniors to enter California State University and community colleges without needing remediation in English, providing curriculum materials and several days of professional development and coaching. Teachers focus instruction on text analysis, critical thinking, discussions, oral language development, and writing across genres. A statewide evaluation found ERWC students achieved modestly higher English placement test scores than peers in traditional classrooms (effect size +0.13), earning a Moderate rating from Evidence for ESSA. --- --- ### 623. The Superkids Reading Program ```yaml url: "https://evidenceforessa.org/program/the-superkids-reading-program/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, literacy, rct] ``` The Superkids Reading Program is a phonics-based beginning reading curriculum for grades K–2 that emphasizes phonemic awareness, phonics, vocabulary, comprehension, writing, and spelling. Two matched studies demonstrated positive effects on sound and word reading measures, with an average effect size of +0.23, and teachers reported high satisfaction with the program's ease of implementation and motivating qualities. Rated Moderate by Evidence for ESSA. --- --- ### 624. Amira ```yaml url: "https://evidenceforessa.org/program/amira/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, early-childhood, intelligent-tutoring, k-12, literacy, personalized-learning, rct] ``` Amira is an AI-powered reading tutor for grades K–4 that provides personalized instruction, assesses oral reading fluency, and generates diagnostic reports for teachers and parents. Two research studies—including a randomized trial of 178 students (effect size +0.64) and a matched study of over 15,000 kindergarten and first-grade students (effect sizes +0.26 and +0.06)—demonstrated consistent positive impacts on early reading outcomes. Rated Moderate by Evidence for ESSA. --- --- ### 625. Imagine Español ```yaml url: "https://evidenceforessa.org/program/imagine-learning-imagine-espanol/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, early-childhood, english-learners, k-12, literacy, personalized-learning, rct] ``` Imagine Español is a personalized learning program for Pre-K through grade 6 that accelerates Spanish language and literacy development through engaging, culturally diverse content, with demonstrated gains in both Spanish and English reading proficiency. Two quasi-experimental studies found statistically significant improvements, including effect sizes of +0.25 on Spanish CIRCLE assessments for Pre-K students and +0.16 in English reading gains for grades 2–6. Rated Moderate by Evidence for ESSA. --- --- ### 626. Heggerty's Bridge to Reading Curriculum ```yaml url: "https://evidenceforessa.org/program/heggertys-bridge-to-reading-curriculum/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, literacy, rct] ``` Heggerty's Bridge to Reading Curriculum is a foundational skills program for grades K–2 that pairs explicit phonics instruction with phonemic awareness lessons in a 30-minute daily format, targeting decoding, reading fluency, and phonological awareness. Two studies showed consistently positive effects, including effect sizes of +0.16 to +0.33 on MAP Growth Reading assessments for first and second graders, with a weighted average effect size of +0.23. Rated Moderate by Evidence for ESSA. --- --- ### 627. Phonological Awareness Deluxe Package (PA Lessons) ```yaml url: "https://evidenceforessa.org/program/phonological-awareness-deluxe-package/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, english-learners, k-12, literacy, rct] ``` The Phonological Awareness Deluxe Package provides explicit, systematic small-group instruction to develop foundational phonological awareness skills in kindergarten students, with teacher-friendly lessons accessible to diverse learners including English language learners. Two studies involving 956 kindergarten students across California schools found significant improvements, with effect sizes of +0.21 and +0.74 on the Acadience Reading assessment, for a combined average of +0.49. Rated Moderate by Evidence for ESSA. --- --- ### 628. Exact Path Growth — Reading ```yaml url: "https://evidenceforessa.org/program/exact-path-reading/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, k-12, literacy, personalized-learning, rct] ``` Exact Path Growth – Reading is a personalized learning platform that accelerates and measures student reading achievement through individualized learning paths and adaptive diagnostic assessments, studied at the 6th-grade level. A quasi-experimental study of 4,367 sixth-grade students in Florida found that students completing at least one lesson significantly outperformed those completing only diagnostics, with an effect size of +0.16 on ELA achievement. Rated Moderate by Evidence for ESSA. --- --- ### 629. 95 Phonics Lesson Library (PLL) ```yaml url: "https://evidenceforessa.org/program/phonics-lesson-library-basic-advanced-multisyllable/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, rct, response-to-intervention] ``` The 95 Phonics Lesson Library is a comprehensive Tier 2 small-group phonics program that breaks phonics into 75 distinct subskills across three levels, providing ready-to-use lesson plans for below-benchmark readers in grades 1 and 4–5. Two studies involving 828 students demonstrated positive effects on Acadience Reading assessments, with effect sizes of +0.23 (1st grade) and +0.18 to +0.54 (4th–5th grade), averaging +0.21. Rated Moderate by Evidence for ESSA. --- --- ### 630. Just Right Reader Take-Everywhere Literacy Packs — Reading ```yaml url: "https://evidenceforessa.org/program/just-right-reader-take-everywhere-literacy-packs/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, literacy, rct] ``` Just Right Reader Take-Everywhere Literacy Packs is a kindergarten decodable book program aligned with the Science of Reading that extends classroom phonics instruction to the home, providing personalized packs with lesson plans and multilingual QR-code video guides for family support. A study of 399 kindergarten students across six Texas schools found users scored significantly higher on end-of-year DIBELS composite scores than comparison students (effect size = +0.39). Rated Moderate by Evidence for ESSA. --- --- ### 631. Lexia English Language Development ```yaml url: "https://evidenceforessa.org/program/lexia-english/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, english-learners, k-12, literacy, personalized-learning, rct] ``` Lexia English Language Development is a blended program for grades K–6 that combines interactive student-directed online lessons with teacher-led instruction to develop English proficiency for English learners. A quasi-experimental study of 1,570 students across California districts found significant positive effects on both the Overall ELPAC language proficiency assessment (effect size = +0.23) and SBAC English Language Arts assessment (effect size = +0.22), with strongest results for lower-proficiency students. Rated Moderate by Evidence for ESSA. --- --- ### 632. Coursemojo (Mojo) ```yaml url: "https://evidenceforessa.org/program/mojo/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, intelligent-tutoring, k-12, literacy, personalized-learning, rct, sel] ``` Coursemojo (Mojo) is an AI-powered teaching platform for 6th-grade English Language Arts that works alongside classroom teachers to provide individualized academic support to every student. Two quasi-experimental studies in Tennessee and Texas (totaling over 5,000 students) demonstrated positive impacts on reading achievement (effect sizes +0.12 and +0.11), with notable equity gains for students with disabilities and economically disadvantaged learners. Rated Moderate by Evidence for ESSA. --- --- ### 633. Reading Go! (Formerly Reading Rescue) ```yaml url: "https://evidenceforessa.org/program/reading-rescue/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [english-learners, k-12, literacy, professional-development, rct] ``` Reading Go! (formerly Reading Rescue) trains school staff to provide one-on-one tutoring to struggling first and second graders through 10 full days of professional development over two years, combining fluency building, phonological awareness, word study, and vocabulary instruction in daily 30-minute sessions. A study of language-minority, low-SES students in New York City found significantly positive results on word attack and decoding measures, with an average effect size of +0.39. Rated Moderate by Evidence for ESSA. --- --- ### 634. Exact Path Proficiency + Exact Path Growth — Reading ```yaml url: "https://evidenceforessa.org/program/exact-path-proficiency-exact-path-growth-reading/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, k-12, literacy, personalized-learning, rct] ``` Exact Path Proficiency + Exact Path Growth – Reading is a digital learning system for middle grades (6–8) combining personalized, adaptive skill-based instruction with standards-aligned formative assessment tools including practice tests and test-readiness activities. A quasi-experimental study of 3,323 middle school students in Florida found statistically significant improvements in ELA achievement on the FAST assessment (effect size = +0.14) when both components were used together. Rated Moderate by Evidence for ESSA. --- --- ### 635. Early Steps ```yaml url: "https://evidenceforessa.org/program/early-steps/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, rct] ``` Early Steps is a first-grade reading intervention providing one-to-one tutoring in 30-minute sessions five days a week throughout the entire school year, with tutors trained in structured lessons emphasizing re-reading, word study, and writing using leveled books. A study of 86 students in urban Tennessee found substantially positive effects on Woodcock Johnson Word Attack and Passage Comprehension scales, with an average effect size of +0.86. Rated Moderate by Evidence for ESSA. --- --- ### 636. Magnetic Reading Foundations ```yaml url: "https://evidenceforessa.org/program/magnetic-reading-foundations/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, literacy, rct] ``` Magnetic Reading Foundations is a comprehensive foundational skills program for grades K–2 used 30–45 minutes daily alongside an existing reading curriculum, addressing phonological awareness, phonics, letter formation, fluency, and related competencies through digital and print materials. A quasi-experimental study of 1,615 second-grade students across 41 schools found users achieved significantly higher spring i-Ready Diagnostic scores than comparable peers (effect size = +0.15). Rated Moderate by Evidence for ESSA. --- --- ### 637. CAPIT Reading ```yaml url: "https://evidenceforessa.org/program/capit-reading/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, early-childhood, k-12, literacy, rct] ``` CAPIT Reading is a blended supplemental phonics program for Pre-K through grade 3 that uses a Sound-to-Print approach to deliver explicit, systematic instruction designed to develop foundational literacy skills and close reading gaps. A 2023–2024 evaluation of 794 students in a Florida district found CAPIT students scored an average of 17.2 points higher on the FAST Star Early Literacy assessment (effect size = +0.19) and were more than twice as likely to meet kindergarten readiness benchmarks. Rated Moderate by Evidence for ESSA. --- --- ### 638. Magnetic Reading ```yaml url: "https://evidenceforessa.org/program/magnetic-reading/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, rct] ``` Magnetic Reading is a print-based supplemental reading comprehension program for grades 3–5, used 30–45 minutes per day, that supplies culturally relevant and high-interest grade-level texts along with digital educator resources for differentiated instruction. Two studies in rural Iowa schools demonstrated positive effects on spring i-Ready Diagnostic scores and Iowa state ELA tests, with effect sizes of +0.23 and +0.22 respectively across 1,968 combined students. Rated Moderate by Evidence for ESSA. --- --- ### 639. i-Ready Personalized Instruction Reading ```yaml url: "https://evidenceforessa.org/program/i-ready-personalized-instruction-reading/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, k-12, literacy, personalized-learning, rct] ``` i-Ready Personalized Instruction Reading uses diagnostic assessments to generate individualized online reading lessons for grades K–8, tailoring instruction to each student's performance level while providing comprehensive monitoring reports for educators. A quasi-experimental study of 2,132 fifth graders in Massachusetts found students using i-Ready had significantly higher ELA MCAS scores than the comparison group (effect size = +0.12), with stronger results for students meeting usage recommendations. Rated Moderate by Evidence for ESSA. --- --- ### 640. Peer-Assisted Learning Strategies (PALS) — Reading — Elementary, Struggling Readers ```yaml url: "https://evidenceforessa.org/program/peer-assisted-learning-strategies-pals-reading-elementary-struggling-readers/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, rct] ``` Peer-Assisted Learning Strategies (PALS) – Reading – Elementary, Struggling Readers is a first-grade intervention in which children work in structured pairs, alternating teacher and learner roles to develop phonemic awareness, phonics, sound blending, passage reading, and story retelling with error-correction strategies. One qualifying study of 79 students found statistically significant positive effects on Woodcock assessment scales, with an average effect size of +0.59. Rated Moderate by Evidence for ESSA. --- --- ### 641. My Reading Academy ```yaml url: "https://evidenceforessa.org/program/my-reading-academy/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, early-childhood, k-12, literacy, personalized-learning, rct] ``` My Reading Academy is an adaptive game-based curriculum for Pre-K and kindergarten that teaches foundational reading skills through explicit phonemic awareness and phonics instruction combined with engaging, interactive gameplay. A quasi-experimental study of 1,097 students across four districts found kindergarteners significantly outperformed comparison students on state end-of-year literacy assessments (effect size = +0.17), with stronger gains in Alphabetic Knowledge (effect size = +0.32) and for students with lower baseline literacy skills. Rated Moderate by Evidence for ESSA. --- --- ### 642. Imagine IM ```yaml url: "https://evidenceforessa.org/program/imagine-learning-illustrative-mathematics/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, k-12, math-education, rct] ``` Imagine IM is an Illustrative Mathematics-certified print and digital core math curriculum for grades K–5 that delivers problem-based instruction in face-to-face, student-led whole-group settings, emphasizing conceptual understanding alongside procedural fluency. Four studies involving 8,720 students showed consistent positive impacts on student math achievement, with an average effect size of +0.11 and particularly strong results for students with disabilities and economically disadvantaged students. Rated Moderate by Evidence for ESSA. --- --- ### 643. engage2learn ```yaml url: "https://evidenceforessa.org/program/engage2learn/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [coaching, k-12, math-education, professional-development, rct] ``` engage2learn (e2L) partners with public schools to provide competency-focused, job-embedded teacher coaching and administrator support in grades 6–8, using a technology platform to track teacher growth and student math outcomes. Two matched studies involving 4,282 students found positive effects on math achievement, with effect sizes of +0.19 to +0.33 on NWEA MAP and +0.13 on STAAR assessments. Rated Moderate by Evidence for ESSA. --- --- ### 644. i-Ready Classroom Mathematics ```yaml url: "https://evidenceforessa.org/program/i-ready-classroom-mathematics/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, k-12, math-education, personalized-learning, rct] ``` i-Ready Classroom Mathematics is a K–8 core math curriculum combining print and digital materials—including teacher guides, student workbooks, and hands-on manipulatives—that emphasizes conceptual understanding and problem-solving skills, studied primarily in grades 3–5. A multi-state quasi-experimental study found an average effect size of +0.10 on the i-Ready Diagnostic for Mathematics, with particularly strong effects for Hispanic, Black, economically disadvantaged, English learner, and special education students. Rated Moderate by Evidence for ESSA. --- --- ### 645. Math 180 ```yaml url: "https://evidenceforessa.org/program/math-180-2/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, k-12, math-education, rct, response-to-intervention] ``` Math 180 is a targeted math intervention program for grades 5–8 that builds algebra readiness using adaptive software combined with teacher-led instruction to strengthen foundational computation and reasoning skills in striving students. Two studies found significantly greater gains compared to business-as-usual instruction on NWEA MAP Mathematics assessments, with effect sizes of +0.31 and +0.23 and an average of +0.26. Rated Moderate by Evidence for ESSA. --- --- ### 646. i-Ready Personalized Instruction Math ```yaml url: "https://evidenceforessa.org/program/i-ready-personalized-instruction-math/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, k-12, math-education, personalized-learning, rct] ``` i-Ready Personalized Instruction Math uses diagnostic data to generate individualized online mathematics lessons for grades K–8, helping teachers provide targeted instruction while monitoring student progress through comprehensive reports. A quasi-experimental study of 2,256 fifth graders across six Massachusetts districts found students using i-Ready had significantly higher Mathematics MCAS scores than the comparison group (effect size = +0.23), with even stronger results for students meeting usage recommendations. Rated Moderate by Evidence for ESSA. --- --- ### 647. Bridges in Mathematics ```yaml url: "https://evidenceforessa.org/program/bridges-in-mathematics/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, math-education, rct] ``` Bridges in Mathematics is a comprehensive Pre-K through grade 5 math curriculum from the Math Learning Center that emphasizes conceptual understanding, fluency, discourse, and problem solving through direct instruction, structured investigation, and open exploration using visual models and hands-on manipulatives. Two quasi-experimental studies—including a 2024–2025 study of over 10,000 students—demonstrated statistically significant positive results on state math tests for grades 4–5 (effect size = +0.10). Rated Moderate by Evidence for ESSA. --- --- ### 648. Exact Path Proficiency + Exact Path Growth — Math ```yaml url: "https://evidenceforessa.org/program/exact-path-proficiency-exact-path-growth-math/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, k-12, math-education, personalized-learning, rct] ``` Exact Path Proficiency + Exact Path Growth – Math is a digital program for grades 6–8 combining personalized adaptive instruction with standards-aligned formative assessment including practice tests and test-readiness activities. A quasi-experimental study of 3,632 middle school students in Florida found the bundled program produced a statistically significant positive effect on FAST Mathematics scores (effect size = +0.11). Rated Moderate by Evidence for ESSA. --- --- ### 649. Core-Plus Mathematics Project ```yaml url: "https://evidenceforessa.org/program/core-plus-mathematics-project/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, math-education, rct] ``` The Core-Plus Mathematics Project is a problem-based, inquiry-oriented four-year integrated mathematics curriculum for grades 9–12 that organizes content around connected strands of algebra/functions, geometry/trigonometry, statistics/probability, and discrete mathematics rather than traditional separate courses. Four studies involving 3,416 students showed a weighted mean effect size of +0.08, with one study demonstrating statistically significant positive outcomes on mathematical thinking and problem-solving measures. Rated Moderate by Evidence for ESSA. --- --- ### 650. Professional Learning Communities at Work (PLC at Work) — Math ```yaml url: "https://evidenceforessa.org/program/professional-learning-communities-at-work-plc-at-work/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [coaching, formative-assessment, k-12, math-education, professional-development, rct] ``` Professional Learning Communities at Work (PLC at Work) is a school improvement approach for grades 3–8 that enhances student math learning through teacher collaboration guided by three core principles: focus on learning, collaborative culture, and results orientation, with recurring cycles of collaborative planning, assessment, and intervention. A quasi-experimental study of 2,500+ students in Arkansas showed a statistically significant positive effect on ACT Aspire math achievement (effect size = +0.08), with meaningful subgroup gains for economically disadvantaged students. Rated Moderate by Evidence for ESSA. --- --- ### 651. Catapult Learning's Educational Services ```yaml url: "https://evidenceforessa.org/program/catapult-learnings-educational-services/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, math-education, rct] ``` Catapult Learning's Wraparound Supplemental Educational Services delivers systematic small-group instruction in literacy and math along with counseling and special education support in a structured low-ratio environment for grades K–12, studied at the middle school level. A 2023–24 study of 388 students found intervention participants significantly outperformed matched peers on NWEA MAP Growth math assessments (effect size = +0.21), with notable gains for Hispanic, female, and Title I students. Rated Moderate by Evidence for ESSA. --- --- ### 652. Exact Path Growth — Math ```yaml url: "https://evidenceforessa.org/program/exact-path-math/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, k-12, math-education, personalized-learning, rct] ``` Exact Path Growth – Math is a personalized learning platform that accelerates and measures student math achievement through individualized learning paths and adaptive assessments, with evidence from a 6th-grade study. A quasi-experimental study of 4,597 sixth-grade students in Duval County, Florida found that students who used the platform demonstrated significantly higher math achievement compared to those who completed only diagnostics (effect size = +0.06). Rated Moderate by Evidence for ESSA. --- --- ### 653. PAX Good Behavior Game — Math ```yaml url: "https://evidenceforessa.org/program/pax-good-behavior-game-math/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, math-education, rct, sel] ``` PAX Good Behavior Game – Math is a classroom behavior management system for grades 1–2 that divides students into teams and uses group contingencies—awarding check marks for rule violations—to promote on-task behavior during math instruction. A single study of 703 students in Ohio found that students receiving PAX Good Behavior Game achieved significantly higher math scores than matched controls (effect size = +0.32). Rated Moderate by Evidence for ESSA. --- --- ### 654. Math Recovery Intervention ```yaml url: "https://evidenceforessa.org/program/math-recovery-intervention/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, math-education, rct, response-to-intervention] ``` Math Recovery Intervention provides targeted one-on-one math instruction in whole number concepts for first graders in intense short-term sessions of 25–30 minutes, 4–5 days per week for 12–15 weeks, using diagnostic assessment and problem-centered tasks. A matched-comparison study found positive results on math reasoning measures compared to non-tutored students (effect size = +0.30). Rated Moderate by Evidence for ESSA. --- --- ### 655. Just Right Reader Take-Everywhere Literacy Packs — Family Engagement ```yaml url: "https://evidenceforessa.org/program/just-right-reader-take-everywhere-literacy-packs-family-engagement/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, literacy, rct] ``` Just Right Reader Take-Everywhere Literacy Packs – Family Engagement extends classroom Science of Reading–aligned phonics instruction to the home for kindergarteners through personalized decodable book packs with lesson plans and multilingual QR-code video guides that support family involvement. A quasi-experimental study of 399 kindergarten students across six Texas schools found participants scored significantly higher than comparison students on end-of-year DIBELS composite scores (effect size = +0.39). Rated Moderate by Evidence for ESSA. --- --- ### 656. Coherence by Design ```yaml url: "https://tntp.org/publication/coherence-by-design/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2026-03-04 date_source: page-meta authors: null document_url: "https://tntp.org/wp-content/uploads/2026/03/coherence-by-design-message-from-CEO.pdf" doi: null license: null tags: [k-12] ``` Achievement and opportunity gaps were exacerbated by the pandemic, and students who were already furthest behind have struggled the most to recover. In schools across the country, instructional incoherence, particularly across core classrooms, intervention, and other academic supports, undermines learning acceleration and widens opportunity gaps. Coherence by Design: Building Instructional Systems That Help Students Catch Up makes the case that districts can transform students’ experiences and outcomes by aligning instruction, content, and goals across all learning settings. When systems create the conditions for instructional coherence, every student can engage in grade-level learning. Drawing on national data and real district practice, this publication shows what coherence looks like in classrooms and across systems, why it matters for learning acceleration, and how coherent systems of academic support help educators make better decisions that lead to improved student outcomes. Learn more about how TNTP can help you build coherent instructional systems. --- --- ### 657. Teachers’ Time Use ```yaml url: "https://tntp.org/publication/teachers-time-use/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2025-07-01 date_source: page-meta authors: null document_url: null doi: null license: null tags: [career-readiness, higher-ed, k-12, sel] ``` Teachers are the backbone of our education system, shaping not only the academic success of millions of students but also their long-term well-being and economic mobility. One out of every 12 college educated workers in the U.S. is a teacher, making educators a vital and influential part of the national workforce. Research shows that teacher quality is the single most important school-based factor in determining students’ motivation, academic achievement, and future outcomes. The impact of great teaching is both immediate and enduring. As TNTP explored in Paths of Opportunity, young people who have access to high-quality academic experiences and excel in school are also more likely to earn a living wage and report high levels of well-being in adulthood. In fact, economists have found that students who move from an average teacher to an excellent teacher in a single grade can expect to earn thousands of additional dollars over their lifetimes. --- --- ### 658. Unlocking Algebra ```yaml url: "https://tntp.org/publication/unlocking-algebra/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2025-05-13 date_source: page-meta authors: null document_url: null doi: null license: null tags: [higher-ed, k-12, math-education, sel] ``` Mathematics learning is a key part of a strong academic foundation that sets students up to thrive in PK–12 schooling and beyond. As explored in Paths of Opportunity, young people who have access to high-quality academic experiences and excel in school are more likely to earn a living wage and report high levels of well-being in adulthood. Algebra I, specifically, is an inflection point in young people’s education. The course is a gateway to the higher math courses that set students up for college and careers of their choice, including those in the growing STEM sector. Students who pass Algebra I by ninth grade are more likely to graduate high school, attend college, and earn higher salaries when they enter the workforce. Conversely, students who do not complete Algebra I are four times more likely to drop out of high school than those who pass. --- --- ### 659. The Opportunity Makers ```yaml url: "https://tntp.org/publication/the-opportunity-makers/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2024-09-25 date_source: page-meta authors: null document_url: null doi: null license: null tags: [k-12] ``` In schools across the country, far too many students fall behind academically, and most who fall behind stay behind. If we don’t accelerate learning at scale, millions of students may never catch up. This has far-reaching implications for students’ futures: Our research has shown that a strong academic foundation is one of five factors of social and economic mobility. Without strong academic foundations, they will be less equipped to pursue chosen careers, achieve financial security, and thrive in life. How can we ensure that students’ long-term opportunities are not limited by learning losses in elementary or middle school? Of the 28,000 elementary and middle schools we studied where students start out below grade level, five percent help students gain more than 1.3 years of learning per academic year—a pace that catches the average student up to grade level by the time they leave their school. These trajectory-changing schools have maintained that growth for a decade. --- --- ### 660. The Impacts of Teacher Expectations on Student Outcomes ```yaml url: "https://tntp.org/publication/the-impacts-of-teacher-expectations-on-student-outcomes/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2024-08-28 date_source: page-meta authors: null document_url: null doi: null license: null tags: [k-12] ``` Research has shown that teacher beliefs shape classroom dynamics, influence student performance, and drive achievement disparities, especially across racial and socioeconomic lines. However, interventions can help mitigate these beliefs and empower teachers to raise expectations for all students, creating growth-focused, inclusive environments. This resource is a research base that focuses on equitable student outcomes through an exploration of teacher expectations and their profound impact on student success. --- --- ### 661. Paths of Opportunity ```yaml url: "https://tntp.org/publication/paths-of-opportunity/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2024-08-08 date_source: page-meta authors: null document_url: null doi: null license: null tags: [k-12] ``` Our world is changing. Mobility is declining, wealth gaps are growing, and employers are struggling to fill vacant positions with qualified candidates. To give all young people an equal opportunity to thrive in the 21st century workplace, we must fundamentally transform our approach to teaching and learning. It’s time to build a future in which public education truly makes it possible for all young people to thrive in life, pursue careers of their choosing, and shape our democracy. In the first report of our Paths of Opportunity series, we explore how young people’s experiences during their high school years shaped their economic and social mobility in adulthood, using data from the National Longitudinal Survey of Youth 1997. We found that: --- --- ### 662. Moving Up ```yaml url: "https://tntp.org/publication/moving-up/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2024-04-25 date_source: page-meta authors: null document_url: null doi: null license: null tags: [k-12] ``` In 2021, TNTP published Missing Out: Arkansas’ Teacher Shortage and How to Fix It, describing teacher shortages in Arkansas, programs the state had in place to address them, and the extent to which teachers and potential teachers were aware of and interested in these programs. To address these issues, TNTP made three recommendations: In recent years, Arkansas has launched initiatives aligned to each of these recommendations. Additionally, policymakers are taking steps to audit the state’s requirements for aspiring teachers to identify and remove barriers to the profession, while maintaining relevant and rigorous teacher licensure requirements. --- --- ### 663. Unlocking Learning Acceleration for Multilingual Learners ```yaml url: "https://tntp.org/publication/unlocking-learning-acceleration-for-multilingual-learners/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2024-03-04 date_source: page-meta authors: null document_url: null doi: null license: null tags: [english-learners, k-12] ``` Multilingual Learners (MLs) represent the fastest-growing student population in our nation’s schools. With diverse cultural and linguistic backgrounds, MLs bring unique assets, or superpowers, that can propel them forward and enrich the entire educational ecosystem. But for too long, they have been among the most underserved student populations, grappling with significant resource gaps at every level. Over the last few years, the influx of Emergency Relief Funds (ESSER) has provided a much-needed lifeline for schools to accelerate learning after the pandemic. Our latest report, Unlocking Learning Acceleration for Multilingual Learners, provides a comprehensive analysis of innovative and impactful strategies deployed to support the success of MLs, largely made possible by leveraging federal funds. --- --- ### 664. False Signals ```yaml url: "https://tntp.org/publication/false-signals/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2023-11-08 date_source: page-meta authors: null document_url: null doi: null license: null tags: [attendance, k-12, math-education] ``` In the aftermath of the pandemic, public schools nationwide face profound challenges. Student test scores are down, absenteeism is at an all-time high, and educators are working tirelessly to bridge the learning gap. But research shows families believe that everything is back to normal or will be soon. Our new report, written with EdNavigator and Learning Heroes, explores this disconnect by looking at the relationship between attendance, learning, and grades—and the critical signals those grades are sending to families. We partnered with two school districts to analyze their data both before and after the pandemic. Across the board, more students were both chronically absent and not yet on grade level. But their grades, families’ most trusted indicator of academic standing, tended to remain the same, or were even higher. --- --- ### 665. Unlocking Acceleration ```yaml url: "https://tntp.org/publication/unlocking-acceleration/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2022-08-15 date_source: page-meta authors: null document_url: "https://tntp.org/wp-content/uploads/2023/02/Learning_Acceleration_for_All_2021.pdf" doi: null license: null tags: [k-12] ``` To catch up after the pandemic, students need opportunities to do grade-level work. New evidence suggests many still aren’t getting those chances. Schools are working urgently to help students catch back up to grade level in the wake of the pandemic. But that can only happen if students get consistent opportunities to do grade-level work. Our previous research has shown that when students fall behind, providing access to grade level work with appropriate support (learning acceleration) is the best way to help them catch up—and that delaying access to grade-level work (remediation) practically guarantees they will fall even farther behind. But are students getting enough opportunities to do grade-level work? We partnered with ReadWorks, a free digital literacy resource used by more than 75,000 schools, to analyze trends in teachers’ use of grade-level assignments on the platform. --- --- ### 666. Accelerate, Don’t Remediate ```yaml url: "https://tntp.org/publication/accelerate-dont-remediate/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2021-05-23 date_source: page-meta authors: null document_url: "https://tntp.org/wp-content/uploads/2023/02/Learning_Acceleration_for_All_2021.pdf" doi: null license: null tags: [k-12, math-education] ``` School systems must decide how to help students catch up from COVID-19. New evidence suggests learning acceleration is the right approach. Research suggests more students have experienced more unfinished learning over the last year than ever before. With the COVID-19 pandemic waning, school systems are facing a critical choice about how to respond. Should they use the traditional approach of reviewing all the content students missed, known as remediation? Or should they start with the current grade’s content and provide “just-in-time” supports when necessary, known as learning acceleration? New data from Zearn, a nonprofit organization whose online math platform is used by one in four elementary students nationwide, provides one of the first direct comparisons of these two approaches—and compelling new evidence that school systems should make learning acceleration the foundation of their academic strategies next year and beyond. --- --- ### 667. Missing Out ```yaml url: "https://tntp.org/publication/missing-out/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2021-03-08 date_source: page-meta authors: null document_url: "https://tntp.org/wp-content/uploads/2023/02/TNTP_MissingOut_ExecutiveSummary_FINAL_web_1.pdf" doi: null license: null tags: [k-12] ``` Every child in Arkansas deserves an effective, qualified teacher in their classroom. Unfortunately, far too many Arkansas students are being taught by teachers who are uncertified in the subject they are teaching. In this report, we analyze the extent and potential causes of Arkansas’ teacher shortage and propose a series of recommendations for state policymakers. We had two primary findings about the shortage: --- --- ### 668. Rising Together ```yaml url: "https://tntp.org/publication/rising-together/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2021-01-26 date_source: page-meta authors: null document_url: null doi: null license: null tags: [k-12] ``` Community engagement is critical for students and families. Here’s how four districts approached it. Community, collaboration, and relationships have become more important than ever during the COVID-19 pandemic. Across the country, school districts have embraced this opportunity to rethink how to engage with families and the surrounding community. With strong leadership that treats families, caregivers, and community organizations as full and authentic partners in student learning during the COVID-19 pandemic, school systems have found new ways to help ensure their children are well. In this report, we share insights and lessons from our work with four districts as they responded to the COVID-19 pandemic. While each focused on different initiatives to address their unique challenges, all four districts grounded their work in TNTP’s four key pillars of community engagement — a shared vision, intentional culture and diversity, authentic collaboration, and 360-degree communication: --- --- ### 669. A Broken Pipeline ```yaml url: "https://tntp.org/publication/a-broken-pipeline/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2020-12-08 date_source: page-meta authors: null document_url: null doi: null license: null tags: [career-readiness, k-12] ``` We can’t have a diverse teacher workforce without diverse teacher preparation programs. Closing the teacher diversity gap is one of the most important steps we can take to make public education more equitable. But as many school systems across the country have prioritized the issue, one institution has largely escaped scrutiny: teacher preparation programs. In this report, we use data from the U.S. Department of Education to compare the demographics of each state’s teacher preparation program enrollees to that of public school students to calculate a “teacher prep diversity gap.” We also highlight individual teacher preparation programs that are—and are not—recruiting enough teachers of color to match student demographics in their states. --- --- ### 670. A Strong Foundation ```yaml url: "https://tntp.org/publication/a-strong-foundation/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2020-01-27 date_source: page-meta authors: null document_url: "https://tntp.org/wp-content/uploads/2023/02/Arkansas_State_Profile-1.20.pdf" doi: null license: null tags: [k-12] ``` State policies can lay the groundwork for big improvements in teacher hiring and retention. Here’s how. When it comes to ensuring every student gets great teachers, state governments play a crucial and underappreciated role. Without access to the right data, school systems will struggle to match the supply and demand for new teachers. Without certification policies that prioritize student impact over paper credentials, too many talented people will be shut out of the teaching profession. And without pressure to prioritize teacher diversity, many preparation programs simply won’t. In this issue brief, we outline a policy agenda that can help boost the number of great teachers in any state: --- --- ### 671. The Opportunity Myth ```yaml url: "https://tntp.org/publication/the-opportunity-myth/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2018-09-25 date_source: page-meta authors: null document_url: "https://tntp.org/wp-content/uploads/2023/02/TNTP_Opportunity-Myth_Executive-Summary_WEB.pdf" doi: null license: null tags: [english-learners, higher-ed, k-12] ``` We’ve been telling students that doing well in school creates opportunities—that showing up, doing the work, and meeting teachers’ expectations will prepare them for their futures. Unfortunately, that’s a myth. Far too many students graduate from high school still unprepared for the lives they want to lead. They enroll in college and land in remedial courses, or start jobs and discover they’re missing skills they need. We wanted to understand why. To do this, we followed nearly 4,000 students in five diverse school systems to learn more about their experiences. What we found was unnerving: classroom after classroom filled with A and B students whose big goals for their lives are slipping further away each day, unbeknownst to them and their families—not because they can’t master challenging material, but because they’re rarely given a real chance to try. --- --- ### 672. Walking Together ```yaml url: "https://tntp.org/publication/walking-together/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2017-09-25 date_source: page-meta authors: null document_url: null doi: null license: null tags: [higher-ed, k-12] ``` Imagine this: A community comes together to set a vision for its public schools. In local libraries, neighborhood associations, school cafeterias, and places of worship, families sit down together and share their hopes and dreams for their children. They think about what schools need to do to better equip students for college, career, entrepreneurship, and service to their communities. They talk about the need for more teachers who reflect their demographics, and translation resources that help family members communicate with teachers and school staff. They contemplate improving access to sports and arts programs. They imagine more college counselors and challenging courses that help students enter college prepared for success. --- --- ### 673. Room to Run ```yaml url: "https://tntp.org/publication/room-to-run/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2016-08-11 date_source: page-meta authors: null document_url: null doi: null license: null tags: [higher-ed, k-12] ``` What’s possible when students are challenged and inspired in school? We don’t hear often enough from the people who know best: students. So we asked. We asked students like Martin, who once thought pre-calculus was out of reach. Now he’s confident he can excel. He plans to be the first in his family to go to college. --- --- ### 674. Accountability Under ESSA ```yaml url: "https://tntp.org/publication/accountability-under-essa-how-states-can-design-systems-that-advance-equity/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2016-07-28 date_source: page-meta authors: null document_url: null doi: null license: null tags: [k-12] ``` ESSA gives states the flexibility they need to build accountability systems that work for their communities. Here’s how they can get started. The Every Student Succeeds Act (ESSA) gives states new flexibility to deliver on the promise of public education in the way that works best for the communities they serve—especially when it comes to building school accountability systems. These systems are among the most powerful tools at a state chief’s disposal to advance ESSA’s goals of “school quality and student success.” They should embody a state’s vision of a great education and definition of a great school, and help monitor whether it’s becoming a reality for students. In this working paper, we offer some guiding principles to help state chiefs build an accountability system that reflects voices from across their communities, advances educational equity, and makes a difference for as many students as possible. --- --- ### 675. The Mirage ```yaml url: "https://tntp.org/publication/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2015-08-04 date_source: page-meta authors: null document_url: "https://tntp.org/wp-content/uploads/2023/02/TNTP_Mirage_Executive_Summary_2015.pdf" doi: null license: null tags: [k-12] ``` The Mirage challenges the widely held perception among education leaders that we know what works when it comes to teacher development, and if we could just apply that knowledge more widely, we could improve the quality of classroom teaching in short order. Over two years, we looked closely at teacher development in three large school districts and one charter school network. Here’s what we found: But school systems shouldn’t give up on teacher development. And they shouldn’t cut spending on it, either. Rather, we believe it’s time for a new conversation about teacher improvement—one that asks fundamentally different questions about what great teaching means and how to achieve it. --- --- ### 676. Greenhouse Schools in Boston ```yaml url: "https://tntp.org/publication/greenhouse-schools-in-boston/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2015-02-24 date_source: page-meta authors: null document_url: "https://tntp.org/wp-content/uploads/2023/02/TNTP_Greenhouse_Schools_in_Boston_Technical_Appendix_2015.pdf" doi: null license: null tags: [k-12] ``` Boston’s public charter school sector has received national attention for student performance. But what makes the schools so effective? Independent studies have found that Boston charter school students, on the whole, are learning at much faster rates than their peers in charter schools across the country. We think the reason may lie in school leadership practices focused on creating environments that promote quality instruction. In Greenhouse Schools in Boston, we partnered with NewSchools Venture Fund to compare Boston charter schools with more than 200 charter schools across the country, and explore what they do differently. In the Boston charter schools we studied, we found school leaders focused on four key practices to ensure student results: --- --- ### 677. Rebalancing Teacher Tenure ```yaml url: "https://tntp.org/publication/rebalancing-teacher-tenure-a-post-vergara-guide-for-policymakers/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2014-09-09 date_source: page-meta authors: null document_url: null doi: null license: null tags: [k-12] ``` Fixing teacher tenure doesn’t mean ending it. Many people view changes to teacher tenure as a choice between two extremes: keep existing laws exactly as they are or get rid of tenure entirely. We think that’s a false choice. In Rebalancing Teacher Tenure, we offer eight common-sense changes to existing laws and regulations that will achieve a more balanced tenure system without stripping teachers of due process. --- --- ### 678. Shortchanged ```yaml url: "https://tntp.org/publication/shortchanged-the-hidden-costs-of-lockstep-teacher-pay/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2014-07-15 date_source: page-meta authors: null document_url: "https://tntp.org/wp-content/uploads/2023/02/TNTP_RethinkingTeacherPay_2014.pdf" doi: null license: null tags: [k-12] ``` Nobody goes into teaching to get rich, but that’s no excuse not to pay teachers as professionals. Compensation is one of the most important factors in determining who enters the teaching profession and how long they stay—yet 90 percent of all U.S. school districts pay teachers without any regard for their actual performance with students, shortchanging our best educators. If we seriously believe in the value of great teaching, we have to not only pay teachers more but also pay them differently. Shortchanged examines why lockstep pay undermines the value of great teaching and hurts students and teachers, making it difficult to recruit and keep top talent, and discouraging high performers from teaching where they’re needed most. It’s time to build smarter compensation systems that actually pay for what really matters: how hard teachers’ jobs are and how well they’re doing them. Schools and districts can—and should—free up existing funds and pay teachers according to three principles: --- --- ### 679. TNTP Core Teaching Rubric ```yaml url: "https://tntp.org/publication/tntp-core-teaching-rubric-a-tool-for-conducting-classroom-observations/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2014-02-18 date_source: page-meta authors: null document_url: "https://tntp.org/wp-content/uploads/2023/02/TNTP_Core_Norming_Guidelines_2014.pdf" doi: null license: null tags: [formative-assessment, k-12] ``` We’re introducing a leaner rubric to provide teachers with better feedback. Classroom observations are failing to deliver on their promises of providing teachers with valuable feedback on their performance. Overly complex rubrics are part of the problem, asking observers to do too much in a short amount of time. And the implementation of new Common Core State Standards poses both a challenge and an opportunity, because observers must now assess what is being taught, not just how it’s being taught. The TNTP Core Teaching Rubric streamlines today’s complicated rubrics to bring the same focus and coherence to classroom observations that the Common Core brings to academic standards. Developed by TNTP and field-tested by volunteers across the country, the rubric can help observers more usefully assess teacher performance, by focusing them on a few key factors most critical to performance. --- --- ### 680. Fixing Classroom Observations ```yaml url: "https://tntp.org/publication/fixing-classroom-observations-how-common-core-will-change-teaching/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2013-11-12 date_source: page-meta authors: null document_url: "https://tntp.org/wp-content/uploads/2023/02/TNTP_RatingATeacherObservationTool_Feb2011.pdf" doi: null license: null tags: [formative-assessment, k-12] ``` If we want evaluations to deliver valuable feedback for teachers, we have to fix classroom observations. Classroom observations are the foundation of virtually every teacher evaluation system in the country, and they aren’t working. Today’s observation rubrics give observers too much to look for in a short amount of time, creating inflated and inaccurate ratings and leaving many observers struggling to provide useful feedback to teachers. Fixing Classroom Observations outlines a set of ideas for evolving classroom observations based on lessons learned by dozens of states and school districts that have implemented new evaluation systems over the past several years. We propose bringing the same focus and coherence to classroom observations that Common Core brings to academic standards. --- --- ### 681. Perspectives of Irreplaceable Teachers ```yaml url: "https://tntp.org/publication/perspectives-of-irreplaceable-teachers-best-teachers-think-about-teaching/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2013-08-13 date_source: page-meta authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12] ``` Teachers should have a greater voice in education policy. So what do America’s best ones really think? Today, as schools across the country wrestle with new approaches to teacher training, evaluation, development and compensation, it is critical to consider and understand the views of teachers, especially top-performing ones. But too little is known about the opinions and experiences of these irreplaceable teachers because research rarely focuses specifically on them. That’s why we launched Perspectives of Irreplaceable Teachers, our survey of America’s best teachers, to find out what they think about their classrooms and their careers. --- --- ### 682. Leap Year ```yaml url: "https://tntp.org/publication/leap-year-assessing-and-supporting-effective-first-year-teachers/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2013-04-17 date_source: page-meta authors: null document_url: "https://tntp.org/wp-content/uploads/2023/02/TNTP_LeapYear_PrincipalGuide_2013.pdf" doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` The first year is the most important year of a teacher’s career. We need to treat it that way. Teachers who make a strong start are more likely to remain successful over time, but many schools and teacher training programs treat teachers’ first year like a warm-up. We should instead see it as a critical window of opportunity to help teachers develop essential skills and determine whether they can make a successful career teaching. Leap Year describes the major lessons we learned from treating the first year of teaching with the care it deserves through the Assessment of Classroom Effectiveness (ACE), a multiple-measures evaluation system designed to ensure that first-year teachers in our Teaching Fellows and TNTP Academy programs meet a high standard of effectiveness. --- --- ### 683. Keeping Irreplaceables in D.C. Public Schools ```yaml url: "https://tntp.org/publication/keeping-irreplaceables-in-d-c-public-schools-smart-teacher-retention/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2012-11-08 date_source: page-meta authors: null document_url: null doi: null license: null tags: [k-12] ``` D.C. Public Schools takes a dramatically different approach to teacher retention. The Irreplaceables highlighted the real retention crisis in America’s urban schools: a failure to keep highly effective teachers or usher unsuccessful ones out. TNTP’s new case study, Keeping Irreplaceables in D.C. Public Schools, provides a deeper look at retention strategies discussed in The Irreplaceables and how they’re playing out in District of Columbia Public Schools (DCPS). The paper explains how DCPS has moved toward smarter teacher retention, mainly by raising expectations and removing consistently low-performing teachers, and details opportunities to make even more progress. The report recommends tha --- --- ### 684. The Irreplaceables ```yaml url: "https://tntp.org/publication/the-irreplaceables-understanding-the-real-retention-crisis/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2012-07-30 date_source: page-meta authors: null document_url: "https://tntp.org/wp-content/uploads/2023/02/TNTP_Irreplaceables_ExecSum_2012.pdf" doi: null license: null tags: [k-12] ``` America’s schools are losing too many of their best teachers. America’s urban schools are taking a negligent approach to teacher retention; many rarely make a strong effort to keep “Irreplaceables,” teachers so successful at advancing student learning that they are nearly impossible to replace, or usher unsuccessful teachers out. As a result, the best and worst teachers leave urban schools at strikingly similar rates. The Irreplaceables spans four urban school districts encompassing 90,000 teachers, 2,100 schools and 1.4 million students to focus on the experiences of exceptional teachers. From the data we analyzed from these districts, we found three main causes for the destructive retention patterns we saw in schools. --- --- ### 685. Greenhouse Schools ```yaml url: "https://tntp.org/publication/greenhouse-schools-how-schools-can-build-cultures-where-teachers-thrive/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2012-03-27 date_source: page-meta authors: null document_url: "https://tntp.org/wp-content/uploads/2023/02/TNTP_Greenhouse_Schools_ExecSum_2012.pdf" doi: null license: null tags: [k-12] ``` Greenhouse schools are able to keep effective teachers and grow students by prioritizing great teaching above all else. We’ve come across schools that are exceptional at accelerating student learning by developing and keeping great teachers. We call them “greenhouse schools”—schools with carefully fostered cultures that help teachers and students reach greater heights. But what is it that they are doing differently? Greenhouse Schools explains what we learned from surveying thousands of teachers in 250 schools nationwide about several dimensions of their schools’ cultures. --- --- ### 686. The Case Against Quality-Blind Teacher Layoffs ```yaml url: "https://tntp.org/publication/the-case-against-quality-blind-teacher-layoffs/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2011-02-24 date_source: page-meta authors: null document_url: "https://tntp.org/wp-content/uploads/2023/02/TNTP_Smarter_Teacher_Layoffs_Mar10.pdf" doi: null license: null tags: [k-12] ``` Harmful layoff policies have real consequences for both students and teachers. As school districts across the country grapple with massive budget cuts, thousands of great teachers could lose their jobs simply because they have not taught as long as others. That’s because 40 percent of the nation’s teachers (1.25 million) work in one of 14 states where it’s currently illegal for schools to consider job performance in making layoff decisions. The Case Against Quality-Blind Teacher Layoffs summarizes recent research on the effects of quality-blind policies and explains why staffing decisions should be based on what teachers achieve with their students, not when they started teaching. --- --- ### 687. Teacher Evaluation 2.0 ```yaml url: "https://tntp.org/publication/teacher-evaluation-2-0/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2010-10-05 date_source: page-meta authors: null document_url: "https://tntp.org/wp-content/uploads/2023/02/TNTP_METMadeSimple_2012.pdf" doi: null license: null tags: [formative-assessment, k-12] ``` Teacher evaluations need serious fixing. Here’s a guide to get started. In 2009, The Widget Effect documented how poorly designed teacher evaluation systems rate all teachers as “good” or “great” and provide little useful feedback on classroom performance. Since then, states and school districts have begun to revamp outdated systems by passing new legislation and forging groundbreaking collective bargaining agreements with teachers unions. The dilemma education leaders now face is, “How?” How can they avoid the pitfalls of past evaluation systems and create new ones that become useful tools for teachers and school leaders? --- --- ### 688. The Widget Effect ```yaml url: "https://tntp.org/publication/the-widget-effect-failure-to-act-on-differences-in-teacher-effectiveness/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2009-06-08 date_source: page-meta authors: null document_url: "https://tntp.org/wp-content/uploads/2023/02/TheWidgetEffect_execsummary_2nd_ed.pdf" doi: null license: null tags: [formative-assessment, k-12] ``` If teachers are so important, why do we treat them like widgets? Effective teachers are the key to student success, yet our school systems treat all teachers as interchangeable parts, not professionals. Excellence goes unrecognized and poor performance goes unaddressed. This indifference to performance disrespects teachers and gambles with students’ lives. The Widget Effect is a wide-ranging report that studies teacher evaluation and dismissal in four states and 12 diverse districts and reflects survey responses from approximately 15,000 teachers and 1,300 administrators. --- --- ### 689. Mutual Benefits ```yaml url: "https://tntp.org/publication/mutual-benefits-new-york-citys-shift-to-mutual-consent-in-teacher-hiring/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2008-04-29 date_source: page-meta authors: null document_url: "https://tntp.org/wp-content/uploads/2023/02/OpenLetter_MutualBenefits_091908.pdf" doi: null license: null tags: [k-12] ``` The excessed teachers pool is costing New York City big time. What should the city do? New York City’s 2005 school staffing reform to end the forced placement of teachers has been highly successful, creating mutual benefits for teachers and schools by offering better choices, increased flexibility and greater transparency throughout the staffing process. But the improvements have also created a new problem: a reserve pool of teachers unable to find principals willing to hire them or schools that meet their needs. Mutual Benefits documents the characteristics and job search patterns of 235 teachers excessed in 2006 who still had not secured new positions a year and a half later and makes recommendations for a smarter policy for supporting excessed teachers while addressing the high costs of the pool. --- --- ### 690. Unintended Consequences ```yaml url: "https://tntp.org/publication/unintended-consequences-the-case-for-reforming-staffing-rules/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2005-04-06 date_source: page-meta authors: null document_url: "https://tntp.org/wp-content/uploads/2023/02/TNTP_SFUSD_Full_Report_020509F.pdf" doi: null license: null tags: [k-12] ``` Two contractual staffing rules put the straightjacket on urban schools’ hiring abilities. Two staffing rules mandated by urban teachers union contracts are having a profound influence on not only new teacher hiring but also the ability of urban schools to staff their classrooms effectively. “Voluntary transfer” and “excessed teacher” rules often require schools to hire incumbent teachers—either ones with seniority rights who want to move between schools or ones who have been cut from their positions due to declines in budget or student enrollment—without any regard for whether these teachers are the right matches for the jobs. Unintended Consequences examines five major urban school districts across the country to quantify the degree to which these collectively-bargained rules hamper the ability of schools to make smart hiring decisions. --- --- ### 691. Missed Opportunities ```yaml url: "https://tntp.org/publication/missed-opportunities-how-we-keep-quality-teachers-out-of-urban-classrooms/" type: report source: "TNTP" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-05-10 published_date: 2003-11-07 date_source: page-meta authors: null document_url: null doi: null license: null tags: [k-12] ``` Highly qualified candidates are applying to teach in urban school districts. Why are too few getting hired? It’s been 10 years since TNTP published its first-ever research and policy report, Missed Opportunities. At that time, teacher shortages in urban districts were assumed to be caused by a dearth of qualified applicants. But as we worked in district offices, we discovered that was not true. The problem was that district staffing systems were impossibly dysfunctional: Applicants were treated poorly, hiring took months and offers sometimes arrived the same week school began. --- --- ### 692. Commentary on Interest-Driven Creator theory: a US perspective on fostering interest, creativity, and habit in school ```yaml url: "https://digitalpromise.dspacedirect.org/items/01d8e168-631a-467e-81d9-efe3cb195ac4" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2019-10-25 date_source: listing authors: ["Roschelle, Jeremy", "Burke, Quinn"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` In this commentary on Interest-Driven Creator (IDC) theory, the authors reflect on the proposed three-step cycles of (i) sparking students’ interest, (ii) fostering individual creativity, and (iii) inculcating lifelong learning habits. Each component of IDC theory pulls together a wide span of prior research and emphasizes active roles for students. Although the context of IDC as a prototype for educational reform is K- 12 Asian classrooms, we note that some US schools are also mired in a focus on test scores. This is especially true among the US most struggling, low-income schools, where a lack of electives and afterschool programs correspond to diminished student perceptions about their own autonomy as learners and their future creative potential. Thus, while IDC is an important provocation for curricular reform in Asia, there is also the need to broaden its scope and begin to explore the potential of IDC as a leadership tool beyond Asia. The wider learning sciences community, the commentary concludes, is uniquely suited to support such an extension, and there are many opportunities for productive international collaboration. --- --- ### 693. The IEP Project: A Strength-based, Whole Learner Teacher Guide ```yaml url: "https://digitalpromise.dspacedirect.org/items/022acc05-90b1-41ca-8670-fbe39552bb4f" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-02 date_source: listing authors: ["Digital Promise"] document_url: null doi: null license: null tags: [digital-promise, k-12, sel] ``` Individual Education Programs (IEPs) are the entry point to the design of teaching and learning for students with disabilities. This guidebook provides teachers with reflective questions, a sample response bank, strategies from the research-based Learner Variability Navigator, and other resources to write strength-based IEPs. Strength-based includes not only strengths in academic or content areas. It also includes strengths in the ability to collaborate, or found in unique backgrounds and languages, for example. The goal is to create a sense of belonging in classrooms so students with learning disabilities are understood and provided with the tools they need to meet their potential in school and beyond. --- --- ### 694. An Overlooked Indicator of Edtech Quality: The Use of Learning Sciences Research ```yaml url: "https://digitalpromise.dspacedirect.org/items/03cc97df-88f6-4340-a69a-44b2b10f4440" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2022-02 date_source: listing authors: ["Van Nostrand, Parker", "Noakes, Sierra", "Shah, Zohal", "Luke Luna, Christina"] document_url: null doi: null license: null tags: [digital-promise] ``` This report discusses why education leaders should leverage an edtech product’s research-basis to determine the quality of the tool. Through survey results and five product case study interviews, we examine the importance of using learning sciences research as a basis for edtech design. Our analysis highlights the impact that research-based design has on both learner outcomes and the ability for a company to communicate its message. Finally, we reveal changes made to this certification for its 2022 relaunch. --- --- ### 695. Rubrics for Examining Deeper Learning in Middle School Science Classrooms ```yaml url: "https://digitalpromise.dspacedirect.org/items/0595ee82-f661-4f17-9003-6158bc00e74d" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-01 date_source: listing authors: ["Iwatani, Emi", "Means, Barbara", "Romero, Maria R."] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` This classroom observation tool was developed for the Challenge Based Science Learning project funded by the William and Flora Hewlett Foundation, which brought together Challenge Based Learning and the Next Generation Science Standards (https://digitalpromise.org/initiative/next-generation-science/cbl-ngss/ ). It’s aligned to the activities and student work rubrics used in the project, can be used by researchers, educators and professional learning experts to study deeper learning in middle school science and engineering classrooms. --- --- ### 696. Interview Protocol for Voices of Undergraduate Students Taking Introductory Statistics Courses ```yaml url: "https://digitalpromise.dspacedirect.org/items/05ccd902-1e80-4c94-9cd9-f706a98d0cc0" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2025-02 date_source: listing authors: ["Achieving the Dream"] document_url: null doi: null license: null tags: [digital-promise, higher-ed, k-12] ``` This document outlines the interview protocol for Achieving the Dream’s (ATD) 2023-24 study, which explored the experiences of 50 undergraduate students enrolled in introductory statistics courses using Lumen One courseware. ATD conducted the interviews virtually via Zoom. Each session began with a student-guided tour of the Lumen One platform, during which students were asked to think aloud as they demonstrated their typical interactions with the courseware. Following this, students responded to a series of open-ended questions designed to examine their experiences in the course. The interview questions focused on students' reasons for enrolling, initial perceptions of statistics, and levels of motivation and confidence. --- --- ### 697. Designing Technology for Adult Learners: Support and Scaffolding ```yaml url: "https://digitalpromise.dspacedirect.org/items/0b18a16a-2f1d-400b-9fed-df5675ba40cf" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2016 date_source: listing authors: ["Nobles, Susanne"] document_url: null doi: null license: null tags: [digital-promise] ``` Ed-tech developers can best support adult learners by integrating into their products the five research-based instructional strategies discussed in this design brief. --- --- ### 698. Erasing the Look and Feel of Poverty ```yaml url: "https://digitalpromise.dspacedirect.org/items/0b2760cd-cdc5-4905-a6b5-b30208ab2524" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2016-02-08 date_source: listing authors: ["Digital Promise"] document_url: null doi: null license: null tags: [digital-promise, early-childhood, k-12] ``` This short documentary explores the challenges and successes one League district has experienced in serving a student population deeply affected by poverty. Middletown City School District, a member of the Digital Promise League of Innovative Schools, can point to many victories in its sweeping efforts to turn around the district through its two-year kindergarten and blended learning initiatives. --- --- ### 699. Computing in rural America: Developing K-8 coding pathways for Kentucky Appalachia ```yaml url: "https://digitalpromise.dspacedirect.org/items/0c77d3c7-12c8-4a9b-8583-040137f0fd3c" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-11 date_source: listing authors: ["Burke, Quinn", "Iwatani, Emi", "Owens, Aileen", "Tackett, Traci", "May, Payton"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` What are the technical (and cultural) challenges of bringing computational thinking to small-town school districts? The overwhelming majority of computing initiatives focus nearly exclusively on urban/suburban districts. This presentation shares the challenges/promises of such efforts in an area economically devastated by the departure of the coal industry. --- --- ### 700. Transforming Teachers’ Knowledge for Teaching Mathematics with Technologies through Online Knowledge-Building Communities ```yaml url: "https://digitalpromise.dspacedirect.org/items/0c8f04cd-c617-4d3c-88a5-06acfbbf8d30" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2018-11 date_source: listing authors: ["Niess, Margaret L.", "Roschelle, Jeremy"] document_url: null doi: null license: null tags: [digital-promise, k-12, math-education, professional-development] ``` Mathematics teacher educators are faced with designing teacher in-service professional development experiences for developing and transforming Technological Pedagogical Content Knowledge (TPACK) towards integrating digital technologies as mathematics learning tools. Online environments provide opportunities to a broad range of teachers, yet, the asynchronous nature presents communication and collaboration challenges. A researcher-conjectured, empirically-supported learning trajectory guides this online TPACK program for engaging teachers in knowledge-building communities. Three online technology education courses provide teachers with experiences as students, learning about the technologies --- --- ### 701. Equity in the Driver’s Seat: A Practice-Driven, Equity-Centered Approach for Setting R&D Agendas in Education ```yaml url: "https://digitalpromise.dspacedirect.org/items/1185beda-6355-47f0-b3f2-980f6541172b" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-07 date_source: listing authors: ["Liberman, Babe", "Young, Viki"] document_url: null doi: null license: null tags: [digital-promise, k-12, literacy] ``` Education research is too often based on gaps in published research or the niche interests of researchers, rather than the priority challenges faced by schools and districts. As a result, the education studies that researchers design and publish are often not applicable to schools’ most pressing needs. To spur future research to address the specific equity goals of schools and districts, Digital Promise set out to define and test a collaborative process for developing practice-driven, equity-centered R&D agendas. Our process centered on convening a range of education stakeholders to listen to and prioritize the equity-related challenges that on-the-ground staff are facing, while considering --- --- ### 702. Fostering Market Effciency in K-12 Ed-tech Procurement ```yaml url: "https://digitalpromise.dspacedirect.org/items/16a0b353-36b4-447a-8364-912bc5b8d0a9" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2014 date_source: listing authors: ["Morrison, Jennifer", "Ross, Steven", "Corcoran, Roisin", "Reid, A. J."] document_url: null doi: null license: null tags: [digital-promise, higher-ed, k-12, personalized-learning] ``` This full report from Johns Hopkins University illuminates key obstacles, common challenges, and potential solutions for the procurement of K-12 personalized learning tools, based on the results from a survey of district leaders, educators, and technology developers. --- --- ### 703. Intelligence Augmentation for Collaborative Learning ```yaml url: "https://digitalpromise.dspacedirect.org/items/17b95834-7a3f-43d3-b703-6de88e3a2a9c" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-07-27 date_source: listing authors: ["Roschelle, Jeremy"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Today’s classrooms can be remarkably different from those of yesteryear. In place of individual students responding to the teacher from neat rows of desks, today’s innovative schools have students working in groups on projects, with a teacher circulating among groups. AI applications in learning have been slow to catch up; most available technologies are described as personalizing or adapting instruction to needs of individual learners. Meanwhile, an established science of Computer Supported Collaborative Learning has come to prominence, with clear implications for how collaborative learning can be supported. In this contribution, I consider how intelligence augmentation could evolve to support collaborative learning. A focus on AI role in automating, adding to awareness, assisting and augmenting is suggested, extending the field’s prior tendency to focus on assessing, assigning and adapting. --- --- ### 704. Computational Thinking Boosters: Algorithmic Thinking 3-8 ```yaml url: "https://digitalpromise.dspacedirect.org/items/18da4883-f68f-4cdb-a276-0837b4b95868" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-01 date_source: listing authors: ["Tackett, Traci", "Ruiz, Pati", "Iwatani, Emi"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` A 30-minute webinar, designed originally for third through eighth-grade teachers in KY Appalachia, introduces ideas for integrating computational thinking (and specifically the notion of algorithms) into lessons across different content areas. --- --- ### 705. Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead, Quick Start and Discussion Guide ```yaml url: "https://digitalpromise.dspacedirect.org/items/19b77571-a6ab-4763-92c3-0f3b90dff6a6" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-12 date_source: listing authors: ["Mills, Kelly", "Coenraad, Merijke", "Ruiz, Pati", "Burke, Quinn", "Weisgrau, Josh"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This quick start and discussion guide is a resource for educators to learn about and build capacity for students to engage in computational thinking. --- --- ### 706. Unintended Impact: How the Verizon Innovative Learning Schools Program Affected Its Educators' Job Satisfaction and Career Trajectories ```yaml url: "https://digitalpromise.dspacedirect.org/items/1eeae24c-7a57-4b21-bae8-5351199840e1" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-05 date_source: listing authors: ["Sheila Chelimo, Ph.D", "Carmen Cortez", "Jessica K. Jackson", "D'Andre Weaver, Ph.D"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` While the Verizon Innovative Learning Schools program has produced the intended results, such as enhancing how teachers use technology in the classroom to increase student engagement, we have also discovered some unexpected outcomes—teachers and coaches in participating schools have experienced improved job satisfaction and increased opportunities for career advancement. This white paper investigates how the program is resulting in this unintended impact. --- --- ### 707. Empathy Interviews for Developing Inclusive Computing Pathways ```yaml url: "https://digitalpromise.dspacedirect.org/items/1f211a99-2af2-452e-8f6d-17c75560c0a1" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021 date_source: listing authors: ["Coenraad, Merijke", "Hodge, Malliron", "Ruiz, Pati", "Mills, Kelly", "Burke, Quinn"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` This interview protocol includes five steps to conduct an empathy interview. In the Empathize Phase of designing an inclusive computing pathway, empathy interviews are conducted. Empathy interviews allow you to hear the stories and experiences of someone who will use what you are designing and learn about their realities, in this case, a student. --- --- ### 708. Micro-credentials: Driving teacher learning & leadership ```yaml url: "https://digitalpromise.dspacedirect.org/items/1f441118-1edf-44e6-9c7e-4d387118eb2b" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2016 date_source: listing authors: null document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Written in partnership with the Center for Teaching Quality, this report explores the power of micro-credentials to support educator learning and leadership and identifies important next steps for increasing their impact. --- --- ### 709. Reimagining High School: Student Experiences Today, Hopes for Tomorrow ```yaml url: "https://digitalpromise.dspacedirect.org/items/22bd5fad-ec7b-4ec7-a86f-0bed0800ba30" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2026-02 date_source: listing authors: ["Young, Viki M.", "Vang, Mai Chou", "Kasad, Zareen", "Acosta, Isabelle", "Frausto, Alicia", "Graves, Cassie"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12] ``` Students offer keen insights about how they experience instruction, assessment, and relationships in high school, and offer a wide range of recommendations for how high school can better meet their needs and goals, including more choice in how, when, and what they learn, connections to life outside of school and career opportunities. We amplify student voices directly in this brief. --- --- ### 710. Implementing and scaling Differentiated Literacy System: A case of evaluators’ voices channeling outside-in and bottom-up perspectives for equity and continuous improvement ```yaml url: "https://digitalpromise.dspacedirect.org/items/244ec2ff-be10-4063-aad1-f798a4a45369" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-10 date_source: listing authors: ["Vang, Mai Chou", "Kasad, Zareen", "Young, Viki M."] document_url: null doi: null license: null tags: [coaching, digital-promise, formative-assessment, k-12, literacy, personalized-learning, professional-development] ``` Digital Promise is supporting the implementation and scaling of Differentiated Literacy System (DLS), a tool and instructional coaching for K–3 teachers to meet individual students’ literacy needs. Based on interviews with over 200 teachers, principals, and district leaders, we bring forward our voices as evaluators by highlighting uncomfortable truths that lie at the crux of DLS’ desired impact on education. We place primacy on teachers’ “bottom-up” perspectives as those charged with creating instructional change. With a continuous improvement stance, we go beyond reporting findings to draw clear and actionable implications for DLS. The summary below presents key findings and recommendations that focus on organizational policies, structures, and practices to better support DLS and improve consistency in service quality for schools. --- --- ### 711. How Rule Induction Data Mining Can and Cannot Be Useful for Education Research ```yaml url: "https://digitalpromise.dspacedirect.org/items/25a027bb-6b5c-42f1-b058-c16843c06e34" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2019-04 date_source: listing authors: ["Iwatani, Emi"] document_url: null doi: null license: null tags: [digital-promise, english-learners] ``` This paper shares insights and recommendations on how rule-induction data mining can and cannot be useful to education research, based on re-analyzing two regression studies with rule induction approaches. Processes and findings were compared to identify whether, in what ways, and why rule-induction could add value. I found that rule-based approaches can provide unique descriptions of the sample that shows at-a-glance, how key predictors relate to each other and to the outcome. They can also identify relationships between variables that held for some subgroups but not others. It was important to clearly understand the difference between mining rules and mining rulesets, as well as the unique research questions that these answer, so that they complement rather than replacement regression. --- --- ### 712. Accelerating Change: How Education Technology Developers Can Jump-Start a New Adult Education Market ```yaml url: "https://digitalpromise.dspacedirect.org/items/29f39d7d-87f2-4e1e-920e-0c1ce86035cc" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2015 date_source: listing authors: ["DeSchryver, David", "Dlugoleski, Deirdre"] document_url: null doi: null license: null tags: [digital-promise] ``` For entrepreneurs and technologists exploring the possibility of serving adult learners, this report argues that this is a promising time for the market and it is not a matter of whether technology can improve adult learning outcomes at scale, but how. --- --- ### 713. Pathways Unlocked: A Learner-Centered Toolkit for Usable Learning & Employment Record Technologies ```yaml url: "https://digitalpromise.dspacedirect.org/items/2a540607-a680-4548-8524-80af4924d62b" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2025-04 date_source: listing authors: ["Chioma Aso-Hernandez", "Rita Fennelly-Atkinson", "Nichole Aguirre", "Kate Babineau", "Christina Luke Luna"] document_url: null doi: null license: null tags: [digital-promise] ``` The Pathways Unlocked toolkit is a practical, research-driven resource that helps project teams create credentialing platforms that are equitable, accessible, and learner-centered to support lifelong learning. Drawing on universal design, accessibility standards, and user-centered research methods, the toolkit offers ready-to-use templates, checklists, and case studies that guide teams through every phase of development—from defining inclusive goals and engaging diverse stakeholders to prototyping, testing, and continuous improvement. By embedding user-centered principles early, organizations can reduce costly retrofits, ensure compliance with data-privacy and accessibility guidelines, and deliver LER solutions that authentically reflect learners’ skills, identities, and growth. Ultimately, the toolkit empowers teams to create digital credentialing tools that expand opportunity, increase user trust, and nurtures the learning journey for individuals from all backgrounds. --- --- ### 714. Considerations for Conducting Research in Digital Learning Platforms ```yaml url: "https://digitalpromise.dspacedirect.org/items/2a733f13-8340-41d7-82f5-e28f1688344e" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-04 date_source: listing authors: ["Schellinger, Adam", "Zacamy, Jenna", "Roschelle, Jeremy", "Closser, Avery", "Zepeda, Cristina"] document_url: null doi: null license: null tags: [digital-promise] ``` The five SEERNet digital learning platforms (DLPs) present unique opportunities for researchers by offering tools, processes, and infrastructure to make research more efficient, scalable, and relevant. However, conducting research within a DLP may require a shift in a researcher’s orientation or mindset in how they think about potential research questions, study samples, available data, and planning study logistics. We encourage researchers to think flexibly about how they might adapt their ideas to the specific learning platform and consider iterating toward a more comprehensive understanding of their hypotheses. We illustrate some of the potential mindset shifts and offer key considerations at stages of the research process. --- --- ### 715. The Promise of Micro-credentials and Learning and Employment Record Technologies for Youth and K-12 Schools ```yaml url: "https://digitalpromise.dspacedirect.org/items/2a854754-2233-4d09-9112-5b2f668321e8" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-08 date_source: listing authors: ["Shah, Zohal", "Galindo, Marilys", "Aso-Hernandez, Chioma", "Luke Luna, Christina", "Lee, Keun-woo", "Weisgrau, Josh", "Solorzano, Teresa", "Jacobs, Britney"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, higher-ed, k-12] ``` Historical credentialing and credit documentation processes, such as transcripts and degrees, only capture skills acquired through traditional in-school experiences. This infrastructure impedes access to education and workforce opportunities for historically and systematically excluded communities by inadequately representing skills gathered through other learning pathways. Recognition technologies such as micro-credentials and learning and employment records (LERs) are seen as potential solutions to express learners' lifelong experiences and achievements and increase access to education and workforce opportunities. The successful implementation of these recognition technologies requires an --- --- ### 716. Artificial Intelligence and the Future of Teaching and Learning ```yaml url: "https://digitalpromise.dspacedirect.org/items/2c1db6c5-e9f4-41e4-8e45-1dce2f6497be" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-03 date_source: listing authors: ["Roschelle, Jeremy", "Fusco, Judi", "Ruiz, Pati"] document_url: null doi: null license: null tags: [digital-promise, literacy] ``` This talk, entitled "Artificial Intelligence and the Future of Teaching and Learning" focuses on AI Literacy, giving background and definitions to give educators a foundation as they bring AI into their practice. Originally presented at the AI K12 Deeper Learning Summit, it frames the discussion of AI in Education in the context of how people learn and considers how AI may change the process. It further considers equity, ethics, bias in AI, and some hidden costs of AI to humans and the environment. Links to resources are given. --- --- ### 717. Computational Thinking Boosters: Data & Analysis in K-2 ```yaml url: "https://digitalpromise.dspacedirect.org/items/2d859929-49a6-41ae-ab1f-c982d2726736" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-11 date_source: listing authors: ["Tackett, Traci", "Ruiz, Pati", "Iwatani, Emi"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` A 20-minute webinar, designed originally for third through eighth-grade teachers in KY Appalachia, introduces ideas for integrating computational thinking (and specifically the notion of data and analysis) into lessons across different content areas. --- --- ### 718. Realizing District-Community Driven Outcomes Through Inclusive Innovation ```yaml url: "https://digitalpromise.dspacedirect.org/items/2f8e6b7c-3a22-46f5-bc53-94154d8212a4" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-05 date_source: listing authors: ["Latia P. White, Ed.D.", "Alexandra Merritt Johnson, Ph.D."] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` This report examines the implementation of the Inclusive Innovation model across various pilot districts, spotlighting the collaborative processes of co-research and co-design involving students, educators, administrators, and community members. By centering the voices of students and communities who typically are furthest from opportunity, Inclusive Innovation fosters the development of solutions intended to mitigate education inequities. The report illustrates how Inclusive Innovation, through the co-creation of solutions by district-community teams focused on equity-centered outcomes, not only achieves perceived success in meeting those outcomes but also fosters a sense of empowerment and ownership among all participants. --- --- ### 719. Exploring Coaching for Powerful Technology Use in Education ```yaml url: "https://digitalpromise.dspacedirect.org/items/2f8e7466-5d96-49c4-b8cc-5b70690e0db9" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2017 date_source: listing authors: ["Ehsanipour, Tina", "Gomez Zaccarelli, Florencia"] document_url: null doi: null license: null tags: [coaching, digital-promise, higher-ed, k-12, professional-development] ``` This literature review, published in partnership with Stanford University’s Center to Support Excellence in Teaching, summarizes findings from existing research on teacher coaching and explores the following questions: What is the role of technology in the 21st century classroom? How do we best provide teachers with the time, support, and space to learn how to use new technological tools and resources effectively and to support deeper learning? --- --- ### 720. Improving Research and Practice through Partnership: Lessons Learned from Santa Clara Unified Schools and UC San Francisco Researchers ```yaml url: "https://digitalpromise.dspacedirect.org/items/319db7e4-46fb-4f18-a6f0-628edf43ae9e" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2016 date_source: listing authors: ["Gross, Kelsey"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Find out how Santa Clara Unified School District educators collaborate with researchers from UC San Francisco’s Neuroscape center on a research study investigating the core cognitive capacities of the brain, also referred to as executive function. Both sides discuss how partnerships built on trust, reciprocity, and mutual respect have great potential to improve both education practice and the quality of educational research. Educators and researchers interested in working together can learn from this story as they design their own education research projects. --- --- ### 721. Learning in the 21st Century: How the American Public, Parents, and Teachers View Students’ Potential and Their Learning Experience ```yaml url: "https://digitalpromise.dspacedirect.org/items/32480546-27ed-4785-8703-bf66b74f6bfd" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2019-05 date_source: listing authors: ["Pape, Barbara"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Learning in the 21st Century is the first in a series of surveys we plan to conduct to explore how teachers, parents, and the general public view learning and what impacts learning in order to help students reach their potential. --- --- ### 722. Leveraging Community Cultural Wealth to Support K-8 CT Education in Kentucky Appalachia ```yaml url: "https://digitalpromise.dspacedirect.org/items/327e7ce2-ba5e-4ea9-8847-aeda3b061c25" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-05 date_source: listing authors: ["Iwatani, Emi", "Tackett, Traci", "Tackett, Kelsey", "Arnett, Neil", "May, Payton"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, k-12] ``` Since the departure of the coal industry, Kentucky Appalachia has been striving to cultivate new ways of living in the region that is consonant with their culture and values. Developing a workforce that is competitive in the digital economy is a central part of the region's plan for revitalization, with local educators and organizations beginning to invest, with intention, in CS/ CT education for K-12 students. The panel consists of local leaders (administrators, teachers, parents, and community leaders) of K-8 CS/CT initiatives in the region. They will discuss how building a K-8 computational thinking pathway both leverages and helps to strengthen their community's cultural wealth. --- --- ### 723. Policies and Practices That Meet Learners Where They Are ```yaml url: "https://digitalpromise.dspacedirect.org/items/329904d9-c36c-4781-9ed7-081f05bd9a81" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2018 date_source: listing authors: ["Pape, Barbara", "Vander Ark, Tom"] document_url: null doi: null license: null tags: [digital-promise, higher-ed, k-12] ``` The convergence of growing classroom diversity, learning sciences research, sophistication of technology, and 21st- century job requirements in a global market could put America’s education system on track for personalizing the learning experience. The goal is for each student to master content and skills to help guarantee their success in college and career. We need to re-think our education system to address learner variability and meet our promise to guide each learner to become productive and ful lled citizens. --- --- ### 724. Suddenly Online: A National Survey of Undergraduates During the COVID-19 Pandemic ```yaml url: "https://digitalpromise.dspacedirect.org/items/32aee7c4-5363-4d50-bc9c-a338e7dfac7e" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-07 date_source: listing authors: ["Means, Barbara", "Neisler, Julie", "Langer Research Associates"] document_url: null doi: null license: null tags: [digital-promise, higher-ed, k-12] ``` Digital Promise and Langer Research Associates developed the “Survey of Student Perceptions of Remote Teaching and Learning” to capture the experiences of undergraduates taking courses that transitioned to online instruction in response to the COVID-19 pandemic. The survey explores the nature of college courses as they were taught during the COVID-19 outbreak, the pervasiveness of various challenges undergraduates faced after the transition to remote instruction, and course features associated with higher levels of student satisfaction. Data analyses compared experiences of students from low-income, underrepresented, or rural backgrounds to those of students with none of these characteristics.This survey was administered in the spring of 2020 to a random national sample of 1,008 undergraduates, age 18 and older, who were taking college courses for credit that included in-person class sessions when the COVID-19 pandemic hit and had to finish the course by learning at a distance. --- --- ### 725. An Efficacy Study of a Digital Core Curriculum for Grade 5 Mathematics ```yaml url: "https://digitalpromise.dspacedirect.org/items/3496dde6-adb7-4e5d-8be7-fbcbfe97f627" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2019-05 date_source: listing authors: ["Roschelle, Jeremy", "Shechtman, Nicole", "Feng, Mingyu", "Singleton, Corinne"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12, math-education, rct] ``` The Math Curriculum Impact Study was a large-scale randomized controlled trial (RCT) to test the efficacy of a digital core curriculum for Grade 5 mathematics. Reasoning Mind’s Grade 5 Common Core Curriculum was a comprehensive, adaptive, blended learning approach that schools in the treatment group implemented for an entire school year. Schools in the control group implemented their business-as-usual mathematics curriculum. The study was completed in 46 schools throughout West Virginia, resulting in achievement data from 1,919 students. It also included exploratory investigations of teacher practice and student engagement. The main experimental finding was a null result; achievement was similar in both experimental groups. The exploratory investigations help clarify interpretation of this result. As educational leaders throughout the United States adopt digital mathematics curricula and adaptive, blended approaches, our findings provide a relevant caution. However, our findings are not generalizable to all digital offerings, and there is a continuing need for refined theory, study of implementation, and rigorous experimentation to advise schools. --- --- ### 726. CLICKSTREAM: Essential Educational Infrastructure to Promote Student Learning and Educational Theory Development ```yaml url: "https://digitalpromise.dspacedirect.org/items/364da4aa-5808-431f-8f13-2d0af99469de" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-02 date_source: listing authors: ["Bernacki, Matthew L.", "Plumley, Robert D."] document_url: null doi: null license: null tags: [digital-promise, higher-ed, k-12, personalized-learning] ``` Theories of learning often frame the student’s journey as a "hero’s quest," yet capturing these idiosyncratic narratives at scale remains a grand challenge for educators. This paper introduces CLICKSTREAM (Cyberinfrastructure for Learning Insights & Curricular Knowledge using Student Trace-data for Research in Educational Analytics & Measurement), a digital learning platform (DLP) designed to transform raw student interaction data into rich, context-aware "stories." Unlike traditional platforms, CLICKSTREAM utilizes a collaborative co-design process where instructors tag digital assets (e.g., videos, quizzes) based on their specific role within a course’s instructional design and timeline. This enrichment allows for: - Instructional Adaptivity: Providing "design-loop" and "step-loop" insights that help instructors adjust teaching strategies in real-time or between semesters. - Predictive Support: Identifying struggling students early through theory-aligned feature engineering. - Theoretical Advancement: Enabling researchers to test complex assumptions of learning theories—such as self-regulated learning—across diverse contexts. By integrating artificial intelligence to automate tagging and fostering interoperability with other DLPs like OpenStax and Terracotta, CLICKSTREAM aims to build a scalable ecosystem where data-driven storytelling empowers educators to provide personalized support for every learner’s unique quest. --- --- ### 727. A Guide to the Adult Learning Ed-Tech Market ```yaml url: "https://digitalpromise.dspacedirect.org/items/36eceee2-6442-4c5c-8fa1-7b9e7eab4533" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2017 date_source: listing authors: ["Berlin, Mike", "Constantakis, Patti", "Laxton, Amber"] document_url: null doi: null license: null tags: [digital-promise] ``` This guide, the second in our Accelerating Change series, demystifies the adult learning market landscape by identifying customer segments, defining their needs, and pointing to the untapped potential to make a significant social impact. --- --- ### 728. Rapid Cycle Pilots: Using Edtech to Support English Learners ```yaml url: "https://digitalpromise.dspacedirect.org/items/383e02ba-587a-4192-be68-175543798661" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2017 date_source: listing authors: ["Luke, Christina", "Noakes, Sierra", "Francisco, Aubrey"] document_url: null doi: null license: null tags: [digital-promise, english-learners, k-12] ``` In 2016-2017 Digital Promise conducted pilots of two different edtech tools to support English Learners in San Diego area school districts. This report shares process and outcome findings to improve the design, selection, and implementation of edtech for English Learners. --- --- ### 729. Delivering on the Promise of Digital Equity ```yaml url: "https://digitalpromise.dspacedirect.org/items/38939984-18ea-4af0-8081-c787ac30d48d" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2022-12 date_source: listing authors: ["Weaver, D'Andre J."] document_url: null doi: null license: null tags: [digital-promise, k-12, professional-development] ``` Digital knowledge and skills are needed to fully participate in the society and economy of the United States. The historic $65 billion Infrastructure Investment and Jobs Act represents a significant federal investment in advancing digital equity and inclusion, and an opportunity to make lasting change in communities across the country. This report proposes solutions to strategically use that funding to advance digital equity and inclusion. We recommend nine “big plays” that districts and states can make to that end, including building and sustaining infrastructure, strengthening teachers’ digital skills, and deeply engaging underrepresented communities. --- --- ### 730. Ed-Tech Pilot Report: ```yaml url: "https://digitalpromise.dspacedirect.org/items/38af8409-82b3-4f0e-baff-2a093963bada" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2015 date_source: listing authors: ["Adams-Bass, Valerie", "Atchison, Drew", "Moore, Liza"] document_url: null doi: null license: null tags: [digital-promise, higher-ed, k-12] ``` This report, completed in collaboration with the University of California-Davis School of Education, shares insights from a research study of how school districts across the country try out, evaluate, and ultimately purchase technology that ends up in the classroom. --- --- ### 731. Understanding the Supports and Skills that Enable Successful Pathways for Black Learners and Workers into Non-Four-Year Degree Technology Careers: A Landscape Scan ```yaml url: "https://digitalpromise.dspacedirect.org/items/3a9a4797-4e25-4850-bda8-a5721f160741" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-08 date_source: listing authors: ["Carter, Bria", "Tinsley, Brian", "Luke Luna, Christina", "LeGrand Dunn, Jhacole", "Shah, Zohal"] document_url: null doi: null license: null tags: [digital-promise] ``` While diversity within the technology industry has been critical for developing robust and creative technology solutions, recruiting and retaining diverse tech talent in today’s society has been a challenge worldwide, especially for Black learners and workers. Subsequently, the technology field is left lacking in diversity of thought and perspective among technology industry practitioners and leaders. By examining peer-reviewed journal articles, statistical data from research reports, and website material from professional associations, this landscape scan synthesizes existing research and curates programs, services, and supports that effectively promote the success of Black learners and workers within technology career pathways. --- --- ### 732. An Ethical and Equitable Vision of AI in Education: Learning Across 28 Exploratory Projects ```yaml url: "https://digitalpromise.dspacedirect.org/items/3b03e97a-15db-447e-8587-95a5f2c1d13d" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-10 date_source: listing authors: ["Noakes, Sierra", "Shell, Alison", "Murillo, Alexis M.", "Van Nostrand, Parker", "Ruiz, Pati", "Cornick, Shayla", "Karim, Sana"] document_url: null doi: null license: null tags: [digital-promise, english-learners, k-12] ``` This report shares the learnings across 28 exploratory projects from teams across K-12 school districts, nonprofits, and nonprofit and for-profit edtech companies, leveraging AI to support numerous goals across K-12 educational settings. Through this report, we aim to highlight the early successes of AI, surface the key barriers that call for cross-disciplinary and collective problem-solving, and consider the potential for each sector to drive forward an equitable future for AI in education. Preliminary findings from these projects show early evidence of AI’s effectiveness in various tasks, including translation, speech recognition, personalization, organizing and summarizing large qualitative datasets, and streamlining tasks to allow teachers more time with their students. However, these projects also experienced challenges with the current capabilities of AI, often leading to resource- and time-intensive processes, as well as difficulties around adoption and implementation. Additionally, many surfaced concerns around the ethical development and use of AI. Through this work, we have seen exciting ways that cross-sector collaborations are taking shape and gained a large sample of examples that emphasize the need for co-design to build meaningful AI-enabled tools. We call on education leaders, educators, students, product developers, nonprofits, and philanthropic organizations to step back from our day-to-day and imagine a revolutionized education system. --- --- ### 733. The Future of Math Inclusion: The Promise of Digital Math Tools for Universally Accessible Mathematics Instruction ```yaml url: "https://digitalpromise.dspacedirect.org/items/3bd2f5ae-832e-462a-999f-2a6e1b3411e2" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-05 date_source: listing authors: ["Lauren H. McMahon", "Stefani Pautz Stephenson", "Seth Corrigan"] document_url: null doi: null license: null tags: [digital-promise, k-12, math-education] ``` In this report, we share insights from a Research-Practice-Industry Partnership (RPIP) that explored mathematics instructional practices with support of digital mathematics tools. RPIPs bring together researchers, practitioners, and product developers, with each party having an equal voice, in a rapid-cycle model for edtech research and development. We framed this RPIP using the principles of Universal Design for Learning (UDL): provide multiple means of Engagement, Representation, and Action & Expression. These principles support learner variability, improve accessibility, and are closely aligned with mathematics education research, which highlights the multimodal nature of mathematics and --- --- ### 734. Foundations of Collaboration ```yaml url: "https://digitalpromise.dspacedirect.org/items/3bf98742-efd7-4c56-8d22-cc47e53f70d4" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2025-05 date_source: listing authors: ["Thevenard, Parjest", "Shell, Alison", "Victor, Linette", "Glazer, Kip", "Fusco, Judi", "Tyler, Courtney", "Akanbi, Kerra"] document_url: null doi: null license: null tags: [digital-promise, k-12, sel] ``` This primer explores the essential role of belonging in fostering effective collaborative learning environments. It examines how belonging and related principles serve as a foundation for creating supportive and inclusive classroom cultures where all students feel valued and engaged. The document delves into research-based strategies and practitioner perspectives, highlighting the critical link between belonging and positive learning outcomes. It discusses challenges educators face in creating classroom learning environments where all students feel they belong. The primer discusses that teachers play a vital role in cultivating spaces that nurture a sense of belonging. This primer concludes --- --- ### 735. Rapid Cycle Pilots: Lessons Learned from Math Trials in Six Districts ```yaml url: "https://digitalpromise.dspacedirect.org/items/3d9bb6ec-6ef2-4b64-a130-ce9c19574443" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2016 date_source: listing authors: ["Luke, Christina", "Francisco, Aubrey"] document_url: null doi: null license: null tags: [digital-promise, english-learners, k-12, math-education] ``` This report summarizes results from pilots of math ed-tech tools conducted by Digital Promise and six League of Innovative Schools districts in spring 2016. It includes recommendations for running pilots as well as results for each district. --- --- ### 736. Student Growth Through Design-Centered Learning ```yaml url: "https://digitalpromise.dspacedirect.org/items/3f389950-08d9-4080-92ce-7d34ffbe9c4d" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2017-10 date_source: listing authors: ["Reconstituted Mitchell", "Designs for Learning"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Between May 2016 and May 2017, Digital Promise Global conducted a year-long research study in collaboration with Designs for Learning to learn from the the experiences of a global network of 60 Learning Studios located across Australia, Canada, Finland, Germany, Italy, New Zealand, Norway, Spain, Sweden, the United Kingdom, and the United States. The Learning Studios Executive Summary and Full White Paper Report can be found at global.digitalpromise.org/learning-studios/learning-studios-research. --- --- ### 737. Principios de Aprendizaje de la Transición de Diseño para los Expedientes de Aprendizaje y Empleo: Co-diseño para la Equidad ```yaml url: "https://digitalpromise.dspacedirect.org/items/40484976-e645-42f3-b0f2-75554805f590" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-07 date_source: listing authors: ["Page, Kelly", "Merritt Johnson, Alexandra", "Franklin, Kristen", "Carter, Bria", "Galindo, Marilys", "Solorzano, Teresa", "Lee, Sangyeon", "Shah, Zohal"] document_url: null doi: null license: null tags: [digital-promise] ``` Las tecnologías emergentes, como los registros de aprendizaje y empleo (LER), se han identificado como una solución prometedora para que los alumnos y trabajadores histórica y sistemáticamente excluidos (HSE) compartan y accedan a sus datos de aprendizaje y competencias a partir de sus itinerarios de aprendizaje y transiciones individuales. Sin embargo, los itinerarios de aprendizaje rara vez son lineales; la forma en que los alumnos y los trabajadores pueden demostrar y obtener reconocimiento por sus habilidades y competencias puede evolucionar con el tiempo. Además, las barreras sistémicas y las desigualdades arraigadas en los itinerarios de aprendizaje de las comunidades de HSE afectan de manera desproporcionada a su capacidad para acceder y persistir en el ecosistema educativo y laboral. Es fundamental que los LER se diseñen de forma accesible y equitativa para las comunidades de HSE a fin de mitigar las desigualdades sistémicas y estructurales en el ecosistema educativo y laboral. Con el generoso apoyo de la Fundación Bill y Melinda Gates, Digital Promise colaboró con alumnos adultos y trabajadores de la ESS para establecer un conjunto de principios de diseño que sirvieran de base para el desarrollo de tecnologías de REA para su uso a lo largo de la trayectoria profesional y de aprendizaje de las personas, incluidas sus transiciones de aprendizaje. Mediante entrevistas individuales y talleres de grupo con alumnos adultos y trabajadores de la HSE, se han identificado los principios de diseño clave para influir en la infraestructura de datos LER desde la educación hasta la fuerza laboral. --- --- ### 738. Micro-credentials for Impact: Holding Professional Learning to High Standards ```yaml url: "https://digitalpromise.dspacedirect.org/items/42c0f842-f4af-4960-a854-7dcf2a3b174d" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2016 date_source: listing authors: ["Crow, Tracy"] document_url: null doi: null license: null tags: [digital-promise] ``` This paper, co-published by Learning Forward and Digital Promise, charts a course for creating a micro-credential system that enables powerful professional learning for educators. The paper uses Learning Forward’s Standards for Professional Learning as a frame for exploring how micro-credentials can support effective teaching. --- --- ### 739. Tapping Data for Frontline Talent Development ```yaml url: "https://digitalpromise.dspacedirect.org/items/44b193d2-b037-4ded-8322-61e8fb00f89b" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2019-01 date_source: listing authors: ["Constantakis, Patti", "Noakes, Sierra"] document_url: null doi: null license: null tags: [career-readiness, digital-promise] ``` Frontline workers are the workers who deal directly with customers and deliver services. While some workers do pursue educational advancement opportunities, completion and relevance are lacking. Access to the right data will equip frontline workers with the agency and knowledge to make informed decisions about their future and will equip stakeholders with information needed to deliver high-quality services. --- --- ### 740. Understanding, Valuing, and Utilizing Skills-First Practices as an Organization Supporting Frontline Workers and Jobseekers ```yaml url: "https://digitalpromise.dspacedirect.org/items/44bc7d23-636c-4de5-8025-5e9e41e314fc" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2025-07 date_source: listing authors: ["Carter, Bria", "Jacobs, Britney"] document_url: null doi: null license: null tags: [digital-promise] ``` This report addresses the systemic shift towards skills-first practices in talent management and its implications for organizations supporting frontline workers and jobseekers. Skills-first approaches (which prioritize demonstrated competencies over traditional credentials like degrees) offer promising pathways to career and economic mobility. However, the implementation of these practices across learning and working environments is often siloed and largely lacks critical input of the workers and jobseekers they aim to serve. This research, informed by a steering committee of experts, identifies key systemic challenges and provides a framework for actionable strategies to address these gaps --- --- ### 741. Rubrics on Historical Thinking Skills for Assignments and Student Work: Initial Validity Evidence ```yaml url: "https://digitalpromise.dspacedirect.org/items/45109858-97c6-4f29-b3ce-2e990cf1a579" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-01 date_source: listing authors: ["Iwatani, Emi", "Means, Barbara", "Seylar, John", "Hardy, Angela"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12] ``` Digital Promise sought to create and validate two sets of Historical Thinking Skills rubrics for use in its evaluation of Gates Ventures’ World History Project (WHP) curriculum: one for evaluating teacher-assigned activities, and another for evaluating the student work those activities produced. Adopting a principled assessment development approach called Evidence Centered Design (Mislevy et al., 2003), the Digital Promise team began by conducting an academic literature review to inform rubric design, then piloted the draft rubrics to test their validity by having expert world history teachers score a sample of world history assignments and associated student work and provide feedback on the rubrics and scoring process. We found that scores that trained raters assigned to activities and student work were generally consistent across scorers, and scorer feedback indicated that the rubrics did indeed measure valuable historical thinking skills. Based on an analysis of rubric scores and scorer feedback, our team revised the draft rubrics to their final form. --- --- ### 742. Empowering Education Leaders in Edtech Procurement ```yaml url: "https://digitalpromise.dspacedirect.org/items/47852ca7-537f-4f37-84c2-47c4031ef337" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-09 date_source: listing authors: ["Noakes, Sierra", "Van Nostrand, Parker", "Shell, Alison"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` In this presentation, Digital Promise describes the current challenges with edtech procurement. This includes an overview of our understanding on why districts have edtech contracts, how much is spent, whether it's used effectively, and if we're seeing an impact on outcomes. The presentation then explores resources and strategies to support district leaders with creating the infrastructure to regularly reference data to answer these questions for their community, including product certifications, the 5 Edtech Quality Indicators, and Outcomes Based Contracting (OBC). Additionally, there is information about OBC edtech contracts and assets the process brings to districts, including intentionality and detailed plans for implementation. --- --- ### 743. AI and the Future of Learning: Expert Panel Report ```yaml url: "https://digitalpromise.dspacedirect.org/items/4b4d5758-dc24-400c-92bb-206edba192aa" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-11 date_source: listing authors: ["Roschelle, Jeremy", "Lester, James", "Fusco, Judi"] document_url: null doi: null license: null tags: [digital-promise, english-learners] ``` This report is based on the discussion that emerged from a convening of a panel of 22 experts in artificial intelligence (AI) and in learning. It introduces three layers that can frame the meaning of AI for educators. First, AI can be seen as “computational intelligence” and capability can be brought to bear on educational challenges as an additional resource to an educator’s abilities and strengths. Second, AI brings specific, exciting new capabilities to computing, including sensing, recognizing patterns, representing knowledge, making and acting on plans, and supporting naturalistic interactions with people. Third, AI can be used as a toolkit to enable us to imagine, study, and discuss futures for learning that don’t exist today. Experts voiced the opinion that the most impactful uses of AI in education have not yet been invented. The report enumerates important strengths and weaknesses of AI, as well as the respective opportunities and barriers to applying AI to learning. Through discussions among experts about these layers, we observed new design concepts for using AI in learning. The panel also made seven recommendations for future research priorities. --- --- ### 744. Computational Thinking Boosters: Data and Analysis 3-8 ```yaml url: "https://digitalpromise.dspacedirect.org/items/4e5e5a18-4122-4c3f-93ac-9669073349b1" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-11 date_source: listing authors: ["Tackett, Traci", "Ruiz, Pati", "Iwatani, Emi"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` A 25-minute webinar, designed originally for third through eighth-grade teachers in KY Appalachia, introduces ideas for integrating computational thinking (and specifically the notion of data and analysis) into lessons across different content areas. --- --- ### 745. The Art and Science of Learning: How New Mexico School for the Arts Uses Research ```yaml url: "https://digitalpromise.dspacedirect.org/items/4e829bdc-764f-4f2e-85de-abc138e21bdd" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2017 date_source: listing authors: ["Liberman, Babe"] document_url: null doi: null license: null tags: [digital-promise, k-12, professional-development] ``` Learn how New Mexico School for the Arts (NMSA) incorporates the science of learning at all levels — from new teacher professional development sessions to improved classes for students. The science of learning provided the NMSA community with a shared language around many of their arts education practices, and the confidence to creatively apply relevant research findings in their classrooms. --- --- ### 746. Teaching Partner, Grading Assistant, Substitute Teacher: Three Ways Teachers Positioned an Artificial Intelligence Tool in Writing Instruction ```yaml url: "https://digitalpromise.dspacedirect.org/items/4f2d86a3-9b66-4538-a5ad-977bb8fbacf7" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-09 date_source: listing authors: ["Hillary Greene Nolan, Ph.D.", "Merijke Coenraad, Ph.D.", "Viki Young, Ph.D."] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12, literacy] ``` This study investigates how teachers understand and position AI tools in middle school writing instruction, drawing on 27 teacher interviews collected during a study called Project Topeka that used an interactive argumentative writing platform with AI-generated scores and feedback. Based on the interviews, we generate an initial theoretical framework of how teachers position AI tools — and therefore themselves — in their teaching. We found that some teachers leveraged AI as a “teaching partner” that provided insights to help enhance teaching and learning while remaining central to instruction themselves and interacting with students in numerous ways. Others delegated aspects of assessment and learning to AI as a “grading assistant” to save time and increase efficiency, interacting with students with a slight emphasis on score attainment over skill development. Another group turned instruction over to the AI tool as if it were a “substitute teacher,” interacting minimally with students and placing themselves on the instructional periphery. We describe each approach in detail and discuss implications for teaching practices, teachers’ roles, the profession, and students’ experiences and opportunities. --- --- ### 747. Cultivando una Cultura de Coaching para Apoyar el Uso Poderoso de la Tecnología: Resultados del Modelo de Coaching Basado en Retos Piloto en Puerto Rico ```yaml url: "https://digitalpromise.dspacedirect.org/items/511d82db-a4ab-4a3d-8475-ea217c22baad" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-08 date_source: listing authors: ["Lopez, Carol", "Younge, Odelia"] document_url: null doi: null license: null tags: [coaching, digital-promise, professional-development] ``` Este informe de coaching representa los resultados y hallazgos de un piloto de coaching de Global Education Exchange Opportunities (GEEO), con el apoyo de Digital Promise, lanzó con 10 escuelas en todo Puerto Rico de enero a junio de 2021. --- --- ### 748. Navigating the Tensions: How Could Equity-relevant Research Also Be Agile, Open, and Scalable? ```yaml url: "https://digitalpromise.dspacedirect.org/items/5173898e-346f-45e0-8aa5-f5eead7e0016" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2022-08 date_source: listing authors: ["Zacamy, Jenna", "Roschelle, Jeremy"] document_url: null doi: null license: null tags: [digital-promise, higher-ed, k-12] ``` Digital learning platforms are beginning to become open to research. Specifically, in our work in SEERNet, developers are extending five platforms, each used in either K-12 or higher education by more than 100,000 users, to enable third-party researchers to explore, develop, and test improvements. SEERNet seeks to enable equity-relevant research aligned with the IES Standards for Excellence in Education Research (SEER) principles. It also seeks to support research that is more agile (or rapid), is more open, and scales from research to impacts on practice. We review the emerging tensions among the goal of equity-relevant research and desires for agile, open, and scalable research. We argue that designing and developing technical capabilities for agile, open, and scalable research will not be enough. Based on a series of interviews we conducted with experts in social sciences and equity-focused research, we argue that researchers will have to rethink how they plan and undertake their research. Five shifts could help. First, researchers could deliberately reframe their designs away from a comprehensive, monolithic study to smaller, agile cycles that test a smaller conjecture each time. Second, researchers could shift from designing new educational resources to determining how well-used resources could be elaborated and refined to address equity issues. Third, researchers could utilize variables that capture student experiences to investigate equity when they cannot obtain student demographic variables. Fourth, researchers could work in partnership with educators on equity problems that educators prioritize and want help in solving. Fifth, researchers could acknowledge that achieving equity is not only a technological or resource-design problem, but requires working at the classroom and systems levels too. In SEERNet, we look forward to working with the research community to find ways to address equity through research using well-used digital learning platforms, and to simultaneously conduct research that is more agile, more open, and more directly applicable at scale. --- --- ### 749. Research and the Promise of Personalized Learning ```yaml url: "https://digitalpromise.dspacedirect.org/items/51dec9b9-913c-4bf8-8810-2b6601d224d8" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2017 date_source: listing authors: null document_url: null doi: null license: null tags: [digital-promise, personalized-learning] ``` If you search online for what personalized learning is, you’ll find dozens of definitions. This lack of a common language to describe an emerging idea can hamper understanding, acceptance, and effective implementation. Compounding this are the several terms for personalized learning approaches that are, at times, used interchangeably, including individualized, differentiated, and adaptive. Yet, as personalized learning as an approach for meeting the varying needs of an increasingly diverse learner population has gained traction in the education community, definitions are emerging with more similarities than diferences. --- --- ### 750. Integrating Digital Tools for Adult Learners: Four Critical Factors ```yaml url: "https://digitalpromise.dspacedirect.org/items/52ffa633-226c-445f-8113-54cc83dc76c7" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2016 date_source: listing authors: ["Constantakis, Patti"] document_url: null doi: null license: null tags: [digital-promise] ``` If we believe in the potential of technology to bring quality digital learning opportunities to this underserved population, what can we do to accelerate adoption? Drawn from a study we supported of digital learning technologies’ effectiveness in adult basic education, this paper explores four factors that contribute to effective implementation of technology. --- --- ### 751. Rapid Cycle Pilots: Improving Ed-Tech Products through Feedback ```yaml url: "https://digitalpromise.dspacedirect.org/items/5364ec3a-0d6d-4252-8885-4484e657fde7" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2016 date_source: listing authors: ["Gadgil, Soniya", "Louw, Marti"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, higher-ed, k-12] ``` This report shares findings from ed-tech product pilots conducted by Carnegie Mellon University and Digital Promise in three Pittsburgh, Pennsylvania area districts. It includes recommendations for schools and developers on how to run an effective pilot process, and product efficacy results for five ed-tech products. --- --- ### 752. Fostering Powerful Use of Technology Through Instructional Coaching ```yaml url: "https://digitalpromise.dspacedirect.org/items/540c3325-fd5f-408e-a347-2409f57848dd" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2018 date_source: listing authors: ["Bakhshaei, Mahsa", "Hardy, Angela", "Francisco, Aubrey", "Noakes, Sierra", "Fusco, Judi"] document_url: null doi: null license: null tags: [coaching, digital-promise, english-learners, k-12, professional-development] ``` Research findings suggest that instructional technology coaching may be a critical lever in closing the gap in the usage of technology, sometimes referred to as the digital use divide. In the 2017-2018 school year, we provided 50 schools in 20 school districts across five states, with a grant to support an onsite, full-time instructional technology coach (called a DLP coach). Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching content and pedagogy—in other words, teachers are using technology to support what they are teaching, as well as how they are teaching it. --- --- ### 753. The many faces of R: Exploring roles for researchers beyond research ```yaml url: "https://digitalpromise.dspacedirect.org/items/5458ad55-6117-4ae5-a66a-d5ea1bbf6a2c" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-07 date_source: listing authors: ["Iwatani, Emi", "Burke, Quinn"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Literature on RPP methodology often seems to assume that the main value that researchers provide to education practitioners is their expertise in collecting, interpreting, and communicating data. However, research-side partners can also take on a number of additional roles in RPPs that are of value to practice-side partners, such as supporting internal communication processes, the procurement of external funding for educational materials, and the vetting of educational technology, among others. In this session, Emi Iwatani and Quinn Burke invite you to explore whether and how researchers can and/or should provide value to districts in an RPP beyond being a data expert. --- --- ### 754. Instructional Coaching Holds Promise as a Method to Improve Instruction with Technology ```yaml url: "https://digitalpromise.dspacedirect.org/items/5465e54a-b290-4210-97fb-514a3aa13e21" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-04 date_source: listing authors: ["Bakhshaei, Mahsa", "Hardy, Angela", "Ravitz, Jason", "Seylar, John"] document_url: null doi: null license: null tags: [coaching, digital-promise, k-12, professional-development] ``` Instructional coaching is an evidence-based form of professional development to support teacher growth. Few empirical studies examine conditions that define its effectiveness in improving teachers’ ability to use technology to support student engagement and learning. Using evidence from two pilot years of an instructional technology coaching program in 108 schools nationwide, our study examines and explores the attributes that teachers, principals, and coaches report contribute to the effectiveness of coaching for improving teacher use of technology in their practice. --- --- ### 755. A Series of Briefs: Implementing AI Literacy Across Learning Environments ```yaml url: "https://digitalpromise.dspacedirect.org/items/5609b09c-a897-4112-9b9a-2d281cfd5fc7" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2025-11 date_source: listing authors: ["Ruiz, Pati", "Liberman, Babe", "Karim, Sana", "Dallas, Dominique", "Zachariah, Isabella", "Peters Hinton, Vanessa", "Chillmon, Carly", "Gonzales, Lacey"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, higher-ed, k-12, literacy] ``` To support educational leaders and policymakers to make progress in these areas, Digital Promise has developed briefs with specific AI literacy recommendations for PK-12, postsecondary, and workforce audiences. These briefs offer concrete strategies, implementation examples, and contextual considerations designed to help leaders make informed decisions that advance both innovation and equity in their communities. While these resources provide comprehensive, current information, the dynamic nature of AI development means they should serve as foundational guidance while readers stay informed about ongoing developments in the field. --- --- ### 756. Empowering High School Communities to Evaluate Their Programs Through Alumni Surveys ```yaml url: "https://digitalpromise.dspacedirect.org/items/561f0b70-18bb-407a-9fa2-6efe91b23718" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-10 date_source: listing authors: ["Daal, Shelton", "Iwatani, Emi", "Leones, Tiffany"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12] ``` This presentation explores how iterative co-design was used as a culturally responsive methodology to design alumni surveys for equity-focused high schools. Digital Promise, as the evaluation partner, collaboratively built diverse design teams incorporating teachers, administrators, community partners, alumni, parents, and students from school communities. The teams actively engaged in the survey design process, continuously considering how alumni perspectives could enhance equity within the programs. Crucially, Digital Promise emphasized that the school communities retained control throughout the project, allowing them to generate goals and questions, finalize the question set, determine the survey sample, review results, ideate next steps, and provide input at every stage. Digital Promise aims to leverage these experiences for continued work with schools, placing a renewed emphasis on equity, scalability, healing, and sustainability. --- --- ### 757. Introducing Blended Learning in Low-Tech Settings: Lessons from Haiti ```yaml url: "https://digitalpromise.dspacedirect.org/items/58ef041f-1d8d-4e15-86e4-05bfe3de75ff" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-06 date_source: listing authors: ["April Williamson"] document_url: null doi: null license: null tags: [digital-promise, k-12, longitudinal, professional-development] ``` Schools don’t need to have extensive infrastructure and reliable connectivity, and teachers don’t need to have deep experience with technology, in order to introduce high-quality blended learning. This presentation shares tools and lessons from our partnership to bring interactive digital learning to primary schools in rural Haiti. Our pilot model aims to shift instruction in Haitian classrooms from a rote, teacher-centered system to an active, learner-centered approach through (i) development and delivery of culturally relevant, mother-tongue digital content; (ii) strategic use of appropriate infrastructure and technology; and (iii) integrated professional development focused on pedagogy, content knowledge, and technology. Our phased approach to implementation and monitoring emphasizes applying lessons from past efforts, iterating over time, and building local capacity to ensure that the results and impact are sustainable. We are working in partnership with local and global partners - including Anseye Pou Ayiti, Summits Education, Model School Network, Blue Butterfly, and EDC - and using Learning Equality’s open-source, offline-first Kolibri learning platform to deliver a Haitian-Creole science education series (“the Eksploratoryòm”). --- --- ### 758. Instructional Coherence and Shared Responsibilities: OBC's Impact on EdTech Procurement ```yaml url: "https://digitalpromise.dspacedirect.org/items/5ab830f6-3f5d-4286-880b-bbf6b9105a19" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2026-03 date_source: listing authors: ["Noakes, Sierra", "Shell, Alison", "Vollavanh, Andrew"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` This report explores the learnings from the first cohort to leverage outcomes based contracting (OBC) for edtech, where payment terms are partially predicated on meeting specific student achievement benchmarks. The research found that the OBC model served as a powerful lever for instructional coherence, driving edtech implementation rates to levels 10 times higher than the national average. By fostering mutual accountability and breaking down silos within districts and across districts and providers, the model enables district, school, and provider teams to move beyond a simple buyer-seller relationship toward a data-driven partnership focused on student outcomes. While districts experienced challenges selecting student populations and outcomes and ensuring implementation met dosage requirements, the findings demonstrate that the OBC model empowers district leaders to make more intentional resource allocation decisions. Ultimately, this innovative approach ensures that edtech investments are no longer measured by licenses purchased, but by their measured impact on student learning outcomes. --- --- ### 759. Finding kinship in a far away land: The relevance of Japanese cultural perspectives to education research in Eastern Kentucky (アメリカ・ケンタッキー州東部の教育研究:日本文化との共通性) ```yaml url: "https://digitalpromise.dspacedirect.org/items/5b12bf9d-00c2-4c38-927e-fc96beb6f57b" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-01 date_source: listing authors: ["Iwatani, Emi"] document_url: null doi: null license: null tags: [career-readiness, digital-promise] ``` In this presentation, Emi Iwatani shares how the "Tough As Nails, Nimble Fingers: Developing a K-8 Coding Pathway for Kentucky Appalachia" was conceptualized to explore the idea of "cultural fit" of computational thinking and computer science education in Eastern Kentucky. It also shares project activities and findings related to that topic, and comments on the potential relevance of Emi's personal cultural (Japanese) background to project conception and execution. --- --- ### 760. Operation Outbreak: Exploring the Affordances and Challenges of Experiential Simulations in Education for Scalability ```yaml url: "https://digitalpromise.dspacedirect.org/items/5b9d16cb-7253-49d0-9d95-e510b6951d4b" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2026-02 date_source: listing authors: ["Kelly McNeil", "Sharin Jacob", "Quinn Burke", "Stefani Pautz Stephenson"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` This literature review examines the effectiveness, affordances, and challenges of experiential learning environments and simulations in K-12 education, situating Operation Outbreak within the broader learning sciences tradition. Simulation-based learning has been shown as a way to connect theory with practice by immersing students in environments where they can apply knowledge, collaborate, and make decisions with real consequences. Operation Outbreak extends this tradition by combining a mobile contact tracing application with a live, schoolwide event in which students experience and analyze the spread of a simulated pathogen in real time. The goal of this review is to identify the conditions under which experiential simulations yield meaningful learning outcomes and to assess the scalability of Operation Outbreak across K-12 educational contexts. --- --- ### 761. Principal Leadership in a Virtual Environment ```yaml url: "https://digitalpromise.dspacedirect.org/items/5c6ea7aa-1c1b-416f-9d84-f15f9770d4d5" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-11 date_source: listing authors: ["Patz Stephenson, Stefani", "Hardy, Angela", "Seylar, John", "Wayman, Jeff", "Peters, Vanessa", "Bellin, Melissa", "Roschelle, Jeremy"] document_url: null doi: null license: null tags: [digital-promise, english-learners, k-12] ``` The sudden and unexpected shift to remote learning during the COVID-19 pandemic has brought new awareness of the need for school leaders who can ensure that high-quality, equitable education can take place virtually as well as in the classroom. How can school districts develop a large corps of such principals? Research on the topic is still emerging, and this report offers early considerations for decision-makers based on an examination of research literature, interviews with 11 principals and administrators knowledgeable about virtual learning, and Digital Promise’s experiences in the field. The authors say high-quality, equitable learning in a virtual environment—“powerful learning”—is enacted through three essentials: meaningful use of technology, inclusive access to it, and the efforts of principals who know how to lead for meaningful use and inclusive access. The report also poses questions for district leaders to answer if they want to develop such principals. Among the questions: “What does a principal need to know and be able to do in order to effectively lead in a virtual context?” In addition, the report discusses how cultivating adeptness at leadership for high-quality, equitable virtual learning might be made part of effective principal pipelines. These pipelines, which research has shown can result in effective school leaders, are “comprehensive” because their seven parts cover the span of principal talent-development actions, and “aligned” because these components reinforce one another. The authors look at each of the pipeline parts, known as domains, and provide considerations for possible district action for each one. --- --- ### 762. A Field-Driven, Equity-Centered Research Agenda for OpenSciEd: Updated Version ```yaml url: "https://digitalpromise.dspacedirect.org/items/5d7559fd-9d00-451b-a429-4c9dcd15c3b4" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2022-03 date_source: listing authors: ["McElhaney, Kevin", "Baker, Anthony", "Kasad, Zareen", "Roschelle, Jeremy", "Chillmon, Carly"] document_url: null doi: null license: null tags: [digital-promise] ``` In order to catalyze the research community around OpenSciEd, Digital Promise, with support from the Carnegie Corporation of New York, has developed the OpenSciEd Research Agenda. Early on, we determined that three broad relationships between OpenSciEd and a research community could be fruitful. OpenSciEd enabled research encompasses questions in science education and beyond that can be best answered using OpenSciEd. OpenSciEd inspired research aims to drive innovations based on OpenSciEd’s distinctive features and affordances. OpenSciEd partnership research would address questions of mutual interest to researchers and OpenSciEd developers. This paper details the processes utilized to frame --- --- ### 763. Lift Every Voice in Tech: Co-designed Recommendations to Support Black Workers and Learners Seeking to Enter and Advance in Technology Industry Career Pathways ```yaml url: "https://digitalpromise.dspacedirect.org/items/5dcf2bc8-f40c-4942-96a4-c4a5bda965e3" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-06 date_source: listing authors: ["Carter, Bria", "Jacobs, Britney", "Shah, Zohal", "Aso-Hernandez, Chioma"] document_url: null doi: null license: null tags: [career-readiness, digital-promise] ``` This report outlines recommendations for technology industry collaborators to improve access to non-four-year degree career pathways and address systemic barriers within the technology learning and workforce ecosystem. It emphasizes the importance of employers and training providers continuously listening to and actively responding to the needs of workers and learners, advocating for collaborative partnerships that include these groups at the core. By focusing on historically excluded communities, such as Black workers, the report aims to 1) facilitate the creation and implementation of accessible pathways to tech careers, 2) promote diverse talent acquisition, retention, and economic progress, and 3) foster inclusive innovation and global competitiveness. --- --- ### 764. Strategic Surprise and the Future of Educational R&D ```yaml url: "https://digitalpromise.dspacedirect.org/items/5f4a2b76-ee88-4c0c-8cfa-6712401fdb61" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2025-11 date_source: listing authors: ["Uncapher, Melina", "Roschelle, Jeremy"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` For decades, education R&D has delivered mostly incremental change, consistent with Tyack and Cuban’s observation in Tinkering Towards Utopia (1995) that systems tend to assimilate new technologies. Some innovation initiatives aim to engineer “planned serendipity”—structuring teams and infrastructure so that unexpected insights are more likely to arise and propagate (Michael H. Levine, personal communication, 2025). Today’s environment is different: generative AI, platform‑level data, and new research infrastructures are creating strategic surprises–rapid shifts that outpace traditional sensing and response. We propose re‑architecting education R&D for agility, responsiveness, and breakthrough potential. Drawing on ARPA‑style (federal Advanced Research Projects Agencies) (NASEM, 2017) models (and our work with SEERNet and Advanced Education Research and Development Fund (AERDF), we contrast legacy approaches with a surprise‑ready architecture along four dimensions: (1) framing commitments, (2) problem definition, (3) project/talent model, and (4) focal outcomes. We illustrate with six “ripe problem” examples that compress the observe–orient–decide–act loop in schools, and we conclude with role‑specific recommendations for researchers, developers, funders, and systems leaders. Our goal is a field that not only studies change, but orchestrates the conditions—capable people and enabling environments—under which transformative learning improvements can emerge. --- --- ### 765. Micro-credentials and Education Policy in the United States: Recognizing Learning and Leadership for Our Nation's Teachers ```yaml url: "https://digitalpromise.dspacedirect.org/items/65a7d0ed-66b1-4d5b-ac51-6bcf25285dd3" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2019-06 date_source: listing authors: ["Berry, Barnett", "Byrd, P. Ann"] document_url: null doi: null license: null tags: [digital-promise, english-learners, k-12] ``` This paper points to teaching policy issues that need to be addressed if micro-credentials are going to spur the transformation of professional learning that researchers call for and teachers seek. The paper also documents what a growing number of states and districts, as well as the nation's largest teachers' union, are doing with micro-credentials. --- --- ### 766. Continuing the educator micro-credential movement ```yaml url: "https://digitalpromise.dspacedirect.org/items/678357f2-9745-4f3e-89fa-5e0c23dd2f77" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2017 date_source: listing authors: null document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Written as an update to Micro-credentials: Driving Teacher Learning and Leadership, this report takes a look at the current ecosystem and explores recent case studies of micro-credential implementation to identify promising interventions and major challenges. --- --- ### 767. Unveiling the Value of Exploration: Insights from NSF-Funded Research on Emerging Technologies for Teaching and Learning ```yaml url: "https://digitalpromise.dspacedirect.org/items/69edd331-0d7f-477f-921d-14001067294a" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-10 date_source: listing authors: ["Center for Integrative Research in Computing and Learning Sciences (CIRCLS)"] document_url: null doi: null license: null tags: [digital-promise] ``` This report investigates how interdisciplinary, exploratory projects contribute to the National Science Foundation’s (NSF) mission of building scientific knowledge and translating research into practice. The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) examined the overall portfolio and interviewed PIs funded by NSF across five key topics: Artificial Intelligence, Virtual and Augmented Reality, Collaborative Learning, Accessibility and Learning, and Simulations. In total, 208 projects between 2017 and 2024 were analyzed to characterize the value of interdisciplinary, exploratory, research. Thematic analyses revealed that engaging in interdisciplinary, exploratory research enabled PIs to ask novel questions, combine different kinds of expertise, engage collaboratively with practitioners, and design equitable technology-enhanced learning experiences across three key themes: Exploration and Discovery Across New Frontiers, Equitable Co-Designed Learning and Practice, and Emerging Impact Through Networked Communities. Recommendations for field focused on: 1) creating opportunities for future-oriented, exploratory research; 2) nurturing interdisciplinary research identities and researcher-practitioner partnerships; 3) Uncovering processes uniquely important in exploratory, interdisciplinary research; and 4) Supporting researcher-practitioner networks to grow the field, synthesize outcomes, and amplify broader impacts. --- --- ### 768. Research and Educator Micro-credentials ```yaml url: "https://digitalpromise.dspacedirect.org/items/6a538240-80bc-442b-a60d-7f537cbc3bec" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2019 date_source: listing authors: ["Brown, Dan"] document_url: null doi: null license: null tags: [digital-promise] ``` This paper examines how Digital Promise has ensured the content of the micro-credentials in its ecosystem and the process for earning them are anchored in rigorous research. The paper explores how Digital Promise screens prospective issuers to understand the research grounding their work. --- --- ### 769. Transfer for Future Learning of Fractions within Cignition’s Microtutoring Approach ```yaml url: "https://digitalpromise.dspacedirect.org/items/6b7464c5-08a8-46c0-93df-b5abbaa56a52" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-04 date_source: listing authors: ["Roschelle, Jeremy", "Cheng, Britte Haugan", "Hodkowski, Nicola", "Haldar, Lina", "Neisler, Julie"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12, math-education] ``` In this exploratory research project, our team’s goal was to design and begin validation of a measurement approach that could provide indication of a student’s ability to transfer their mathematics understanding to future, more advanced mathematical topics. Assessing transfer of learning in mathematics and other topics is an enduring challenge. We sought to invent and validate an approach to transfer that would be relevant to improving Cignition’s product, would leverage Cignition’s use of online 1:1 tutoring, and would pioneer an approach that would contribute more broadly to assessment research. --- --- ### 770. AI Literacy: A Framework to Understand, Evaluate, and Use Emerging Technology ```yaml url: "https://digitalpromise.dspacedirect.org/items/6d15adcd-5a84-47fa-b6d0-1310154eee02" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-06 date_source: listing authors: ["Mills, Kelly", "Ruiz, Pati", "Lee, Keun-woo", "Coenraad, Merijke", "Fusco, Judi", "Roschelle, Jeremy", "Weisgrau, Josh"] document_url: null doi: null license: null tags: [digital-promise, k-12, literacy] ``` To enable all who participate in educational settings to leverage AI tools for powerful learning, this paper describes a framework and strategies for educational leaders to design and implement a clear approach to AI literacy for their specific audiences (e.g. learners, teachers, or others) that are safe and effective. The first part of the paper describes a framework that identifies essential components of AI literacy and connects them to existing initiatives that districts have been implementing for decades. The second part of the paper identifies strategies and illustrative examples as guidance for educational leaders to integrate AI literacy in PK–12 education and adapt to their unique contexts. --- --- ### 771. Tough As Nails and Drawing on Kinship: Rigorous and inclusive educational research in Kentucky Appalachia ```yaml url: "https://digitalpromise.dspacedirect.org/items/6d2920af-8e76-4dc0-a480-0aa8e4a87f47" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-04 date_source: listing authors: ["Iwatani, Emi"] document_url: null doi: null license: null tags: [digital-promise] ``` In this panel presentation, Emi Iwatani applies the three tenets of civic imagination (advanced by Henry Jenkins, Sangita Shresthova and colleagues) to explain how research practice partnership projects in Eastern Kentucky has required inclusion and rigor, in order to work towards the future. She argues that "rigor" (strictness, exactness) in such co-design work must be applied not just to the inferential, knowledge generation processes (e.g., instrumentation, analysis) but also to setting up pre-conditions in alignment with the tenets. --- --- ### 772. Teacher’s Roles in Supporting Collaborative Learning ```yaml url: "https://digitalpromise.dspacedirect.org/items/6dc71c9f-b523-4c36-9da8-d98b364e17e0" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2025-05 date_source: listing authors: ["Fusco, Judi", "DiMaria, Sarah", "Yeadon, Beverly", "Victor, Linette", "Hampton, Sarah", "Kolodner, Janet", "Yoon, Susan"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` This primer explores the essential role of educators in creating and facilitating effective collaborative learning environments. It distinguishes between cooperative and collaborative learning, emphasizing ways that collaborative learning can help foster deeper understanding among students. The paper outlines key stages of collaborative learning: preparation (before), facilitation (during), and reflection (after), providing research-backed strategies for each. Key takeaways include empowering students, valuing all students and their contributions, shifting the teacher's role to facilitator, and preparing students for teamwork. It highlights the benefits of collaborative learning, such as preparing students for teamwork, deepening subject learning, and enhancing collaboration skills. The paper concludes with practical advice for practitioners, addressing challenges, and providing resources to help teachers implement collaborative learning successfully. --- --- ### 773. Micro-credentials for Social Mobility in Rural Postsecondary Communities: A Landscape Report ```yaml url: "https://digitalpromise.dspacedirect.org/items/6f82f95d-21f3-40b6-8dae-332a131cba8c" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2022-03 date_source: listing authors: ["Tinsley, Brian", "Cacicio, Sarah", "Shah, Zohal", "Parker, Daniel", "Younge, Odelia", "Luke Luna, Christina"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, english-learners, higher-ed] ``` This landscape report explores the impact of earning micro-credentials on the social mobility of rural learners. Through four in-depth case studies, we show how earning micro-credentials may lead to credential attainment, workforce entry, promotions, and/or economic improvements (e.g., salary increase, prioritizing learners impacted by poverty), particularly for Black, Latino, and Indigenous populations, as well as women. All of the initiatives emphasize the need for strong regional partnerships across educational sectors and deeper efforts to engage communities of color to lead to greater impact. Preliminary research indicates that micro-credentials can—and in some cases, do—lead to job promotions, higher wages, and an increase in self-confidence for rural learners. --- --- ### 774. Cultivating a Culture of Coaching to Support Powerful Use of Technology: Results from the Challenge-based Coaching Model Pilot in Puerto Rico ```yaml url: "https://digitalpromise.dspacedirect.org/items/71c26d6b-e789-4ca3-b643-dcc98422a36d" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-08 date_source: listing authors: ["Lopez, Carol", "Younge, Odelia"] document_url: null doi: null license: null tags: [coaching, digital-promise, k-12, professional-development] ``` This coaching report represents the results and findings from a 6-month coaching pilot that Global Education Exchange Opportunities (GEEO), with the support of Digital Promise, launched with 10 schools across Puerto Rico from January to June 2021. --- --- ### 775. Scaling Up Design of Inquiry Environments ```yaml url: "https://digitalpromise.dspacedirect.org/items/71fbff7d-e7b8-4926-a29b-6968fdd288ea" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-06 date_source: listing authors: ["Roschelle, Jeremy", "Mazziotti, Claudia", "Means, Barbara"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Bringing inquiry learning environments to scale is an important issue for society, especially given the needs for stronger inquiry skills among future citizens, employees, and leaders. Scaling up is a complex challenge for any educational innovation, as new pressures emerge as innovations scale. This chapter argues that scaling is particularly challenging for ambitious inquiry learning innovations that often do not find a good fit with prevailing priorities in many of today’s classrooms and communities. Six examples of inquiry learning environments that achieved considerable scale and four additional long-term partnerships illustrate the potential for scaling inquiry learning environments and key requirements for achieving scale. The example projects planned for scaling from the earliest stages of their work. They invested in scaling up for a long period of time, and their approach evolved to incorporate insights gained through their experience in the field. Teams implementing these inquiry learning innovations reflected on which principles helped them reach scale and consolidated their understanding of their approach as a learning activity system; they addressed teacher learning needs; and they built partnerships to sustain support for their approach. The chapter reviews definitions of scaling up, causes of failure, strategies linked to success, and unresolved remaining challenges. --- --- ### 776. Improving Access to Interactive, Mother-Tongue Digital Science Content for Early Grade Learners in Rural Haiti ```yaml url: "https://digitalpromise.dspacedirect.org/items/72a65947-fd81-4fd0-a842-5895d8ca8805" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-09 date_source: listing authors: ["April Williamson", "Suzanne Cole"] document_url: null doi: null license: null tags: [coaching, digital-promise, k-12, literacy, professional-development, sel] ``` Digital Promise and Blue Butterfly - along with our partners, Anseye Pou Ayiti (APA), Summits Education/Model School Network (MSN), Education Development Center (EDC), and Learning Equality - are implementing a blended learning pilot program in primary schools in rural Haiti. Our model aims to implement an active, learner-centered approach in Haitian classrooms through (i) development and delivery of culturally relevant, mother-tongue digital content; (ii) strategic use of technology; and (iii) integrated professional development focused on pedagogy, content knowledge, and technology. We are using Learning Equality’s open-source Kolibri learning platform to deliver Eksploratoryòm, Blue Butterfly’s locally developed, Haitian-Creole science education series. The Eksploratoryòm series promotes early literacy and social-emotional learning skills by encouraging children to engage with fun, interactive science audio and visuals. Kolibri is also designed for offline or low-bandwidth settings and optimized for a variety of low-cost and legacy devices. By improving the capabilities of Haitian teachers through local training and coaching; expanding the availability of culturally relevant, standards-aligned, Haitian-Creole digital content; and improving access to electricity, devices, and connectivity for Haitian schools, we aim to provide Haitian students quality and continuous education that is a pathway to economic opportunity, wellbeing, and agency. --- --- ### 777. A New Narrative: How Unlocking the Power of R&D Through Inclusive Innovation Can Transform Education ```yaml url: "https://digitalpromise.dspacedirect.org/items/73f2e0fa-dca8-4cd0-a8da-eb18b59453c4" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-01 date_source: listing authors: ["Kimberly Smith", "Viki Young"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Across the country, district-community teams are tackling pressing and complex educational challenges with Inclusive Innovation, an education R&D model that starts with centering the needs of those most impacted by these challenges. This paper shares the stories, solutions, outcomes, and learnings from years of deep collaboration in the words of students, parents, teachers, and district leaders who have worked together to tackle education challenges—and discusses how the Center for Inclusive Innovation, anchored in its core tenets, is building upon this work with the Inclusive Innovation 2.0 model. --- --- ### 778. Designing for the future of research: Putting equity-relevant research into practice with scenarios and personas ```yaml url: "https://digitalpromise.dspacedirect.org/items/764975ce-2824-4194-a908-6eeeb4df02d8" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2022-10 date_source: listing authors: ["Pakhira, Deblina", "Fusco, Judi"] document_url: null doi: null license: null tags: [digital-promise, higher-ed, k-12] ``` SEERNet, a hub of five digital learning platforms (DLPs), either in K-12 or higher education, are enabling researchers with capabilities to conduct research and collect data on large numbers of students. Based on the new Standard for Excellence in Education Research (SEER Standards) around Equity, we propose that researchers should consider future-oriented approaches and methodologies to conduct equity-relevant research using DLPs. Taking a future-oriented approach, we created scenarios and personas to help us envision an equitable and inclusive future. Scenarios and personas are tools that may help center equity in research. We make three additional recommendations to bring new perspectives into future-oriented, equity-relevant research practices. First, include diverse research perspectives. Second, engage teachers, students, and families as partners in research. Third, minimize bias. In SEERNet, we invite the research community to join in future conversations as we continue to consider personas and future-oriented scenarios and see what they can help us understand and do. --- --- ### 779. Computational Thinking Boosters: Algorithmic Thinking in K-2 ```yaml url: "https://digitalpromise.dspacedirect.org/items/7685ed28-db2b-4106-8ca2-865970a62a94" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-01 date_source: listing authors: ["Tackett, Traci", "Ruiz, Pati", "Iwatani, Emi"] document_url: null doi: null license: null tags: [digital-promise, early-childhood, k-12] ``` A 35-minute webinar, designed originally for kindergarten through second-grade teachers in KY Appalachia, introduces ideas for integrating computational thinking (and specifically the notion of algorithms) into lessons across different content areas. --- --- ### 780. Language and Mathematics Learning: A Comparative Study of Digital Learning Platforms ```yaml url: "https://digitalpromise.dspacedirect.org/items/77b14a60-aa1e-487b-a449-ef190b7f5719" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-03 date_source: listing authors: ["Wei, Xin", "Wortman, Amanda", "Cheng, Li", "Heffernan, Neil", "Heffernan, Cristina", "Murphy, April", "Zepeda, Cristina", "Motz, Ben", "Jankowski, Harmony", "Roschelle, Jeremy"] document_url: null doi: null license: null tags: [digital-promise, english-learners, math-education] ``` This paper presents a conceptual exploration of how Digital Learning Platforms (DLPs) can be utilized to investigate the impact of language clarity, precision, engagement, and contextual relevance on mathematics learning from word problems. Focusing on three distinct DLPs—ASSISTments/E-TRIALS, MATHia/UpGrade, and Canvas/Terracotta—we propose hypothetical studies aimed at uncovering how nuanced language modifications can enhance mathematical understanding and engagement. While these studies are illustrative in nature, they provide a blueprint for researchers interested in leveraging DLPs for empirical investigation so that future investigators gain a better understanding of the emerging infrastructure for research in digital learning platforms and the opportunities provided by them. In highlighting three distinct implementations of the same core research question, we reveal both commonalities as well as differences in how different educational technologies might build evidence, offering a unique opportunity to advance the field of math education and other education research fields. --- --- ### 781. Executive Summary: A Look at AI Literacy, and AI and Digital Equity ```yaml url: "https://digitalpromise.dspacedirect.org/items/7827ad27-99b0-4658-a364-cb2d043761b9" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-04 date_source: listing authors: ["Ruiz, Pati", "Roschelle, Jeremy"] document_url: null doi: null license: null tags: [digital-promise, literacy, sel] ``` This one pager summarizes Digital Promise's vision for Artificial Intelligence in education. Digital Promise is focused on AI in education to foster a future where every person engages in sustained and impactful experiences of powerful learning that lead to a life of well-being, fulfillment, and economic mobility. --- --- ### 782. AI-Powered Innovations in Mathematics Teaching & Learning: Initial Findings ```yaml url: "https://digitalpromise.dspacedirect.org/items/78359471-f72b-4b52-96dd-ff08efb9fd54" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-09 date_source: listing authors: ["Noakes, Sierra", "Shell, Alison", "Van Nostrand, Parker", "Murillo, Alexis M.", "Ruiz, Pati", "Liberman, Babe"] document_url: null doi: null license: null tags: [digital-promise, english-learners, math-education] ``` This report discusses findings based on responses to a request for information (RFI) led by the Bill & Melinda Gates Foundation and Digital Promise, which received nearly 200 responses that described a variety of innovative approaches to leveraging artificial intelligence (AI) for mathematics teaching and learning. As AI becomes increasingly prevalent in education, three key questions often drive conversations around this emerging technology: What does AI in education look like today; what are the risks to leveraging AI in education and how might those risks be mitigated; and, what should AI’s role be in education? The report shares findings to support both education leaders with decisions about AI as well as providers in learning more about market saturation and strategies to mitigate risks. --- --- ### 783. STEM Courses During the COVID Pandemic: Lessons from Spring 2020 ```yaml url: "https://digitalpromise.dspacedirect.org/items/7900cb79-6ea5-44d0-aad6-34aa81e9bf4b" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-12 date_source: listing authors: ["Means, Barbara", "Peters, Vanessa", "Neisler, Julie", "Griffiths, Rebecca"] document_url: null doi: null license: null tags: [digital-promise, higher-ed, k-12] ``` The abrupt transition to remote instruction in response to COVID posed significant challenges for both students and instructors. This report provides data on the prevalence of the different kinds of challenges students faced and the ways in which low-income and minoritized students were differentially affected by the shift to remote instruction. It also describes the nature of STEM courses in spring 2020 as they were taught at a distance from the perspectives of both students and instructors. The report offers findings from two research activities conducted concurrently. It discusses a survey of a nationally representative sample of over 650 undergraduates who were taking STEM courses that included in-person meetings when they began and had to switch to entirely remote instruction. It also includes qualitative descriptions of 28 STEM courses offered by nine institutions, based on interviews and focus groups with students and instructors. --- --- ### 784. Scaling Up Classroom Coaching for Impactful Technology Use ```yaml url: "https://digitalpromise.dspacedirect.org/items/79337f05-0795-4bac-b1d7-f4758c23285c" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2019-09-04 date_source: listing authors: ["Bakhshaei, Mahsa", "Hardy, Angela", "Ravitz, Jason", "Seylar, John"] document_url: null doi: null license: null tags: [coaching, digital-promise, k-12, professional-development] ``` Research findings from the second year of the Dynamic Learning Project suggest that technology coaching leads to an increase in impactful use of technology in the classroom. In the 2018-19 school year, we worked with coaches in 100 schools across seven states, doubling in size from the pilot year. Our data shows that teachers who received coaching as part of the Dynamic Learning Project reported greater skills in leveraging technology in their teaching, which resulted in increased student engagement and learning. --- --- ### 785. Feedback Loops: Mapping Transformative Interactions in Education Innovation ```yaml url: "https://digitalpromise.dspacedirect.org/items/79e4c9c0-f8e6-4d7b-8849-c5c1c178ba30" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2022-05 date_source: listing authors: ["Baker, Anthony", "Weisgrau, Josh", "Brister Philyaw, Kristal"] document_url: null doi: null license: null tags: [digital-promise, english-learners, formative-assessment, k-12] ``` This report details the feedback loops initiative at Digital Promise in which we evaluated and mapped the way we generate insights and knowledge and the ways in which our partners contribute, perceive, and share in that process. In particular, we are interested in how we can create new processes we call feedback loops that can aid us in including our partners in more meaningful collaborations, developing solutions that are better targeted to the audiences they are intended for, and elevating the voices, needs, and excellence of the members of school communities. We believe there are cases where feedback loops will provide superior outcomes compared to traditional methods of feedback, and we --- --- ### 786. Generalizability of a Technology-Based Intervention to Enhance Conceptual Understanding in Mathematics ```yaml url: "https://digitalpromise.dspacedirect.org/items/7a123d3c-22ec-46db-b7cf-709c3aa65583" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2018-11 date_source: listing authors: ["Roschelle, Jeremy", "Tipton, Elizabeth", "Shechtman, Nicole", "Vahey, Philip"] document_url: null doi: null license: null tags: [digital-promise, k-12, math-education] ``` Three previously reported experiments found that a technology-enhanced intervention increased student conceptual understanding of mathematics in Texas. To investigate generalizability to broader populations and settings, we triangulate among three methods. First, we examine interactions between demographic variables and intervention effects. We found that the intervention was not sensitive to typical variations in school populations. Second, we use propensity score methods to measure the match between the sample and a broader population. The sample matches the school population in Texas, with minor exceptions; we report adjusted effect sizes. Third, quasi-experimental research with populations outside of Texas are considered. Results from Florida and England were consistent with Texas findings. Across three methods, the results suggest that the experimental findings generalize across populations and settings. This work also establishes a practical approach to investigating generalizability in experimental research in schools. --- --- ### 787. Practitioners at the Center: Catalyzing Research on Problems of Practice in Realistic Settings ```yaml url: "https://digitalpromise.dspacedirect.org/items/7a2713e4-ee47-473f-9b85-923e1654a7cb" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2022-12 date_source: listing authors: ["Pautz Stephenson, Stefani", "Banks, Rebecca", "Pakhira, Deblina"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` SEERNet’s goal is to enable alignment of research on digital learning platforms to the Institute of Education Sciences’ Standards for Excellence in Education Research (SEER) and thereby make research more rigorous, transparent, actionable, inclusive, and focused on consequential impacts. While researchers have long aspired to study problems of value to the field, the conception of research questions rarely is in partnership with practitioners. Without voices from the field, researchers do not have the deep understanding of educator, student, and system needs that are essential for ensuring research will impact decision-making. This paper will discuss a national call for involving practitioners in research question design, strategies for partnerships with practitioners, and SEERNet’s guiding principles for practitioner engagement. It will also introduce how needs and research question ideas were developed through SEERNet’s Office Hours. --- --- ### 788. The Growing Diversity in Today’s Classroom ```yaml url: "https://digitalpromise.dspacedirect.org/items/7acc6442-9c20-42ff-b4b2-21645832493e" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2016 date_source: listing authors: null document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Teachers have long known that students learn differently, and learn more or less, depending on various instructional approaches. They have used this understanding to personalize learning as much as is possible in classrooms with 20, 25, or more students. However, these educators have largely been on their own, without many structured supports—curriculum, pedagogy, tools, and resources specifically designed to support personalization strategies. The growing diversity within today’s classrooms underscores the necessity for a more deliberate, supported shift to a learner-centered education system. --- --- ### 789. Market Signals for Research-Based Innovations ```yaml url: "https://digitalpromise.dspacedirect.org/items/7c36b6fa-e221-437f-92d5-f4d3a89c0a1f" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2019-09 date_source: listing authors: ["Noakes, Sierra"] document_url: null doi: null license: null tags: [digital-promise] ``` Today, we know more than ever about how people learn through advances in learning sciences research. We also know, through research, that people learn differently. By incorporating learning sciences research findings in the design and development of edtech products, developers can create powerful learning experiences for the full spectrum of learners. --- --- ### 790. Emerging Technology Adoption Framework: For PK-12 Education ```yaml url: "https://digitalpromise.dspacedirect.org/items/7e1e8820-d035-4b01-8795-ca2de4985e4e" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2022-10 date_source: listing authors: ["Ruiz, Pati", "Richard, Eleanor", "Chillmon, Carly", "Shah, Zohal", "Kurth, Adam", "Fekete, Andy", "Glazer, Kip", "Pattenhouse, Megan", "Fusco, Judi", "Fennelly-Atkinson, Rita", "Lin, Lin", "Arriola, Sheryl", "Lockett, David", "Crawford-Meyer, Valerie", "Karim, Sana", "Hampton, Sarah", "Beckford, Belinda"] document_url: null doi: null license: null tags: [digital-promise, english-learners, formative-assessment, k-12] ``` The Emerging Technology Adoption Framework was created with education community members to help ensure that educational leaders, technology specialists, teachers, students, and families are all part of the evaluation and adoption process for placing emerging technologies in PK-12 classrooms. We engaged an Emerging Technology Advisory Board through Educator CIRCLS based out of The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) and gathered additional feedback from researchers, policy experts, the edtech community, educators, and families to ground our work through a community of experts. This framework is specifically designed to include community members in the process of making informed evaluation and procurement decisions and outlines the important criteria to consider during three stages of emerging technology implementation: (1) initial evaluation, (2) adoption, and (3) post-adoption. Each criterion has specific questions that can be asked of decision makers, district leaders, technology researchers and developers, educators, and students and families, as well as resources and people who might serve as resources when answering these questions. --- --- ### 791. Rapid Cycle Pilots: Summer Ed-Tech Programs ```yaml url: "https://digitalpromise.dspacedirect.org/items/8017846c-4099-4af3-92e4-462cd5d6262d" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2016 date_source: listing authors: ["Luke, Christina", "Simone, Christa", "Francisco, Aubrey"] document_url: null doi: null license: null tags: [digital-promise, english-learners, k-12] ``` This report summarizes results from pilots of virtual summer learning programs in three League of Innovative Schools districts in summer 2016. It includes recommendations for running summer learning programs enabled by ed-tech as well as results for each district. --- --- ### 792. Shifting Education with Learning Pathways: Becoming Your Portrait of a Graduate ```yaml url: "https://digitalpromise.dspacedirect.org/items/81b0247c-2672-480e-8103-eb5a3cfce57e" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-03 date_source: listing authors: ["Mills, Kelly", "Weisgrau, Josh", "Burke, Quinn", "Lee, Keun-woo", "Solorzano, Teresa", "Coenraad, Merijke"] document_url: null doi: null license: null tags: [digital-promise, k-12, literacy] ``` There is a necessity for an educational shift to equip today’s learners for success in a dynamically evolving world shaped by emerging technologies and globalization. Emphasizing the importance of academic and technical skills, this report stresses the need for learners to possess adaptability and interpretive abilities to apply these skills in diverse contexts. The “Portrait of the Graduate” initiative is introduced as a visionary framework where readers will learn more about the skillsets districts across the country have identified for students. Furthermore, this report will introduce readers to the design and implementation of “Integrated Learning Pathways'' as a strategy to breathe life into the Portrait of the Graduate and will provide examples of districts putting their Portraits into action. The report concludes with recommending district leaders to create Integrated Learning Pathways to align learning and initiatives to their Portrait of a Graduate and ultimately better prepare students for a successful future. --- --- ### 793. Centering Wellbeing: Advancing Social Emotional Learning for All ```yaml url: "https://digitalpromise.dspacedirect.org/items/81d9f1f0-5fc2-4397-8340-5fdefb720820" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-04 date_source: listing authors: ["Christina A. Russell, Policy Studies Associates, Inc."] document_url: null doi: null license: null tags: [digital-promise, k-12, sel] ``` The Working Group on Social Emotional Learning (SEL) and Learning Differences was launched in 2021 as an initiative of the Global Cities Education Network (GCEN). Fourteen school districts each worked to implement a unique action plan designed to strengthen SEL supports in their district, including for students with learning differences. Districts drew on expertise and resources shared in the working group and adapted the strategies to meet their needs. The learning centered on deep dives into two international school systems: a virtual site visit to Surrey Schools (British Columbia, Canada) and an in-person convening in Melbourne (Victoria, Australia). This report features four case studies and shares lessons learned and strategies implemented by the districts. --- --- ### 794. Prevalence of Coaching and Approaches to Supporting Coaching in Education ```yaml url: "https://digitalpromise.dspacedirect.org/items/821256d6-646b-4188-9b6f-348c6aeee6da" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-01 date_source: listing authors: ["Van Ostrand, Kasey", "Seylar, John", "Luke, Christina"] document_url: null doi: null license: null tags: [coaching, digital-promise, professional-development] ``` Digital Promise and Learning Forward partnered to design a national survey exploring the prevalence of and existing support for instructional coaching across the U.S. This report discusses the findings of the survey and offers recommendations for improvement. --- --- ### 795. Integrating Science, Mathematics, and Engineering: Linking Home and School Learning for Young Learners ```yaml url: "https://digitalpromise.dspacedirect.org/items/821a9bed-4c65-4743-bf74-114c7ada7b94" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-04 date_source: listing authors: ["Dominguez, Ximena", "Vidiksis, Regan", "Leones, Tiffany", "Kamdar, Danae", "Lewis Presser, Ashley", "Bueno, Marcia", "Orr, Jillian"] document_url: null doi: null license: null tags: [digital-promise, early-childhood, k-12, math-education] ``` This report describes the co-design of a preschool science program, Early Science with Nico & NorⓇ, with partner teachers and families, curricula and media developers at GBH, and Digital Promise and EDC researchers. It also summarizes findings from a field study to understand how teachers and families utilized the resources at school and home to promote STEM teaching and learning. --- --- ### 796. Using Research in Ed-Tech: How Ed-Tech Companies Use Research to Make Better Products ```yaml url: "https://digitalpromise.dspacedirect.org/items/82489735-de61-4d86-bf04-5ebdfbb15f10" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2017 date_source: listing authors: ["Simone, Christa", "Gross, Kelsey"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment] ``` This report provides a snapshot of the current state of research use in ed-tech, and highlights promising practices for using and conducting research in product development. --- --- ### 797. Onboarding and Education Design Principles for Learning and Employment Records ```yaml url: "https://digitalpromise.dspacedirect.org/items/82595f42-12d0-48ea-9137-44b64132bf03" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-09 date_source: listing authors: ["Hodge, Malliron", "Shah, Zohal", "Patterson, Marika", "Luke Luna, Christina"] document_url: null doi: null license: null tags: [digital-promise, english-learners] ``` This report represents another installment in our Learning and Employment Records (LERs) series, where we explored the unique challenges and opportunities that learners encounter when familiarizing themselves with LER technology. As the paradigm shifts towards skills-based hiring and career advancement gains momentum, it becomes imperative for technologies like LERs to provide a transparent, user-friendly, and accessible onboarding experience. Digital Promise collaborated closely with historically and systematically excluded (HSE) adult learners and workers, including those facing economic hardship and multilingual learners, to establish a set of onboarding design principles. These principles are designed to ensure that LERs are crafted in ways that actively engage a diverse range of users. --- --- ### 798. Designing for Learner Variability: Examining the Impact of Research-based Edtech in the Classroom ```yaml url: "https://digitalpromise.dspacedirect.org/items/82839c44-adb1-400c-b422-9bfbbca65985" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2019-08 date_source: listing authors: ["Tare, Medha", "Ruppel Shell, Alison"] document_url: null doi: null license: null tags: [digital-promise, k-12, literacy] ``` While research shows that learners differ in many ways, this work must be translated into actionable strategies to benefit students. We describe the results of our partnership with ReadWorks, a widely-used literacy edtech platform, to help them implement research-based pedagogical features that support learners with diverse needs. In a national survey of over 11,000 educators, 89 percent said they were likely to assign more articles on ReadWorks and 82 percent said they were likely to assign higher-level articles as a result of the features available to students. We also examined K-6 students’ (N=1857) use of these optional features when completing digital assignments and found that 92% of students tried at least one new feature and engaged with harder assignments when they used the features than when they did not. Feature use did not differ by student characteristics such as reading proficiency or special education status, suggesting that these features could potentially benefit all students when they need extra support. --- --- ### 799. Resisting Edtech Colonialism through Inclusive Innovation in Kentucky Appalachia ```yaml url: "https://digitalpromise.dspacedirect.org/items/828c99ea-1d17-4c79-836c-4ecc95ce1adc" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-09 date_source: listing authors: ["Iwatani, Emi", "Ruiz, Pati", "Burke, Quinn", "Owens, Aileen", "Tackett, Traci"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Colonialism occurs “when one nation subjugates another, conquering its population and exploiting it, often while forcing its own language and cultural values upon its people” (National Geographic, 2019). With K-12 public school systems increasingly becoming 1-to-1, hundreds of millions of tax dollars being directed towards computer science and computational thinking (CS/CT) education, and educational technology (edtech) companies vying to capture the K-12 market share, it behooves us to wonder: Whose interests are CS/CT edtech are promoting? While “CS/CT edtech” is not a nation, it has potential to act like a colonizer because (1) it has its own language and culture that it aims to promote, --- --- ### 800. Inclusive Design Principles for Learning and Employment Records: Co-Designing for Equity ```yaml url: "https://digitalpromise.dspacedirect.org/items/82a51030-0ea6-4fac-a596-4e8116737a4a" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2022-04 date_source: listing authors: ["Cacicio, Sarah", "Tinsley, Brian", "Miller, Antionette", "Luke Luna, Christina"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, english-learners, higher-ed] ``` Learning and Employment Records (LERs) require careful, deliberate design to ensure that workers benefit from their adoption and use. If designed without the inclusion of individuals who are most marginalized in the workforce, LERs could reproduce existing inequities in the talent pipeline. Digital Promise collaborated with workers in frontline sectors— along with leaders in higher education, design, and technology—to explore how LERs could be designed to promote greater equity in the emerging skills-based economy. The result is a set of worker-generated inclusive design principles and user profiles for LER technology developers. This report outlines the process for creating the principles and profiles for LERs, as well as key learnings and implications for future work. --- --- ### 801. Evaluation of an Online Tutoring Program in Elementary Mathematics ```yaml url: "https://digitalpromise.dspacedirect.org/items/83873e9c-c786-4edd-92df-d8dd68854483" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-04 date_source: listing authors: ["Roschelle, Jeremy", "Cheng, Britte Haugan", "Hodkowski, Nicola", "Neisler, Julie", "Haldar, Lina"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12, math-education, meta-analysis, rct] ``` Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores (post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value <.001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g =.26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors. --- --- ### 802. Recruitment and Retention: Impact of Pilot Solutions Designed by Teachers of Color Phase II Report ```yaml url: "https://digitalpromise.dspacedirect.org/items/843e2c93-ec85-499f-8d72-b0c4e92f4061" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-05 date_source: listing authors: ["Constance Iloh, Ph.D."] document_url: null doi: null license: null tags: [career-readiness, digital-promise, k-12] ``` For the past three years, Digital Promise has embarked on an expansive and human-centered endeavor to empower school districts to cultivate context-relevant solutions to the teacher of color workforce disparities. Through Digital Promise’s Inclusive Innovation approach, teachers of color from various school districts were engaged to develop and implement meaningful solutions to address training, recruiting, and/or retaining teachers of color. This report explores how these co-constructed solutions were implemented, their impact, and the potential to scale these efforts to create sustainable change for teachers of color in the present and future. --- --- ### 803. The New Librarian: Leaders in the Digital Age ```yaml url: "https://digitalpromise.dspacedirect.org/items/865b2f5d-2a24-42ee-961b-b45aec27af1d" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2014 date_source: listing authors: ["Digital Promise"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Teacher-librarians in Vancouver Public Schools are viewed as indispensable to the district’s vision of a technology-infused path to improved outcomes for students. This case study dives in the district’s expansion of the teacher-librarian role to spend more time in the classroom, curate digital content and lesson plans with teachers, teach digital citizenship to students, and serve as technology experts within their schools. --- --- ### 804. Nico & Nor Family Flyer ```yaml url: "https://digitalpromise.dspacedirect.org/items/8852fd9c-c0ab-47c6-bed1-83b30057347b" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-04 date_source: listing authors: ["Digital Promise", "Education Development Center (EDC)", "WGBH Educational Foundation (GBH)"] document_url: null doi: null license: null tags: [digital-promise, early-childhood, k-12] ``` This family flyer shares about the First 8 Studios resource, Early Science with Nico & NorⓇ, which is a preschool science program co-designed with partner teachers and families, curricula and media developers at GBH, and Digital Promise and EDC researchers. It also describes findings from our research study. The flyer is available in English and Spanish. --- --- ### 805. Integrating Micro-credentials into Professional Learning: Lessons from Five Districts ```yaml url: "https://digitalpromise.dspacedirect.org/items/8960df64-de36-4121-8af2-651b343b0884" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-10 date_source: listing authors: ["Luke, Christina", "Young, Viki M."] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` This white paper captures experiences and insights from educators and administrators as their districts integrated micro-credentials in support of professional learning around computational thinking as part of the Computational Thinking for Next Generation Science Standards (NGSS) Challenge Collaborative. --- --- ### 806. Funding Coaching is Not Enough: The Role of the District Administrator in Coaching ```yaml url: "https://digitalpromise.dspacedirect.org/items/89f20796-22b4-44c1-889c-cc2fd46a19a2" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-05 date_source: listing authors: ["Hardy, Angela", "Bakhshaei, Mahsa"] document_url: null doi: null license: null tags: [coaching, digital-promise, k-12, professional-development] ``` Districts are increasingly investing in coaching programs to improve teacher practice and student outcomes. However, merely providing schools with the funding for a coaching position is not enough. To maximize the return on the investment of coaching, our research on the Dynamic Learning Project (DLP) shows that districts need to ensure that they are taking an active role in eliminating barriers to effective coaching and fostering a culture that encourages teachers to innovate their practice. Drawing from our three-year research study of instructional coaching across 32 districts, this guide describes concrete ways districts can remove roadblocks and support coaching throughout the school year. --- --- ### 807. Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes ```yaml url: "https://digitalpromise.dspacedirect.org/items/8a12967d-b67d-404f-875f-3dc61d0cc32e" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2018 date_source: listing authors: ["Peters, Vanessa"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` This qualitative study was designed to explore how teachers are using Microsoft Forms to improve student learning outcomes in primary and secondary school classrooms. Twenty-two teachers —both experienced and new Forms users— participated in an interview about how they used Forms in their teaching. This report provides concrete examples of teachers’ use of Forms and describes their support needs for starting to use this tool in the classroom. School leaders and instructional technology coaches can use the report to inform implementation plans and training on Microsoft Forms. --- --- ### 808. The Role of Micro-Credentials in Lifelong Learning and Development: Empowering Learners, Empowering Organizations ```yaml url: "https://digitalpromise.dspacedirect.org/items/8c5402d0-2102-43c7-844f-f88419f4618b" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-08 date_source: listing authors: ["Marilys Galindo, Ed.D", "Rita Fennelly-Atkinson, Ed.D", "Kristen Franklin", "Christina Luke Luna, Ph.D"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, formative-assessment, higher-ed, professional-development] ``` The Role of Micro-Credentials in Lifelong Learning and Development: Empowering Learners, Empowering Organizations serves as a comprehensive resource accessible to all interested in understanding micro-credentials. It focuses on several important aspects critical to understanding micro-credentials, starting with Digital Promise’s definition of micro-credentials, followed by the position and role of micro-credentials in the credential ecosystem. This eBook also explores the value of micro-credentials for learners, higher education institutions, and the workforce and dives into the implications of AI on micro-credentials and the national trends on educator micro-credentials. Lastly, it shares Digital Promise’s vision for how competency-based micro-credentials can be leveraged to support historically and systematically excluded learners and the organizations that serve them. --- --- ### 809. Designing an App to Support Families’ Joint Engagement with Media: Design Principles and Lessons from Research ```yaml url: "https://digitalpromise.dspacedirect.org/items/8d914577-9ca9-4d3d-a490-75a45c143247" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-06 date_source: listing authors: ["Digital Promise", "The Jim Henson Company", "Concord Evaluation Group", "Curious Media"] document_url: null doi: null license: null tags: [digital-promise, english-learners] ``` In this paper, our collaborative project team shares design principles and lessons learned from research for designing an app to support families’ joint engagement with media and promote powerful shared learning experiences. We provide a rationale, based on research literature, for why a second-screen app in particular addresses our project goals. In addition, we describe the Splash and Bubbles for Parents app components as well as the co-design process and design-based research studies conducted to inform its design and development. Finally, our team offers design principles grounded in findings from our research that may be useful to app developers and researchers interested in continuing --- --- ### 810. Technology and Family Literacy Case Study: SPICE Family Literacy Program, Central Maine ```yaml url: "https://digitalpromise.dspacedirect.org/items/8ecfcb7f-5585-48eb-aafb-97082e564ea2" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2016 date_source: listing authors: ["Nobles, Susanne"] document_url: null doi: null license: null tags: [digital-promise, literacy] ``` This case study of a family literacy program using technology explores how to help alleviate rural isolation with virtual learning. --- --- ### 811. Updated Summary and Synthesis of OpenSciEd Research ```yaml url: "https://digitalpromise.dspacedirect.org/items/8fe37fe4-cdc2-4e8e-9c17-09ed4c965de4" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-10 date_source: listing authors: ["McElhaney, Kevin", "Kamdar, Danae"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12] ``` This report summarizes and synthesizes OpenSciEd research published from October 2022 to September 2024. This review includes 24 publications (journal articles, peer-reviewed conference proceedings, conference papers, doctoral dissertations, and book chapters), which fall into five broad categories based on their main area of focus: design, classroom enactment, teacher supports, system-level implementation, and student outcomes. The paper summarizes each paper and synthesizes the papers’ insights into five overarching themes: (1) curriculum design tensions, (2) promoting inclusive classroom culture, (3) teachers’ customizations, (4) teacher professional learning, and (5) district implementation. The report also identifies fruitful research directions based on remaining gaps, such as enactment of the elementary and high school units, student learning outcomes, materials adoption and implementation, classroom-based assessment practices, and an efficacy study. --- --- ### 812. Select the Right Edtech: How to Leverage Certified Products During the Procurement Process ```yaml url: "https://digitalpromise.dspacedirect.org/items/90635c63-b0a9-42d1-9770-505ffc36db31" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-06 date_source: listing authors: ["Noakes, Sierra"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12] ``` With over 150 certifications awarded, districts can now integrate questions about products’ certification status in existing evaluation processes. Through learning sessions with district leaders, we have developed templates to support districts in seamlessly incorporating Product Certifications as evidence in evaluation processes. --- --- ### 813. Delivering virtual K-8 computing professional development in rural KY ```yaml url: "https://digitalpromise.dspacedirect.org/items/90b614f8-9549-4924-a07f-400275d000db" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-05 date_source: listing authors: ["Ruiz, Pati", "Iwatani, Emi", "Burke, Quinn"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12, professional-development] ``` Teachers living and working in rural areas in the United States often lack access to high-quality professional development (PD) opportunities. As computer science (CS) and computational thinking (CT) education pathways increasingly develop in rural districts, it is essential to provide quality PD for their teachers so they can identify opportunities for and plan to embed CS and CT learning in their classrooms. A key element in delivering high-quality PD is understanding the specific educational and wider cultural needs of the community where it will be delivered, something we call “mining cultural capital”. In this poster, we report on the delivery of four 30-minute virtual PD sessions within two rural school districts in Eastern Kentucky: Pikeville Independent and Floyd County Schools. The virtual sessions were specifically geared toward elementary and middle school teachers. The sessions were led by a long-time educator in the region who worked to curate relevant examples and delivered the PD via a recorded video conference. The recordings are available for teachers in the region to watch and re-watch as they develop their lessons. Survey results showed that participating teachers found the PD to be valuable. Furthermore, feedback from teachers suggests that access to these short just-in-time PD sessions provided valuable learning opportunities and also sparked new lesson ideas for teachers. --- --- ### 814. Innovating for Student Success: District-Led Innovation Showcase ```yaml url: "https://digitalpromise.dspacedirect.org/items/9211b86f-b9e9-4c4e-adc1-c99f9aad4a79" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2025-06 date_source: listing authors: ["Babe Liberman", "Jenny Bradbury", "Andrew Vollavanh", "Sana Karim"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Student success systems are evidence-based approaches that leverage data, relationships, and student-centered mindsets to systematically address achievement patterns and meet individual student needs. The District-Led Innovation Showcase examines the technology and data systems element, highlighting how schools and districts are developing custom data solutions to address gaps in commercially available products for operationalizing student success systems. District-Led Innovations (DLIs) are solutions that range from simple spreadsheet trackers to sophisticated integrated platforms. The Showcase features five diverse DLI examples from across the country that demonstrate how districts, schools, and partners are addressing common pain points including fragmented data systems, limited customization, poor usability, and inadequate intervention tracking. Key insights reveal the importance of research-based frameworks, cross-functional teams, workflow integration, and comprehensive intervention lifecycle management. --- --- ### 815. Learning by Design: How Design Tech High School Uses Research ```yaml url: "https://digitalpromise.dspacedirect.org/items/93bddee8-5856-4faf-8758-71aae4ce8716" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2017 date_source: listing authors: ["Gross, Kelsey"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Find out how Design Tech High School (d.tech) staff became learning engineers — capable of applying research to improve student learning. Through training that combined the science of learning with design thinking, d.tech educators developed ways to implement research findings in their classrooms. They’re already seeing positive results and encourage other schools, no matter the structure or curricular focus, to experiment with incorporating science of learning principles into their practice. --- --- ### 816. Sustainability in Inclusive Innovation: District-Community Solutions, Mindsets, and Practices ```yaml url: "https://digitalpromise.dspacedirect.org/items/94695da1-ad96-49e5-b461-b759d617ae25" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-05 date_source: listing authors: ["Viki M. Young, Ph.D.", "Alexandra Merritt Johnson, Ph.D."] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` This paper examines the factors that supported sustainability under Inclusive Innovation, an R&D model where students, families, communities, and teachers engage with school and district leaders, researchers, and solution providers to co-research an educational challenge in context and to co-develop solutions to the challenge, with intentional goals to benefit students from historically and systematically excluded communities. Key sustainability factors include garnering buy-in at all levels of the system, iterating to improve implementation, embedding changes in existing structures, and concretely demonstrating the benefits of the solution. In addition, the paper describes the mindsets participants developed and incorporated into their practices as a result of engaging in Inclusive Innovation. These mindsets reflect the Inclusive Innovation Core Tenets of valuing student voice and leadership, context expertise, and pursuing continuity of equity. --- --- ### 817. Partnering to promote equity and digital learning ```yaml url: "https://digitalpromise.dspacedirect.org/items/94c25d90-04c6-4fb1-884b-b3b2785cd61f" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-02 date_source: listing authors: ["Wiley, Korah", "Neisler, Julie", "Means, Barbara"] document_url: null doi: null license: null tags: [digital-promise, higher-ed, k-12] ``` This report describes a 15-month collaboration between three Every Learner Everywhere partner organizations (Achieving the Dream, the American Association of Public and Land-grant Universities [APLU], and Digital Promise) and five colleges, all engaged in a research-practice partnership (RPP) around enhancing equity and digital learning in gateway courses. The report describes the key features of research-practice partnerships, the design choices made for this Equity and Digital Learning RPP, the process of establishing the RPP, RPP activities both within and across institutions, and data on student perceptions and academic performance in the target courses before and after the RPP activities. --- --- ### 818. Empowering the Future: Powerful Technology for Powerful AI Teaching and Learning ```yaml url: "https://digitalpromise.dspacedirect.org/items/950f15e9-7ca2-4f8d-b904-d7d0592756b0" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2025-09 date_source: listing authors: ["Nick Schiner"] document_url: null doi: null license: null tags: [digital-promise, k-12, literacy] ``` Artificial intelligence (AI) is changing what it means to be future ready. This shift raises an urgent challenge in schools: how to give students meaningful, hands-on experience with tools that are already shaping the world around them and ensure they have the right skills for the jobs of the future. In response, the development of a new AI lab built around professional-grade hardware, strong partnerships, and a commitment to Powerful Learning and AI Literacy has emerged as a solution at Ypsilanti Community High School (YCHS). As the first HP AI Spotlight School, YCHS has become a space where students are using advanced tools like Microsoft Copilot, 3D modeling software, high-end audio-visual equipment, and hardware with higher processing power to design, create, and explore ideas that matter to them. The work is still early, but it’s already revealing what’s possible and where challenges may lie. From supervising open lab spaces to launching new game development courses, schools like Ypsilanti are navigating real challenges tied to staffing, scheduling, and sustainability. Still, their approach remains clear: put powerful tools in students’ hands, support educators through ongoing professional learning, and build systems that can grow with the work. YCHS isn’t just reacting to the rise of AI; it’s helping shape how schools move forward. This paper captures that effort and offers a glimpse into what’s next. Also included in this report is a follow-up to our June 2024 report on Anaheim High School, “Access to Powerful Technology as a Catalyst for Career Pathway Engagement.” --- --- ### 819. Continuous Improvement and Postsecondary Student Success ```yaml url: "https://digitalpromise.dspacedirect.org/items/98c04771-dc6b-4f61-bb24-a78209c14559" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2019-03 date_source: listing authors: ["Means, Barbara", "Neisler, Julie"] document_url: null doi: null license: null tags: [digital-promise, higher-ed, k-12] ``` Review of our prior research on the effectiveness of adaptive courseware for Gates Foundation used in introducing our role to colleges participating in Every Learner Everywhere. --- --- ### 820. Lessons From Remote Learning During COVID-19 ```yaml url: "https://digitalpromise.dspacedirect.org/items/9a943f64-465d-4556-a661-c313d4723328" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-03 date_source: listing authors: ["Means, Barbara", "Peters, Vanessa", "Neisler, Julie", "Wiley, Korah", "Griffiths, Rebecca"] document_url: null doi: null license: null tags: [digital-promise, higher-ed, k-12] ``` The abrupt transition to remote instruction in response to COVID-19 posed significant challenges for both students and instructors. This report provides data on the prevalence of the different kinds of challenges college students faced during the shift to remote instruction and the nature of spring 2020 courses from the perspectives of both students and instructors. These descriptions are complemented by survey data on the prevalence of online instructional practices that are generally recommended in the online learning literature and analyses of the relationship of these practices to student satisfaction with their course. This report describes findings from two research activities conducted concurrently: a survey of a nationally representative sample of over 1,000 undergraduates who were taking online courses that included in-person meetings when they began and had to switch to entirely remote instruction; and qualitative descriptions of 29 courses offered by 10 institutions, based on interviews and focus groups with students and instructors. --- --- ### 821. Institutional Conditions for Integrating Emerging Technologies in Higher Education ```yaml url: "https://digitalpromise.dspacedirect.org/items/9d233abb-c1ab-4077-9318-03aa36dcc0af" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2026-05 date_source: listing authors: ["Jacob, Sharin", "Miceli, Heather", "Schneider, Hannah", "Peters Hinton, Vanessa"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, higher-ed, professional-development] ``` "Institutional Conditions for Integrating Emerging Technologies in Higher Education” explores how higher education institutions can integrate emerging technologies such as generative artificial intelligence and open educational resources. Currently, technology adoption relies heavily on individual faculty initiative rather than coordinated institutional strategies, resulting in isolated pockets of innovation. Although access to these tools has expanded rapidly, governance, shared learning goals, and professional development have not kept pace. To achieve sustainable integration, the report recommends critical systems-level changes: establishing permanent governance structures, adopting institution-wide guidance, redesigning professional learning to align with faculty workloads, coordinating cross-disciplinary workforce initiatives, and investing in infrastructure. --- --- ### 822. Bridging the Digital Divide for Low-Income Students ```yaml url: "https://digitalpromise.dspacedirect.org/items/9e1875b6-73f1-471e-8bff-9fb47e56bdec" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2014-04-07 date_source: listing authors: ["Digital Promise"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Part of a series of case studies produced by Digital Promise examining the work of members in our League of Innovative Schools. Click here for more info on the League. --- --- ### 823. How School Administrators can Serve as Productive Partners in Teacher Coaching Programs ```yaml url: "https://digitalpromise.dspacedirect.org/items/a08ba4d8-72c1-4d8e-902c-c529eed160ac" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-05 date_source: listing authors: ["Bakhshaei, Mahsa", "Hardy, Angela"] document_url: null doi: null license: null tags: [coaching, digital-promise, k-12, professional-development] ``` When school administrators support instructional coaching, it is more likely to be effective in improving teacher practice. Building teacher buy-in, promoting awareness of the coach’s non-evaluative role, ensuring coaches have adequate time to provide classroom support, meeting consistently with the coach, and trusting the coach to make decisions are all critical components of a successful coaching program. Based on data from our study of instructional coaching across 163 schools, this guide describes specific actions school-based administrators can take to serve as productive partners in instructional coaching programs. --- --- ### 824. Looking Back to Move Forward ```yaml url: "https://digitalpromise.dspacedirect.org/items/a163f089-d74b-4500-a35e-3d6a4d89e735" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-01 date_source: listing authors: ["Roschelle, Jeremy", "Schellinger, Adam"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` SEERNet digital learning platforms (DLPs) are developing new infrastructure to support research in authentic contexts where student learning is happening. In order to contextualize this work within the larger field, we trace historical precedents along four main categories: data repositories, data collection services, research design interfaces, and research communities. By situating this innovative movement alongside its predecessors, we can identify the opportunities for SEERNet and others to progress and sustain the mission of making research more scalable, equitable, and rigorous. --- --- ### 825. Preparing Teachers For Deeper Learning ```yaml url: "https://digitalpromise.dspacedirect.org/items/a1928fce-2d47-429b-8e81-fbeb9ce079c3" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2014 date_source: listing authors: ["Cator, Karen", "Schneider, Carri", "Vander Ark, Tom"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Written in partnership with Getting Smart, this paper outlines the attributes of next generation teacher preparation and makes recommendations to support the development of teacher preparation and development systems that will equip teachers to thrive in learning environments that develop Deeper Learning competencies. --- --- ### 826. Improving Ed-Tech Purchasing ```yaml url: "https://digitalpromise.dspacedirect.org/items/a21e1abc-355a-4dec-8ff4-f175ac0e6e64" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2014 date_source: listing authors: ["Martin, Phil"] document_url: null doi: null license: null tags: [digital-promise, higher-ed, k-12, personalized-learning] ``` This summary report, based on findings from a study commissioned from Johns Hopkins University, illuminates key obstacles, common challenges, and potential solutions for the procurement of K-12 personalized learning tools, based on the results from a survey of district leaders, educators, and technology developers. --- --- ### 827. Making Waves: Reflections on SEERNet’s Progress and a Vision for a New Generation of Education Research ```yaml url: "https://digitalpromise.dspacedirect.org/items/a274989e-061c-49ca-8a7e-18db1aa12c8e" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-09 date_source: listing authors: ["Dr. Stefani Pautz Stephenson", "Dr. Jeremy Roschelle"] document_url: null doi: null license: null tags: [digital-promise] ``` SEERNet is a network of Digital Learning Platforms, researchers, and practitioners with the vision to leverage DLPs as research infrastructure, enabling researchers to ask and answer important questions about learning in ways that are grounded in realistic, widespread use of learning technologies. A first wave of work established the foundation for the research community. The network looks now towards a second wave of work that clarifies research opportunities and builds capacity for the types of research that can be supported. A third wave seeks to expand the network’s efforts towards broader aspirations for better science, engineering, practitioner engagement, and community. --- --- ### 828. Inclusive Innovation: Increasing Recruitment and Retention of Teachers of Color ```yaml url: "https://digitalpromise.dspacedirect.org/items/a3088e5e-a21b-43e2-8780-34ed5347ae69" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-01 date_source: listing authors: ["Gold, Thomas"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, k-12] ``` To address the inequities in the teaching workforce and the importance of ensuring all students experience learning from diverse teacher perspectives, Digital Promise launched an initiative to engage teachers of color in developing solutions to improve the recruitment and retention of teachers of color. This report summarizes observations and learnings from design studios and a culminating showcase. --- --- ### 829. Overview of Data Mining’s Potential Benefits and Limitations in Education Research ```yaml url: "https://digitalpromise.dspacedirect.org/items/a392613d-13bb-4bae-9f71-9bc587c0236e" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2018-10 date_source: listing authors: ["Iwatani, Emi"] document_url: null doi: null license: null tags: [digital-promise, english-learners] ``` Education researchers are increasingly interested in applying data mining approaches, but to date, there has been no overarching exposition of their methodological advantages and disadvantages to the field. This is partly because the use of data mining in education research is relatively new, so its value and consequences are not yet well understood. Yet statisticians, sociologists and those who study computer-based education have discussed the methodological merits of data mining in education research. This article brings together their perspectives, providing an interdisciplinary overview of potential benefits and drawbacks. The benefits, regardless of scholar background, largely emphasize the speed and ease with which data mining approaches can help explore very large datasets. Perceived drawbacks, however, differ based on disciplinary expertise. For example, statisticians question data mining’s exploratory nature and non-reliance on sampling theory, while sociologists raise concerns about an excessive reliance on data in research designs and in understandings of education. --- --- ### 830. Review of Guidance from Seven States on AI in Education ```yaml url: "https://digitalpromise.dspacedirect.org/items/a3d38366-be66-4908-b40a-c9cda146ca2a" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-02 date_source: listing authors: ["Roschelle, Jeremy", "Fusco, Judi", "Ruiz, Pati"] document_url: null doi: null license: null tags: [digital-promise] ``` As Artificial Intelligence within education becomes increasingly important, Digital Promise reviewed the guidance documents released by seven states—California, North Carolina, Ohio, Oregon, Virginia, Washington state, and West Virginia—on how to approach artificial intelligence (AI) in education. Throughout this report we summarize the overall themes and considerations that each guidance document covers. --- --- ### 831. Technology and Family Literacy Case Study: Briya Public Charter School, Washington, D.C. ```yaml url: "https://digitalpromise.dspacedirect.org/items/a78411b0-ae26-4690-95c6-f4408c731d64" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2016 date_source: listing authors: ["Nobles, Susanne"] document_url: null doi: null license: null tags: [digital-promise, k-12, literacy] ``` This case study of a family literacy program using technology explores how to create a digital literacy skills curriculum to support a specific learner population. --- --- ### 832. Computational Thinking for a Computational World ```yaml url: "https://digitalpromise.dspacedirect.org/items/a84a9ab5-6541-417f-ba96-4a66715e7732" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2017 date_source: listing authors: ["Angevine, Colin", "Cator, Karen", "Roschelle, Jeremy", "Thomas, Susan A.", "Waite, Chelsea", "Weisgrau, Josh"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, k-12, school-discipline] ``` Computers, smartphones, smart systems, and other technologies are woven into nearly every aspect of our daily lives. As computational technology advances, it is imperative that we educate young people and working adults to thrive in a computational world. In this context, the essential question for American education is: In a computational world, what is important to know and know how to do? This paper argues that computational thinking is both central to computer science and widely applicable throughout education and the workforce. It is a skillset for solving complex problems, a way to learn topics in any discipline, and a necessity for fully participating in a computational world. The paper concludes with recommendations for integrating computational thinking across K-12 curriculum. --- --- ### 833. Exponential Change Brings Exponential Choice: Navigating Life, Learning, and Career ```yaml url: "https://digitalpromise.dspacedirect.org/items/a875606c-e976-4dae-929d-a9d82006aeed" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2025-03 date_source: listing authors: ["Christina Luke Luna", "Josh Weisgrau"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, higher-ed, k-12] ``` Success in life and career is often viewed through a narrow lens, but what if we reimagined the pathways that lead there? This work explores a new vision for navigating education and career transitions, emphasizing adaptability, learner agency, and competency-based approaches. Through personal stories and key insights, we examine how K-12 and higher education institutions must evolve to support more flexible, individualized learning experiences. By recognizing the connections between skills, identity, and career growth, we can better equip learners for the complexities of the modern world. --- --- ### 834. Driving Edtech Coherence and Intentionality: Denver Public Schools’ Innovative Procurement Process ```yaml url: "https://digitalpromise.dspacedirect.org/items/a9060059-21bf-4394-9dba-e1c4e9f48c14" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2025-10 date_source: listing authors: ["Noakes, Sierra", "Shell, Alison", "Karim, Sana"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12] ``` Digital Promise's new report documents the journey of Denver Public Schools (DPS) through development and implementation of their edtech evaluation process, highlighting successes and offering recommendations to district leaders looking to develop similar processes in their communities. DPS assembled a cross-functional, collaborative team to design a robust evaluation process—which each edtech product must undergo before being approved for use across the district—and created an approved product repository to transparently share which tools have been approved or denied through this process, and why. The innovative procurement process has already led to several early successes, including prioritizing access to high-quality and secure edtech products, better understanding of product impact, increasing effective use of edtech, and achieving financial savings through cohort purchasing. --- --- ### 835. Pipeline and Retention of Teachers of Color: Systems and Structures Impeding Growth and Sustainability in the United States ```yaml url: "https://digitalpromise.dspacedirect.org/items/aa33615a-ed85-48c3-a785-84ae414ed8b7" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-04 date_source: listing authors: ["Gold, Thomas"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, k-12] ``` This literature review summarizes research on factors that contribute to the continuing decline in the teacher of color workforce and presents promising practices to improve teacher of color recruitment and retention. --- --- ### 836. Splash and Bubbles for Parents App: Field Study Report ```yaml url: "https://digitalpromise.dspacedirect.org/items/aa621300-88fb-44ac-8db3-446adcc78277" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-06 date_source: listing authors: ["Dominguez, Ximena", "Rood, Elizabeth", "Kamdar, Danae", "Leones, Tiffany", "Huynh, Kayla"] document_url: null doi: null license: null tags: [digital-promise] ``` This report prepared for The Jim Henson Company shares findings of a field study examining the promise of the Splash and Bubbles for Parents app, a second-screen digital resource designed for parents and caregivers to support young children’s learning of ocean science. The study conducted in 2020 involved a two-group, quasi-experimental design in which family participants were randomly assigned to either the intervention condition (who watched the show and used the app) or the comparison condition (who watched the show but did not have access to the app). Findings from this study provided information about how the app supported families to talk about science together; what science concepts and practices children learned through engaging with the app and related science activities; and how families shifted their attitudes, beliefs, or practices around science and media. Another finding highlighted parents and caregivers’ need for support around ways to engage with and use the app given that this represents a new type of digital tool. --- --- ### 837. Challenge-Based Learning for Global Competence and Employability ```yaml url: "https://digitalpromise.dspacedirect.org/items/aa77c0fd-c82d-4d16-8cd0-ad818f35a35f" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-06 date_source: listing authors: ["April Williamson"] document_url: null doi: null license: null tags: [digital-promise, k-12, school-discipline] ``` Challenge-Based Learning (CBL) is an innovative pedagogical approach that empowers students to identify and design solutions to real issues within their communities. Students use available materials and technologies to develop and implement community-based projects addressing the UN Sustainable Development Goals (SDGs). This presentation orients educators to using CBL to develop global competence and employability skills and shares a range of free resources that educators across levels, disciplines, and geographies can use to implement projects in their classrooms. --- --- ### 838. Splash and Bubbles for Parents App: Station Study Report ```yaml url: "https://digitalpromise.dspacedirect.org/items/aaf25faf-4a0f-4499-9be7-40fb8863968e" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-06 date_source: listing authors: ["Leones, Tiffany", "Kamdar, Danae", "Huynh, Kayla", "Gedney, Melissa", "Dominguez, Ximena"] document_url: null doi: null license: null tags: [digital-promise] ``` This report, prepared for The Jim Henson Company, shares findings of a sub-study investigating the types of support parents and caregivers need when navigating and using the second-screen Splash and Bubbles for Parents app. This study originated from a prior field study finding indicating families would benefit from support around the app since it represents a new kind of digital tool. In partnership with local Public Broadcasting Service (PBS) stations, we provided parents and caregivers more detailed support around the features of the app. Based on survey and interview findings, parents and caregivers found the app helpful for supporting their children’s science learning, thus validating the field study findings. We also found that all sections of the app were used and could help promote conversations between parent/caregiver and child. Moreover, families expressed choosing to use a specific app section when they felt it was more relevant or developmentally appropriate for their child. --- --- ### 839. Every Learner Everywhere and Lighthouse Institutions: First-Year Experiences ```yaml url: "https://digitalpromise.dspacedirect.org/items/abf8db78-dc7a-4f4f-b06a-b00d1bda63e8" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-03 date_source: listing authors: ["Digital Promise", "Every Learner Everywhere"] document_url: null doi: null license: null tags: [college-access, digital-promise, formative-assessment, higher-ed, k-12] ``` In this report, Every Learner Everywhere & Lighthouse Institutions share first-year experiences of 2- and 4-year colleges piloting new versions of gateway courses incorporating adaptive learning in an effort to address achievement gaps for first-generation students, low-income students, and students of color by improving teaching and learning with the support of adaptive tools. --- --- ### 840. Building Bridges: Cultivating Interconnectedness for STEM Pathways in San Diego ```yaml url: "https://digitalpromise.dspacedirect.org/items/ac9c9c04-ad8c-42a5-84bd-805fbcb8fe31" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2025-05 date_source: listing authors: ["Babineau, Kate", "Shah, Zohal", "Jacobs, Britney", "Miller, Antionette", "Alvarado, Bianca", "Aguirre, Nichole", "Fennelly-Atkinson, Rita", "Young, Viki"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, higher-ed, k-12] ``` Building authentic relationships and co-creating solutions across sectors while centering community voices is essential in building sustainable solutions in education and the workforce. This collaborative approach has the potential to create sustainable regional pathways, making sure that support and resources meet the needs of all learners. --- --- ### 841. Understanding and Supporting District Systems Change Around Computer Science Education ```yaml url: "https://digitalpromise.dspacedirect.org/items/aea07270-be3c-4736-bf35-9aeeceb47b99" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-04 date_source: listing authors: ["Burke, Quinn", "Roschelle, Jeremy", "Ruiz, Pati", "Weisgrau, Josh"] document_url: null doi: null license: null tags: [digital-promise, english-learners, formative-assessment, higher-ed, k-12] ``` Forty states have undertaken recent initiatives to expand access to computer science, including the development of comprehensive K-12 computing standards (Code.org, 2019). Yet while standards represent a necessary scaffold for states to support implementation, ultimately the challenge of a tailored computing agenda (Burke et al., 2020; Coburn, Hill, & Spillane, 2016) falls to the individual districts themselves. Given the wider history of inequitable K-12 computing opportunities (Margolis, Goode, & Ryoo, 2015), districts are faced with the challenges of (i) ensuring equitable student access to high-quality CS content, (ii) developing integrated systems for teacher development and instructional feedback, and (iii) articulating coherent curricular learning progressions across grade levels. The “State of the States Landscape” report (Stanton et al., 2017) reveals that although the majority of U.S. states have CS standards, districts must promptly tackle these challenges to foster genuinely equitable programs. This study examines the development of equitable pathways in three unique school districts: Iowa City Community School District (IA), a college-town district serving 14,000 students which is rapidly becoming more urban and diverse and seeks to increase participation among English language learner students; Indian Prairie School District (IL) a suburban district west of Chicago, serving 28,000 students and committed to improve achievement for students from low income families; Talladega County Schools (AL), a rural school district of 7,500 students in the central part of the state, with a focus on increasing participation among females. This three-year study investigates the why, what, and how of developing a comprehensive K-12 computing pathway. First, in terms of why, to what extent has each district been able to identify and articulate a unified vision for CS education? To what extent does this vision correspond to existing district resources, as well as adhere to their stated commitment(s) to educational equity? Second, in terms of what, how does a district’s vision for K-12 computing help define what qualifies as computing and where it is to be integrated into schools? What are the computing competencies (i.e., using algorithms, computational modeling) each district identifies and to what degree have teachers been able to understand and value these competencies? Third and last, in terms of how, what is the process that each district adopts to translate these designated competencies into actual classroom practice? And how do they measure success in terms of student work, teacher feedback, and wider community engagement? At the close of our second year of research, participating districts have already addressed the first two elements of why? and what? They continue to address the third element of how? as they ramp up pilot coursework in select schools over year three, a challenge now compounded by the nationwide pandemic. Through teacher and administrative interviews and surveys, as well as wider feedback from district-specific chamber of commerce/ technology committees, this presentation will identify and compare the various rationales for equity-driven computing pathways, examine to what degree they help leadership teams articulate a district-wide framework, and how such a framework took hold within classrooms. --- --- ### 842. Outcomes of Increased Practitioner Engagement in Edtech Development: How Strong, Sustainable Research-Practice-Industry Partnerships will Build a Better Edtech Future ```yaml url: "https://digitalpromise.dspacedirect.org/items/b01e0191-2cb9-43df-b6f3-695c2e5faffa" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2022-06 date_source: listing authors: ["Pautz Stephenson, Stefani", "Banks, Rebecca", "Coenraad, Merijke"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, higher-ed, k-12] ``` A new participatory research model, Research-Practice-Industry Partnerships (RPIP), presents a unique value proposition. Design processes have typically placed professional designers, not the end users, at the center of the work. RPIPs create an intentional feedback loop that transforms the knowledge, action, or goals of all involved parties (Baker et al., 2022). RPIP aims to create better designs for scalable technologies that both meet the needs of educators and incorporate research from the learning sciences. This yields a product more likely to be used, used appropriately, and have the desired impact for learners. Digital Promise partnered with edtech startup Merlyn Mind and the University of California, Irvine (UCI) in an RPIP. This white paper describes our engagement and suggests that this model can yield positive impacts and new learning for all participants. Surveys and interviews with participants showed that engagement was mutually valued among all parties, practitioners learned more about AI and edtech in general, and Merlyn Mind staff learned more about working with schools and educators. Practitioners also benefited from the networking and collaboration that participation in the RPIP brought and felt it helped them grow professionally. --- --- ### 843. Civic imagination’s role in K-8 computing education in Kentucky Appalachia ```yaml url: "https://digitalpromise.dspacedirect.org/items/b3489bc4-b585-4527-a630-b4620639c5fc" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-10 date_source: listing authors: ["Iwatani, Emi"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` In this invited presentation, Dr. Emi Iwatani shares ways in which a 6-year research practice partnership to promote computing education in Eastern Kentucky has been guided by core principles of civic imagination. The project has not just trained K-8 teachers in computational thinking lessons, but importantly has (1) helped teachers imagine a viable future for their region and their students, (2) supported building of roles and skills for educators that allow them to participate in that future, and (3) provided educators with a sense of agency or permission to help shape that future. --- --- ### 844. Use Research Like a Champion ```yaml url: "https://digitalpromise.dspacedirect.org/items/b3640148-4ecf-43c9-bbb6-31da612bae78" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2018 date_source: listing authors: ["Noakes, Sierra"] document_url: null doi: null license: null tags: [digital-promise] ``` How do education leaders’ needs mirror those of athletes? Learn about the need for skill and will when it comes to data-driven decision making in education. --- --- ### 845. Developing a System of Micro-credentials: Supporting Deeper Learning in the Classroom ```yaml url: "https://digitalpromise.dspacedirect.org/items/b64566ae-6e75-4f9f-9665-572f77ef39c7" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2018 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, digital-promise, higher-ed, k-12] ``` This publication on our flagship “Deeper Learning” micro-credentials explains how they equip educators to prepare more self-directed, intellectually curious, and engaged students for college and career readiness. --- --- ### 846. Teacher Learner Connect Project ```yaml url: "https://digitalpromise.dspacedirect.org/items/b675c423-a956-4e86-a124-89962f8ef1d6" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-03 date_source: listing authors: ["Iwatani, Emi", "Simmons, Cortney", "Leones, Tiffany", "Bustillos, Adrian", "Hinds, Fiona", "Scheirman, Silvia"] document_url: null doi: null license: null tags: [digital-promise, english-learners, formative-assessment, k-12] ``` The report and slides summarize findings and reflections from the Teacher Learner Connect project, an exploratory research practice partnership supported by the Pahara Institute, UCLA Center for the Developing Adolescent, and Bezos Family Foundation. The project provided opportunities for small teams of teachers and middle/high school students to converse over a meal about assessment, exploration and healthy risk-taking in the classroom. The conversations underscored the importance of assignment relevance (as felt by students), as well as the value of student-teacher conversations and student voice. --- --- ### 847. Ethics, Artificial Intelligence, and Digital Equity: Making Informed Decisions about the Integration of AI ```yaml url: "https://digitalpromise.dspacedirect.org/items/b6a4cbf2-6a08-4d59-8793-40c2854113ca" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-03 date_source: listing authors: ["Roschelle, Jeremy", "Fusco, Judi", "Ruiz, Pati"] document_url: null doi: null license: null tags: [digital-promise] ``` This talk, entitled "Ethics, Artificial Intelligence (AI), and Digital Equity: Making Informed Decisions about the Integration of AI" explores the intersection of digital equity, ethics, and artificial intelligence. Originally presented at the AI K12 Deeper Learning Summit, it aims to provide participants with knowledge and resources to make informed decisions regarding the integration of AI systems and tools in their learning context. In an interactive portion, attendees will consider scenarios and learn strategies for ensuring and impact of technology while fostering, responsible and inclusive uses of AI. --- --- ### 848. Hidden in Plain Sight: The Opportunity to Bridge District Equity Gaps by Fostering Collaborations with BIPOC Solution Providers ```yaml url: "https://digitalpromise.dspacedirect.org/items/b6e86f03-55b6-4577-a7a6-927065ac9bff" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-10 date_source: listing authors: ["Alexandra Merritt Johnson, Ph.D.", "Sherenna Bates", "Kimberly Smith"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Despite extensive educational reform efforts, social position and identity continue to affect the academic success of historically and systematically excluded students in the United States. To address this, it is imperative to involve BIPOC communities in the creation and selection of education solutions aimed at reducing this inequity. Although BIPOC solution providers possess the expertise and innovative solutions required to meet HSE students’ needs, they often encounter barriers that limit their access to districts and education markets. To bridge this gap, Digital Promise’s Center for Inclusive Innovation has introduced two innovative approaches: Learning Salons and Solution Showcases. --- --- ### 849. Learner Variability Is the Rule, Not the Exception ```yaml url: "https://digitalpromise.dspacedirect.org/items/b7b14506-0b46-4279-9f9e-675c694b06a6" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2018 date_source: listing authors: ["Pape, Barbara"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, k-12] ``` School systems that use a one-size- ts-all model continue to under-serve nearly all of their students. These schools prepare young people for an industrial world that no longer exists. Rigid class structures are the norm. Little, if any, attention is given to the social and emotional skills that even the business community has listed as top priorities for its workforce. For decades, policy discussions have focused on the shortcomings of these factory-model schools that do not prepare students for current and future work, personalize their opportunities for learning, nor do they nurture them to reach their potential. While there are shining examples, gains have been slow to come in schools nationwide to make learning relevant, productive, and fulfilling for each learner. --- --- ### 850. Supporting Research-Based Personalization for Reading Success ```yaml url: "https://digitalpromise.dspacedirect.org/items/b9340813-7b75-4a9f-a7dd-e958465b4cd9" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2017 date_source: listing authors: ["Sheppard, Shannon"] document_url: null doi: null license: null tags: [digital-promise, k-12, literacy] ``` To meet the growth in learner diversity in today’s classroom, a new paradigm for improving the precision and accuracy of “personalization” is critical to address the needs of students who are held back by traditional pathways designed for the mythical “average” learner. This paper provides an overview of the research behind LPS’s first area of focus, K-3 Reading. --- --- ### 851. From Childcare to Educare: Inspiring Change in Early Childhood Education for Rural Tennessee ```yaml url: "https://digitalpromise.dspacedirect.org/items/ba76a6e4-9a61-406c-ab6b-ef4337c27eaf" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-08 date_source: listing authors: ["Jacobs, Britney", "Babineau, Kate", "Parker, Daniel"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, early-childhood, higher-ed] ``` The expansion of early childhood education (ECE) and increased funding have positively impacted children and families. However, inequities within the ECE workforce continue to persist, particularly in rural areas, causing ECE providers to face inadequate compensation and benefits. This project, in partnership with the Tennessee State University Early Childhood Training Alliance (TECTA), seeks to understand the experiences of ECE providers, highlight the benefits of the TECTA program, identify key challenges and barriers in their educational pathways, and advocate for program expansion to support social and economic mobility. The study emphasizes the need for systemic changes to address economic insecurity, professional recognition, training disparities, and policy inconsistencies in the ECE workforce. Providing targeted recommendations could improve professional growth, job satisfaction, and economic stability for ECE providers, benefiting children and families. --- --- ### 852. Designing for Technology Adult Learners: Applying Adult Learning Theory ```yaml url: "https://digitalpromise.dspacedirect.org/items/bb3f892f-a74d-4da1-8086-0334fd227316" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2016 date_source: listing authors: ["Constantakis, Patti"] document_url: null doi: null license: null tags: [digital-promise] ``` The five principles outlined in this design brief are based on the prevailing theories of how adults learn and can be used to develop quality technology products to provide adults anytime, anywhere learning. --- --- ### 853. Recruitment and Retention: Pilot Solutions Designed by Teachers of Color (Phase I) ```yaml url: "https://digitalpromise.dspacedirect.org/items/bbf508ca-cfde-4825-80c9-f9eedf8bfc4c" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-02 date_source: listing authors: ["Bland, Jennifer", "Smith, Kimberly"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, k-12] ``` This report profiles five public PreK-12 learning education agencies across the U.S. that participated in the Digital Promise Center for Inclusive Innovation Teacher of Color Recruitment and Retention cohort and utilized the Inclusive Innovation model to create and launch locally contextualized programs designed by teachers of color. --- --- ### 854. Creating Conditions for Powerful Technology Use: Teachers’ Technology Journey in Puerto Rico ```yaml url: "https://digitalpromise.dspacedirect.org/items/bcbf5887-7cf2-48be-b776-c19cb5ef979f" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-09 date_source: listing authors: ["Lopez, Carol", "Younge, Odelia"] document_url: null doi: null license: null tags: [coaching, digital-promise, english-learners, k-12, professional-development] ``` This case study report synthesizes the findings from the perspective of 14 teachers on their technology journey in Puerto Rico from May 2020 through August 2021, as well as from larger island-wide surveys and data. --- --- ### 855. Micro-credentials: Igniting Impact in the Ecosystem ```yaml url: "https://digitalpromise.dspacedirect.org/items/bd6ad6c4-3903-4870-a911-6ee05ba0ae8e" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2016 date_source: listing authors: null document_url: null doi: null license: null tags: [digital-promise, k-12] ``` This publication is a collection of promising stories from our partners who are on their micro-credential implementation journeys. Each story identifies the ways micro-credentials are intervening in various challenges related to linking educator professional learning to positive shifts in effective classroom practice. --- --- ### 856. 360 Filmmakers Challenge Key Findings from the Fall 2016 Program ```yaml url: "https://digitalpromise.dspacedirect.org/items/bf98d40e-980c-4f54-9985-46bf5675d2fa" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2016 date_source: listing authors: ["Riconscente, Michelle", "Designs for Learning"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` The 360 Filmmakers Challenge engages young people to produce 360° films that make an impact. As part of the Oculus VR for Good initiative, the program aims to inspire the next generation of virtual reality (VR) creators and build student skills and confidence as producers with emerging technology. More broadly, the program takes aim at closing the Digital Learning Gap, recognizing that schools need more than just equitable access to technology — all students need opportunities to engage in active, creative uses of technology that support lifelong learning. --- --- ### 857. A Framework for Digital Equity ```yaml url: "https://digitalpromise.dspacedirect.org/items/c0246032-4c17-45d5-9bb2-a49b82b0e1e8" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-08 date_source: listing authors: ["Jackson, Jessica K.", "Starr, Jeffrey", "Weaver, D'Andre"] document_url: null doi: null license: null tags: [digital-promise, higher-ed, k-12] ``` This publication outlines a new way of thinking about digital equity and how states, K-12, and higher education can achieve it. It introduces the Digital Equity Framework, a set of principles and guidelines designed to ensure equitable access, opportunities, and outcomes. The framework suggests strategies to bridge the digital access, design, and use divides outlined in the 2024 National Educational Technology Plan. --- --- ### 858. Scaling Career Pathways Statewide: A Blueprint for Creating K-12 + Postsecondary + Industry Pathways ```yaml url: "https://digitalpromise.dspacedirect.org/items/c13a8167-e5ed-44e3-889e-8fa7d02f78d4" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2026-02 date_source: listing authors: ["Smith, Kimberly"] document_url: null doi: null license: null tags: [digital-promise, higher-ed, k-12] ``` The work to scale career pathways from K-12 to employment across a region or state requires policy, funding, capacity and incentives to effectively engage education ecosystem partners. This blueprint, developed based on work led by the Digital Promise Center for Learner Pathway Innovations, offers an understanding of how states, regions, K-12, postsecondary and industry can collaborate to build a sustainable infrastructure. For each type of partner, we outline the core components, strategic questions and what must be true. And, it includes a learner journey and school systems journey map which help ecosystems design the levers that will support learner success. --- --- ### 859. Shifting Mindsets: Designing Lessons for Learner Variability ```yaml url: "https://digitalpromise.dspacedirect.org/items/c1921acf-1964-4f4d-8232-1e8af6ad7367" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2022-06 date_source: listing authors: ["Tare, Medha", "Shell, Alison R.", "Jackson, Jessica"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Classrooms nationwide welcome a diverse group of learners. A goal, and an achievable one, is to recognize this unique diversity on a whole child spectrum and to strive to customize learning to meet individual needs. Critical to this process is for teachers to have at hand research that connects factors of learning in a holistic way. It is equally important to provide research-based strategies that teachers can use to embrace differences and provide pathways to robust learning for each student. With these considerations in mind, the Learner Variability Project (LVP) engaged in a partnership with the national nonprofit DonorsChoose to discover if teachers across the country could use the Learner Variability Navigator (LVN) to find and put in place research-based strategies that address the whole learner. The LVN is a free and open-source web app that curates research to provide factors of learning and affiliated strategies on a whole child framework. The pilot study found that even brief use of LVN encouraged teachers to reflect on the research-based strategies they already use and explore new strategies that support their students’ diverse experiences and needs. --- --- ### 860. Practitioners at the Center, Part II: Reflections on Practitioners’ Engagement with the SEERNet Hub ```yaml url: "https://digitalpromise.dspacedirect.org/items/c1f2d43f-62cb-4931-a9b9-07abeb06bb49" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-10 date_source: listing authors: ["Stefani Pautz Stephenson", "Deblina Pakhira"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12] ``` SEERNet, a network of Digital Learning Platforms, researchers, and practitioners with the vision to leverage DLPs as research infrastructure, is committed to valuing practitioners' insights and fostering a culture of collaboration among all three parties. Towards this end, SEERNet has implemented two strategies: Office Hours and a practitioner advisory board. Through these strategies, valuable lessons have emerged about recruitment strategies, challenges and complexities of the classroom, educators as content and context experts, the difference between buy-in and ownership, considerations for experimental research, and more. We hope that researchers will take into consideration what we learned from our experiences as they design and implement their own studies, and regardless of whether or not the DLP requires researchers to directly engage with educators in data collection, we hope that researchers will see the value of practitioners' lived experiences and engage them in feedback loops from design to implementation to dissemination. --- --- ### 861. Powerful Learning with Computational Thinking: Our Why, What, and How of Computational Thinking ```yaml url: "https://digitalpromise.dspacedirect.org/items/c2d2e032-9498-4542-bc65-324da842ea53" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-03 date_source: listing authors: ["Digital Promise"] document_url: null doi: null license: null tags: [digital-promise, english-learners, formative-assessment, k-12] ``` The Powerful Learning with Computational Thinking report explains how the Digital Promise team works with districts, schools, and teachers to make computational thinking ideas more concrete to practitioners for teaching, design, and assessment. We describe three powerful ways of using computers that integrate well with academic subject matter and align to our goals for students: (1) collecting, analyzing, and communicating data; (2) automating procedures and processes; and (3) using models to understand systems. We also explore our four main commitments to computational thinking at Digital Promise: PreK-8 Integration; Commitment from District Leadership; Inclusive Participation of Students Historically Marginalized From Computing; and Participatory and Iterative Design. --- --- ### 862. The “Science” of Computing: Inclusive Computing Pathways in Iowa City Community School District ```yaml url: "https://digitalpromise.dspacedirect.org/items/c507d38f-e812-4bc7-ab2b-ca16cb0855f1" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021 date_source: listing authors: ["Digital Promise"] document_url: null doi: null license: null tags: [digital-promise, english-learners, higher-ed, k-12] ``` This district overview highlights the work Iowa City Community School District (ICCSD) did over the course of three years to plan, build, and implement computing pathways. ICCSD is a college-town district serving 14,000 students and is rapidly becoming more urban and diverse. As a member of Digital Promise’s League of Innovative Schools, ICCSD applied to participate in the National Science Foundation-funded grant project Developing Inclusive K-12 Computing Pathways for the League of Innovative Schools to focus on developing an Inclusive K-12 Computing Pathway aligning the computing courses available within the district. ICCSD set an equity goal of focusing on improving access to computing for their Black and Latinx students including students designated as English language learners. --- --- ### 863. Unmasking Inequality: STEM Course Experience During the COVID-19 Pandemic ```yaml url: "https://digitalpromise.dspacedirect.org/items/c978880f-6afe-4778-9df2-dac931a9c471" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-08 date_source: listing authors: ["Means, Barbara", "Neisler, Julie"] document_url: null doi: null license: null tags: [digital-promise, higher-ed, k-12] ``` This report describes the experiences of over 600 undergraduates who were taking STEM courses with in-person class meetings that had to shift to remote instruction in spring 2020 because of COVID-19. Internet connectivity issues were serious enough to interfere with students’ ability to attend or participate in their STEM course at least occasionally for 46% of students, with 15% of students experiencing such problems often or very often. A large majority of survey respondents reported some difficulty with staying motivated to work on their STEM courses after they moved online, with 45% characterizing motivation as a major problem. A majority of STEM students also reported having problems knowing where to get help with the course content after it went online, finding a quiet place to work on the course, and fitting the course in with other family or home responsibilities. Overall, students who reported experiencing a greater number of major challenges with continuing their course after it went online expressed lower levels of satisfaction with their course after COVID-19. An exception to this general pattern, though, was found for students from minoritized race/ethnicity groups, females, and lower-income students. Despite experiencing more challenges than other students did with respect to continuing their STEM courses remotely, these students were more likely to rate the quality of their experiences when their STEM course was online as just as good as, or even better than, when the course was meeting in person. --- --- ### 864. Pivoting in a Pandemic: Transitioning from In-person to Virtual K-8 Computing Professional Development ```yaml url: "https://digitalpromise.dspacedirect.org/items/cb546b74-5abf-46bb-a7e0-c5cfca52fcf6" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-03 date_source: listing authors: ["Burke, Quinn", "Iwatani, Emi", "Ruiz, Pati", "Tackett, Traci", "Owens, Aileen"] document_url: null doi: null license: null tags: [digital-promise, k-12, professional-development] ``` This poster reports on year one of a three-year NSF-funded Research Practitioner Partnership (RPP) to develop a K-8 pipeline for computer science (CS) and computational thinking (CT) education within two rural school districts in Eastern Kentucky: Pikeville Independent School District and Floyd County Schools. Economically devastated by the departure of the coal industry, these communities are committed to developing high-quality computing curricula for all students, beginning in their earliest years. The poster has two components. First, through a mixture of qualitative measures, the poster reports on the genesis and development of the RPP. It focuses on the RPP's origin in leveraging the districts' existing relationship with Pennsylvania's South Fayette School District, which has developed one of the nation's leading programs for teacher professional development (PD) in K-12 computing. The second component of the poster focuses on the development of a series of summer workshops for Kentucky Appalachia K-8 instructors to learn the basics of CS and CT and how to integrate these skills and concepts into existing K-8 coursework. Of course, the RPP faced new challenges with COVID-19 most notably, the need to offer these summer workshops remotely, and adjusting the objectives and research questions accordingly. Through focus groups with the PD instructional team and survey responses from the KY teacher workshop participants, the poster will report on the pedagogical implications of offering teacher PD exclusively online and what the ramifications have been for Pikeville and Floyd County children with the return to school in the Fall of 2020. --- --- ### 865. Driving Interdisciplinary Collaboration through Adapted Conjecture Mapping: A Case Study with the PECAS Mediator ```yaml url: "https://digitalpromise.dspacedirect.org/items/d0ab4f43-2d61-4906-8fd1-4d3a71fbef13" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2022-05 date_source: listing authors: ["Chang, Michael Alan", "Magana, Alejandra", "Benes, Bedrich", "Kao, Dominic", "Fusco, Judith"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` In this report, we demonstrate how an interdisciplinary team of computer science and learning sciences researchers utilize an adapted conjecture mapping tool during a collaborative problem-solving session. The session is documented through an edited “Dialogue” format, which captures the process of conjecture map construction and subsequent reflection. We find that creating the conjecture map collaboratively surfaces a key tension: while learning sciences theory often highlights the nuanced and complex relational nature of learning, even the most cutting-edge computing techniques struggle to discern these nuances. Articulating this tension proved to be highly generative, enabling the researchers to discuss how considering impacted community members as a critical “part of the solution” may lead to a socio-technical tool which supports desired learning outcomes, despite limitations in learning theory and technical capability. Ultimately, the process of developing the conjecture map directed researchers towards a precise discussion about how they would need to engage impacted community members (e.g., teachers) in a co-design process. --- --- ### 866. Introduction to Culturally Responsive Assessment: A Graduate Course Design Guide ```yaml url: "https://digitalpromise.dspacedirect.org/items/d0cb9824-9d7e-4a4f-bc4f-6b506de2575a" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2025-11 date_source: listing authors: ["Culturally Responsive Assessment Collaborative"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, literacy] ``` This Graduate Course Design Guide offers a modular and comprehensive framework for instructors developing an introductory course on Culturally Responsive Assessment (CRA) or integrating its components into existing coursework. Its primary goal is to support assessment and measurement programs in preparing professionals who can advance the field by integrating and centering the complex, dynamic nature of culture into assessment practice. The document is organized into distinct, adaptable sections, including: - Working Definitions of CRA - Course Objectives (covering cognitive skills and dispositions) - Course Activities (e.g., case studies, co-design processes) - Course Assessment Approaches --- --- ### 867. Accelerating Change: A Guide to the Adult Learning Ed-Tech Market ```yaml url: "https://digitalpromise.dspacedirect.org/items/d14be2b4-b279-4e5a-8e24-81eec9e16509" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2017-02-01 date_source: listing authors: ["Laxton, Amber", "Berlin, Mike", "Constantakis, Patti"] document_url: null doi: null license: null tags: [digital-promise] ``` This guide demystifies the adult learning landscape and addresses concerns of entrepreneurs and investors head-on. --- --- ### 868. Evaluation of World History Project ```yaml url: "https://digitalpromise.dspacedirect.org/items/d1607f1c-80cb-4338-b6c7-d1c5ebc70159" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-12 date_source: listing authors: ["Iwatani, Emi", "Hardy, Angela", "Means, Barbara", "Daal, Shelton", "Wei, Xin"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12, longitudinal] ``` This evaluation assesses the impact of World History Project, a freely accessible online high school world history curriculum developed by OER Project in collaboration with educators and historians. The study, conducted during the 2022-23 school year, focused on 9th or 10th-grade on-level or honors world history classes in public schools across the United States. Key evaluation questions included the curriculum's effect on historical thinking skills, its usability, and its impact on student engagement. Results indicate statistically significant positive effects on learning opportunities for the historical thinking skill of continuity and change over time. However, challenges in usability and student engagement were identified, with recommendations for curriculum designers, practitioners, and future research. The findings underscore the curriculum's potential impact and the importance of ongoing refinement to empower teachers and enhance students' understanding of world history. --- --- ### 869. The Science of Learning: 10 Key Insights & Practices for Educators ```yaml url: "https://digitalpromise.dspacedirect.org/items/d5550311-8f60-4d0d-9d4d-14821054e0e8" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2018-11 date_source: listing authors: ["Uncapher, Melina", "Fusco, Judi", "Liberman, Babe"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Digital Promise and the Institute for Applied Neuroscience have teamed up to synthesize findings from the growing field of learning sciences research into 10 key insights about how people learn, along with suggestions for how to apply this information to classroom practice. Download and print out this free set of cards to start using these insights with your students today! --- --- ### 870. Evolving Ed-Tech Procurement in School Districts ```yaml url: "https://digitalpromise.dspacedirect.org/items/d5ac5c19-03f4-4e40-ab47-666c38a2ce5d" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2013 date_source: listing authors: ["Digital Promise", "IDEO"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Based on a workshop hosted by Digital Promise and IDEO, this report explores ways the education technology market in K-12 districts can be further developed through changing the ed-tech procurement process. --- --- ### 871. Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead ```yaml url: "https://digitalpromise.dspacedirect.org/items/d5c46c87-578f-4c7e-870e-32a97866f255" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-12 date_source: listing authors: ["Mills, Kelly", "Coenraad, Merijke", "Ruiz, Pati", "Burke, Quinn", "Weisgrau, Josh"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Technology is becoming more integral across professional fields and within our daily lives, especially since the onset of the pandemic. As such, opportunities to learn computational thinking are important to all students—not only the ones who will eventually study computer science or enter the information technology industry. However, large inequalities continue to exist in access to equipment and learning opportunities needed to build computational thinking skills for students that experience marginalization. We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need --- --- ### 872. Designing a Process for Inclusive Innovation: A Radical Commitment to Equity ```yaml url: "https://digitalpromise.dspacedirect.org/items/d6db3e76-2dc9-4ea6-ae68-49814c88e6b6" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2019-11-06 date_source: listing authors: ["Angevine, Colin", "Cator, Karen", "Liberman, Babe", "Smith, Kim", "Young, Viki"] document_url: null doi: null license: null tags: [digital-promise] ``` This paper starts from the premise that missing from existing education R&D is a radical commitment to equity. The paper presents Inclusive Innovation, a model that reimagines authority, decision-making, and risk in the context of education R&D and provides an overarching framework for authentically engaging underrepresented stakeholders at the earliest stages and shifting their roles to leaders, participants, and beneficiaries. The power of Inclusive Innovation is that it doesn’t just invite underrepresented voices and perspectives into the innovation ecosystem; it places them at the center of it. --- --- ### 873. Broadening Participation in STEM College Majors: Effects of Attending a STEM-Focused High School ```yaml url: "https://digitalpromise.dspacedirect.org/items/d98a0d6a-5314-41f6-8e8b-c2420e005350" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2018-11 date_source: listing authors: ["Means, Barbara", "Wang, Haiwen", "Wei, Xin", "Iwatani, Emi", "Peters, Vanessa"] document_url: null doi: null license: null tags: [digital-promise, higher-ed, k-12, math-education] ``` To increase participation in science, technology, engineering, and mathematics (STEM) studies and careers, some states have promoted inclusive STEM high schools. This study addressed the question of whether these high schools improve the odds that their graduates will pursue a STEM major in college. State higher education records were obtained for students surveyed as seniors in 23 inclusive STEM high schools and 19 comparison schools without a STEM focus. Propensity score weighting was used to ensure that students in the comparison school sample were very similar to those in the inclusive STEM school sample in terms of demographic characteristics and Grade 8 achievement. Students overall and from under-represented groups who had attended inclusive STEM high schools were significantly more likely to be in a STEM bachelor’s degree program two years after high school graduation. For students who entered two-year colleges, on the other hand, attending an inclusive STEM high school was not associated with entry into STEM majors. --- --- ### 874. Cyberlearning Community Report: The State of Cyberlearning and the Future of Learning with Technology ```yaml url: "https://digitalpromise.dspacedirect.org/items/dafbe585-c0f8-4693-bde8-a6d847a58aad" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2017 date_source: listing authors: ["Roschelle, Jeremy", "Martin, Wendy", "Ahn, June", "Schank, Patricia"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Cyberlearning researchers envision and investigate the future of learning with technology. In an earlier generation of research, the theoretical focus was on students’ reasoning, the standard technology was a laptop or desktop computer, and the typical setting was a conventional classroom. Such research remains tremendously important. However, emerging frontiers in the learning sciences now call on cyberlearning research to develop new theories, investigate developing technological capabilities, and consider diverse education settings. This report, organized by CIRCL and co-authored by 22 members of the U.S. cyberlearning community, describes six design themes emerging across multiple NSF-funded cyberlearning projects. --- --- ### 875. Automated Essay Scoring in Middle School Writing: Understanding Key Predictors of Students’ Growth and Comparing Artificial Intelligence- and Teacher-Generated Scores and Feedback ```yaml url: "https://digitalpromise.dspacedirect.org/items/dc7d8bc2-90a3-4cb6-afbe-b9b92a3d4d6a" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-08 date_source: listing authors: ["Hillary Greene Nolan", "Mai Chou Vang"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12, literacy, longitudinal, personalized-learning] ``` Providing feedback to students in a sustainable way represents a perennial challenge for secondary teachers of writing. Employing artificial intelligence (AI) tools to give students personalized and immediate feedback holds great promise. Project Topeka offered middle school teachers pre-curated teaching materials, foundational texts and videos, essay prompts, and a platform for students to submit and revise essay drafts with AI-generated scores and feedback. We analyze AI-generated writing scores of 3,233 7th- and 8th-grade students in school year 2021-22 and find that students’ growth over time generally was not explained by teachers’ (n=35) experience or self-reported instructional approaches. We also find that students’ growth increased significantly as their baseline score decreased (i.e., a student with the lowest possible baseline grew more than a student with a medium baseline). Lastly, based on an in-person convening of 16 Topeka teachers, we compared their scores and feedback to AI-generated scores and feedback on the same essays, finding that generally the AI tool was more generous, with differences likely driven by teachers’ ability to understand the whole essay’s success better than the AI tool. --- --- ### 876. From Rural Districts to Statewide Pathways: A Blueprint for Scaling Cybersecurity Workforce Development Through Regional Collaboration ```yaml url: "https://digitalpromise.dspacedirect.org/items/dcbd9d9b-9c38-4062-aa57-b48a295782dd" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2025-10 date_source: listing authors: ["Babineau, Kate", "Aso, Chioma", "Ganoo, Kelliann", "Jacobs, Britney", "Lenderman, Kristian", "Shah, Zohal", "Smith, Kimberly", "Young, Viki"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, higher-ed, k-12] ``` With the cybersecurity workforce facing a critical shortage, Alabama is positioned as a strong pilot site given its defense, aerospace, and digital industries. This white paper highlights the Alabama Cybersecurity Pathways Initiative, which connects K-12, higher education, industry, and community partners to build sustainable talent pipelines. Originating in Talladega County and expanding into the East Alabama Regional Cybersecurity Alliance, the initiative offers a scalable, replicable blueprint to address workforce gaps and strengthen regional economic resilience. --- --- ### 877. Designing a Process for Micro-credentials at Scale ```yaml url: "https://digitalpromise.dspacedirect.org/items/ddd022c9-a271-4548-9667-38dbfe9bf9c6" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2016 date_source: listing authors: null document_url: null doi: null license: null tags: [digital-promise, formative-assessment] ``` This paper provides a model for scaling the micro-credential assessment process for issuing organizations. By highlighting the associated workflows, logistical considerations, and theoretical assumptions that play a role in scaling the micro-credential evaluation process, this report serves as a guide for ramping up the assessment process to meet the needs of a growing micro-credential ecosystem. --- --- ### 878. Tech Talk: Co-Designing Youth Digital Well-Being Solutions ```yaml url: "https://digitalpromise.dspacedirect.org/items/df74a9f9-b482-4224-b8f8-ce991f706d1f" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2025-10 date_source: listing authors: ["Karim, Sana", "Liberman, Babe", "Trettin, Sara"] document_url: null doi: null license: null tags: [digital-promise, k-12, sel] ``` This report presents findings from a youth-centered co-design process exploring digital well-being. As student mental health concerns, including anxiety and depression, become increasingly common, understanding the relationship between technology use and mental health has become urgent. While digital tools can offer vital benefits—including peer support and mental health resources—they also present risks to engagement, connection, and emotional health. Recognizing that effective solutions require youth voices at the center, Digital Promise engaged young people as full partners in investigating challenges and developing responses. This report shares insights about common digital well-being challenges, presents our participatory methodology, introduces the resulting youth-driven prototype for facilitating conversations about digital well-being, and offers actionable recommendations for practitioners implementing co-design approaches with youth. --- --- ### 879. Fulfilling the Maker Promise: Year One ```yaml url: "https://digitalpromise.dspacedirect.org/items/dfc366e2-83b1-4b7b-8899-c7519dc364d8" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2017 date_source: listing authors: ["Weisgrau, Josh", "Parker, Jessica", "Romero, Maria"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` In this report, in collaboration with MakerEd, we share what we have learned from June 2016-June 2017 about the state of maker education in U.S. schools and how these discoveries are shaping the future of the Maker Promise initiative. --- --- ### 880. School Policies for Integrating AI in Classroom Practices ```yaml url: "https://digitalpromise.dspacedirect.org/items/e18ad938-a9c8-4041-89a7-690cf47c090b" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-09 date_source: listing authors: ["Jackson, Tanner", "Pakhira, Deblina", "Balajiee Lekshmi Narayanan, Arun", "Ruiz, Pati", "Fusco, Judi", "Glazer, Kip", "Eaglin, Phillip", "Eguchi, Amy"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, k-12, literacy] ``` Recent shifts in the delivery of learning experiences have accelerated the importance of emerging technologies in schools and classrooms. The urgency for educators to become familiar with emerging technologies such as Artificial Intelligence (AI) necessitates additional policies including specific safeguards for all. Educators are in a position of responsibility and should be fully aware of the latest technologies, such as AI, so they can make good decisions and educate students as informed citizens and future workforce. Educators must be considered and supported as full partners in developing and implementing these tools in all learning environments. The goal of this policy brief is to delineate areas that require educator attention around AI so they are empowered to develop recommendations that support literacy on AI that work within their contexts. In this context, we define literacy as general competency around how AI works, the types of data it collects, and how that data can be used. By doing so, we aim to provide useful guidance to build additional knowledge and skills, including the ethical and unbiased decisions by educators in selecting and using AI systems and technologies in classroom environments. --- --- ### 881. Micro-credentials: Spurring Educator Engagement ```yaml url: "https://digitalpromise.dspacedirect.org/items/e21db610-b75c-433c-ad69-6843a299598e" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2016 date_source: listing authors: null document_url: null doi: null license: null tags: [digital-promise, k-12, professional-development] ``` This report is designed for districts and states beginning their micro-credential journey toward a more comprehensive educator professional development system, highlighting several incentive strategies already in implementation, for educators to earn micro-credentials. --- --- ### 882. Defining Computational Thinking for a District: Inclusive Computing Pathways in Indian Prairie School District ```yaml url: "https://digitalpromise.dspacedirect.org/items/e2ee1df1-b224-4f2e-8707-317b96eb237b" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021 date_source: listing authors: ["Digital Promise"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` This district overview highlights the work Indian Prairie School District (IPSD) did over the course of three years to plan, build, and implement computing pathways. IPSD is a suburban school district serving 28,000 students in the Naperville, Aurora, Bolingbrook, and Plainfield communities outside of Chicago. As a member of Digital Promise’s League of Innovative Schools, IPSD applied to participate in the National Science Foundation-funded Developing Inclusive K-12 Computing Pathways for the League of Innovative Schools (CT Pathways) project to focus on developing an Inclusive K-12 Computing Pathway aligning the computing courses available within the district. Specifically, IPSD set an equity goal of focusing on a cluster of 5 Title I elementary schools within the district; IPSD sought to increase computing opportunities within these schools to ensure that computing was not only occurring in specific schools or parts of the district but rather reaching all students in the district. --- --- ### 883. Nico & Nor Teacher Flyer ```yaml url: "https://digitalpromise.dspacedirect.org/items/e38caa38-17a6-4968-80b8-632fa8932e56" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-04 date_source: listing authors: ["Digital Promise", "Education Development Center", "WGBH Educational Foundation (GBH)"] document_url: null doi: null license: null tags: [digital-promise, early-childhood, k-12] ``` This classroom flyer shares about the First 8 Studios resource, Early Science with Nico and NorⓇ, which is a preschool science program co-designed with partner teachers and families, curricula and media developers at GBH, and Digital Promise and EDC researchers. It also describes findings from our research study. --- --- ### 884. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers ```yaml url: "https://digitalpromise.dspacedirect.org/items/e59c6e47-4209-4187-a0ef-b8da08283ec6" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2018-03 date_source: listing authors: ["Tare, Medha", "Nobles, Susanne", "Xiao, Wendy"] document_url: null doi: null license: null tags: [digital-promise, k-12, literacy, math-education] ``` Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes. --- --- ### 885. Edcamp Design for Learning Series: A New Bridge Between Research and Professional Learning ```yaml url: "https://digitalpromise.dspacedirect.org/items/e72c1e0d-401a-48a7-91c0-5ded3cf5b033" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2022-02 date_source: listing authors: ["Noakes, Sierra", "Modica, Allison", "Palazzolo, Kristyn"] document_url: null doi: null license: null tags: [digital-promise, k-12, professional-development] ``` In the face of a worldwide pandemic, educators rose to the challenge of engaging students and families remotely to not only continue learning but also to provide as much normalcy as possible at a time of chaos and uncertainty. Many educators were looking for quick, meaningful ways to learn new skills to effectively teach remotely and connect with learners from afar. The Edcamp Community by Digital Promise saw this as an opportunity to further demonstrate how the Edcamp model of professional learning paired with learning sciences research could quickly meet the needs of educators and create spaces for shared learning and networking. The Edcamp team created the Edcamp: Design for Learning (DfL) series. Supported by the Chan Zuckerberg Initiative and in partnership with Transcend, a national nonprofit organization focused on innovation in school design, we refined our model for online Edcamps to emphasize bringing together learning sciences expertise within Digital Promise and educator context and pedagogy expertise from the Edcamp Community to co-design a series of four online Edcamps. This report shares the key lessons learned from that series. --- --- ### 886. Certifying Competencies and Skills with Micro-credentials in a Global Context ```yaml url: "https://digitalpromise.dspacedirect.org/items/e78ed9ed-b337-4057-a599-7e5a3cead416" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-06 date_source: listing authors: ["Rita Fennelly-Atkinson", "April Williamson"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, english-learners, higher-ed, k-12] ``` In this session, we introduced our platform of competency-based micro-credentials for educators (https://microcredentials.digitalpromise.org/explore), as well as resources and best practices to support using micro-credentials to meet a variety of adult learner needs across K-12 education, higher education, and workforce contexts. We provided examples of how educational institutions can leverage micro-credentials to recognize and incentivize the implementation of quality pedagogical strategies in any learning environment. In addition, we shared an overview of Digital Promise's global education work, including a case study of how micro-credentials will be leveraged in our blended learning pilot in Haiti, and examined options for using, adapting, and developing micro-credentials in a variety of global contexts. --- --- ### 887. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations ```yaml url: "https://digitalpromise.dspacedirect.org/items/e8c0a0d8-4ae6-4d6a-89a6-28b5b0106646" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2022-08 date_source: listing authors: ["Peters, Vanessa", "Pakhira, Deblina", "White, Latia", "Fennelly-Atkinson, Rita", "Means, Barbara"] document_url: null doi: null license: null tags: [digital-promise, higher-ed, k-12, math-education] ``` Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices. --- --- ### 888. Landscape of Emerging Technologies in Higher Education: A Review ```yaml url: "https://digitalpromise.dspacedirect.org/items/e8d4304c-22c2-496e-a029-e3d468a28249" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2026-05 date_source: listing authors: ["Jacob, Sharin", "Miceli, Heather", "Schneider, Hannah"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, higher-ed, k-12, literacy] ``` This literature review explores the rapid integration of artificial intelligence in higher education, examining both institutional influences and instructional practices. It highlights how governance frameworks, resource allocation, and faculty attitudes shape access and responsible technology adoption. Pedagogically, the paper emphasizes the necessity of embedding AI literacy, critical evaluation, and ethical reasoning into curricula to prevent student overreliance on AI tools. Ultimately, institutions must balance innovation with accountability by carefully aligning AI tools with educational values to advance authentic learning. --- --- ### 889. Powerful Learning with Emerging Technology ```yaml url: "https://digitalpromise.dspacedirect.org/items/eaf41f2e-916b-4fc9-a2d8-528409da4f20" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2025-11 date_source: listing authors: ["Mills, Kelly", "Noakes, Sierra", "Pattenhouse, Megan", "Shell, Alison", "Vollavanh, Andrew"] document_url: null doi: null license: null tags: [digital-promise] ``` This paper puts forward a research-based, field-informed framework that examines both the opportunities and considerations that come with emerging technologies. The framework offers guidance to design and implement emerging technology tools in ways that are evidence-based, learner-centered, and skill-building. To develop the framework, we interviewed more than 50 experts across the field, collaborated with a working group of 10 distinguished professionals, and conducted a literature review to ground the topics that surfaced in research-based insights. These activities led to the identification and elaboration of key principles, practices and strategies to design and implement technology for --- --- ### 890. Ambitious Mashups: Reflections on a Decade of Cyberlearning Research ```yaml url: "https://digitalpromise.dspacedirect.org/items/eb0a1251-5b3e-4d5d-aa12-f9966c6b057c" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-09 date_source: listing authors: ["Center for Innovative Research in Cyberlearning"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` This report reflects on progress from over eight years of research projects in the cyberlearning community. The community involved computer scientists and learning scientists who received NSF awards to investigate the design of more equitable learning experiences with emerging technology—focusing on developing the learning theories and technologies that are likely to become important within 5-10 years. In early 2020, the Center for Innovative Research in Cyberlearning's team analyzed the portfolio of past and current projects in this community, and convened a panel of experts to reflect on important trends and issues, including artificial intelligence and learning; learning theories; research methods; out-of-school-time learning; and trends at NSF and beyond. --- --- ### 891. Learning Transition Design Principles for Learning and Employment Records: Co-designing for Equity ```yaml url: "https://digitalpromise.dspacedirect.org/items/ebbea365-cef5-4b4d-9758-ca24426fb21a" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-07 date_source: listing authors: ["Page, Kelly", "Merritt Johnson, Alexandra", "Franklin, Kristen", "Carter, Bria", "Galindo, Marilys", "Solorzano, Teresa", "Lee, Sangyeon", "Shah, Zohal"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, longitudinal] ``` Emerging technologies such as learning, and employment records (LER) have been identified as a promising solution for historically and systematically excluded (HSE) learners and workers to share and access their learning- and skills-data from their individual learning journeys and transitions. However, learning journeys are rarely linear; the way in which learners and workers may demonstrate and get recognized for their skills and competencies may evolve over time. Further, systemic barriers and inequities embedded in the learning journeys of HSE communities, disproportionately impact their ability to enter and persist in the education and workforce ecosystem. It is critical for LERs to be designed as accessible and equitably for HSE communities to mitigate systemic and structural inequities in the education and workforce ecosystem. With the generous support of the Bill & Melinda Gates Foundation, Digital Promise collaborated with HSE adult learners and workers, to establish a set of design principles to inform the development of LER technologies for use over an individual’s learning and career journeys, including their learning transitions. Through one-on-one interviews and group workshops with HSE adult learners and workers, fundamental design principles have been identified to influence LER data infrastructure from education to the workforce. --- --- ### 892. Making Professional Learning Count ```yaml url: "https://digitalpromise.dspacedirect.org/items/ec731a91-9294-49ea-a723-ef2fcecf8a3b" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2015 date_source: listing authors: null document_url: null doi: null license: null tags: [digital-promise, k-12, professional-development] ``` This report, by the research firm Grunwald Associates, highlights the importance of effective professional development for educators and summarizes teachers’ attitudes toward competency-based professional learning. --- --- ### 893. Digital Promise COVID-19 Student Survey Topline Data Report ```yaml url: "https://digitalpromise.dspacedirect.org/items/ec7d14d6-7a81-40f1-82fe-90dd7bf7eced" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-07 date_source: listing authors: ["Digital Promise and Langer Research Associates"] document_url: null doi: null license: null tags: [digital-promise, higher-ed, k-12] ``` This Digital Promise survey was conducted May 13-June 1, 2020, among a random national sample of 1,008 full- or part-time students enrolled in a two- or four-year college or university who were taking in-person or blended for-credit courses before the coronavirus outbreak began that then transitioned to remote instruction. The sample includes 620 students who took a STEM course that transitioned completely online. Results have a margin of sampling error of 3.6 points for the full sample, 4.6 points among students who took a STEM course and 5.8 points among those who did not take a STEM course. Error margins are larger for subgroups. At a 50/50 division of opinion, a difference of 8 points between STEM and non-STEM students is needed for significance at the 95 percent confidence level. --- --- ### 894. Student Empathy Interviews: An Instrument For Considering More Inclusive K-12 Computing Pathways ```yaml url: "https://digitalpromise.dspacedirect.org/items/eef4f497-cd5f-4828-8684-a129b3cd096d" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-05-26 date_source: listing authors: ["Ruiz, Pati", "Mills, Kelly", "Burke, Quinn", "Coenraad, Merijke"] document_url: null doi: null license: null tags: [digital-promise, higher-ed, k-12] ``` This presentation shares the development and use of empathy interviews at Iowa City Community School District (ICCSD) which is the fifth largest school district in the state. At this district, equity challenges have arisen as the city has grown rapidly over the past decade, shifting from a rural and predominantly White college town to a burgeoning tech sector with a significant influx of Latinx families. During the first two years of participation in the Developing Inclusive K-12 Computing Pathways Research Practice Partnership (CT Pathways), the district developed a computing pathways document to guide schools and teachers in the integration of computer science (CS) and computational thinking (CT). After a year piloting their pathway, an Inclusive CT Pathways Committee was formed to review the existing pathways document and ensure it was ably addressing the district’s overall equity goal of better serving students from Black and Latinx communities. As an orientation step to personalize this goal and understand it within the context of their own classrooms and schools, teachers on the Inclusive CT Committee conducted empathy interviews to learn more about the computing experiences of their students. Teachers reflected upon the structure of the interview protocol, the insights they gained, and the potential opportunities the approach afforded them to address misconceptions about computing. They described the interviews as opportunities to learn more about designing supports, on-ramps, and more inclusive computing opportunities for students. --- --- ### 895. A Summary and Synthesis of Initial OpenSciEd Research ```yaml url: "https://digitalpromise.dspacedirect.org/items/ef71b9ac-10ec-4df1-a7d5-f6d1ac89e908" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-03 date_source: listing authors: ["McElhaney, Kevin", "Mills, Kelly", "Kamdar, Danae", "Baker, Anthony", "Roschelle, Jeremy"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` This report summarizes and synthesizes OpenSciEd research published as of August 2022, addressing two questions about OpenSciEd: (1) To what extent do teachers enact OpenSciEd units with integrity to its distinctive principles? and (2) To what extent do OpenSciEd teacher tools and professional learning experiences support teachers to enact OpenSciEd with integrity? This review includes 16 publications (journal articles, peer-reviewed conference proceedings, conference papers, doctoral dissertations, and published reports). Five of the papers focus on the design of OpenSciEd materials and do not have an empirical focus, seven have an empirical focus on classroom enactment, and four have an empirical focus on teacher supports. All but one of the papers were co-authored by affiliates of the OpenSciEd middle school development consortium, and all but one focus on the middle school grade band. --- --- ### 896. Innovation Starts in the Classroom ```yaml url: "https://digitalpromise.dspacedirect.org/items/efd4f3ca-4a66-42a9-8e06-5217b4f52ccc" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2014-07-07 date_source: listing authors: ["Digital Promise"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Part of a series of case studies produced by Digital Promise examining the work of members in our League of Innovative Schools. Click here for more info on the League. To stay up to date on future case studies, sign up for our email newsletter. --- --- ### 897. Rubrics for Examining Historical Thinking Skills in High School World History Activities and Student Work: Construct Validity Evidence from the Literature ```yaml url: "https://digitalpromise.dspacedirect.org/items/f0841dac-6743-4d4d-9d92-1c4028a8b2d3" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-01 date_source: listing authors: ["Hardy, Angela", "Iwatani, Emi"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12] ``` Digital Promise sought to create and validate historical thinking skills rubrics for use in its evaluation of Gates Ventures’ World History Project (WHP) curriculum. Adopting a principled assessment development approach called Evidence Centered Design (Mislevy et al., 2003), the Digital Promise team began by conducting an academic literature review. In this paper, we elaborate on how the literature on history education and historical thinking skills informed rubric design, including details of what it says about: how historical thinking skills have been defined in the literature; what dimensions of historical thinking used in national frameworks and standards; convergences of concepts across multiple frameworks and standards, and evidence on the progression of historical thinking skills. The results of this literature review led to the creation of two sets of historical thinking skills rubrics, one for evaluating teacher-assigned activities, and another for evaluating the student work those activities produced (presented in Iwatani, Hardy, Means, & Seylar, 2021 with additional validity evidence described in Iwatani, Means, Seylar, & Hardy, 2021). --- --- ### 898. Tensions and Reflections on Researcher-Educator Co-design of Future-oriented Research Questions that Center Equity ```yaml url: "https://digitalpromise.dspacedirect.org/items/f21258df-d91d-4bba-9d08-9cb944e578ca" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-08 date_source: listing authors: ["Deblina Pakhira", "Debshila Basu Mallick", "Marianne Bakia"] document_url: null doi: null license: null tags: [digital-promise, english-learners] ``` In this presentation, we will identify the tensions and reflect on the process of co-designing future-oriented research questions that center equity with educators and researchers. Participants will learn about the value of this community-building exercise that helps envision research that is highly relevant to educational problems of practice. Three key learnings highlight (1) research question co-design is a valuable community-building exercise as well as an important way to move the work of research closer to practice, (2) the importance of including practitioner voice to acknowledge problems of practice, and (3) although the research questions generated are future-oriented they are thematically current. During the session, participants will have the opportunity to engage in informal conversations and co-design research questions. --- --- ### 899. Changing a Rural Community’s Expectations Through 24/7 Learning ```yaml url: "https://digitalpromise.dspacedirect.org/items/f22c255f-14af-4ae4-a516-39e1149f054f" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2014-08-27 date_source: listing authors: ["Digital Promise"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Part of a series of case studies produced by Digital Promise examining the work of members in our League of Innovative Schools. Click here for more info on the League. To stay up to date on future case studies, sign up for our email newsletter. --- --- ### 900. Using Research in Ed-Tech: What Does Research-based Product Development Mean? ```yaml url: "https://digitalpromise.dspacedirect.org/items/f25f7b43-06d9-4732-908b-7409f79b0a91" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2016 date_source: listing authors: ["Gross, Kelsey", "Francisco, Aubrey"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment] ``` This guide for educational technology developers shares examples and promising practices for research-based product development, based on an analysis of 38 submissions to a crowdsource campaign of research-based ed-tech products. --- --- ### 901. Using Research on Homework to Improve Remote and Hybrid Learning ```yaml url: "https://digitalpromise.dspacedirect.org/items/f4faafe1-ea75-434d-a1d3-284f8d058aa9" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-12 date_source: listing authors: ["Roschelle, Jeremy", "Hodkowski, Nicola M."] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Due to the COVID-19 pandemic, many students are learning remotely or in a hybrid of remote and in-school learning. As a result, most teachers and students are in learning situations where more independent work is assigned to students. There is no research that directly speaks to this unprecedented situation. There is, however, a considerable body of established research to draw on about assigning independent work to students to do at home: research on homework. Further, technology to support homework is becoming more available and research supports its effectiveness. In this article, we review some of the major points of this established research and suggest how schools, teachers, and parents and guardians can apply this research and related technology now, during the pandemic. --- --- ### 902. Rubrics for Examining Historical Thinking Skills in High School World History Activities and Student Work ```yaml url: "https://digitalpromise.dspacedirect.org/items/f5566e49-46f5-43e8-b24f-23233a672620" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021-01 date_source: listing authors: ["Hardy, Angela", "Iwatani, Emi", "Means, Barbara", "Seylar, John"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, k-12] ``` These Historical Thinking Skills rubrics were created and validated for use in the evaluation of Gates Ventures’ World History Project (WHP) curriculum. The set of rubrics for scoring teacher lessons were designed to evaluate the potential of teacher-assigned activities (e.g., an essay prompt) to provide opportunities for students to learn historical thinking skills, while the set of rubrics for scoring student work were designed to assess the extent to which students successfully used historical thinking skills in the work these activities produced (e.g., a written essay). The categories of historical thinking skills identified for measurement are aligned with widely accepted national frameworks and standards, making these rubrics applicable for use by researchers, educators and professional learning experts to study historical thinking skills learning in high school world history classrooms. --- --- ### 903. Enabling Analytics for Improvement: Lessons from Year 2 of Fresno’s Personalized Learning Initiative ```yaml url: "https://digitalpromise.dspacedirect.org/items/f5ad25ac-1bc9-4a05-9a4e-24c25ab19e8d" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2018 date_source: listing authors: ["Peters, Vanessa", "Means, Barbara", "Langworthy, Maria", "Neufeld, Phil", "Coe, Ryan", "Meehan, Kenneth", "Smith, Stevin"] document_url: null doi: null license: null tags: [digital-promise, k-12, personalized-learning] ``` Now in its second year, the Fresno Unified School District’s Personalized Learning Initiative (PLI) continues to help teachers and students develop the skills, competencies and mindsets essential for “as yet imagined” futures. A unique aspect of Fresno’s PLI is its analytics partnership between Fresno Unified, Microsoft Education, Houghton Mifflin Harcourt and Digital Promise. This report describes the early success of the PLI on students’ learning outcomes, evidence on what elements of the implementation are working, and the process and principles of the analytics partnership. The report aims to share with other education systems the lessons learned from this journey. --- --- ### 904. AI Literacy in the Workforce ```yaml url: "https://digitalpromise.dspacedirect.org/items/f5be6204-9238-4403-8d2b-3ada14861d35" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2025-11 date_source: listing authors: ["Zachariah, Isabella", "Dallas, Dominique", "Ruiz, Pati", "Liberman, Babe", "Karim, Sana"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, literacy] ``` (This brief is part of a set sharing specific AI literacy recommendations for various audiences in education.) As artificial intelligence (AI) fundamentally reshapes career trajectories across every sector, workers face a significant transformation in the skills required for future employment. Developing AI literacy will support workers in leveraging AI in their current positions, understanding how AI may influence their tasks, and preparing them to effectively use AI tools to complement their future roles Those who do not develop AI literacy skills and knowledge before entering the workforce face the highest risk of job displacement, as they may struggle to adapt to technological advancements and integrate AI tools into their work. This brief provides guidance for organizations, policymakers, and educational institutions to address gaps in AI literacy education as these technologies continue to evolve. --- --- ### 905. Putting Learners First: Broadening Access Through Technology Evaluation in California Community Colleges ```yaml url: "https://digitalpromise.dspacedirect.org/items/f63769ee-29a0-4e7a-ae06-8256117cd4f3" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2025-12 date_source: listing authors: ["Van Nostrand, Parker", "Noakes, Sierra", "Foster, AJ", "Burstein, Rachel"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment, higher-ed] ``` The California Community Colleges (CCC) Chancellor’s Office (CO) and Digital Promise collaborated to develop a new education technology (edtech) evaluation framework for the CO to identify edtech that supports the full spectrum of community college learners. This project centered authentic instructional needs by leveraging a co-design methodology that used working groups, design sessions, interviews, surveys, and pilots. This report offers a roadmap for higher education leaders ready to build edtech evaluation and procurement systems that center the needs of their learners and prioritize intentional investments in edtech interventions. --- --- ### 906. El Rol de las Micro-credenciales en el Aprendizaje y el Desarrollo a lo Largo de la Vida: Empoderando Estudiantes, Empoderando Organizaciones ```yaml url: "https://digitalpromise.dspacedirect.org/items/f7245f14-88f6-4b6c-89ba-3b19a81dd4fc" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-11 date_source: listing authors: ["Marilys Galindo, Ed.D", "Rita Fennelly-Atkinson, Ed.D", "Kristen Franklin", "Christina Luke Luna, Ph.D"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, formative-assessment, higher-ed, professional-development] ``` El eBook “El Rol de las Micro-credenciales en el Aprendizaje y el Desarrollo a lo Largo de la Vida: Empoderando Estudiantes, Empoderando Organizaciones” es un recurso para los interesados en comprendar micro-credenciales. El eBook se enfoca en varios aspectos importantes que son fundamentales para comprender micro-credenciales, comenzando por la definición de micro-credenciales de Digital Promise, seguida por la posición y el rol de las micro-credenciales en el ecosistema de las credenciales. También, el eBook explora el valor de las micro-credenciales para los estudiantes, las instituciones de educación postsecundaria y la fuerza laboral, las implicaciones de la IA en las micro-credenciales y las tendencias nacionales de micro-credenciales para educadores. Por último, el eBook comparte la visión de Digital Promise sobre cómo se pueden aprovechar las micro-credenciales basadas en competencias para apoyar a los estudiantes que han sido histórica y sistemáticamente excluidos y a las organizaciones que los atienden. --- --- ### 907. Fulfilling the Maker Promise: Year Two ```yaml url: "https://digitalpromise.dspacedirect.org/items/f800e8da-813a-4de3-a10d-fd50b74646d0" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2018 date_source: listing authors: ["Weisgrau, Josh", "Romero, Maria", "Spicer, Jakki", "Stevens, Keyana"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` In this report, in collaboration with Maker Ed, we share what we have learned from June 2017 – June 2018 about the “Maker Champions,” the growth of maker education in US Schools, and how these learnings are shaping the future of the Maker Promise initiative. --- --- ### 908. Emerging Technology Responsible Use Policy Sample Language ```yaml url: "https://digitalpromise.dspacedirect.org/items/f84dedc7-762c-460e-b9ba-eb4ba28a9b51" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-09 date_source: listing authors: ["Ruiz, Pati", "Karim, Sana", "Armstrong, Amanda LaTasha", "Shell, Alison", "Singmaster, Heather", "Giang, Marci", "Liberman, Babe"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment] ``` This presentation includes sample and exemplar GenAI responsible and acceptable use policies (R/AUPs) that center responsibility, ethics, and equity. --- --- ### 909. Deepening Science Engagement With Challenge Based Learning: Research Report ```yaml url: "https://digitalpromise.dspacedirect.org/items/f928a607-e645-49d6-abbf-3d9b42cf7383" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-02 date_source: listing authors: ["Iwatani, Emi", "Means, Barbara", "Romero, Maria R.", "Vang, Mai Chou"] document_url: null doi: null license: null tags: [coaching, digital-promise, k-12] ``` Learn about the Challenge Based Science Learning Project and its larger implications for the fields of Next Generation Science Learning and Open Educational Resources. The project involved 18 middle school teachers and five administrators from three U.S. school districts partnering with instructional coaches and learning sciences researchers from Digital Promise to address an ambitious educational challenge: How might we deepen engagement and learning of middle school science in our schools and beyond? --- --- ### 910. Nurturing an Innovative District: Inclusive Computing Pathways in Talladega County Schools ```yaml url: "https://digitalpromise.dspacedirect.org/items/fc0e1df9-0659-4aaf-90e6-5baa3fe14c75" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2021 date_source: listing authors: ["Digital Promise"] document_url: null doi: null license: null tags: [digital-promise, english-learners, k-12] ``` This district overview highlights the work Talladega County Schools (Talladega) did over the course of three years to plan, build, and implement computing pathways. Talladega County Schools is a 7,500-student district in rural Alabama. Talladega has eleven STEAM-certified schools and 48% of all educators participate in STEAM leadership professional learning. As a member of Digital Promise’s League of Innovative Schools, Talladega applied to participate in the National Science Foundation-funded Developing Inclusive K-12 Computing Pathways for the League of Innovative Schools project to focus on developing an Inclusive K-12 Computing Pathway aligning the computing courses available within the --- --- ### 911. Socratic Circles: Building OER Tools for Racial Equity Classroom and Community Discourse ```yaml url: "https://digitalpromise.dspacedirect.org/items/fc323129-2497-47a1-8a09-ecfe6708edc0" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2023-11 date_source: listing authors: ["Alexandra Merritt Johnson", "Kristian Lenderman"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` This report details how Reynoldsburg City Schools utilized the Inclusive Innovation model to introduce an innovative Open Educational Resource, Socratic Circles, designed to assist teachers in guiding discussions on racial and social justice in the classroom. These OER will be accessible to educators who are inspired by this work and interested in incorporating Socratic Circles into their classrooms. This report also offers insights from members of Reynoldsburg City Schools’ Inclusive Innovation Core Team on how they applied the Core Tenets of Inclusive Innovation throughout their process. --- --- ### 912. The Valuable Role of Edtech Coaches during the COVID-19 Pandemic: A National Survey ```yaml url: "https://digitalpromise.dspacedirect.org/items/fd1d2f26-7b23-4dd8-9cd6-35f85e92e0c3" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2020-08 date_source: listing authors: ["Bakhshaei, Mahsa", "Seylar, John", "Ruiz, Pati", "Vang, Mai Chou"] document_url: null doi: null license: null tags: [coaching, digital-promise, k-12, professional-development] ``` This report presents findings from a survey of edtech coaches on how their role changed when schools closed due to the COVID-19 pandemic and provides district and school leaders with insights on the value of edtech coaches in moving instruction online in effective ways. --- --- ### 913. Understanding the Benefits of Participating in the League of Innovative Schools ```yaml url: "https://digitalpromise.dspacedirect.org/items/fdb325e9-a262-467b-ae0e-b012c3eeb23e" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2017 date_source: listing authors: ["Vo, Vina"] document_url: null doi: null license: null tags: [digital-promise, k-12, professional-development] ``` This paper investigates the effect that participating in the League has had on K-12 public school district leaders in the network. Using a logic model to guide our methodology, our findings from surveys and interviews with district leaders show that membership in the League has provided both immediate and intermediate impacts in their professional development and in how they support the districts and schools they serve. --- --- ### 914. Access to Powerful Technology as a Catalyst for Career Pathway Engagement ```yaml url: "https://digitalpromise.dspacedirect.org/items/fe059e35-d0ab-4616-882a-9fe4fe33edc5" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2024-06 date_source: listing authors: ["Wortman, Amanda", "Schiner, Nick"] document_url: null doi: null license: null tags: [career-readiness, digital-promise, k-12, math-education] ``` This paper explores the opportunities and affordances presented when historically and systemically excluded (HSE) youth gain access to high-powered technology and tools in their school environment through an innovative program. Many research studies have shown the challenges HSE youth face in accessing high-value occupations, particularly in the fields of Science, Technology, Engineering, and Mathematics (STEM). Despite the increasing demand for STEM jobs, pathways from schools to careers in these fields often lack effectiveness, especially among HSE students. The Reinvent the Classroom initiative, a collaboration between Digital Promise, HP, Microsoft, and Intel, aims to address this pathway challenge by integrating high-powered and effective technology into education. The initiative focuses on the idea that for students to meaningfully find their way to and through career and technical education (CTE) pathways, they must have the opportunity to find synergies among their interests, talents, and skills, and gain access to the required high-powered technologies that fuel powerful learning experiences. The HP Learning Studio at Anaheim High School serves as a catalyst for this journey, representing a significant step towards increasing student awareness, interest, and engagement in career and technical education pathways through exposure to technology and relevant learning opportunities. The studio provides students with access to high-powered technology and resources, fostering authentic, challenging, and collaborative learning experiences. Examples from Anaheim High School demonstrate how exposure to the HP Learning Studio sparks interest and leads to deep engagement in CTE pathways. The paper concludes by emphasizing the importance of aligning educational initiatives with student interests and community needs. By providing access to powerful learning opportunities, such as those facilitated by the HP Learning Studio, schools can empower students to pursue their passions and effectively prepare for future careers. The partnership between the Reinvent the Classroom initiative and Anaheim High School represents a promising approach to bridging the skills gap and promoting equitable access to jobs for the future for all students, especially those from historically marginalized communities. Through the integration of technology and innovative pedagogical approaches, schools can create transformative learning experiences that prepare students for success in the 21st-century workforce. But only by ensuring those technologies and pedagogies are available to all students can schools bridge the gap between K-12, an ever-evolving jobs landscape, and future-ready careers. --- --- ### 915. An Initial Logic Model to Guide OpenSciEd Research: Updated Version ```yaml url: "https://digitalpromise.dspacedirect.org/items/ff390b34-bdaf-448f-a1dd-17bb8bd9baa8" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-05-10 published_date: 2022-03 date_source: listing authors: ["McElhaney, Kevin", "Baker, Anthony", "Chillmon, Carly", "Kasad, Zareen", "Liberman, Babe", "Roschelle, Jeremy"] document_url: null doi: null license: null tags: [digital-promise, k-12, professional-development] ``` This white paper supports an ongoing effort to define a research agenda and catalyze a research community around the OpenSciEd curriculum materials. Rigorous research on these materials is needed in order to answer questions about the equitable design of instructional materials, impacts on student learning, effective and equitable classroom teaching practices, teacher professional development approaches, and models for school adoption that address the diverse needs of historically marginalized students in STEM. Research findings have the potential to advance the knowledge, skills, and practices that will promote key student, teacher, and system outcomes. The research agenda stands to accelerate the research timeline and stimulate a broad range of research projects addressing these critical needs. To support the collaborative development and activation of the research agenda, we outline an initial logic model for OpenSciEd. The logic model can shape research efforts by clarifying intended relationships among (1) the principles, commitments, and key affordances of OpenSciEd; (2) the components of OpenSciEd and how they are implemented and supported in classrooms, schools, districts, and states; and (3) the desired outcomes of OpenSciEd. --- --- ### 916. The Impact of Rhode Island's Charter School Performance Review System ```yaml url: "https://credo.stanford.edu/reports/item/rhode-island-2025/" type: report source: "CREDO at Stanford" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025 date_source: url authors: null document_url: null doi: null license: null tags: [k-12, longitudinal, meta-analysis] ``` CREDO at Stanford conducted this research at the request of the Rhode Island Department of Education to examine how the state's charter school landscape changed following implementation of the 2017 updated Charter School Performance Review System. The study addresses how the new performance framework was developed and implemented, how it changed the charter school authorization process and quality standards, and what impact it had on the performance and quality of charter schools in Rhode Island. --- --- ### 917. National Charter School Study III ```yaml url: "https://credo.stanford.edu/reports/item/national-charter-school-study-iii/" type: report source: "CREDO at Stanford" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2023-06-06 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, longitudinal] ``` The National Charter School Study III is CREDO's third major national examination comparing the academic progress of students enrolled in charter schools with the progress of students enrolled in traditional public schools. Published in 2023, the study employs CREDO's established empirical evaluation methods to assess education reform initiatives and student performance outcomes at primary and secondary levels, and is presented in an interactive digital format alongside downloadable full report documents. --- --- ### 918. Houston – 2022 City Studies ```yaml url: "https://credo.stanford.edu/reports/item/houston-tx-2022/" type: report source: "CREDO at Stanford" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2022 date_source: url authors: null document_url: null doi: null license: null tags: [english-learners, k-12, longitudinal] ``` This CREDO report examines academic performance in public K-12 schools in Houston, Texas by analyzing one-year learning gains students made between school years during the 2018-19 growth period. The study compares Houston students' progress against state averages across charter, magnet, and district schools and disaggregates findings by school sector, race/ethnicity, poverty status, English Language Learner status, special education status, and gender. Houston charter school students—including Black and Hispanic subgroups—generally outperformed state averages in both reading and mathematics. --- --- ### 919. Newark – 2022 City Studies ```yaml url: "https://credo.stanford.edu/reports/item/newark-nj-2022/" type: report source: "CREDO at Stanford" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2022 date_source: url authors: null document_url: null doi: null license: null tags: [english-learners, k-12, longitudinal] ``` This CREDO research report examines academic performance in Newark, New Jersey's public K-12 schools during the 2018-19 school year by measuring one-year learning gains and comparing results against state averages across charter, magnet, and district school sectors. Newark students demonstrated stronger math growth than the state average, and Black and Hispanic students in Newark charter schools showed notably stronger gains in both subjects compared to state peers. Findings are disaggregated by school sector, charter management structure, race/ethnicity, and student population including economically disadvantaged, English Language Learners, and special education students. --- --- ### 920. Fort Worth – 2022 City Studies ```yaml url: "https://credo.stanford.edu/reports/item/fort-worth-tx-2022/" type: report source: "CREDO at Stanford" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2022 date_source: url authors: null document_url: null doi: null license: null tags: [english-learners, k-12, longitudinal] ``` This CREDO report analyzes public K-12 school performance in Fort Worth, Texas during the 2018-19 growth period by measuring one-year learning gains and benchmarking results against state averages. Students overall demonstrated weaker learning gains in reading and similar gains in math compared to the state average, with charter schools outperforming district schools in reading. Findings are disaggregated by race/ethnicity, poverty status, English Language Learner status, special education status, and gender, with English Language Learners in charter schools outperforming both state and district counterparts in reading. --- --- ### 921. Austin – 2022 City Studies ```yaml url: "https://credo.stanford.edu/reports/item/austin-tx-2022/" type: report source: "CREDO at Stanford" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2022 date_source: url authors: null document_url: null doi: null license: null tags: [english-learners, k-12, longitudinal] ``` CREDO at Stanford conducted a comprehensive analysis of public school performance in Austin, Texas during the 2018-19 academic period, examining one-year learning gains across charter and district schools and benchmarking against state averages. Austin students demonstrated stronger academic progress in both reading and mathematics compared to statewide averages, with Charter Management Organization-affiliated charter schools outpacing state performance in both subjects. Findings are disaggregated by race/ethnicity, socioeconomic status, English Language Learner status, disability status, and gender. --- --- ### 922. City Studies: Project Meta-Analysis ```yaml url: "https://credo.stanford.edu/reports/item/city-studies-project-meta-analysis/" type: report source: "CREDO at Stanford" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [k-12, meta-analysis] ``` CREDO at Stanford's City Studies Project Meta-Analysis provides periodic reports of academic performance for public K-12 schools across selected cities in the United States, offering a foundation for informed evaluation and constructive discussion among stakeholders invested in public education. The project covers two cohorts: Cohort 1 includes ten urban centers (Baton Rouge, Camden, Washington D.C., Denver, Indianapolis, Kansas City, Memphis, New Orleans, San Antonio, and St. Louis) and Cohort 2 covers Austin, Fort Worth, Houston, and Newark. Meta-analysis PDFs are available for both cohorts alongside individual city reports. --- --- ### 923. 2023 Pace of Learning Report ```yaml url: "https://credo.stanford.edu/reports/item/2023-pace-of-learning-report/" type: report source: "CREDO at Stanford" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2023 date_source: url authors: null document_url: null doi: null license: null tags: [k-12, longitudinal, meta-analysis, personalized-learning] ``` This CREDO report examines solutions to pandemic-related learning losses in K-12 education, presenting a meta-analysis covering sixteen states and offering empirically grounded estimates for student learning recovery. The analysis argues that conventional interventions focused solely on increased instructional time fail to account for individual student learning rates and their variability, and that addressing the pace of learning itself offers greater potential than simply extending teaching time. National Assessment of Educational Progress results showed regression comparable to pre-NCLB performance levels, underscoring the severity of learning loss across many communities. --- --- ### 924. Charter School Performance in Rhode Island – 2023 ```yaml url: "https://credo.stanford.edu/reports/item/charter-school-performance-in-rhode-island-2023/" type: report source: "CREDO at Stanford" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2023-01-13 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, longitudinal] ``` Published in January 2023, this CREDO analysis examines charter school performance in Rhode Island, serving as a benchmark study during the COVID-19 recovery period. The report includes student demographic descriptions, achievement trajectories for charter school students, and charter school impact assessments covering the full sample, school level breakdowns, school quality curve analysis, and findings disaggregated by student subgroups. The findings are intended to establish a foundation for future studies in charter school evaluation and performance measurement within Rhode Island's education system. --- --- ### 925. Evaluating the Impact of a Mathematics Mastery Learning Platform on Student Achievement ```yaml url: "https://link.springer.com/chapter/10.1007/978-3-031-72315-5_32" type: paper source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [aims, carnegie-learning, computer-assisted-learning, k-12, longitudinal, math-education, personalized-learning] ``` Examines the impact of a mathematics mastery learning platform used by over 500,000 U.S. students in grades 3-8 using multi-year longitudinal panel data. The study improved on prior cross-sectional research by treating each student as their own control to eliminate confounding from time-invariant factors, replicating positive findings on platform usage and test scores. Positive treatment effects did not vary across demographic subgroups, and the authors discuss opportunities for enhanced measurement specificity regarding platform effectiveness. Published in EC-TEL 2024 (Technology Enhanced Learning for Inclusive and Equitable Quality Education); authors include Kodi Weatherholtz, Phillip Grimaldi, Bogdan Yamkovenko, and Kelli Millwood Hill. --- --- ### 926. GADRRS: Guidance and Agreement for Data Harmony, Responsibility, Retention, and Sharing ```yaml url: "https://lastinger.ufl.edu/data-learning-technology/gadrrs-data-sharing-agreement/" type: framework source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025-12-08 date_source: page-meta authors: null document_url: null doi: null license: null tags: [aims, data-sharing, lastinger-center, pii-privacy] ``` GADRRS is a universal data sharing agreement developed by the UF Lastinger Center in partnership with the AIMS Collaboratory, offering standardized terms for educational data exchanges among schools, districts, researchers, and education technology providers. The framework prioritizes student privacy by establishing protocols for data security and responsible usage, and aims to increase transparency, establish consistent safety protocols, minimize administrative burden, and expand availability of anonymized datasets for research. The agreement has been reviewed by University of Florida legal counsel and enables organizations to make deliberate choices about data access authorization while maintaining rigorous privacy standards. --- --- ### 928. What Kids Have to Say About Math: Results from Focus Groups with Middle Schoolers ```yaml url: "https://repository.lsu.edu/srec_reports/27/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026 date_source: page-meta authors: ["Sinclair, H. Colleen", "Wilson, Kyle", "Ellis, Avery", "Martinez, Norma"] document_url: "https://repository.lsu.edu/cgi/viewcontent.cgi?article=1026&context=srec_reports" doi: null license: null tags: [aims, k-12, lsu, math-education, math-motivation, qualitative-research] ``` Examines middle school students' perspectives on mathematics education through focus groups with 39 students at two urban Baton Rouge schools conducted in spring 2025. Key findings show students valued their teachers highly as central to motivation, but test-related anxiety presented a significant obstacle, and many students preferred hands-on, teacher-led approaches over digital tools. Students identified perceiving real-world relevance and career connections as the strongest motivator, and advocated for normalizing mistakes, enabling grade recovery, and clarifying learning objectives. Authors: H. Colleen Sinclair, Kyle Wilson, Avery Ellis, and Norma Martinez (Louisiana State University at Baton Rouge), 2026. --- --- ### 929. Informing Change: A Final Research Report on the Findings from the Longitudinal R&D Partnership for Math Equity Project ```yaml url: "https://repository.lsu.edu/srec_reports/31/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026 date_source: page-meta authors: ["Sinclair, H. Colleen", "Robison, Samuel", "Kim, Youn Kyoung", "Terrio, Stacey R", "Rhodes, Judith Lee Falgout"] document_url: "https://repository.lsu.edu/cgi/viewcontent.cgi?article=1030&context=srec_reports" doi: null license: null tags: [aims, computer-assisted-learning, k-12, longitudinal, lsu, math-education] ``` Reports findings from a three-year collaborative study between LSU's Social Research and Evaluation Center, East Baton Rouge Parish Schools, and DreamBox Learning examining the effectiveness of DreamBox's technology-based math intervention on student performance. The research addressed three key questions developed with Gates Foundation guidance through longitudinal, multi-method research combining quantitative analysis with qualitative insights from teacher and student focus groups. Published January 2026; authors include H. Colleen Sinclair, Samuel Robison, Youn Kyoung Kim, Stacey R. Terrio, and Judith Lee Falgout Rhodes. --- --- ### 930. Improving School Discipline, Climate, and Culture: Interactive Guidance for Schools and Districts ```yaml url: "https://repository.lsu.edu/srec_reports/13/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2024 date_source: page-meta authors: ["Murray, Gwendolyn"] document_url: "https://repository.lsu.edu/cgi/viewcontent.cgi?article=1012&context=srec_reports" doi: null license: null tags: [aims, k-12, lsu, school-discipline] ``` An interactive guidance resource helping K-12 school administrators and district leaders foster better educational environments by reducing punitive discipline approaches and building preventive systems. The guide encourages users to think critically about school discipline and invest in data-driven, prevention-oriented systems that address problematic student behaviors while improving school climate and culture. Published June 2024 by Gwendolyn Murray at Louisiana State University at Baton Rouge. --- --- ### 931. Longitudinal Analysis of Gender Disparities in Mathematics Achievement among Elementary Students ```yaml url: "https://e4.northwestern.edu/2026/02/18/longitudinal-analysis-of-gender-disparities-in-mathematics-achievement-among-elementary-students/" type: report source: "AIMS Collaboratory" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-02-18 date_source: url authors: null document_url: null doi: null license: null tags: [aims, k-12, longitudinal, math-education, northwestern-e4] ``` Investigates how gender differences in mathematics performance develop and change throughout elementary and middle school, analyzing five years of student assessment data across two student cohorts. The research finds that female students often begin elementary school with a modest advantage in mathematics that diminishes as grade levels increase, with gender gaps varying based on district characteristics, student subgroups, and prior achievement rather than following fixed patterns. The author concludes that sustained instructional support and equitable classroom conditions are important for addressing disparities across the elementary through middle school years. Published February 18, 2026 by Kadir Bahar via the Northwestern E4 research brief series. --- --- ### 932. School-Based Law Enforcement Strategies to Reduce Crime, Increase Perceptions of Safety, and Improve Learning Outcomes in Primary and Secondary Schools ```yaml url: "https://www.campbellcollaboration.org/review/policing-schools-strategies-primary-and-secondary-schools" type: review source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [campbell-collaboration, k-12, meta-analysis, school-discipline] ``` This Campbell Collaboration systematic review examines the relationship between school-based law enforcement (SBLE) presence and school outcomes. Analysis of quantitative studies found that schools with SBLE had higher rates of crime and behavior problems than schools without SBLE, driven primarily by increased exclusionary discipline rather than improvements in actual safety. The review concludes that SBLE appears ineffective for maintaining school safety and may produce harmful consequences for students. --- --- ### 933. The Effects of Small Class Sizes on Students' Academic Achievement, Socioemotional Development and Well-Being in Special Education ```yaml url: "https://www.campbellcollaboration.org/review/effects-of-small-class-sizes-in-special-education" type: review source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [campbell-collaboration, k-12, meta-analysis, qualitative-research] ``` This Campbell systematic review examined the impact of small class sizes in special education on student outcomes, identifying only seven studies across quantitative, qualitative, and mixed-methods designs. Smaller class sizes are the most preferred option among students with special educational needs, their teachers, and school principals due to opportunities for individualized instruction and increased teacher attention. The authors conclude that the impact of small class sizes in special education is under-researched and call for additional research to inform practitioner guidance. --- --- ### 934. The Effects of Flipped Classrooms to Improve Learning Outcomes in Undergraduate Health Professional Education ```yaml url: "https://www.campbellcollaboration.org/review/flipped-classrooms-undergraduate-health-professional-students" type: review source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [campbell-collaboration, digital-learning-platforms, higher-ed, meta-analysis, rct] ``` This Campbell systematic review examined 45 studies (11 RCTs) involving 8,426 undergraduate health professional students to assess flipped classroom effectiveness. Findings indicate low certainty of evidence suggesting flipped classrooms, which combine pre-recorded lectures with interactive on-campus sessions, may enhance academic performance and student satisfaction compared to traditional lecture-based instruction. Well-designed studies with larger sample sizes are needed for more rigorous evaluation. --- --- ### 935. The Effects of Inclusion on Academic Achievement, Socioemotional Development and Wellbeing of Children with Special Educational Needs ```yaml url: "https://www.campbellcollaboration.org/review/inclusion-children-with-special-educational-needs" type: review source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [campbell-collaboration, k-12, meta-analysis] ``` This Campbell Collaboration systematic review and meta-analysis examined 15 non-randomized studies to evaluate whether placing children with special needs in inclusive educational settings versus segregated settings affects their academic achievement and psychosocial adjustment. Key findings indicate that inclusion neither increases nor decreases learning and psychosocial adjustment on average, with effect sizes varying considerably across studies. The authors conclude that placement decisions should be individualized rather than following a one-size-fits-all approach. --- --- ### 936. Evidence-Informed vs Evidence-Based Practice Educational Interventions for Improving Knowledge, Attitudes, Understanding and Behaviour Among Undergraduate Students ```yaml url: "https://www.campbellcollaboration.org/review/application-of-evidence-in-practice-health-social-care-undergradates" type: review source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [campbell-collaboration, higher-ed, meta-analysis] ``` This Campbell systematic review examined the effectiveness of evidence-informed versus evidence-based practice educational interventions for undergraduate health and social care students. The review screened 46 full-text articles but identified no studies examining the relative effectiveness of the two approaches, making it impossible to determine which better facilitates evidence application in healthcare practice. The search covered publications from 1996 through June 2019 across all languages. --- --- ### 937. Single-Track Year-Round Education for Improving Academic Achievement in US K–12 Schools ```yaml url: "https://www.campbellcollaboration.org/review/single-track-year-round-k-to-12-schools-usa" type: review source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [campbell-collaboration, k-12, meta-analysis] ``` This Campbell systematic review synthesized 30 studies comparing student performance in single-track year-round education schools versus traditional-calendar schools. Average student achievement was higher in both reading and math at year-round schools, with gains roughly equivalent to one month of learning, similar to documented summer learning loss. Schools with shorter summer breaks of four to six weeks demonstrated larger achievement improvements than those with seven to eight week breaks. --- --- ### 938. Recovery Schools for Improving Behavioral and Academic Outcomes Among Students in Recovery from Substance Use Disorders ```yaml url: "https://www.campbellcollaboration.org/review/recovery-schools-students-in-recovery-from-substance-use" type: review source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [attendance, campbell-collaboration, higher-ed, k-12, meta-analysis] ``` This Campbell systematic review examined the effects of recovery schools on student behavioral and academic outcomes, including one quasi-experimental study of recovery high schools with 194 participants. Findings suggest recovery high schools may reduce students' school absenteeism, marijuana use, and other drug use, though they showed no clear advantage for grades, truancy, or alcohol use. The authors concluded there is insufficient evidence to determine effectiveness and recommend additional rigorous evaluations prior to widespread implementation. --- --- ### 939. What Are the Effects of Teach For America on Math, English Language Arts, and Science Outcomes of K–12 Students in the USA? ```yaml url: "https://www.campbellcollaboration.org/review/teach-for-america-math-language-arts-science-achievement-united-states" type: review source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [campbell-collaboration, k-12, literacy, math-education, meta-analysis] ``` This Campbell systematic review examined how Teach For America-prepared educators impact student learning across mathematics, English language arts, and science in U.S. K-12 schools. From 919 initial citations, only four studies met rigorous methodological standards; these found no significant reading improvements from first- or second-year TFA elementary teachers versus comparable non-TFA novices, though a modest positive effect emerged for early elementary reading. The authors conclude that insufficient high-quality evidence exists to draw firm policy conclusions about TFA's effectiveness. --- --- ### 940. E-Learning of Evidence-Based Healthcare to Increase Competencies in Healthcare Professionals ```yaml url: "https://www.campbellcollaboration.org/review/e-learning-evidence-based-competencies-healthcare-professionals" type: review source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [campbell-collaboration, digital-learning-platforms, higher-ed, meta-analysis, rct] ``` This Campbell systematic review examined the effectiveness of e-learning in improving evidence-based healthcare knowledge and practice among healthcare professionals, including 24 trials with 3,825 participants across various disciplines. Pure e-learning improves knowledge and skills but not attitudes and behavior compared to no learning, while showing no advantage over face-to-face approaches; however, blended learning outperforms no learning across all outcomes and surpasses face-to-face learning in improving attitudes and behavior. The authors recommend future research focus on specific e-learning components and comprehensive intervention reporting. --- --- ### 941. Parental, Community and Familial Support Interventions to Improve Children's Literacy in Developing Countries ```yaml url: "https://www.campbellcollaboration.org/review/parental-community-family-support-literacy" type: review source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [campbell-collaboration, early-childhood, k-12, literacy, meta-analysis] ``` This Campbell systematic review examined 13 studies assessing interventions involving parents, families, or community members to improve literacy for children aged 3-12 in developing countries. Parent training and child-to-child tutoring are not effective, with eight of nine outcomes showing no significant results; however, educational television appears to improve literacy with frequent viewing at three to five times weekly over several months. The review identifies substantial gaps in empirical evidence for most literacy models implemented by governments and NGOs globally. --- --- ### 942. Early Intensive Behavioral Intervention (EIBI) for Young Children with Autism Spectrum Disorders ```yaml url: "https://www.campbellcollaboration.org/review/early-intensive-behavioural-intervention-children-autism" type: review source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [campbell-collaboration, early-childhood, meta-analysis, rct] ``` This systematic review examined early intensive behavioral intervention involving 20-40 hours weekly of applied behavior analysis for young children with autism, analyzing one RCT and four clinical control trials totaling 203 participants. Results showed positive effects across adaptive behavior, IQ, expressive and receptive language, socialization, and daily living skills, with effect sizes ranging from g=0.42 to g=0.76. However, the current state of evidence is limited due to reliance on non-randomized studies and was rated as low quality, indicating additional randomized trials are needed. --- --- ### 943. School-Based Interventions to Reduce Dating and Sexual Violence ```yaml url: "https://www.campbellcollaboration.org/review/school-based-interventions-dating-and-sexual-violence" type: review source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [campbell-collaboration, k-12, meta-analysis, school-discipline] ``` This Campbell systematic review examined 23 studies on school-based programs (grades 6-12) designed to prevent teen dating and sexual violence. While interventions showed moderate improvements in knowledge about dating violence and more accepting attitudes toward conflict resolution, they have little impact on actual behavior change. The review concludes that existing programs require redesign to better support behavioral change and recommends future research emphasize measuring behaviors alongside attitudes and expand beyond North America. --- --- ### 944. Relative Effectiveness of Conditional and Unconditional Cash Transfers for Schooling Outcomes in Developing Countries ```yaml url: "https://www.campbellcollaboration.org/review/effectiveness-of-cash-transfers-for-schooling-outcomes" type: review source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [attendance, campbell-collaboration, k-12, meta-analysis, rct] ``` This Campbell systematic review evaluated 35 studies examining conditional and unconditional cash transfer programmes' effects on education outcomes in low- and middle-income countries. Both program types increase school enrollment compared to no intervention, though effects on learning outcomes remain limited. The analysis reveals that conditions that are strictly monitored and enforced produce substantially larger enrollment gains, increasing odds by 60% versus under 20% for programmes without conditions. --- --- ### 945. Pre-Graduation Transition Services for Persons with Autism Spectrum Disorders: Effects on Employment Outcomes ```yaml url: "https://www.campbellcollaboration.org/review/employment-outcomes-persons-with-autism" type: review source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [campbell-collaboration, career-readiness, k-12, meta-analysis] ``` This systematic review examined pre-graduation interventions for secondary school-age individuals (ages 14-22) with autism spectrum disorder designed to facilitate competitive employment. After searching 30 databases covering 1943-2011 and narrowing 5,665 citations to 85 full-text reviews, no studies were identified that met all inclusion criteria. The authors concluded that despite regulations supporting transition programming, rigorous experimental research on employment intervention effectiveness remains scarce and urgently needed. --- --- ### 946. Technical and Vocational Education and Training (TVET) Interventions to Improve the Employability and Employment of Young People in Low- and Middle-Income Countries ```yaml url: "https://www.campbellcollaboration.org/review/technical-vocational-education-training-interventions" type: review source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [campbell-collaboration, career-readiness, meta-analysis] ``` This Campbell systematic review examined 26 studies across multiple regions to assess whether TVET interventions enhanced employment outcomes for youth aged 15-24 in developing nations. TVET interventions have a small but positive effect on all but one of the employment outcomes measured, though considerable variation existed between studies, with lower-quality research showing inflated effects. The review emphasizes the need for more rigorous future program evaluations and notes that selecting affordable and culturally suitable models may be prudent absent stronger comparative evidence. --- --- ### 947. Interventions in Developing Nations for Improving Primary and Secondary School Enrollments ```yaml url: "https://www.campbellcollaboration.org/review/improving-school-enrolment-developing-nations" type: review source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [attendance, campbell-collaboration, k-12, meta-analysis, rct] ``` This systematic review examined 73 randomized controlled trials and quasi-experiments published through December 2009 to assess interventions in low- and middle-income countries on student enrollment, attendance, graduation, and progression. Results showed positive effects across all outcomes, with enrollment showing the largest average effect size (d=.18) and infrastructure interventions for new schools demonstrating the strongest results (d=.44). Effects were modest, representing three to nine percent increases in positive outcomes, and policymakers should evaluate whether such gains justify implementation costs. --- --- ### 948. Social Skills Groups for People Aged 6 to 21 with Autism Spectrum Disorders ```yaml url: "https://www.campbellcollaboration.org/review/social-skills-groups-people-aged-6-to-21-autism-spectrum-disorders" type: review source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [campbell-collaboration, k-12, meta-analysis, rct, sel] ``` This systematic review examined five randomized controlled trials involving 196 participants to evaluate whether social skills groups help individuals aged 6-21 with autism spectrum disorder. Findings indicate some evidence that social skills groups improve overall social competence and friendship quality, though no significant improvements were found in emotion recognition, understanding of idioms, or most quality-of-life outcomes. The authors conclude that while social skills groups show promise for enhancing social competence, additional rigorous research is needed to establish more definitive conclusions. --- --- ### 949. School Feeding for Improving the Physical and Psychosocial Health of Disadvantaged Students ```yaml url: "https://www.campbellcollaboration.org/review/school-feeding-disadvantaged-students-improving-health" type: review source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [attendance, campbell-collaboration, k-12, meta-analysis, rct] ``` This systematic review evaluated whether school feeding programs enhance health outcomes for economically disadvantaged pupils, analyzing 18 studies examining weight gain, height, school attendance, and academic achievement. Results indicated modest positive effects, particularly in lower-income countries where children gained approximately 0.39-0.71 kg over study periods and showed improved attendance and math performance. The reviewers concluded that school meals may provide small benefits and recommended additional well-designed research with standardized outcome reporting. --- --- ### 950. The Effects of School-Based Social Information Processing Interventions on Aggressive Behavior, Part I: Universal Programs ```yaml url: "https://www.campbellcollaboration.org/review/school-based-interventions-aggressive-behaviour-part1" type: review source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [campbell-collaboration, k-12, meta-analysis, school-discipline, sel] ``` This systematic review analyzed 73 studies of universal classroom programs aimed at improving children's ability to interpret social situations to reduce aggressive and disruptive behaviour. Findings indicate that brief, intensive interventions of 8-16 weeks prove more effective than extended year-long programs, with social information processing interventions training children through six cognitive stages from encoding cues to behavioral enactment. The research demonstrates that emphasizing thought patterns rather than direct behavior modification strengthens children's general social competencies and reduces aggression across diverse populations. --- --- ### 951. The Effects of School-Based Social Information Processing Interventions on Aggressive Behavior, Part II: Selected/Indicated Pull-Out Programs ```yaml url: "https://www.campbellcollaboration.org/review/school-based-interventions-aggressive-behaviour-part2" type: review source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [campbell-collaboration, k-12, meta-analysis, school-discipline, sel] ``` This Campbell systematic review examined school-based education programmes targeting children's ability to interpret social situations to reduce aggressive behaviour, covering 47 studies of interventions delivered to selected children with behavioural problems or at-risk populations. Students who participated exhibited notably reduced aggressive and disruptive conduct compared to non-participants, with particularly strong effects for pull-out programmes serving at-risk groups outside regular classrooms. This companion review to Part I focuses specifically on targeted interventions rather than universal programs and demonstrates stronger effects for higher-risk populations. --- --- ### 952. Understanding 5Essentials School Averages and School Climate Malleability ```yaml url: "https://consortium.uchicago.edu/publications/5Essentials-2026-malleability-and-student-groups" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-05 date_source: listing authors: ["Christopher Young", "Holly Hart", "Luvuyo Magwaza", "Gregory Pollard"] document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal, sel, student-belonging] ``` Published May 2026. Examines the extent to which school climate is responsive to improvement efforts, the interrelationships among all five essentials, and how likely the essentials are to improve over time. Also investigates how well school averages represent the range of student experiences within Chicago Public Schools. --- --- ### 953. Research Agenda 2026–30 ```yaml url: "https://consortium.uchicago.edu/publications/research-agenda-2026-30" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-04 date_source: listing authors: ["Shanette Porter", "Rosa Ramirez Richter", "Marisa de la Torre", "Elaine Allensworth"] document_url: null doi: null license: null tags: [higher-ed, k-12, professional-development] ``` Published April 2026. Sets forth a five-year research agenda continuing some Consortium studies and outlining new investigations, reflecting stakeholder input and emphasizing research that is collaborative, responsive, and rooted in the communities served. The document outlines five priority focus areas for investigations into Chicago's educational system and commits to specific methodological approaches. --- --- ### 954. Combining Early Grade Assessments to Study Literacy Skills ```yaml url: "https://consortium.uchicago.edu/publications/combining-early-grade-assessments-to-study-literacy-skills" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-04 date_source: listing authors: ["Elaine Allensworth", "Alex Gordon", "Christopher Young"] document_url: null doi: null license: null tags: [early-childhood, english-learners, formative-assessment, k-12, literacy, longitudinal] ``` Published April 2026. Addresses considerable variability in literacy assessments taken in Kindergarten through second grade across schools, between multilingual learners and other students, and within students over time. Researchers examined several popular early grade assessments, developed latent scores of literacy development, and found that each assessment provides predictive information toward third-grade literacy outcomes with considerable overlap, enabling the production of metrics for studying school and district policies around literacy development. --- --- ### 955. Supports for Centering Student Experience ```yaml url: "https://consortium.uchicago.edu/publications/supports-for-centering-student-experience" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-03 date_source: listing authors: ["Faye S. Kroshinsky", "Mary Ann Pitcher", "Jackson Overton-Clark", "Shanette Porter"] document_url: null doi: null license: null tags: [formative-assessment, k-12, professional-development, qualitative-research, student-belonging] ``` Published March 2026. A field scan examining how educators utilize student experience data, identifying three key topics: shifting adult mindsets in shaping the use of student experience data, engaging students in data analysis, and fostering alignment across systems. Participants acknowledged technical and cultural challenges while expressing optimism about improvement potential through this work. --- --- ### 956. Co-Designing New Approaches to School Safety ```yaml url: "https://consortium.uchicago.edu/publications/co-designing-new-approaches-to-school-safety" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-03 date_source: listing authors: ["David W. Johnson"] document_url: null doi: null license: null tags: [k-12, qualitative-research, school-discipline, sel, student-belonging] ``` Published March 2026. A field scan capturing experiences of Chicago Public School officials and Community-Based Organization leaders who served on the district's Whole School Safety Steering Committee and co-developed the Whole School Safety Framework between 2020 and 2024. Community leaders viewed the co-design process as healing and restorative, finding that the framework helped ground safety plans in individual communities' perspectives, facilitated power-sharing, and supported the reimagining of safety with impact measured across student and family engagement and outcomes. --- --- ### 957. Connection, Trust, and Learning: Student Attendance in the Middle and High School Grades Following the COVID-19 Pandemic ```yaml url: "https://consortium.uchicago.edu/publications/connection-trust-and-learning" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-01 date_source: listing authors: ["Elaine Allensworth", "Meril Antony", "William Delgado", "Marisa de la Torre"] document_url: null doi: null license: null tags: [attendance, k-12, longitudinal, sel, student-belonging] ``` Published January 2026. Examines absenteeism in Chicago among students in grades 6–11, comparing post-pandemic to pre-pandemic years, finding that absenteeism increased significantly following COVID-19 while students' academic achievement remained strongly related to their attendance. Notably, school climate is strongly associated with attendance, and the connection is even stronger today than before the COVID-19 pandemic. --- --- ### 958. Illinois High School to Career Series: Precarious Prospects and Promising Pathways ```yaml url: "https://consortium.uchicago.edu/publications/illinois-high-school-to-career-series" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025-12 date_source: listing authors: ["Sarah Cashdollar", "Meg Bates", "Jenny Nagaoka", "Erin Mitchell", "Caitlin Clinton"] document_url: null doi: null license: null tags: [career-readiness, college-access, dropout-prevention, higher-ed, k-12, longitudinal] ``` Published December 2025. Tracks Illinois high school seniors from 2008–2012 through post-secondary education and into the workforce, examining demographic characteristics, degree attainment, and career earnings variation by household income level. Finds that while higher education correlates with higher earnings across all backgrounds, students from lower-income families earned less than peers with identical credentials, and that some sub-baccalaureate pathways led to good jobs — particularly benefiting men. --- --- ### 959. The Educational Attainment of Chicago Public Schools Students (2024) ```yaml url: "https://consortium.uchicago.edu/publications/the-educational-attainment-of-Chicago-Public-Schools-students-2024" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025-12 date_source: listing authors: ["Shelby Mahaffie", "Alexandra Usher", "Jenny Nagaoka", "Dominique McKoy"] document_url: null doi: null license: null tags: [college-access, dropout-prevention, higher-ed, k-12, longitudinal] ``` Published December 2025. Annual report examining how CPS students progress toward and through high school and college, tracking three key milestones: high school graduation, college enrollment, and college completion. Calculates an updated Post-secondary Attainment Index representing the proportion of current CPS ninth-graders who would complete any degree or certificate from a two-year or four-year college within ten years if current attainment rates held constant. --- --- ### 960. Parent Advisory Councils ```yaml url: "https://consortium.uchicago.edu/publications/parent-advisory-councils" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025-11 date_source: listing authors: ["Shanette Porter"] document_url: null doi: null license: null tags: [k-12, professional-development, qualitative-research] ``` Published November 2025. Reviews what is currently known about parent councils in the United States — both their implementation and impact — in order to provide parents, educators, and family engagement practitioners with guidance on building better parent councils. Synthesizes existing research to inform how councils can be structured and supported for greater effectiveness. --- --- ### 961. Using Data to Improve Schools ```yaml url: "https://consortium.uchicago.edu/publications/using-data-to-improve-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025-11 date_source: listing authors: ["Elaine Allensworth"] document_url: null doi: null license: null tags: [attendance, dropout-prevention, formative-assessment, k-12, professional-development] ``` Published November 2025. Addresses common myths and assumptions that divert attention from the data that matter most, and provides guidance on using systems for continuous improvement such as Early Warning Indicator (EWI) and Multi-Tiered Systems of Support (MTSS). Explains how schools can improve key performance areas — including attendance, test scores, and graduation rates — by identifying high-impact metrics and fostering a collaborative culture of improvement. --- --- ### 962. Organizing Schools for Improvement: Lessons from Chicago ```yaml url: "https://consortium.uchicago.edu/publications/organizing-schools-improvement-lessons-chicago" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2010-01 date_source: listing authors: ["Anthony S. Bryk", "Elaine Allensworth", "John Q. Easton", "Penny Bender Sebring", "Stuart Luppescu"] document_url: null doi: null license: null tags: [k-12, literacy, longitudinal, math-education, professional-development] ``` Published January 2010. Provides a detailed analysis of why students in 100 public elementary schools in Chicago substantially improved in reading and math over a seven-year period while students in another 100 schools did not. Identifies five essential supports for improvement — school leadership, professional capacity, parent-community ties, student-centered learning climate, and instructional guidance — and examines how community context shapes school improvement efforts. --- --- ### 963. Foundations for Young Adult Success: A Developmental Framework ```yaml url: "https://consortium.uchicago.edu/publications/foundations-young-adult-success-developmental-framework" type: framework source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2015-06 date_source: listing authors: ["Jenny Nagaoka", "Camille Farrington", "Stacy B. Ehrlich", "Ryan D. Heath", "David W. Johnson", "Sarah Dickson", "Ashley Cureton Turner", "Ashley Mayo", "Kathleen Hayes"] document_url: null doi: null license: null tags: [career-readiness, college-access, early-childhood, k-12, sel, student-belonging] ``` Published June 2015. Draws on wide-ranging evidence to show what young people need to develop from preschool to young adulthood to succeed in college and career, have healthy relationships, be engaged citizens, and make wise choices. Finds that rich experiences combining action and reflection help children develop critical skills, attitudes, and behaviors, while emphasizing that policies should ensure all children have consistent, supportive relationships — particularly for disadvantaged youth who face significant opportunity gaps. --- --- ### 964. Supporting Social, Emotional, and Academic Development: Research Implications for Educators ```yaml url: "https://consortium.uchicago.edu/publications/supporting-social-emotional-academic-development-research-implications-educators" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2018-10 date_source: listing authors: ["Elaine Allensworth", "Camille Farrington", "Molly F. Gordon", "David W. Johnson", "Kylie Klein", "Bronwyn McDaniel", "Jenny Nagaoka"] document_url: null doi: null license: null tags: [formative-assessment, k-12, professional-development, sel, student-belonging] ``` Published October 2018. Designed to help teachers and principals support equitable outcomes for all students by synthesizing UChicago Consortium research on school climate's influence on student achievement alongside other education research. Emphasizes the critical role of engagement and mindsets in student success and examines how educators can create strong school climates that support students, engage families as partners, and enable all students to have strong academic engagement. --- --- ### 965. Predictive Power of Grades and Other Indicators for English Learners ```yaml url: "https://consortium.uchicago.edu/publications/predictive-power-of-grades-and-other-indicators-for-english-learners" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025-07 date_source: listing authors: ["Elaine Allensworth", "Marisa de la Torre", "Kaitlyn Franklin", "Jinqing Xu"] document_url: null doi: null license: null tags: [college-access, dropout-prevention, english-learners, formative-assessment, k-12, longitudinal] ``` Published July 2025. Examines how various indicators predict high school graduation and college outcomes for different groups of English Learners who entered ninth grade between 2008–2017 in Chicago Public Schools, challenging the field's reliance on standardized test scores. Finds that GPAs were the most predictive of high school graduation, college enrollment, and degree completion for all English Learner groups, consistent with findings for non-English Learners. --- --- ### 966. Variability in the Grades Teachers Give: Teacher Grade Value-Add, Mismatch, and Long-Term Effects ```yaml url: "https://consortium.uchicago.edu/publications/variability-in-the-grades-teachers-give" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025-06 date_source: listing authors: ["Roy McKenzie", "Elaine Allensworth"] document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal, professional-development] ``` Published June 2025. Examines systematic differences in ninth-grade teachers' effects on students' course grades and their lasting influence on academic outcomes, finding that teacher effects are stable across years and predictive of students' long-term outcomes including eleventh-grade ACT scores, graduating GPA, and high school graduation. The analysis reveals that persistent effects from ninth-grade teachers correlate with long-term academic benefits, though the relationship between grading mismatches and outcomes shows more complex patterns. --- --- ### 967. Disparate Teacher Effects, Comparative Advantage, and Match Quality ```yaml url: "https://consortium.uchicago.edu/publications/disparate-teacher-effects-comparative-advantage-and-match-quality" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025-06 date_source: listing authors: ["William Delgado"] document_url: null doi: null license: null tags: [k-12, longitudinal, professional-development] ``` Published June 2025. Addresses whether teacher impacts vary across student subgroups and how this knowledge could enhance policy effectiveness, developing a new analytical approach introducing "revealed comparative advantage" as a measure capturing how teachers affect outcome gaps between groups. The methodological framework has implications for both policy efficiency and equity in education, showing that a teacher's comparative advantage for one subgroup can yield substantial test score improvements for that group with no effect on others. --- --- ### 968. Using the Freshman On-Track Indicator to Improve High Schools in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/using-the-freshman-on-track-indicator-to-improve-high-schools-in-chicago" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025-04 date_source: listing authors: ["Elaine Allensworth"] document_url: null doi: null license: null tags: [attendance, college-access, dropout-prevention, formative-assessment, k-12, longitudinal] ``` Published April 2025. Explains how Chicago Public Schools improved graduation rates through an iterative research-policy-practice process over fifteen years, centering on the Freshman OnTrack indicator that signals a student's likelihood of graduating and is used for goal-setting and accountability. The system includes real-time data reports, diagnostic tools, research findings, and staff support structures designed to keep ninth-grade students on track for high school completion. --- --- ### 969. How Did Chicago Connected Broadband Access Affect Remote Learning During COVID-19? ```yaml url: "https://consortium.uchicago.edu/publications/how-did-chicago-connected-broadband-access-eligibility-and-participation-affect-remote-learning-engagement-and-achievement-during-the-COVID-19-pandemic" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025-03 date_source: listing authors: ["Jared N. Schachner", "Nicole P. Marwell", "Marisa de la Torre", "Julia A. Gwynne", "Elaine Allensworth"] document_url: null doi: null license: null tags: [computer-assisted-learning, digital-learning-platforms, k-12, longitudinal] ``` Published March 2025. Examined the educational effects of Chicago Connected, a broadband internet expansion initiative, analyzing whether eligibility for and participation in the program affected engagement in remote learning during fall 2020 and GPAs in fall 2020 and spring 2021 among grades 5–8 students. Provides evidence on how home internet access shaped student academic outcomes during the COVID-19 pandemic's shift to remote instruction. --- --- ### 970. Student Experiences through the COVID-19 Pandemic: Attendance, Online Learning Platform Use, and Annual Survey Reports ```yaml url: "https://consortium.uchicago.edu/publications/student-experiences-through-the-COVID-19-pandemic" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025-02 date_source: listing authors: ["Julia A. Gwynne", "Elaine Allensworth", "Christopher Young", "Holly Hart"] document_url: null doi: null license: null tags: [attendance, digital-learning-platforms, k-12, longitudinal, sel, student-belonging] ``` Published February 2025. Examines student experiences in Chicago Public Schools across grades K–12 during the remote/hybrid school year (2020–21) and two subsequent recovery years through 2022–23, addressing attendance patterns, online learning platform engagement, and 5Essentials Survey results measuring school relationships and academic engagement. Documents changes in instructional time, student-teacher relationships, social skills, perseverance, and perceived support systems during the pandemic disruption. --- --- ### 971. Early Insights from the Revalidation of the Cultivate Survey ```yaml url: "https://consortium.uchicago.edu/publications/early-insights-from-the-revalidation-of-the-cultivate-survey" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025-01 date_source: listing authors: ["Shanette Porter", "Andria Shyjka", "Karina Kling"] document_url: null doi: null license: null tags: [formative-assessment, k-12, qualitative-research, sel, student-belonging] ``` Published January 2025. Examines whether the Cultivate Survey accurately and reliably measures students' experiences of learning conditions in Chicago Public Schools and whether improvements in those conditions predict increases in students' sense of feeling valued. Finds the survey reliably captures learning conditions across all student groups without bias, and that improving students' experiences of their learning conditions from fall to spring predicts substantial and positive changes in how valued students feel. --- --- ### 972. English Learners in Chicago Public Schools: A Spotlight on High School Students ```yaml url: "https://consortium.uchicago.edu/publications/english-learners-in-chicago-public-schools-a-spotlight-on-high-school-students" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2024-11 date_source: listing authors: ["Marisa de la Torre", "Alyssa Blanchard", "Kaitlyn Franklin", "Carlos Angeles", "Elaine Allensworth"] document_url: null doi: null license: null tags: [college-access, dropout-prevention, english-learners, k-12, longitudinal] ``` Published November 2024. Examines high school outcomes, college enrollment, and two-year persistence rates for English Learners in Chicago Public Schools, distinguishing between students who remained English Learners in high school and those who previously held that classification. Finds that formerly classified English Learners demonstrated higher-than-average outcomes in GPA, SAT scores, and college persistence, while long-term English Learners faced greater academic challenges and late-arriving English Learners showed mixed results. --- --- ### 973. The Educational Attainment of Chicago Public Schools Students (2023) ```yaml url: "https://consortium.uchicago.edu/publications/the-educational-attainment-of-Chicago-Public-Schools-students-2023" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2024-10 date_source: listing authors: ["Shelby Mahaffie", "Alexandra Usher", "Jenny Nagaoka", "Dominique McKoy"] document_url: null doi: null license: null tags: [college-access, dropout-prevention, higher-ed, k-12, longitudinal] ``` Published October 2024. Annual report tracking how CPS students progress on the path to and through high school and college, examining high school graduation, college enrollment, and college completion milestones and tracking how rates have changed across time. Calculates a Post-secondary Attainment Index representing the proportion of current CPS ninth-graders projected to complete any degree or certificate from a two-year or four-year college within ten years. --- --- ### 974. Measuring Patterns of Immediate and Continued College Enrollment among CPS Graduates ```yaml url: "https://consortium.uchicago.edu/publications/measuring-patterns-of-immediate-and-continued-college-enrollment-among-CPSs-graduates" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2024-10 date_source: listing authors: ["Shelby Mahaffie", "Jenny Nagaoka", "Alexandra Usher"] document_url: null doi: null license: null tags: [college-access, higher-ed, k-12, longitudinal] ``` Published October 2024. Examines the To&Through Project's definitions and measurement approaches for college enrollment and persistence metrics for Chicago Public Schools graduates, clarifying how immediate college enrollment is defined and how college persistence rates are calculated. Reports rates for both associate and bachelor's degree institutions and explains methodological updates to ensure accurate tracking of student pathways through post-secondary education. --- --- ### 975. Removing Police Officers from Chicago Schools: Trends and Outcomes ```yaml url: "https://consortium.uchicago.edu/publications/removing-police-officers-from-Chicago-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2024-06 date_source: listing authors: ["Amy Arneson", "Rebecca Hinze-Pifer", "Kaitlyn Franklin", "David W. Johnson"] document_url: null doi: null license: null tags: [k-12, longitudinal, school-discipline, student-belonging] ``` Published June 2024. Examines what happened when Chicago Public Schools began removing School Resource Officers from its high schools during the 2020–21 school year, finding that schools removed SROs without detrimental changes in student disciplinary outcomes or perceptions of school climate. Research was conducted by investigators from the UChicago Consortium, University of Illinois Urbana-Champaign, and Lurie Children's Hospital's Center for Childhood Resilience. --- --- ### 976. Mitigating the Academic Impacts of Proximity to Homicide: The Role of Schools ```yaml url: "https://consortium.uchicago.edu/publications/mitigating-the-academic-impacts-of-proximity-to-homicide" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2024-06 date_source: listing authors: ["David W. Johnson", "Rebecca Hinze-Pifer", "David Orta", "Samantha Guz"] document_url: null doi: null license: null tags: [k-12, longitudinal, school-discipline, sel, student-belonging] ``` Published June 2024. Examines how community violence affects Chicago Public Schools students and whether schools can protect them from these impacts, demonstrating that schools can and do mitigate the negative impacts of adversity that young people experience. Key findings reveal that proximity to homicide negatively affected academic performance, but schools with strong climates featuring engaging instruction and trusting relationships helped counteract these effects. --- --- ### 977. Who Benefits From Attending Effective Schools? Examining Heterogeneity in High School Impacts ```yaml url: "https://consortium.uchicago.edu/publications/who-benefits-from-attending-effective-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2024-05 date_source: listing authors: ["Kirabo Jackson", "Shanette Porter", "John Q. Easton", "Sebastián Kiguel"] document_url: null doi: null license: null tags: [college-access, dropout-prevention, k-12, longitudinal] ``` Published May 2024. Examines how students with different educational backgrounds benefit from attending effective high schools, finding that all students benefit but the least advantaged students experience the largest improvements in high school graduation, college-going, and school-based arrests. Highlights that less advantaged students gain the most from schools' non-test-score dimensions of quality, though more advantaged students are disproportionately likely to attend the most effective schools. --- --- ### 978. The Four Years Fallacy: Four-Year vs. Six-Year Bachelor's Degree Completion Rates ```yaml url: "https://consortium.uchicago.edu/publications/the-four-years-fallacy" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2023-12 date_source: listing authors: ["Jenny Nagaoka", "Shelby Mahaffie", "Alexandra Usher", "Amy Arneson"] document_url: null doi: null license: null tags: [college-access, higher-ed, longitudinal] ``` Published December 2023. Joint study by the UChicago Consortium and the To&Through Project examining important differences between four-year and six-year completion rates for Chicago Public Schools graduates who received bachelor's degrees, investigating completion trends for 2004–14 CPS graduates across different colleges, high schools, student GPAs, ACT scores, and demographic groups. Finds that while only 30% of CPS graduates completed degrees within four years, this rate increased to 51% when measured over six years — with significant implications for how institutions and policymakers measure college success. --- --- ### 979. Family Playbook: Effective Principal Leadership ```yaml url: "https://consortium.uchicago.edu/publications/family-playbook-effective-principal-leadership" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025-06 date_source: listing authors: ["Rosa Ramirez Richter", "Jessica Tansey"] document_url: null doi: null license: null tags: [formative-assessment, k-12, professional-development] ``` Published June 2025. Helps parents and community leaders better understand what great principals do and how to work together to build strong, supportive school communities, addressing what research says effective principals do, how parents can work with principals, and how to use data to learn more about their school. Includes supplementary materials for Local School Council members on principal hiring, evaluation, and support. --- --- ### 980. Family Playbook: How Can We Understand Students' Progress in School? ```yaml url: "https://consortium.uchicago.edu/publications/family-playbook-how-can-we-understand-students-progress-in-school" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025-03 date_source: listing authors: ["Rosa Ramirez Richter", "Alexandra Usher", "Jessica Tansey", "Dominique McKoy"] document_url: null doi: null license: null tags: [attendance, college-access, formative-assessment, k-12] ``` Published March 2025. Provides families with key information and research to support informed decision-making, emphasizing that grades and attendance from pre-K through 12th grade are the most important ingredients for students' success in and after high school. Addresses what research indicates about grades, attendance, standardized tests, and on-track metrics, and how families can collaborate with Chicago Public Schools educators to access and act on this information. --- --- ### 981. Family Playbook: School Suspensions, Discipline and Restorative Justice ```yaml url: "https://consortium.uchicago.edu/publications/family-playbook-school-suspensions-discipline-restorative-justice" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2024-06 date_source: listing authors: ["Rosa Ramirez Richter", "Vanessa Gutiérrez", "Jessica Tansey", "Gregory Pollard", "Chen An"] document_url: null doi: null license: null tags: [k-12, school-discipline, sel, student-belonging] ``` Published June 2024. Helps parents understand discipline data and research, covering how suspensions impact all students, disparities in suspension rates, and the benefits of restorative justice approaches in schools. Provides concrete actions parents can take to learn more about their child's school's approach to school discipline and school climate. --- --- ### 990. ALAS (Achievement for Latinos through Academic Success) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/22" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2006-10 date_source: listing authors: null document_url: null doi: null license: null tags: [dropout-prevention, english-learners, k-12, wwc] ``` ALAS (Achievement for Latinos through Academic Success) is a dropout prevention program for grades 7–9 that assigns each student a counselor/mentor who monitors attendance, behavior, and grades while providing student training in problem-solving and parent training in school engagement. One qualifying study was reviewed, showing potentially positive effects on both staying in school and progressing in school through ninth grade. The sample was 96% Hispanic, 91% receiving free/reduced-price lunch, and 23% English learners in an urban California setting. --- --- ### 999. Arthur (English Language Development) ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/32" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2006-09 date_source: listing authors: null document_url: null doi: null license: null tags: [digital-learning-platforms, early-childhood, english-learners, k-12, literacy, wwc] ``` Arthur is a book-based educational television program for ages 4–8 featuring an 8-year-old aardvark character in 30-minute episodes addressing moral issues, used as a listening comprehension and language development tool for English language learners. One qualifying study was reviewed for kindergarten ELL students (100% English learners, 80% free/reduced-price lunch, urban setting), finding potentially positive effects on English language development. The program received a Tier 3 (Promising) evidence rating under the WWC English Language Learners protocol. --- --- ### 1003. Connect with Kids ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/104" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2006-09 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, sel, wwc] ``` Connect with Kids is a character education program for grades 3–12 that uses videos, discussion questions, activities, and a website to promote prosocial attitudes and positive behavior through core character values, with implementation flexibility ranging from one semester to a full year. One qualifying study was reviewed, finding potentially positive effects on middle and high school students' behavior. The program received a Tier 3 (Promising) evidence rating under the WWC Character Education protocol. --- --- ### 1008. DaisyQuest ```yaml url: "https://ies.ed.gov/ncee/wwc/InterventionReport/128" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2006-09 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, digital-learning-platforms, early-childhood, literacy, prekindergarten, wwc] ``` DaisyQuest is a software bundle providing computer-assisted instruction in phonological awareness for children ages 3–7 (preschool through grade 2), using activities that teach rhyming, sound recognition, and phoneme blending within a fairy tale narrative framework. The WWC reviewed 4 qualifying studies out of 4 eligible studies, finding positive effects on alphabetics under the Beginning Reading protocol. The program received a Tier 3 (Promising) evidence rating. --- --- ### 1012. Leveraging Interview-Informed LLMs to Model Survey Responses: Comparative Insights from AI-Generated and Human Data ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/973" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-01-14 date_source: listing authors: ["Zhang, Jihong", "Liang, Xinya", "Anqi, Deng", "Bonge, Nicole", "Tan, Lin", "Zhang, Ling", "Zarrett, Nicole"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/973/265" doi: null license: null tags: [genai, jedm, learning-engineering, llm-application, qualitative-research] ``` This study examines whether large language models guided by personal interviews can reliably predict human survey responses. Using exercise behavior questionnaires and staff interviews as a case study, the researchers found that while LLMs capture general response patterns, they exhibit reduced variability compared to humans. Key findings indicate that interview content matters more than demographic data, negatively-worded questions prove challenging for models, and "LLMs faltered in reconstructing the test's psychometric structure." Published January 14, 2026, by Zhang et al. (University of Arkansas, University of Wyoming, University of South Carolina). --- --- ### 1013. Data Plus Theory Equals Codebook: Leveraging LLMs for Human-AI Codebook Development ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/1001" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-01-24 date_source: listing authors: ["Zambrano, Andres Felipe", "Wei, Zhanlan", "Zhang, Jiayi", "Baker, Ryan S", "Ocumpaugh, Jaclyn", "Barany, Amanda", "Liu, Xiner", "Zhou, Yiqiu", "Paquette, Luc", "Ginger, Jeffrey", "Borchers, Conrad"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/1001/267" doi: null license: null tags: [automated-feedback, genai, jedm, learning-engineering, llm-application, qualitative-research] ``` The researchers examined how GPT-4o can support theory-grounded codebook creation in educational contexts. Across two studies, they tested a method combining established learning theories, think-aloud protocols, and human refinement. Results demonstrated that the AI successfully identified self-regulated learning concepts in student work. When comparing prompting strategies in a game-based learning study, naming theories without full references yielded the most practical codebooks, while supplying complete papers enhanced theoretical fidelity but reduced usability. Published January 24, 2026, by Zambrano, Wei, Zhang, Baker et al. --- --- ### 1014. Automating Self-Affirmation Essay Coding: Fine-Tuned BERT Performance Comparable to Human Coders and Comparison with GPT-4 ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/974" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-01-30 date_source: listing authors: ["Ye, Cong", "Borman, Trisha", "Borman, Geoffrey"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/974/269" doi: null license: null tags: [automated-feedback, jedm, learning-engineering, llm-application, nlp, student-belonging] ``` The researchers developed a machine learning approach to automate the labor-intensive process of evaluating student self-affirmation writing exercises. Using a fine-tuned BERT model, they achieved performance matching human raters with a Cohen's Kappa of 0.85 (compared to 0.83 between human coders). While GPT-4 demonstrated reasonable zero-shot accuracy, it underperformed the specialized model, and few-shot prompting provided minimal improvement. The fine-tuned model maintained consistent accuracy across diverse student groups and demonstrated strong generalizability when tested on external datasets. Published January 30, 2026, by Ye, Borman, and Borman (AIR and Arizona State University). --- --- ### 1015. Human-AI Collaboration for Qualitative Analysis in Participatory Design: Refining the Writing Analytics Tool ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/1023" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-02-20 date_source: listing authors: ["Potter, Andrew", "Serhan, Zeinab", "Patne, Nishad", "Öncel, Püren", "Ahmed, Ishrat", "Arner, Tracy", "Islam, Rezwana", "Roscoe, Rod", "Allen, Laura", "Crossley, Scott", "McNamara, Danielle"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/1023/273" doi: null license: null tags: [genai, jedm, learning-engineering, llm-application, qualitative-research, writing-instruction] ``` This research presents a hybrid methodology combining human and artificial intelligence for examining qualitative data during the development of the Writing Analytics Toolkit (WAT). The study involved nine college writing instructors participating in focus groups to provide feedback on an early WAT prototype. Researchers used GPT-4o within a secure system to "generate inductive codes and preliminary themes from transcripts," which were then refined through human review. Four design priorities emerged: clearer feedback, greater instructor customization, reduced administrative load, and an improved interface. Published February 20, 2026, by Potter, Serhan, Patne et al. (Arizona State University team). --- --- ### 1016. Integrating Topic Modeling and LLM Prompt Engineering into a Human-driven Approach to Analyze Interview Transcripts ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/1008" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-02-22 date_source: listing authors: ["Ober, Teresa M", "Courey, Karyssa A", "Flor, Michael"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/1008/275" doi: null license: null tags: [jedm, learning-engineering, llm-application, nlp, qualitative-research] ``` This research presents a hybrid methodology combining topic modeling, large language model prompting, and human coding to analyze qualitative data. The study applied this framework to focus group interviews with 13 U.S. teachers examining how communication and digital literacy skills are conceptualized and assessed in competency-based education settings. The authors demonstrate that this computational approach supports "construct alignment, thematic stability, and methodological transparency" while maintaining data richness. A key finding emphasizes the importance of human guidance in directing AI outputs and preserving theoretical coherence. Published February 22, 2026, by Ober, Courey, and Flor (ETS and Rice University). --- --- ### 1017. A Framework for Considering Exploration, Interpretation, and Confirmation During Data Analysis: Computationally Assisted Analysis of Teacher-Group Interactions ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/1030" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-03-03 date_source: listing authors: ["Hur, Paul", "Palaguachi, Chris", "Machaka, Nessrine", "Krist, Christina", "Dyer, Elizabeth", "D’Angelo, Cynthia", "Bosch, Nigel"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/1030/277" doi: null license: null tags: [genai, jedm, k-12, learning-engineering, math-education, nlp] ``` The researchers introduce a framework distinguishing three analytical stages — exploration, interpretation, and confirmation — and classify each as primarily human- or computer-led. They demonstrate this approach through analyzing teacher-student group interactions in high school mathematics classrooms using 15 videos from three instructors. Their computational pipeline combined pose detection, audio analysis, and large-language-model indicators to flag 317 interaction events across 21 student groups. The study revealed that computational tools showed preferences for detecting spatial proximity rather than discourse changes, illustrating how "leadership in exploration shaped what became detectable." Published March 3, 2026, by Hur, Palaguachi, Machaka et al. --- --- ### 1018. Comparing Zero-Shot Large Language Model Prompting with Human Coding of Theory Concepts in Student Essays ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/1034" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-04-06 date_source: listing authors: ["Keith, Shelley", "Pavlik, Jr., Philip", "Stives, Kristin", "Kerr, Laura"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/1034/282" doi: null license: null tags: [automated-feedback, genai, higher-ed, jedm, learning-engineering, llm-application] ``` This research investigates how well large language models perform when coding content errors in college essays about criminological theories, comparing their accuracy to human coders. The study evaluated four different LLMs across multiple prompt variations and theory dimensions. Key findings reveal that Claude Sonnet 4 delivered superior performance while GPT-4.1 Mini underperformed. "Error rates were lowest when identifying whether students listed a concept, and highest when assessing whether definitions were correct," and the models struggled more with intricate theories than simpler ones. Published April 6, 2026, by Keith, Pavlik, Stives, and Kerr (University of Memphis, Seton Hall, Grand Valley State). --- --- ### 1019. Seeing Is Solving: MLLMs, Reasoning, and Refusal in Visual Math ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/1088" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-04-05 date_source: listing authors: ["Croteau, Ethan", "Heffernan, Neil"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/1088/281" doi: null license: null tags: [genai, intelligent-tutoring, jedm, learning-engineering, llm-application, math-education] ``` The research examines how six contemporary multimodal language models handle math problems requiring visual information. The study tested 376 middle-school items from Illustrative Mathematics where diagrams contained essential task-critical information. With images, "the top-performing reasoning models achieve accuracy in the mid-50%, while non-reasoning models fall in the mid-30s to low-40s." When images were unavailable, models predominantly declined to answer rather than guess incorrectly. The authors recommend that tutoring systems gate automated scoring based on visual evidence availability and suggest incorporating structured visual descriptions to improve accessibility. Published April 5, 2026, by Croteau and Heffernan (Worcester Polytechnic Institute). --- --- ### 1020. Large Language Models Generalize SRL Prediction to New Languages Within But Not Between Domains ```yaml url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/856" type: paper source: "Journal of Educational Data Mining" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025-09-08 date_source: listing authors: ["Borchers, Conrad", "Zhang, Jiayi", "Fleischer, Hendrik", "Schanze, Sascha", "Aleven, Vincent", "Baker, Ryan"] document_url: "https://jedm.educationaldatamining.org/index.php/JEDM/article/view/856/259" doi: null license: null tags: [cmu-learnlab, intelligent-tutoring, jedm, learning-engineering, llm-application, nlp] ``` The researchers examined whether LLM-based classifiers trained in one language could effectively identify self-regulated learning (SRL) behaviors when applied to another language. Using OpenAI's text-embedding-3-small model, they analyzed think-aloud protocols from 26 students across German and American universities working with chemistry and formal logic tutoring systems. They predicted four SRL categories based on the Winne-Hadwin model. The key finding: models demonstrated strong cross-linguistic transfer "within but not between domains," with performance declining due to "linguistic differences in subject-specific terminology and unawareness of instructional context." Published September 8, 2025, by Borchers, Zhang, Fleischer, Schanze, Aleven, and Baker (CMU and University of Pennsylvania). --- --- ### 1021. Evaluating 21st-Century Competencies in Postsecondary Curricula with Large Language Models: Performance Benchmarking and Reasoning-Based Prompting Strategies ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/9127" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-02-25 date_source: listing authors: ["Xu, Zhen", "Guan, Xin", "Shi, Chenxi", "Chen, Qinhao", "Yu, Renzhe"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/9127/7951" doi: null license: null tags: [formative-assessment, genai, higher-ed, learning-engineering, llm-application] ``` This research examines how effectively postsecondary programs embed 21st-century competencies using AI-powered curricular analytics. The team analyzed 7,600 manually annotated alignment scores across 38 competencies and 200 courses spanning five document types. Key findings indicate that "detailed instructional activity descriptions are the most informative type of curriculum document" for this analysis. While open-weight language models performed comparably to proprietary ones on broader assessments, none achieved human-level accuracy in nuanced pedagogical evaluation. The researchers introduced a "curricular chain-of-thought" strategy that yielded modest improvements in detecting complex instructional evidence. Published February 25, 2026, by Xu, Guan, Shi, Chen, and Yu (Columbia University). --- --- ### 1022. Profiling Pre-service Teachers' Computational Thinking: The Role of Metacognition and Coding Experience ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/9077" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-03-14 date_source: listing authors: ["Chichekian, Tanya", "Cutumisu, Maria", "Savard, Annie", "Zhang, Yi-Mei"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/9077/7953" doi: null license: null tags: [formative-assessment, higher-ed, learning-engineering, professional-development] ``` This research examines how trainee educators develop computational thinking skills. The study surveyed 128 participants and found that "metacognitive strategies and prior coding experience significantly predict profile membership," revealing three distinct skill levels among the group. The researchers identified important connections between cognitive awareness, hands-on programming background, and problem-solving capability. The work suggests that understanding these patterns could help design better training programs for educators preparing to teach computational skills in elementary and secondary schools. Published March 14, 2026, by Chichekian, Cutumisu, Savard, and Zhang (Université de Sherbrooke and McGill University). --- --- ### 1023. Assessing Patterns of Students' Attainment of Professional Standards in Higher Education ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/9035" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-03-15 date_source: listing authors: ["Barthakur, Abhinava", "Jovanović, Jelena", "Baker, Ryan", "Kovanović, Vitomir", "Deneen, Christopher C", "Dawson, Shane"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/9035/7961" doi: null license: null tags: [formative-assessment, higher-ed, learning-engineering, longitudinal] ``` The research addresses a gap in higher education assessment by proposing a novel curriculum analytics method. Rather than relying on traditional approaches, the authors present "an approach that uses psychometric modelling and learning analytics to identify distinct patterns in learners' acquisition of professional standards." This method enables automated inference of student competency without requiring alterations to current grading systems, offering institutions a scalable way to evaluate professional readiness alongside traditional GPA measures. Published March 15, 2026, by Barthakur, Jovanović, Baker, Kovanović, Deneen, and Dawson (Adelaide University and University of Belgrade). --- --- ### 1024. Assessing 21st Century Competencies: A Two-Case Study on Curriculum Analytics to Inform Continuous Improvement in Higher Education ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/9131" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-03-15 date_source: listing authors: ["Hernández-Campos, Mónica", "Hilliger, Isabel", "García-Peñalvo, Francisco-José"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/9131/7957" doi: null license: null tags: [formative-assessment, higher-ed, learning-engineering, qualitative-research] ``` This research examines how curriculum analytics tools support learning outcomes assessment aligned with modern competencies. The authors conducted a two-case study involving interviews, cognitive walkthroughs, and document reviews at two universities. Their analysis identified 18 themes with nine reaching full researcher consensus. The findings indicate that these analytics tools effectively produce "actionable insights that guide faculty toward more authentic and reflective teaching practices," bridging assessment and pedagogical improvement for higher education institutions seeking to implement competency-based education frameworks. Published March 15, 2026, by Hernández-Campos, Hilliger, and García-Peñalvo (Instituto Tecnológico de Costa Rica, UC Chile, Universidad de Salamanca). --- --- ### 1025. A GAI-Based Chatbot for Scaffolding Self-Regulated Learning: Insights from a Design-Based Research Approach ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/9143" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-03-15 date_source: listing authors: ["Hilliger, Isabel", "Pérez-Sanagustín, Mar", "González, Carlos", "Villalobos, Esteban", "Celis, Sergio"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/9143/7959" doi: null license: null tags: [genai, genai-tutoring, higher-ed, learning-engineering, llm-application, personalized-learning] ``` The research explores how generative AI chatbots can support student learning while addressing concerns about overreliance and diminished critical thinking. Through three design cycles with 276 students across 10 courses, the tool evolved into "a dynamic, course-integrated tool capable of supporting personalized, Socratic-style dialogue." Key findings emphasize that students need structured guidance to engage meaningfully with AI, and that effective implementation requires collaboration between educators, learners, and AI systems to ensure "GAI enhances deep learning and independent thought" rather than replacing human instruction. Published March 15, 2026, by Hilliger, Pérez-Sanagustín, González, Villalobos, and Celis. --- --- ### 1026. Modelability as a Strategy for Improving the Generalizability and Scalability of Predictive Models ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/9099" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-03-14 date_source: listing authors: ["Xu, Alice", "Zhang, Yunyi", "Blake, Adam", "Stigler, James"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/9099/7955" doi: null license: null tags: [digital-learning-platforms, higher-ed, learning-engineering, personalized-learning] ``` The researchers introduce the concept of a "modelable world" — an educational environment designed to support development of predictive models that work across different contexts. They identify three core design principles: implementing valid and interpretable measurements, ensuring scalable and stable implementation, and creating a collaborative ecosystem connecting research, practice, and technology. Through a case study of CourseKata, an online textbook platform used across multiple institutions, the team developed early prediction models for student performance demonstrating "effective generalizability across diverse educational contexts." Published March 14, 2026, by Xu, Zhang, Blake, and Stigler (UCLA and CourseKata). --- --- ### 1027. Beyond Time on Task: A Novel Analytical Framework for Assessing Student Workload and Its Relationship with Learning ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8725" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-03-18 date_source: listing authors: ["V. Sargent, Paul", "Hilliger, Isabel", "A. Baier, Jorge"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8725/7963" doi: null license: null tags: [formative-assessment, higher-ed, learning-engineering, longitudinal] ``` This research examines how workload dynamics correlate with student learning outcomes, moving beyond simple time-on-task averages. The researchers analyzed data from 14 engineering courses using three sources: self-reported weekly timesheets, learning management system interactions, and course evaluations. Key findings indicate that "workload dynamics metrics, such as the presence of workload peaks, were highly correlated with perceived learning and perceived difficulty." The framework proposes practical tools for educators to optimize course design and improve student learning outcomes. Published March 18, 2026, by Sargent, Hilliger, and Baier (Pontificia Universidad Católica de Chile and Instituto Milenio Fundamentos de los Datos). --- --- ### 1028. 12 Heuristics for Learning Analytics in Simulation-Based Professional Learning ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/9141" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-03-20 date_source: listing authors: ["Harrington, Susan", "Sellberg, Charlott"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/9141/7965" doi: null license: null tags: [formative-assessment, higher-ed, learning-engineering, professional-development] ``` The research develops evaluation frameworks for learning analytics in simulation-based professional training. The study addresses how to create appropriate assessment heuristics by combining theoretical frameworks with empirical findings, then refining them through expert collaboration. The resulting framework supports assessment across "technological, pedagogical, and social dimensions of professional learning" in simulation environments, offering researchers and practitioners a structured approach to evaluating analytics interventions in high-fidelity training contexts. Published March 20, 2026, by Harrington and Sellberg (Linköping University and University of Gothenburg). --- --- ### 1029. Learning Analytics to Uncover Ethnic Bias in Educational Texts: An Ensemble Learning Approach ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8905" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-02-25 date_source: listing authors: ["Albuquerque, Josmario", "Rienties, Bart", "Hlosta, Martin", "Holmes, Wayne"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8905/7949" doi: null license: null tags: [ai-ethics, digital-learning-platforms, inclusive-design, learning-engineering, nlp] ``` This research explores using machine learning to automatically detect ethnic bias in text-based educational materials. The study examined 345 labeled text samples assessed by 193 students from diverse ethnic backgrounds. Researchers tested multiple classification models, finding that support vector machines and random forests performed best for bias identification. The authors note that "biased content, particularly in text-based learning materials such as textbooks, lesson plans, and course excerpts" can harm student outcomes, and the work aims to support human reviewers through automated detection while contributing to more equitable educational technologies. Published February 25, 2026, by Albuquerque, Rienties, Hlosta, and Holmes. --- --- ### 1030. Human-Centred Development of Indicators for Self-Service Learning Analytics: A Transparency through Exploration Approach ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8921" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-03-22 date_source: listing authors: ["Joarder, Shoeb", "Chatti, Mohamed Amine"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8921/7969" doi: null license: null tags: [ai-ethics, data-sharing, higher-ed, learning-engineering, pii-privacy] ``` The researchers investigated how to achieve transparent learning analytics by empowering end-users. They developed and evaluated the Indicator Editor through human-centered design methods with 15 participants. Their findings demonstrate that "supporting user interaction and providing user control in the indicator implementation process can have positive effects on different crucial aspects of LA, namely transparency, trust, satisfaction, and acceptance." The study focuses on self-service learning analytics as a means to address trust and acceptance challenges when educational insights and recommendations lack transparent reasoning. Published March 22, 2026, by Joarder and Chatti (University of Duisburg-Essen). --- --- ### 1031. Temporal Network Analysis of Collaborative Prototyping from a Knowledge Creation Perspective ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8959" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-03-22 date_source: listing authors: ["Ohsaki, Ayano", "Tan, Yuanru", "Eagan, Brendan", "Shaffer, David Williamson", "Swiecki, Zachari"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8959/7967" doi: null license: null tags: [higher-ed, learning-engineering, qualitative-research] ``` The research examines prototyping sessions across three design disciplines to understand collaborative problem-solving through a knowledge creation lens. The study analyzed "teams' shared epistemic agency, segmenting activities into three phases based on idea improvement patterns." The findings revealed that engineers prioritized generative actions, product designers focused on mutual understanding, and service designers addressed knowledge gaps. The authors propose design principles including attention to disciplinary differences, timely educator support, and shorter task durations to facilitate idea sharing. Published March 22, 2026, by Ohsaki, Tan, Eagan, Shaffer, and Swiecki. --- --- ### 1032. Function Art: Understanding the Artistic Transformation of Mathematical Functions through Learning Analytics ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/9037" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-03-30 date_source: listing authors: ["Bautista, Guillermo", "Cacuyong, Roderick", "Lavicza, Zsolt", "Sabitzer, Barbara", "Emara, Mona"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/9037/7971" doi: null license: null tags: [digital-learning-platforms, k-12, learning-engineering, math-education] ``` This research examines how students in grades 8–12 engage with mathematical functions creatively using function art, a STEAM-based method. The study involved 400 Philippine students creating digital artworks in GeoGebra. Through hierarchical clustering analysis, researchers identified three learner profiles: "Repetitivists" (quantity-focused), "Simplists" (limited use), and "Multifunctionists" (diversity-focused). Using TIMSS cognitive frameworks, findings revealed that students' strategic approaches and precision in transformations varied independently from how many or which function types they employed, suggesting function art offers valuable insights for interdisciplinary STEAM instruction. Published March 30, 2026, by Bautista Jr., Cacuyong, Lavicza, Sabitzer, and Emara. --- --- ### 1038. Learning Analytics for Early Identification of At-Risk Students and Feedback Intervention ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8735" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025-11-30 date_source: listing authors: ["Dai, Wei", "Lin, Jionghao", "Jin, Flora Ji-Yoon", "Tsai, Yi-Shan", "Srivastava, Namrata", "Le Bodic, Pierre", "Gašević, Dragan", "Chen, Guanliang"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8735/7943" doi: null license: null tags: [automated-feedback, dropout-prevention, higher-ed, learning-engineering, personalized-learning] ``` The study addresses supporting academically vulnerable students by combining predictive machine learning models with theoretically-grounded intervention feedback. Researchers developed models using prior course data to identify at-risk students, then delivered email interventions designed around relational feedback principles. Results demonstrated strong model accuracy (AUC scores exceeding 0.8), with over 30% of flagged students engaging previously unvisited learning materials within two weeks. Survey respondents indicated satisfaction with the intervention, though they preferred "receiving the intervention more frequently than the twice-per-semester frequency." Published November 30, 2025, by Dai, Lin, Jin, Tsai, Srivastava, Le Bodic, Gašević, and Chen. --- --- ### 1039. Augmented Reality Enhanced Analytics for Education: A Systematic Review ```yaml url: "https://learning-analytics.info/index.php/JLA/article/view/8447" type: paper source: "Journal of Learning Analytics" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025-12-15 date_source: listing authors: ["Singh, Manjeet", "Bangay, Shaun", "Sajjanhar, Atul"] document_url: "https://learning-analytics.info/index.php/JLA/article/view/8447/7945" doi: null license: null tags: [digital-learning-platforms, higher-ed, k-12, learning-engineering, meta-analysis] ``` This systematic literature review examines augmented reality (AR) applications that utilize enhanced analytics in educational settings, covering publications from 2000 to 2025 across primary, secondary, and higher education sectors. The authors note that "AR enhanced analytics expand measures of engagement and effectiveness" while identifying both advantages and challenges in implementation. The research highlights how combining AR with learning analytics enables "richer, unobtrusive, real-time insights into student learning processes," potentially advancing understanding of student engagement, motivation, behavior, and skill acquisition beyond traditional assessment methods. Published December 15, 2025, by Singh, Bangay, and Sajjanhar (Deakin University). --- --- ### 1040. Universal Preschool in California: Promising Practices for Mixed Delivery Systems ```yaml url: "https://learningpolicyinstitute.org/product/ca-upk-mixed-delivery-systems-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-02-27 date_source: listing authors: ["Hanna Melnick", "Marjorie Wechsler", "Victoria Wang", "Sara Plasencia"] document_url: null doi: null license: null tags: [early-childhood, k-12, lpi, prekindergarten, professional-development] ``` Through a $4 billion California investment, this report examines how local leaders are expanding early childhood education access for 4-year-olds and eligible 3-year-olds. Drawing on case studies from two school districts and two cities, the research identifies strategies for improving quality, equity, and coordination across mixed delivery systems. Key findings emphasize the importance of dedicated leadership, simplified enrollment processes, shared quality standards, competitive educator compensation, and sustained support for community-based providers serving younger children as transitional kindergarten expands. Published February 27, 2026. --- --- ### 1041. Community Schools in Rural California: Leveraging Shared Resources in West Kern County ```yaml url: "https://learningpolicyinstitute.org/product/ca-community-schools-west-kern-county-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-02-06 date_source: listing authors: ["Laura E. Hernández", "Emily Germain"] document_url: null doi: null license: null tags: [attendance, college-access, k-12, lpi, professional-development] ``` Rural schools frequently struggle with restricted availability of academic and mental health resources. This report examines how six districts in California's West Kern County addressed these constraints through a collaborative approach. By establishing a cross-district community schools consortium, participating districts were able to "pool and coordinate otherwise out-of-reach resources, strengthening their capacity to expand student access to academic and social supports." The initiative achieved measurable improvements in student math and literacy achievement along with significant decreases in chronic absenteeism. Published February 6, 2026. --- --- ### 1042. Investing in Our Nation's Future: Advancing Educational Opportunity for Underserved Students ```yaml url: "https://learningpolicyinstitute.org/product/ucla-investing-our-nations-future-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025-12-08 date_source: listing authors: ["Emma García", "Henry Levin"] document_url: null doi: null license: null tags: [career-readiness, college-access, early-childhood, higher-ed, k-12, lpi] ``` This research examines evidence-based educational interventions and their economic returns, synthesizing findings on programs spanning early childhood through higher education, school integration, and community-based initiatives. Key findings show these interventions generate substantial taxpayer returns "ranging from approximately $2 to over $10 for every dollar invested." The report highlights persistent educational disparities and explores two potential futures, arguing that pursuing equity-centered improvements could yield "$20.2 to $72.6 billion per year" in net public benefits, framing educational investments as both a moral imperative and strategic economic necessity. Published December 8, 2025. --- --- ### 1043. Preparing Early Childhood Teachers: Credentialing and Preparation Programs in Four States ```yaml url: "https://learningpolicyinstitute.org/product/ece-credentialing-preparation-programs-four-states-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025-12-04 date_source: listing authors: ["Abby Schachner", "Victoria Wang", "Cathy Yun", "Sara Plasencia", "Chris Mauerman", "Cordy McJunkins", "Deborah Stipek"] document_url: null doi: null license: null tags: [early-childhood, lpi, prekindergarten, professional-development] ``` This Learning Policy Institute report examines early childhood teaching credentials across the United States, with focused case studies in Louisiana, Massachusetts, New Jersey, and New York. The research reveals that while 46 states offer stand-alone early childhood credentials, requirements vary significantly. Key findings include barriers candidates face — such as tuition costs and navigation challenges — and effective strategies that preparation programs use to increase access and diversity. The report provides policymakers and practitioners with recommendations for strengthening credential programs through improved coursework design, expanded pathways, financial support, and comprehensive clinical experiences. Published December 4, 2025. --- --- ### 1044. Investing in a High-Quality Teacher Workforce: Lessons From Texas Teacher Preparation Programs ```yaml url: "https://learningpolicyinstitute.org/product/texas-teacher-workforce-preparation-programs-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025-11-17 date_source: listing authors: ["Jennifer A. Bland", "Kimberlee Ralph", "Wesley Wei", "Victoria Wang", "Steve Wojcikiewicz", "Marjorie Wechsler"] document_url: null doi: null license: null tags: [coaching, k-12, longitudinal, lpi, professional-development] ``` This research examines three high-quality educator preparation programs at Texas universities that employ full-year clinical teaching pathways. The study documents how these institutions address Texas's persistent teacher shortage and high attrition rates by redesigning coursework around practice-based learning and establishing intensive mentorship models. The researchers identify common success factors, including "scaffolded and cohesive preparation coursework aligned with intensive full-year clinical experiences," strong partnerships with local school districts, and robust financial support for candidates. Published November 17, 2025. --- --- ### 1045. The Importance of Family Engagement ```yaml url: "https://edtrust.org/rti/the-importance-of-family-engagement/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [edtrust, formative-assessment, k-12, sel] ``` Authentic family and community engagement serves as a key strategy for enhancing students' social-emotional and academic outcomes. This EdTrust resource presents three reports addressing parental perceptions of school engagement post-pandemic, policy changes for better family-community involvement, and improvements in how assessment results are communicated to families. However, schools still need to improve their equitable engagement with all families, particularly those from historically underserved communities. Published April 11, 2024. --- --- ### 1046. CCSR: A New Model for the Role of Research in Supporting Urban School Reform ```yaml url: "https://consortium.uchicago.edu/publications/ccsr-new-model-role-research-supporting-urban-school-reform" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2009-02 date_source: listing authors: ["John Q. Easton", "Melissa Roderick", "Penny Bender Sebring"] document_url: null doi: null license: null tags: [k-12, longitudinal, professional-development] ``` The report examines how the UChicago Consortium established itself as a distinctive organization by conducting research that is both technically rigorous and accessible to practitioners and policymakers. The authors argue that "the UChicago Consortium's focus on building capacity for school reform both sets the UChicago Consortium's role apart from traditional approaches" and represents an innovative model for policy-relevant research in educational reform. The document provides historical context for the Consortium's distinctive approach to applied urban education research. Published February 2009. --- --- ### 1047. Legislating Literacy at the State Level: Six Considerations for Supporting Students With Disabilities ```yaml url: "https://www.wested.org/resource/legislating-literacy-at-the-state-level/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2025 date_source: page-meta authors: ["Elizabeth Zagata"] document_url: null doi: null license: null tags: [inclusive-design, k-12, literacy, response-to-intervention] ``` This WestEd Perspectives brief examines how states can better support students with disabilities through literacy policymaking. It outlines recent legislation affecting both general and special education systems and offers six key considerations for implementation. The brief addresses the intersection of structured literacy mandates with special education law, providing a resource list for policy development that helps states ensure literacy reforms reach all learners, including those with learning disabilities. Published 2025. --- --- ### 1048. From AI Risk to AI Readiness ```yaml url: "https://www.wested.org/resource/from-ai-risk-to-ai-readiness/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [ai-ethics, ai-policy, digital-learning-platforms, genai, k-12, pii-privacy] ``` This recorded webinar explores how educational leaders can assess their organization's readiness for AI implementation. The session covers "AI Readiness Assessment," fine-tuning approaches for large language models, privacy and governance considerations, and cost analysis for various implementation strategies. Experts Sarah Quesen and Baron Rodriguez provide frameworks for responsible AI integration while protecting student data and ensuring equitable access for students and staff. Published January 15, 2026. --- --- ### 1049. Selecting GenAI Tools That Build Healthy Classroom Culture ```yaml url: "https://www.wested.org/resource/selecting-genai-tools-that-build-healthy-classroom-culture/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [ai-ethics, ai-policy, digital-learning-platforms, genai, k-12, professional-development] ``` This webinar explores how to evaluate generative AI tools for classroom use through a cultural fit lens. The session covers edtech history, AI risks and benefits, procurement strategies, and human-centered design principles to ensure tools support healthy learning environments and student outcomes. The resource helps educators and administrators move beyond feature checklists toward evaluating how AI tools align with school culture and equity goals. Published January 13, 2026. --- --- ### 1050. The Impact of NBA Math Hoops on Students' Math Achievement: A Randomized Controlled Trial ```yaml url: "https://www.wested.org/resource/the-impact-of-nba-math-hoops-on-students-math-achievement/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026 date_source: page-meta authors: ["David McKinney", "Kirk Walters", "Khamia Powell", "Edrick Sabalburo", "Chloe Morton"] document_url: null doi: null license: null tags: [digital-learning-platforms, k-12, math-education, math-motivation, rct] ``` This study evaluated how NBA Math Hoops affects student math performance through a rigorous experimental design. The research found that "students in NBA Math Hoops classrooms scored an average of 0.19 standard deviations higher than peers in STEM enrichment classrooms" — roughly equivalent to advancing from the 50th to 58th percentile. The program demonstrated practical benefits for educators, requiring minimal training and costing under $20 per student while remaining straightforward to implement in out-of-school settings. Published 2026. --- --- ### 1051. Advancing Achievement Through Biliteracy: Statewide Trends in Bilingual Teacher Supply, Demand, and Assignment in California ```yaml url: "https://www.wested.org/resource/advancing-achievement-through-biliteracy-brief-1/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026 date_source: page-meta authors: ["Alex B. Jacobson", "Lucy Hadley", "Dana Grayson"] document_url: null doi: null license: null tags: [english-learners, k-12, longitudinal, professional-development] ``` This brief examines bilingual authorized (BLA) teacher workforce supply and demand trends in California using statewide data. The authors find that while the state has progressed toward its goal of 2,000 new bilingual authorizations annually, significant data gaps exist. The brief emphasizes the need for "improved data systems, strategic planning, and pathway investment" to support California's vision of universal bilingualism and biliteracy and ensure adequate bilingual teacher supply to serve the state's large English learner population. Published 2026. --- --- ### 1052. Friction by Design: A Framework for Centering Learning in the Age of AI ```yaml url: "https://www.wested.org/resource/friction-by-design/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [ai-ethics, digital-learning-platforms, genai, k-12, personalized-learning] ``` This framework helps educators integrate AI intentionally while preserving meaningful learning. It distinguishes between productive friction — the effort and struggle that enables growth — and unproductive friction that obstructs progress. The guide employs five design lenses (Cognitive Ownership, Productive Struggle, Social Sense-Making, Activation Energy, and Access Barriers) to show how AI can reduce barriers while maintaining the challenge essential to learning. Published 2025. --- --- ### 1053. Bridging Science and Engineering for Every Learner ```yaml url: "https://www.wested.org/resource/bridging-science-and-engineering-for-every-learner/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [english-learners, inclusive-design, k-12, professional-development] ``` A recorded webinar introducing practical, research-backed strategies for creating inclusive STEM experiences in informal settings. The session focuses on serving multilingual learners, those with physical and sensory disabilities, and Indigenous learners using Universal Design for Learning principles, with examples drawn from the NASA-funded PLANETS curriculum. The resource supports educators and informal science educators seeking to expand access to rigorous STEM learning for historically underserved student populations. Published February 25, 2026. --- --- ### 1054. DISC AI Resource Collection ```yaml url: "https://www.wested.org/resource/disc-ai-resource-collection/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [ai-ethics, ai-policy, data-sharing, pii-privacy] ``` This collection comprises practical guidance developed by WestEd's Data Integration Support Center for secure AI implementation in public agencies. The materials address the complete lifecycle of AI deployment, including "infrastructure requirements, technical methodologies, policy frameworks, and practical decision-making tools" to help organizations build trustworthy AI capabilities while protecting sensitive data. Designed for education agencies navigating AI adoption decisions, the collection covers responsible data governance, vendor evaluation, and privacy safeguards. Published 2024–2025. --- --- ### 1055. Improving Learning Opportunities for Multilingual Learners: CABE 2026 Related Resources ```yaml url: "https://www.wested.org/resource/improving-learning-opportunities-for-multilingual-learners/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [english-learners, k-12, literacy, professional-development] ``` This curated collection of research, tools, and strategies is designed to support educators working with multilingual learners. The collection covers strengthening professional learning communities, expanding dual language programs, engaging multilingual students in ambitious mathematics, and supporting long-term English Learners. Assembled for WestEd's participation in the California Association for Bilingual Education 2026 Annual Conference, the resources are drawn from ongoing WestEd research and practitioner-facing tools. Published early 2026. --- --- ### 1056. Youth Mental Health Corps Implementation Reporting: Resource Collection ```yaml url: "https://www.wested.org/resource/youth-mental-health-corps-resource-collection/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [career-readiness, college-access, k-12, sel] ``` This collection documents WestEd's evaluation of the Youth Mental Health Corps, a multisector partnership launched in 2024. The materials include a Year 1 report showing how the initiative "engaged 317 members across four states, reached thousands of students and families," plus four state case studies from Colorado, Michigan, Minnesota, and Texas. The resources examine how near-peer navigators expand youth mental health support while building the behavioral health workforce, offering a model for scaling mental health services in school-linked contexts. Published September 2025. --- --- ### 1057. What Is The Statewide BHSSA Evaluation? ```yaml url: "https://www.wested.org/resource/what-is-the-statewide-bhssa-evaluation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026 date_source: page-meta authors: ["WestEd", "California Behavioral Health Services Oversight and Accountability Commission"] document_url: null doi: null license: null tags: [k-12, longitudinal, sel] ``` This fact sheet explains California's Behavioral Health Student Services Act (BHSSA) evaluation, which funds partnerships between county behavioral health departments and schools. WestEd and the Commission for Behavioral Health are leading the assessment "from July 2025 through June 2027" using five evaluation components to measure how BHSSA funds have been deployed and their impact on school behavioral health systems. The evaluation will track implementation quality, reach, and outcomes across California school districts. Published 2026. --- --- ### 1058. Youth Reimagining School Behavioral Health Systems ```yaml url: "https://www.wested.org/resource/youth-reimagining-school-behavioral-health-systems/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026 date_source: page-meta authors: ["WestEd", "California Behavioral Health Services Oversight and Accountability Commission"] document_url: null doi: null license: null tags: [k-12, sel, student-belonging] ``` This resource outlines the Youth Engagement Cohort (YEC) model, "a five-session, student-centered process" where students analyze school data, reflect on available supports, and present recommendations to school leaders. The initiative ensures young people shape California's behavioral health transformation efforts while developing leadership and evaluation competencies. The model positions students as active researchers and advocates within their school communities, contributing to California's broader BHSSA implementation goals. Published 2026. --- --- ### 1059. The California State University's AANHPI Student Achievement Program: An Evaluation of Progress From Spring 2024 Through Fall 2025 ```yaml url: "https://www.wested.org/resource/the-california-state-universitys-asian-american-native-hawaiian-and-pacific-islander-student-achievement-program/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026 date_source: page-meta authors: ["Anthony Fong", "Edrick Sabalburo", "Min Chen-Gaddini", "Anne Porterfield", "Neal Finkelstein"] document_url: null doi: null license: null tags: [college-access, higher-ed, longitudinal, student-belonging] ``` This WestEd evaluation examined how legislative funding was distributed across all 23 CSU campuses and its initial effects on AANHPI students. The report found that "ASAP-supported initiatives strengthened students' academic engagement, personal well-being, and connection to AANHPI cultures and histories." Survey results indicated participating students reported notably more positive views regarding campus climate, belonging, and self-efficacy compared to non-participants. However, implementation showed considerable variation among campuses due to differences in institutional support history, staffing, student demographics, and data systems. Published March 2026. --- --- ### 1060. Advancing Education Research: AERA and NCME 2026 Related Resources ```yaml url: "https://www.wested.org/resource/advancing-education-research-aera-ncme-2026-related-resources/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [ai-policy, english-learners, formative-assessment, genai, k-12] ``` A curated collection of research papers, blog articles, and websites assembled for AERA Annual Meeting and NCME concurrent sessions (April 2026), covering topics such as responsible AI integration in education, mathematics curricular resources, K–12 disciplinary literacy, technology in education, and support for multilingual learners. The collection surfaces WestEd research relevant to current debates in educational measurement, assessment, and equity-focused instruction. Published early 2026. --- --- ### 1061. Academically Diverse Classrooms, Deeper Needs: What Teachers Face After the Pandemic ```yaml url: "https://www.nwea.org/research/publication/academically-diverse-classrooms-deeper-needs-what-teachers-face-after-the-pandemic/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal, professional-development] ``` The research examines post-COVID classroom composition, analyzing the spread of academic achievement levels. Key findings reveal that "more students are off-track and further behind grade-level proficiency," presenting significant challenges for educators managing increasingly diverse student populations. The study documents how the widened distribution of achievement within classrooms makes differentiated instruction more complex and resource-intensive, with implications for teacher support, professional development, and assessment design. Published April 2026, by Kuhfeld, Morton, Lewis, and Peters (NWEA). --- --- ### 1062. Should Kindergartners Be Redshirted? Costs Likely Outweigh Academic Benefits ```yaml url: "https://www.nwea.org/research/publication/should-kindergartners-be-redshirted-costs-likely-outweigh-academic-benefits/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, longitudinal, prekindergarten] ``` The research examines data on delaying kindergarten entry — known as redshirting. Using assessment results from over three million kindergartners, the study analyzed trends between 2017–2025 and followed one cohort through third grade to determine whether delayed entry provided academic advantages. The findings indicate that the academic costs of delayed entry likely outweigh any benefits, providing quantitative evidence to inform family and district decisions about kindergarten enrollment timing. Published March 2026, by Kuhfeld et al. (NWEA). --- --- ### 1063. Kindergarten Redshirting: What Families Should Know ```yaml url: "https://www.nwea.org/research/publication/kindergarten-redshirting-what-families-should-know/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, prekindergarten] ``` This family-facing fact sheet summarizes the data on the practice of delaying kindergarten enrollment, known as redshirting. Designed for schools to use with families considering or seeking information about delayed entry, the resource translates research findings from the companion NWEA study into accessible guidance. The publication highlights key considerations about the academic and social impacts of kindergarten timing decisions. Published March 2026, by Kuhfeld and Postell (NWEA). --- --- ### 1064. A Practical Guide for Considering and Interpreting Test Score Differences Among Student Subgroups ```yaml url: "https://www.nwea.org/research/publication/a-practical-guide-for-considering-and-interpreting-test-score-differences-among-student-subgroups/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [ai-ethics, data-sharing, formative-assessment, k-12] ``` The guide provides recommendations for understanding differences in student group data, offering leaders "structure for how they might consider and interpret those differences" across various demographic subgroups. The resource addresses how to contextualize score gaps without misinterpreting them as fixed or deterministic, supporting more equitable use of assessment data in school and district decision-making. Published April 2026, by NWEA researchers. --- --- ### 1065. The Middle School Science Course Landscape: Course Offerings, Enrollment Patterns, and Implications for Assessment ```yaml url: "https://www.nwea.org/research/publication/the-middle-school-science-course-landscape-course-offerings-enrollment-patterns-and-implications-for-assessment/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` This research examines middle school science curriculum structures across 2,200 schools. The study finds that "multi-disciplinary course models now dominate versus single-course offerings," while noting disparities in access tied to student demographics. Notably, the research indicates that "students in different course models performed similarly on assessments," suggesting structural course design may not significantly impact achievement outcomes, with implications for science assessment design and equitable course access. Published April 2026, by NWEA researchers. --- --- ### 1066. Evaluation of the Networks for School Improvement Initiative: Impacts on Students and Implementation Factors ```yaml url: "https://www.mathematica.org/publications/evaluation-of-the-networks-for-school-improvement-initiative-student-outcomes-final-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-07-17 date_source: listing authors: ["Matthew Johnson", "Naihobe Gonzalez", "Jeffrey Max", "Tareena Musaddiq", "Sophia Seifert", "Michelle Bennett", "Ren Schlosser"] document_url: null doi: null license: null tags: [college-access, k-12, longitudinal, professional-development, rct] ``` This evaluation examined how network-based continuous improvement initiatives affected student outcomes through schools' fourth year of participation. The Gates Foundation funded 34 Networks for School Improvement across the country from 2018 to 2025, investing over $300 million in intermediary organizations. The study compared results for students in participating schools against similar students in non-participating schools, finding mixed results — some grade-level interventions improved math scores and course outcomes, while others showed limited impact on graduation rates and college enrollment. Published April 22, 2026, by Mathematica. --- --- ### 1067. Trusting Your LLM: Evaluating Statistical Analysis Performance ```yaml url: "https://www.mathematica.org/publications/trusting-your-llm" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [ai-policy, genai, learning-engineering, llm-application] ``` A framework evaluating how large language models perform statistical analysis on complex survey data. The research tested 35 questions based on American Community Survey data, comparing reasoning-only versus code-execution workflows. Findings show that "data access and tool invocation substantially improve accuracy, particularly for descriptive tasks, while causal inference performance varies meaningfully across models." The results have direct implications for researchers and policy analysts considering LLM use in education data analysis. Published March 6, 2026, by Mathematica. --- --- ### 1068. Early Childhood Educator Pay Equity Fund: Do Economic Returns Change Over Time? ```yaml url: "https://www.mathematica.org/publications/early-childhood-educator-pef-do-economic-returns-change-over-time" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [early-childhood, longitudinal, professional-development] ``` This research brief analyzes the economic returns of Washington, DC's Pay Equity Fund in fiscal year 2024. The study found that the program's benefits exceeded costs by $16 million, yielding a 21 percent social return on investment. The analysis examines how the program's shift to a facility payroll model affected its economic efficiency while delivering wage payments to over 4,000 educators and subsidized health insurance benefits, offering a model for other jurisdictions seeking to raise early childhood educator compensation. Published April 21, 2026, by Mathematica. --- --- ### 1069. Jobs in the Balance: The Three-Year Labor Market Impacts of Washington, DC's Early Childhood Educator Pay Equity Fund ```yaml url: "https://www.mathematica.org/publications/three-year-labor-market-impacts-of-washington-dcs-early-childhood-educator-pef" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [early-childhood, longitudinal, professional-development, rct] ``` This working paper examines how DC's Pay Equity Fund — the nation's first dedicated public funding initiative to narrow compensation gaps between early childhood educators and public school teachers — affected the labor market over three years. Using federal labor market data and synthetic control methods, researchers found the program increased the educator workforce by approximately 341 workers (11% growth) and raised wages following the transition to a facility payment model, though it did not significantly increase the number of child care establishments. Published April 17, 2026, by Mathematica. --- --- ### 1070. The Impact of Registered and Unregistered Apprenticeship ```yaml url: "https://www.mathematica.org/publications/the-impact-of-registered-and-unregistered-apprenticeship" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2026-04-01 date_source: listing authors: ["Jonah Deutsch", "Daniel Kuehn", "Karen Gardiner", "Deborah Reed", "Julia Payne", "Moriah Macklin", "Ariella Spitzer", "Peter Schochet", "Astrid Harnack-Eber", "Peter Kress"] document_url: null doi: null license: null tags: [career-readiness, higher-ed, longitudinal, rct] ``` This research examines employment and earnings outcomes from two federally funded apprenticeship grant programs. The study found that "registered and unregistered apprenticeships had large and significant impacts on employment and earnings in the ninth quarter post enrollment." The research covers IT, healthcare, and advanced manufacturing sectors, providing rigorous causal evidence on the effectiveness of employer-based training models that combine classroom instruction with on-the-job mentorship for workforce development. Published April 1, 2026, by Mathematica. --- --- ### 1072. Really Great Reading's Foundational Literacy Programs ```yaml url: "https://evidenceforessa.org/program/really-great-reading/" type: review source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, rct] ``` RGR provides teachers with professional development and structured curriculum resources for explicit instruction in phonological awareness, phonics, word recognition, decoding, and fluency. The program includes digital lesson delivery tools designed to standardize instruction and support diverse learners in grades 1–3. A study of over 1,000 students across 13 urban charter schools found positive results: "Grade 1 and grade 2 students receiving RGR instruction scored higher on the NWEA MAP Reading Growth assessment in winter 2022 (effect size = +0.30, +0.24)," earning a Promising ESSA evidence tier. --- --- ### 1073. mCLASS Intervention (formerly BURST Reading) ```yaml url: "https://evidenceforessa.org/program/burst-reading/" type: review source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, literacy, rct, response-to-intervention] ``` This reading intervention delivers 10-lesson units targeting specific skills identified through formative assessments conducted three times yearly. Small groups of 3–5 students in grades K–3 receive instruction from teachers or paraprofessionals using "a direct instruction approach, followed by progress monitoring and assessment." One study across 57 schools evaluated the program with 4,022 students, showing positive effects on DIBELS Next and STAR Early Literacy measures (effect size = +0.10), earning a Promising ESSA evidence tier. --- --- ### 1074. Reading Apprenticeship Academic Literacy (RAAL) ```yaml url: "https://evidenceforessa.org/program/reading-apprenticeship-academic-literacy-raal/" type: review source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [coaching, k-12, literacy, professional-development, rct] ``` Reading Apprenticeship Academic Literacy (RAAL) is a high school literacy program (grades 9–12) representing an adaptation of Reading Apprenticeship designed for diverse student populations. Implementation requires a dedicated year-long course taught by at least one teacher, with WestEd providing comprehensive professional development including a 5-day pre-course institute and ongoing coaching. One study examining RAAL against Xtreme Reading and control conditions found participants demonstrated significantly improved state assessment performance, with an average effect size of +0.10 across 2,255 students, earning a Strong ESSA evidence tier. --- --- ### 1075. The COVID-19 Slide: What Summer Learning Loss Can Tell Us About the Potential Impact of School Closures on Student Academic Achievement ```yaml url: "https://www.nwea.org/research/publication/the-covid-19-slide-what-summer-learning-loss-can-tell-us-about-the-potential-impact-of-school-closures-on-student-academic-achievement/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` This research brief examines how summer learning loss patterns can illuminate potential academic impacts from COVID-19 school closures. The brief helps educators and policymakers understand and prepare for achievement gaps when students return to in-person instruction. The analysis draws on established seasonal learning research to project consequences of the extended instructional pause. --- --- ### 1076. Rethinking Summer Slide: The More You Gain, the More You Lose ```yaml url: "https://www.nwea.org/research/publication/rethinking-summer-slide-the-more-you-gain-the-more-you-lose/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [k-12, longitudinal] ``` This research draws on data from 3.4 million students assessed with NWEA MAP Growth to examine summer learning loss patterns. The study reveals that students experiencing the greatest academic decline during summer were those who had made the most substantial gains during the preceding school year. The findings challenge conventional explanations for summer learning loss such as program access and school year length. --- --- ### 1077. The Development of Racial/Ethnic and Socioeconomic Achievement Gaps During the School Years ```yaml url: "https://www.nwea.org/research/publication/the-development-of-racial-ethnic-and-socioeconomic-achievement-gaps-during-the-school-years/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [k-12, longitudinal] ``` This study examines how achievement gaps between racial/ethnic and socioeconomic groups develop from school entry through middle school. The researchers found that poor White students consistently outperformed poor Black and poor Hispanic students, with gaps widening around ages 7–8. The analysis highlights the importance of examining race and poverty together rather than separately when studying educational disparities. --- --- ### 1078. Seven Successful Strategies for Literate Assessment ```yaml url: "https://www.nwea.org/research/publication/seven-successful-strategies-for-literate-assessment/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, professional-development] ``` This article presents evidence suggesting that principals' knowledge and skills related to assessment leadership — including professional development, data use in classroom planning, and professional collaboration — are fundamental to building assessment literacy among teachers. The research emphasizes that balanced assessment systems encompass diverse evaluation methods beyond traditional testing. Seven evidence-based practices are identified that enhance classroom learning outcomes. --- --- ### 1079. How to Promote Equity in Advanced Coursework Participation: Three Strategies for Closing the Gaps ```yaml url: "https://www.nwea.org/research/publication/how-to-promote-equity-in-advanced-coursework-participation-three-strategies-for-closing-the-gaps-and-retaining-students/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [college-access, k-12] ``` This article examines how district leaders can address opportunity gaps in advanced course enrollment through data-driven approaches, documenting the experience of Gresham-Barlow School District in Oregon. The research focuses on identifying and closing disparities in course-taking patterns while supporting student retention in advanced programs. --- --- ### 1080. Mind the Kinder-Gap: New Data on Children's Math and Reading Skills as They Enter Kindergarten ```yaml url: "https://www.nwea.org/research/publication/mind-the-kinder-gap-new-data-on-childrens-math-and-reading-skills-as-they-enter-kindergarten/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, literacy, math-education, prekindergarten] ``` This research examines academic preparation at kindergarten entry, presenting data revealing both declining achievement and shrinking achievement gaps between student subgroups. The study analyzes trends in children's math and reading proficiency as they begin formal schooling, providing insights into early learning disparities and achievement patterns across student populations. --- --- ### 1081. When Does Inequality Grow? A Seasonal Analysis of Racial/Ethnic Disparities in Learning in Kindergarten Through Eighth Grade ```yaml url: "https://www.nwea.org/research/publication/when-does-inequality-grow-a-seasonal-analysis-of-racial-ethnic-disparities-in-learning-in-kindergarten-through-eighth-grade/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [k-12, longitudinal] ``` This research examines seasonal patterns of racial/ethnic achievement gaps across K-8 using data from over two million students. The study finds that Black-White achievement gaps widen during school years and shrink during summers, while Asian students advance faster relative to White students during summer break. The findings suggest schools play a significant role in either reproducing or exacerbating educational inequalities across grade levels. --- --- ### 1082. It Matters How You Start: Early Numeracy Mastery Predicts High School Math Course-Taking and College Attendance ```yaml url: "https://www.nwea.org/research/publication/it-matters-how-you-start-early-numeracy-mastery-predicts-high-school-math-course-taking-and-college-attendance/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [college-access, early-childhood, k-12, longitudinal, math-education, prekindergarten] ``` This study examines how early numeracy skills at age 54 months predict later educational outcomes using data from 1,364 children. The researchers measured mastery of counting, concrete representational arithmetic, and abstract arithmetic operations, finding that foundational math competencies in early childhood have significant long-term implications for high school course enrollment and college attendance rates. --- --- ### 1083. What Do Teachers Know About Dyslexia? It's Complicated! ```yaml url: "https://www.nwea.org/research/publication/what-do-teachers-know-about-dyslexia-its-complicated/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [k-12, literacy, professional-development] ``` This 2022 study examines teachers' understanding of dyslexia concepts, finding that teachers hold both scientifically-based conceptions and misconceptions about dyslexia. The research surveyed 524 Midwestern teachers using the Dyslexia Knowledge Questionnaire-2, discovering that prior training and confidence predicted dyslexia knowledge, though years of teaching experience did not. --- --- ### 1084. COVID-19 in the Early Elementary Years: A Comparison of Achievement in Spring 2019 and Spring 2022 ```yaml url: "https://www.nwea.org/research/publication/covid-19-in-the-early-elementary-years-a-comparison-of-achievement-in-spring-2019-and-spring-2022/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [early-childhood, formative-assessment, k-12, longitudinal] ``` This research brief examines how pandemic-era schooling affected students in early elementary grades by analyzing MAP Growth data from 1.6 million first and second graders tested in spring 2022 and comparing results to a spring 2019 cohort. Reading and math achievement in first and second grade remained substantially lower in 2022 relative to historical data, with particularly pronounced impacts for economically disadvantaged and historically marginalized populations. --- --- ### 1085. Longitudinal Models of Reading and Mathematics Achievement in Deaf and Hard of Hearing Students ```yaml url: "https://www.nwea.org/research/publication/longitudinal-models-of-reading-and-mathematics-achievement-in-deaf-and-hard-of-hearing-students/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [k-12, literacy, longitudinal, math-education] ``` This study analyzes longitudinal NWEA MAP Growth data from grades 2–8 across reading and mathematics domains over five years to understand how academic achievement progresses for deaf and hard of hearing (DHH) students. The research reveals that both DHH and hearing students continue building skills throughout this period, challenging prior assumptions that DHH students plateau in the elementary grades. The findings demonstrate the importance of longitudinal data analysis for identifying where DHH students may need additional academic support. --- --- ### 1086. Disparities and Discrimination in Student Discipline by Race and Family Income ```yaml url: "https://www.nwea.org/research/publication/disparities-and-discrimination-in-student-discipline-by-race-and-family-income/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [k-12, school-discipline] ``` This study examines racial and socioeconomic disparities in school discipline by comparing punishments given to Black and White students and poor versus nonpoor students involved in the same incidents. The researchers find that Black and poor students are punished more harshly than the students with whom they fight, revealing evidence of discrimination in discipline practices. The research addresses a critical methodological challenge that had previously prevented scholars from identifying discriminatory patterns in student discipline outcomes. --- --- ### 1087. Learning During COVID-19: Initial Findings on Students' Reading and Math Achievement and Growth ```yaml url: "https://www.nwea.org/research/publication/learning-during-covid-19-initial-findings-on-students-reading-and-math-achievement-and-growth/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` This study analyzed data from approximately 4.4 million students in grades 3–8 who took MAP Growth assessments in fall 2020, finding that math achievement was 5 to 10 percentile points lower than pre-COVID performance and that students demonstrated reduced growth rates compared to the prior year. Demographic shifts in the tested student population suggest the actual impact on vulnerable populations may be underestimated. --- --- ### 1088. Understanding the Initial Educational Impacts of COVID-19 on Communities of Color ```yaml url: "https://www.nwea.org/research/publication/understanding-the-initial-educational-impacts-of-covid-19-on-communities-of-color/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` This investigation examines how the pandemic affected academic outcomes for Black, Indigenous, and students of color by analyzing math and reading assessments from 2.1 million BIPOC students in grades 3–8. Math achievement was significantly impacted in fall 2020 while reading remained relatively stable, and learning rates during the pandemic fell below pre-pandemic trajectories. --- --- ### 1089. Trends in Children's Academic Skills at School Entry: 2010 to 2017 ```yaml url: "https://www.nwea.org/research/publication/trends-in-childrens-academic-skills-at-school-entry-2010-to-2017/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, literacy, longitudinal, math-education, prekindergarten] ``` This research examines kindergarten entry skills across approximately 2 million students comparing data from 2010 and 2017. The study found that kindergarteners in 2017 had moderately lower math and reading skills than in 2010, while simultaneously revealing that achievement gaps between racial/ethnic groups and schools with different poverty levels narrowed during this period. --- --- ### 1090. Examining the State-Trait Composition of Social-Emotional Learning Constructs: Implications for Practice, Policy, and Evaluation ```yaml url: "https://www.nwea.org/research/publication/examining-the-state-trait-composition-of-social-emotional-learning-constructs-implications-for-practice-policy-and-evaluation/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [k-12, longitudinal, sel] ``` This 2019 study investigates how stable social-emotional learning (SEL) competencies are compared to academic achievement. The researchers found that the four SEL domains seem to be more strongly influenced by contextual factors, while math and reading skills remain highly stable over time. The findings have implications for school accountability systems and intervention design. --- --- ### 1091. The Widening Achievement Divide During COVID-19 ```yaml url: "https://www.nwea.org/research/publication/the-widening-achievement-divide-during-covid-19/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` This study analyzed MAP Growth assessment data from 8 million students in grades 3–8 across 24,000 public schools to examine changes in test score variability during the pandemic. Test scores for lower-achieving students dropped more than declines observed for higher-achieving students, with increased score dispersion concentrated at the bottom of the achievement distribution. The findings emphasize the urgent need for targeted support to help struggling learners close the significantly widened achievement gap. --- --- ### 1092. Student Achievement in 2021-22: Cause for Hope and Continued Urgency ```yaml url: "https://www.nwea.org/research/publication/student-achievement-in-2021-22-cause-for-hope-and-continued-urgency/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` This analysis examined 8.3 million students' MAP Growth data from grades 3–8 across the 2021–22 school year, revealing encouraging early signs of academic rebounding with stronger gains in math and among younger students, though overall achievement remained below pre-pandemic levels. Achievement disparities remained wider in spring 2022 than prior to the pandemic, with recovery timelines extending beyond federal funding deadlines. --- --- ### 1093. Learning During COVID-19: An Update on Student Achievement and Growth at the Start of the 2021-22 School Year ```yaml url: "https://www.nwea.org/research/publication/learning-during-covid-19-an-update-on-student-achievement-and-growth-at-the-start-of-the-2021-22-school-year/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` This research examined how the COVID-19 pandemic affected student achievement and growth in reading and math using data from 6 million students in grades 3–8. Achievement was lower for all student groups in fall 2021, but with disproportionately high impacts for historically marginalized students and students in high-poverty schools. Both achievement levels and learning gains lagged behind pre-pandemic trends, particularly in mathematics. --- --- ### 1094. The Forgotten 20 Percent: Achievement and Growth in Rural Schools Across the Nation ```yaml url: "https://www.nwea.org/research/publication/the-forgotten-20-percent-achievement-and-growth-in-rural-schools-across-the-nation/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` This research examines how achievement and growth patterns differ between rural and nonrural schools using data from 840,000 students across 8,800 public schools. The study reveals that rural students start kindergarten slightly ahead of nonrural students but fall behind by middle school, with larger summer learning losses driving this divergence. The findings underscore the significance of seasonal learning patterns when evaluating rural school performance. --- --- ### 1095. Does Four Equal Five? Implementation and Outcomes of the Four-Day School Week ```yaml url: "https://www.nwea.org/research/publication/does-four-equal-five-implementation-and-outcomes-of-the-four-day-school-week/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [k-12, longitudinal] ``` This large-scale study examined the implementation and outcomes of four-day school weeks compared to traditional five-day schedules across Idaho, New Mexico, and Oklahoma. Cost savings related to the four-day model were relatively small, and students on the four-day schedule had lower scores over time when compared with peers on a five-day schedule. Results overall were mixed, with stakeholders reporting high satisfaction despite modest academic performance differences. --- --- ### 1096. Learning During COVID-19: Reading and Math Achievement in the 2020-2021 School Year ```yaml url: "https://www.nwea.org/research/publication/learning-during-covid-19-reading-and-math-achievement-in-the-2020-2021-school-year/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [english-learners, formative-assessment, k-12, longitudinal] ``` This study analyzed data from 5.5 million students in grades 3–8 to examine how pandemic disruptions affected reading and math achievement during the 2020–2021 school year. Students across most grades made reading and math gains in 2020–21 but their outcomes remained lower across multiple dimensions compared to pre-pandemic trends. American Indian and Alaska Native, Black, and Latinx students, along with those in high-poverty schools, experienced disproportionately larger achievement declines. --- --- ### 1097. Academic Growth for Students with Disabilities: Lessons from School-Year Learning Gains and Summer Learning Loss ```yaml url: "https://www.nwea.org/research/publication/academic-growth-for-students-with-disabilities-lessons-from-school-year-learning-gains-and-summer-learning-loss-implications-for-covid-19-recovery-and-beyond/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` This brief examines how schools can support academic progress for students with disabilities who faced disproportionate pandemic-related learning challenges. The resource offers guidance on leveraging federal ESSER and IDEA funding to provide early intervention, extended school year support in the summer, and other evidence-based supports for sustainable academic advancement. --- --- ### 1098. Education's Long COVID: 2022-23 Achievement Data Reveal Stalled Progress Toward Pandemic Recovery ```yaml url: "https://www.nwea.org/research/publication/educations-long-covid-2022-23-achievement-data-reveal-stalled-progress-toward-pandemic-recovery/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` This study analyzed data from 6.7 million U.S. public school students in grades 3–8 to examine academic progress in the 2022–23 school year, finding that progress toward academic recovery stalled. Students require approximately 4.1 additional months of instruction in reading and 4.5 months in mathematics to catch up to pre-pandemic performance levels, with persistent achievement gaps remaining. --- --- ### 1099. Progress Towards Pandemic Recovery: Continued Signs of Rebounding Achievement at the Start of the 2022-23 School Year ```yaml url: "https://www.nwea.org/research/publication/progress-towards-pandemic-recovery-continued-signs-of-rebounding-achievement-at-the-start-of-the-2022-23-school-year/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` This research analyzed data from 7 million students in grades 3–8 across 25,000 schools who completed MAP Growth assessments between 2020–21 and fall 2022. The study found that students are rebounding from the impacts of the pandemic with achievement gaps narrowing from their widest point in spring 2021, though student achievement remains lower than in a typical year and full recovery is likely still several years away. --- --- ### 1100. Effects of 4-Day School Weeks on Older Adolescents: Examining Impacts on Academic Achievement, Attendance, and Behavior in High School ```yaml url: "https://www.nwea.org/research/publication/effects-of-4-day-school-weeks-on-older-adolescents-examining-impacts-of-the-schedule-on-academic-achievement-attendance-and-behavior-in-high-school/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [attendance, k-12, longitudinal] ``` This research examined how 4-day school week schedules affect high school students using Oklahoma district data. The study found that 4-day school weeks decrease per-pupil bullying incidents by approximately 39% and fighting incidents by roughly 31%, though no meaningful changes were detected in test scores or attendance rates. --- --- ### 1101. Achievement and Growth for English Learners ```yaml url: "https://www.nwea.org/research/publication/achievement-and-growth-for-english-learners/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [english-learners, formative-assessment, k-12, longitudinal] ``` This working paper examines academic achievement and growth patterns for English Learners from kindergarten through 4th grade across three distinct groups. All three EL groups had lower test scores than never-ELs throughout K-4, with notably different patterns in math versus reading development. The research indicates that summer academic support is essential, as English Learners experience greater skill loss during break periods compared to non-English learners. --- --- ### 1102. Within-Year Achievement Gains for English Learners ```yaml url: "https://www.nwea.org/research/publication/within-year-achievement-gains-for-english-learners/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [english-learners, formative-assessment, k-12, longitudinal] ``` This working paper examines fall-to-spring achievement gains across grades K–8 for three groups of English Learners, analyzing data from 186,139 ever-ELs and their never-EL peers in 1,520 schools. The study reveals that ever-ELs and current-ELs make larger gains in the early grades but smaller gains in the middle grades, with findings indicating that better academic support is urgently needed for all multilingual students. --- --- ### 1103. Dual Language Education and Academic Growth ```yaml url: "https://www.nwea.org/research/publication/dual-language-education-and-academic-growth/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [english-learners, formative-assessment, k-12, longitudinal] ``` This 2020 working paper examines math and reading academic achievement and growth in grades 2 to 8 for Hispanic participants and nonparticipants of a Spanish-English dual language program. While dual language students demonstrated faster math growth in early grades, they did not learn more than their peers in the long run. The research reveals that programs aimed at addressing achievement gaps need to consider summer as well as school-year learning. --- --- ### 1104. Dual Identification? The Effects of English Learner Status on Special Education Placement ```yaml url: "https://www.nwea.org/research/publication/dual-identification-the-effects-of-english-learner-status-on-special-education-placement/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [english-learners, k-12, longitudinal] ``` This study examines the effects of English Learner (EL) status on subsequent special education placement through analysis of seven student cohorts tracked over seven years. The research reveals that EL classification resulted in either null effects or slight under-identification for special education placement, with variation by language group. --- --- ### 1105. Absenteeism and Achievement ```yaml url: "https://www.nwea.org/research/publication/absenteeism-and-achievement/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [attendance, formative-assessment, k-12, longitudinal] ``` This study, conducted in partnership with Santa Ana Unified School District, examines the impact of chronic absenteeism on student achievement over two years. The research investigates whether reaching a 10% absence threshold represents a point where intervention efforts become increasingly ineffective, providing evidence-based guidance for school and district leaders addressing attendance challenges. --- --- ### 1106. Measuring Middle School Achievement Trajectories for College Readiness ```yaml url: "https://www.nwea.org/research/publication/measuring-middle-school-achievement-trajectories-for-college-readiness/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [college-access, formative-assessment, k-12, longitudinal] ``` This study analyzes academic trajectories for over 360,000 students using college readiness benchmarks in math and reading. The research reveals that higher proportions of Black and Hispanic students are consistently off-track throughout middle school compared to White and Asian peers, and demographic factors at both student and school levels significantly influence whether middle schoolers remain on track for college readiness. --- --- ### 1107. Looking Back: How Prior-Year Attendance Impacts Starting Achievement ```yaml url: "https://www.nwea.org/research/publication/looking-back-how-prior-year-attendance-impacts-starting-achievement/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [attendance, formative-assessment, k-12, longitudinal] ``` This working paper examines how the impact of absences carries from one year to the next, focusing on a gap in the chronic absenteeism literature that has largely looked only at end-of-year achievement. The study finds that students with moderate to chronic absenteeism start the following year significantly behind their peers academically, underscoring the compounding nature of attendance problems. --- --- ### 1108. Do High Flyers Maintain Their Altitude? Performance Trends of Top Students ```yaml url: "https://www.nwea.org/research/publication/do-high-flyers-maintain-their-altitude-performance-trends-of-top-students/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` This 2013 study from the Thomas B. Fordham Institute tracked students who scored at or above the 90th percentile to examine whether high-achieving students maintained their performance levels. Analyzing data from over 91,000 middle and high school students, researchers found that approximately 60% of initially high-achieving students remained in that category, while those who dropped typically stayed at the 70th percentile or above. --- --- ### 1109. Reconciling Recent Evidence on Academic Recovery in the US from 2022 to 2023 ```yaml url: "https://www.nwea.org/research/publication/reconciling-recent-evidence-on-academic-recovery-in-the-us-from-2022-to-2023/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` This analysis compares NWEA and Education Recovery Scorecard results to examine pandemic recovery progress across 2022–2023. The study explores differences and similarities across the two data sources, authored by researchers from NWEA, Harvard, and Stanford, to provide a comprehensive picture of where and how students are recovering academically. --- --- ### 1110. Recovery Still Elusive: 2023-24 Student Achievement Highlights Persistent Achievement Gaps and a Long Road Ahead ```yaml url: "https://www.nwea.org/research/publication/recovery-still-elusive-2023-24-student-achievement-highlights-persistent-achievement-gaps-and-a-long-road-ahead/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` This July 2024 report reveals that growth during 2023–24 fell short of pre-pandemic trends in nearly all grades. Marginalized students remain furthest from academic recovery, with students requiring approximately 4.8 additional months of schooling in reading and 4.3 months in math to catch up to pre-COVID performance levels. --- --- ### 1111. Effective Summer Programs: Practical Guidance for District Leaders ```yaml url: "https://www.nwea.org/research/publication/effective-summer-programs-practical-guidance-for-district-leaders/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [k-12, professional-development, sel] ``` This June 2024 research brief examines research on summer programs, including their implementation, design, and effectiveness for literacy, math, and social-emotional learning outcomes. The publication offers recommendations for district leaders to use as a framework for planning and implementing effective summer programming, synthesizing evidence on program design choices that maximize student impact. --- --- ### 1112. High Dosage Tutoring for Academically At-Risk Students ```yaml url: "https://www.nwea.org/research/publication/high-dosage-tutoring-for-academically-at-risk-students/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, personalized-learning] ``` This research brief examines high dosage tutoring as a strategy to address increased academic risk post-pandemic, noting that if implemented effectively and at proper scale, accelerated academic growth is possible. The brief examines implementation factors including frequency and scheduling, group size, qualified personnel, measurement of outcomes, curriculum, tutor-to-student relationships, and strategies for removing barriers to access. --- --- ### 1113. School's in for Summer: A Scalable and Effective Post-Pandemic Academic Intervention ```yaml url: "https://www.nwea.org/research/publication/schools-in-for-summer-a-scalable-and-effective-post-pandemic-academic-intervention/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` This December 2025 research report examines the effects of post-pandemic summer school on student achievement and district recovery, how program design and implementation aligned with recommended best practices, and how the scale and impact of summer school compared to other interventions such as tutoring. The study by Morton, Goldhaber, McEachin, and Kane provides large-scale evidence on summer programs as a cost-effective recovery strategy. --- --- ### 1114. Unequal Access to 8th-Grade Algebra: How School Offerings and Placement Practices Limit Opportunity ```yaml url: "https://www.nwea.org/research/publication/unequal-access-to-8th-grade-algebra-how-school-offerings-and-placement-practices-limit-opportunity/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [k-12, math-education, math-strategies] ``` This study examines inequitable access to early Algebra across the United States using data from 162,000 eighth-grade students across 22 states. The research analyzes both whether schools offer Algebra in 8th grade and how students are placed when courses are available, finding notable disparities based on school poverty levels, geographic location, and student race/ethnicity. --- --- ### 1115. Post-Pandemic School Closure Trends: Schools Serving Black Students Disproportionately Closed ```yaml url: "https://www.nwea.org/research/publication/post-pandemic-school-closure-trends-schools-serving-black-students-disproportionately-closed/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [k-12, longitudinal] ``` This NWEA research examines permanent school closures and their disparate impacts on communities. The analysis reveals that while most districts maintained open schools, closures disproportionately affected institutions serving high-poverty populations and predominantly Black student bodies, highlighting how pandemic-era closure decisions created unequal consequences across different communities. --- --- ### 1116. Boys Regain the Advantage in Middle School STEM Skills: Post-COVID Trends in Gender Achievement Gaps ```yaml url: "https://www.nwea.org/research/publication/boys-regain-the-advantage-in-middle-school-stem-skills-post-covid-trends-in-gender-achievement-gaps/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal, math-education] ``` This study investigates how boys' and girls' achievement in STEM skills were affected during the pandemic by analyzing five years of data from three national assessments. The research examines whether gender gaps widened among low- and high-achieving students, and explores variations in 8th grade algebra enrollment by gender during and after the pandemic. --- --- ### 1117. The COVID-19 School Year: Learning and Recovery Across 2020-2021 ```yaml url: "https://www.nwea.org/research/publication/the-covid-19-school-year-learning-and-recovery-across-2020-2021/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` This study examined student achievement trends before and during the pandemic using test scores from 4.9 million U.S. students in grades 3–8. Students were still behind typical pre-pandemic averages by spring 2021, and while students demonstrated positive gains during 2020–2021, the pandemic simultaneously widened existing educational inequities with much of the academic progress concentrated among higher-performing students. --- --- ### 1118. Test Score Patterns Across Three COVID-19-Impacted School Years ```yaml url: "https://www.nwea.org/research/publication/test-score-patterns-across-three-covid-19-impacted-school-years/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` This research analyzed data from 5.4 million U.S. students in grades 3–8 to track achievement changes across the pandemic's first two years. Average math test scores in fall 2021 were 0.20–0.27 standard deviations lower compared to 2019, while reading scores declined by 0.09–0.18 standard deviations, with achievement gaps between students in low- and high-poverty schools growing by 0.10–0.20 SD. --- --- ### 1119. Family Engagement as a Long-Term Strategy for Continued COVID Recovery ```yaml url: "https://www.nwea.org/research/publication/family-engagement-as-a-long-term-strategy-for-continued-covid-recovery/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, professional-development] ``` This June 2025 collaborative report examines family engagement as an underutilized approach to supporting student academic growth during COVID recovery. The research provides a broader definition of family engagement, shares insights from recent surveys on family experiences with schools, identifies barriers to engagement, and explains how improved communication strategies can drive more involvement and partnerships with families. --- --- ### 1120. Hot Test Days, Lower Math Scores: How Heat Affects Student Achievement ```yaml url: "https://www.nwea.org/research/publication/hot-test-days-lower-math-scores-how-heat-affects-student-achievement/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, math-education] ``` This study examines how rising temperatures impact student learning by analyzing roughly three million test events from fall 2022, 2023, and 2024. Higher temperatures most strongly affect math scores, with students in high-poverty schools facing the greatest impact, addressing a critical infrastructure challenge as many U.S. schools lack adequate cooling systems during increasingly intense heat waves. --- --- ### 1121. Integrating Literacy and Science: A Powerful Partnership for Student Success ```yaml url: "https://www.nwea.org/research/publication/integrating-literacy-and-science-a-powerful-partnership-for-student-success/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, literacy] ``` This research brief explores the connection between science and literacy instruction, documenting the benefits of integrated science and literacy instruction at the elementary level. The publication highlights advantages of integrating instruction while offering research-based guidance on effective implementation methods for elementary educators. --- --- ### 1122. Practitioner's Guide to Integrating Literacy and Science ```yaml url: "https://www.nwea.org/research/publication/practitioners-guide-to-integrating-literacy-and-science/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [k-12, literacy, professional-development] ``` This practitioner's guide accompanies a research brief on integrating literacy and science instruction at the elementary level, providing sample lessons to demonstrate each component in action in an elementary classroom. The guide addresses four key components of effective literacy and science integration, making research-based practices accessible and actionable for classroom teachers. --- --- ### 1123. Trend Snapshots: Math Recovery Continues, Reading Remains Stalled in Spring 2025 ```yaml url: "https://www.nwea.org/research/publication/trend-snapshots-math-recovery-continues-reading-remains-stalled-in-spring-2025/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, literacy, math-education] ``` This brief analyzes recent data from the NWEA MAP Growth National Dashboard, highlighting a modest, incremental recovery post-COVID but stalled progress in reading achievement as of Spring 2025. The analysis examines divergent patterns between mathematics and reading subjects in the ongoing post-pandemic educational landscape across student populations. --- --- ### 1124. Summer Credit Recovery: Impact on Newcomer English Learners ```yaml url: "https://www.nwea.org/research/publication/summer-credit-recovery-impact-on-newcomer-english-learners/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [english-learners, k-12, longitudinal] ``` This research examines a summer credit recovery program for high school newcomer English learners in California. The study finds that credit recovery increased the number of math, English Language Arts, science, and social science classes taken by newcomer EL students, and the findings suggest the program may positively affect English language development. --- --- ### 1125. The Impact of English Learner Reclassification on High School Reading and Academic Progress ```yaml url: "https://www.nwea.org/research/publication/the-impact-of-english-learner-reclassification-on-high-school-reading-and-academic-progress/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [english-learners, k-12, literacy, longitudinal] ``` This research examines how reclassifying English learner students in 8th grade affects their subsequent academic performance using data from a California district. The study found statistically insignificant effects on standardized ELA test scores in grades 9–11, though results on SAT reading showed potentially negative outcomes, suggesting that reclassification timing may not substantially improve high school reading achievement. --- --- ### 1126. Pathways of Mathematics Achievement in Preschool: Examining Executive Function and Task Orientation ```yaml url: "https://www.nwea.org/research/publication/pathways-of-mathematics-achievement-in-preschool-examining-executive-function-and-task-orientation/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [early-childhood, longitudinal, math-education, prekindergarten] ``` This longitudinal study examines how executive function skills in preschoolers predict mathematics achievement growth, exploring whether growth in children's task orientation mediates the connection between executive function and math performance. The study investigates potential sex differences in these associations, finding that task orientation partially explains how executive function relates to math achievement across diverse student populations. --- --- ### 1127. COVID's Impact on Science Achievement: Trends from 2019 Through 2024 ```yaml url: "https://www.nwea.org/research/publication/covids-impact-on-science-achievement-trends-from-2019-through-2024/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` Building on NWEA's previous research series focused on math and reading, this report represents the first comprehensive large-scale examination of how COVID-19 affected science achievement across U.S. schools. The analysis examines science test scores spanning seven school years to document pandemic impacts on student performance in this subject area. --- --- ### 1128. From Loss to Recovery: Diverging Paths and Uneven Gains Across Schools ```yaml url: "https://www.nwea.org/research/publication/from-loss-to-recovery-diverging-paths-and-uneven-gains-across-schools/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` This analysis examines school recovery patterns following the COVID-19 pandemic by studying initial achievement declines and subsequent gains across a diverse set of schools. By understanding different recovery patterns, the brief offers insights to policymakers and leaders on where to invest for long-term improvement and how to target support where it is needed most. --- --- ### 1129. MAP Reading Fluency with Coach: Evidence Base ```yaml url: "https://www.nwea.org/research/publication/map-reading-fluency-with-coach-evidence-base/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, intelligent-tutoring, k-12, literacy] ``` This July 2024 brief examines the research foundation underlying MAP Reading Fluency with Coach's AI-powered intelligent reading tutor and the research on key elements of early literacy instruction. The document outlines the components of the MAP Reading Fluency with Coach pedagogy and the research base supporting each component, providing transparency about the evidence behind the tool's instructional design. --- --- ### 1130. Identifying Students Who Are Off-Track Academically in 9th Grade: The Role of Social-Emotional Learning Trajectories ```yaml url: "https://www.nwea.org/research/publication/identifying-students-who-are-off-track-academically-in-9th-grade-the-role-of-social-emotional-learning-trajectories/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [college-access, dropout-prevention, k-12, longitudinal, sel] ``` This working paper examines whether a student's initial level of SEL skills at the start of middle school or change in SEL skills over time is a better indicator of academic struggles in high school. Using longitudinal data to analyze three constructs related to successful transitions, the study finds that while baseline social-emotional skills matter, growth in self-management also predicts high school performance independently. --- --- ### 1131. Persistence and Convergence: The End-of-Kindergarten Outcomes of Pre-K Graduates and Their Nonattending Peers ```yaml url: "https://www.nwea.org/research/publication/persistence-and-convergence-the-end-of-kindergarten-outcomes-of-pre-k-graduates-and-their-nonattending-peers/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [early-childhood, longitudinal, prekindergarten] ``` This study examined how pre-K benefits persist through kindergarten for 2,581 low-income children, finding that pre-K graduates outperformed nonattenders in achievement and executive functioning skills at the end of kindergarten, though initial advantages diminished by approximately half during the kindergarten year. The convergence between groups was attributed to nonattenders making greater gains in kindergarten rather than differences in classroom experiences. --- --- ### 1132. Leveled Literacy Intervention for Secondary Students: Results from a Randomized Controlled Trial in Oakland Schools ```yaml url: "https://www.mathematica.org/publications/leveled-literacy-intervention-for-secondary-students-results-from-a-randomized-controlled-trial" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2018-02-22 date_source: listing authors: ["Naihobe Gonzalez", "Sophie MacIntyre", "Pilar Beccar-Varela"] document_url: null doi: null license: null tags: [k-12, literacy, professional-development, rct] ``` This RCT — the nation's first randomized controlled trial of Leveled Literacy Intervention (LLI) in secondary grades — examined implementation and outcomes across Oakland Unified School District secondary schools, where roughly half of students read multiple grade levels below level. Students did not receive the recommended minimum number of LLI sessions due to delayed starts, scheduling conflicts, and varied fidelity. The intervention showed no positive impact on reading comprehension and produced negative outcomes on ELA/literacy standards mastery, with students pulled from core classes particularly affected. --- --- ### 1133. Effectiveness of Reading and Mathematics Software Products: Findings from Two Student Cohorts ```yaml url: "https://www.mathematica.org/publications/effectiveness-of-reading-and-mathematics-software-products-findings-from-two-student-cohorts" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2009-02-28 date_source: listing authors: ["Larissa Campuzano", "Mark Dynarski", "Roberto Agodini", "Kristina Rall"] document_url: null doi: null license: null tags: [computer-assisted-learning, digital-learning-platforms, k-12, literacy, math-education, rct] ``` This congressionally mandated study evaluated ten computer-based reading and math software products across two student cohorts (2004–05 and 2005–06 school years), using an experimental design. Teacher experience with the software showed no systematic relationship to changes in outcomes between years. Only one product had statistically significant positive effects overall, raising questions about the educational value of educational software as deployed in these conditions. --- --- ### 1134. Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools ```yaml url: "https://www.mathematica.org/publications/achievement-effects-of-four-early-elementary-school-math-curricula-findings-from-first-graders-in-39-schools" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2009-02-28 date_source: listing authors: ["Roberto Agodini", "Barbara Harris", "Sally Atkins-Burnett", "Sheila Heaviside", "Timothy Novak", "Robert Murphy"] document_url: null doi: null license: null tags: [early-childhood, k-12, math-education, math-strategies, rct] ``` The largest experimental study of its kind, this federal report compared the effectiveness of four early math curricula (Math Expressions, Saxon Math, Investigations in Number/Data/Space, and Scott Foresman-Addison Wesley Mathematics) across 39 schools. Math Expressions and Saxon Math produced significantly higher first-grade achievement than the other two programs, with benefits particularly pronounced for students in low-performing, high-poverty schools. --- --- ### 1135. Menu of Measures: High-Quality Measures of Middle Years Math Student Outcomes ```yaml url: "https://www.mathematica.org/publications/menu-of-measures-high-quality-measures-of-middle-years-math-student-outcomes" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2022-03-01 date_source: listing authors: ["Julie Bruch", "Jasmine Forde", "Ijun Lai", "Veronica Sotelo Muñoz"] document_url: null doi: null license: null tags: [formative-assessment, k-12, math-education, math-motivation, personalized-learning] ``` Developed with a research panel for Bill & Melinda Gates Foundation grantees, this curated guide provides educators, district leaders, researchers, and funders with high-quality ways to measure middle-grades students' math skills, perceptions and beliefs, and math use beyond the classroom. It includes validity and reliability criteria and context-specific selection guidance, with a focus on improving math outcomes for Black, Latino, and economically disadvantaged middle-grade students. --- --- ### 1136. Measuring Children's Progress from Preschool Through Third Grade ```yaml url: "https://www.mathematica.org/publications/measuring-childrens-progress-from-preschool-through-third-grade" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2007-07-03 date_source: listing authors: ["Sally Atkins-Burnett"] document_url: null doi: null license: null tags: [early-childhood, formative-assessment, k-12, prekindergarten] ``` This paper examines how to assess child outcomes when evaluating preschool program effectiveness, arguing that traditional standardized tests alone are insufficient for young children. The author advocates for observational measures spanning preschool through elementary grades and a multimethod assessment strategy that avoids high-stakes applications, highlighting the need for classroom quality measurement in program evaluations. --- --- ### 1137. Testing New Approaches to Math Tutoring: Lessons from Eight Evaluations ```yaml url: "https://www.mathematica.org/publications/testing-new-approaches-to-math-tutoring-lessons-from-eight-evaluations" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2023-06-30 date_source: listing authors: ["Kate Place", "Andrew Gothro", "Gregory Chojnacki", "Kara Conroy"] document_url: null doi: null license: null tags: [k-12, math-education, math-motivation, personalized-learning, rct, student-belonging] ``` This brief synthesizes findings from evaluations of eight tutoring programs piloting alternative approaches — including virtual and group tutoring — for students in grades 4–10 during the 2021–22 school year. Programs with high attendance, adequate staffing, and strong student-tutor relationships produced the best learning outcomes. The brief finds that group and virtual tutoring can boost math knowledge and may improve students' math confidence and sense of belonging. --- --- ### 1138. Examining Student and Teacher Math Learning: Lessons from Three Summer Programs ```yaml url: "https://www.mathematica.org/publications/examining-student-and-teacher-math-learning-lessons-from-three-summer-programs" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2023-07-20 date_source: listing authors: ["Gregory Chojnacki", "Kate Place", "Kara Conroy"] document_url: null doi: null license: null tags: [k-12, math-education, math-strategies, professional-development] ``` This brief evaluates three Gates Foundation-funded summer programs for grades 6–8 that used research-based curricula and instructional practices to support diverse learners during 2019–20. Students showed substantial grade improvements in the following semester, and teachers successfully incorporated new instructional approaches from training into their regular practice. The brief identifies actionable lessons around teacher training, program monitoring, and student recruitment. --- --- ### 1139. Math Corps Successfully Replicated ```yaml url: "https://www.mathematica.org/publications/math-corps-successfully-replicated" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2021-11-30 date_source: listing authors: ["Barbara Harris", "Lindsay Fox"] document_url: null doi: null license: null tags: [k-12, longitudinal, math-education, math-strategies] ``` Mathematica independently evaluated the replication of Math Corps — a summer camp for middle school students that originated at Wayne State University — across three new cities (Cleveland, Philadelphia, and Utica) funded by the National Science Foundation (2017–19). All three replication sites successfully served their priority communities, maintained strong attendance, and produced statistically significant improvements on Math Corps assessments from camp start to completion. --- --- ### 1140. Sustaining Effective Teacher Practice: The Impact of the EL Education Language Arts Curriculum and Professional Development on Teachers' Instruction ```yaml url: "https://www.mathematica.org/publications/sustaining-effective-teacher-practice-the-impact-of-the-el-education-language-arts-curriculum" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2018-11-02 date_source: listing authors: ["Jane Choi", "Scott Richman", "Sarah Dolfin"] document_url: null doi: null license: null tags: [k-12, literacy, professional-development, writing-instruction] ``` This i3-funded study examined how the Teacher Potential Project (TPP) — combining a Common Core-aligned EL Education Language Arts curriculum with intensive professional development — affected teachers' instructional practices compared to district-provided curricula. Significantly more TPP teachers encouraged higher-order thinking, had students cite textual evidence in writing, and engaged students in reading, writing, and speaking about texts, especially in the second year of implementation. --- --- ### 1141. Teacher Factors That Drive Improvement in Secondary Writing Outcomes: A Landscape Analysis ```yaml url: "https://www.mathematica.org/publications/teacher-factors-that-drive-improvement-in-secondary-writing-outcomes-a-landscape-analysis" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2021-05-04 date_source: listing authors: ["Jasmine Forde", "Julie Bruch", "Megan Shoji"] document_url: null doi: null license: null tags: [k-12, professional-development, qualitative-research, writing-instruction] ``` This Gates Foundation-funded brief synthesizes an academic literature review identifying instructional skills and practices that support writing improvements for grades 6–12 students. Teachers influence writing outcomes both through explicit instructional practices and through subtler means — how they engage with students, provide support, and offer feedback — making teacher development a critical lever for secondary writing improvement. --- --- ### 1142. What Matters for Student Achievement? Exploring Teacher Instructional Practices and the Role of School-Level and Student-Level Characteristics ```yaml url: "https://www.mathematica.org/publications/what-matters-for-student-achievement-exploring-teacher-instructional-practices-and-the-role-of" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2019-08-27 date_source: listing authors: ["Scott Richman", "Alicia Demers", "Dmitriy Poznyak"] document_url: null doi: null license: null tags: [k-12, literacy, longitudinal, professional-development] ``` This exploratory study analyzed data from 10,716 students taught by 214 ELA teachers across 63 schools to identify which instructional practices relate to higher student achievement. General instruction and classroom management practices — fostering engagement, facilitating discussion, minimizing disruptions, and maintaining a positive climate — showed significant associations with achievement, more so than specific reading/writing strategies. School characteristics like racial diversity, student-teacher ratios, and enrollment moderated these relationships. --- --- ### 1143. Strengthening Principal Preparation Through On-The-Job Training: Insights from KIPP's Strategies for Developing Assistant Principals as School Leaders ```yaml url: "https://www.mathematica.org/publications/strengthening-principal-preparation-through-on-the-job-training-insights-from-kipps-strategies" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2019-01-31 date_source: listing authors: ["Jeff Archer", "Jeffrey Max"] document_url: null doi: null license: null tags: [career-readiness, k-12, professional-development] ``` This publication examines how KIPP, the nation's largest charter school network, developed a structured internal program to cultivate school leaders by turning the assistant principal experience into a deliberate leadership development pathway. Rather than relying solely on external recruitment, KIPP's strategies address the ongoing need for qualified principals through on-the-job training and competency-building for assistant principals. --- --- ### 1144. Implementation and Impacts of Pay-for-Performance: The 2010 Teacher Incentive Fund (TIF) Grantees After Three Years ```yaml url: "https://www.mathematica.org/publications/teacher-incentive-fund-three-years-snapshot" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2016-08-24 date_source: listing authors: ["Alison Wellington", "Hanley Chiang", "Kristin Hallgren", "Cecilia Speroni", "Mariesa Herrmann", "Paul Burkander"] document_url: null doi: null license: null tags: [k-12, professional-development, rct] ``` This NCEE study snapshot examines how districts implemented performance-based compensation systems funded through 2010 federal Teacher Incentive Fund grants. After three years, pay-for-performance had small positive impacts on students' math and reading achievement in the ten evaluated districts. However, few districts structured bonuses to align well with TIF guidance, and many teachers misunderstood their eligibility or potential earnings. --- --- ### 1145. Districts and Data: Developing Capacity for Effective Data Use ```yaml url: "https://www.mathematica.org/publications/districts-and-data-developing-capacity-for-effective-data-use" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2014-12-30 date_source: listing authors: ["Cassie Pickens Jewell", "Libby Makowsky", "Kristin Hallgren"] document_url: null doi: null license: null tags: [formative-assessment, k-12, professional-development] ``` This issue brief examines the challenges school districts face in using data strategically, noting that while large interconnected datasets have raised educator awareness of data's value, many districts struggle to identify the right questions, datasets, or interpretive methods. The brief offers four recommendations: build a culture of data use, ask the right questions, correctly interpret findings, and dedicate adequate resources to analysis. --- --- ### 1146. How Community Colleges Address Basic Needs and Financial Stability of Low-Income Students to Boost College Completion ```yaml url: "https://www.mathematica.org/publications/how-community-colleges-address-basic-needs-and-financial-stability-of-low-income-students-to-boost" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2018-04-30 date_source: listing authors: ["Margaret Sullivan", "Derek V. Price", "Lindsay Fox", "Ann Person"] document_url: null doi: null license: null tags: [college-access, dropout-prevention, higher-ed, student-belonging] ``` This report examines the Working Students Success Network (WSSN), a comprehensive support strategy for low-income students and students of color across 19 community colleges, integrating financial literacy, budgeting, and career planning with credential attainment. The research found that receiving intensive one-on-one service mattered more than multi-pillar group services, though colleges could reach more students through group-based delivery when individualized approaches were adapted to individual needs. --- --- ### 1147. From Outreach to Enrollment: Strategies to Engage Adults in Education Beyond High School ```yaml url: "https://www.mathematica.org/publications/from-outreach-to-enrollment-strategies-to-engage-adults-in-education-beyond-high-school" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2021-05-12 date_source: listing authors: ["Lisbeth Goble", "Ashley Hong", "Veronica Severn"] document_url: null doi: null license: null tags: [career-readiness, college-access, higher-ed] ``` This Lumina Foundation-funded brief examines marketing, outreach, and enrollment strategies employed by states receiving Adult Promise grants to engage adult learners (ages 25–64) in higher education. Key findings emphasize that appropriate messaging is critical because adult learners' priorities differ from traditional enrollees, high-touch personalized guidance through enrollment and financial aid is essential, and digital tools can make the enrollment process more convenient for adults balancing work and family demands. --- --- ### 1148. Infusing Academics into Career and Technical Education ```yaml url: "https://www.mathematica.org/publications/infusing-academics-into-career-and-technical-education" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2008-12-30 date_source: listing authors: ["Joshua Haimson", "James R. Stone, III", "Donna Pearson"] document_url: null doi: null license: null tags: [career-readiness, k-12, math-education, professional-development] ``` This issue brief examines the integration of academic content — particularly mathematics — into career and technical education (CTE) curricula, based on feedback from CTE educators. The research finds that incorporating academic learning into CTE requires substantial time, effort, and resources, and highlights the real implementation challenges educators and curriculum developers must navigate when blending vocational training with academic content. --- --- ### 1149. The NIH Undergraduate Scholarship Program: Career Outcomes of Scholars and Non-Awarded Finalists ```yaml url: "https://www.mathematica.org/publications/the-nih-undergraduate-scholarship-program-career-outcomes-of-scholars-and-nonawarded-finalists" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2005-07-29 date_source: listing authors: ["Steven Glazerman", "Neil Seftor", "Jesse Gregory"] document_url: null doi: null license: null tags: [career-readiness, higher-ed, longitudinal] ``` This evaluation compared career outcomes between NIH Undergraduate Scholarship Program recipients and finalist applicants who did not receive awards, examining whether the program effectively supports disadvantaged undergraduate science students in pursuing biomedical research careers. Scholars were achieving career milestones at high rates and making steady progress toward becoming biomedical researchers, substantially outpacing non-awarded finalists, suggesting the program is operating as intended. --- --- ### 1150. Disproportionality in School Discipline: An Assessment in Maryland through 2018 ```yaml url: "https://www.mathematica.org/publications/disproportionality-in-school-discipline-an-assessment-in-maryland-through-2018-study-snapshot" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2019-09-30 date_source: listing authors: ["Johanna Lacoe", "Mikia Manley"] document_url: null doi: null license: null tags: [k-12, longitudinal, school-discipline] ``` This Regional Educational Laboratory Mid-Atlantic study analyzed disciplinary removal trends in Maryland schools from 2009/10 to 2017/18 using administrative data. Although overall exclusionary discipline rates declined, Black students and students with disabilities continued to be suspended and expelled at more than twice the rates of other students. Even for identical infractions, these groups were significantly more likely to receive out-of-school suspensions, suggesting implicit bias as a contributing factor. --- --- ### 1151. Preparing for Life After High School: The Characteristics and Experiences of Youth in Special Education ```yaml url: "https://www.mathematica.org/publications/preparing-for-life-after-high-school-the-characteristics-and-experiences-of-youth-in-special" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2018-05-15 date_source: listing authors: ["Stephen Lipscomb", "Johanna Lacoe", "Albert Y. Liu", "Joshua Haimson"] document_url: null doi: null license: null tags: [career-readiness, k-12, longitudinal] ``` This NCEE evaluation brief summarizes findings from the National Longitudinal Transition Study 2012, which surveyed secondary school youth with disabilities and their parents to assess IDEA implementation. Youth with disabilities were found to be more socioeconomically disadvantaged, to demonstrate lower academic performance, and to be less likely to take steps toward postsecondary education and employment, with youth with intellectual disabilities, autism, and multiple disabilities facing the highest risks. --- --- ### 1152. Building Teacher Capacity to Support English Language Learners in Schools Receiving School Improvement Grants ```yaml url: "https://www.mathematica.org/publications/building-teacher-capacity-to-support-english-language-learners-in-schools-receiving-school" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2014-11-30 date_source: listing authors: ["Andrea Boyle", "Laura Golden", "Kerstin Carlson Le Floch", "Jennifer O'Day", "Barbara Harris", "Sarah Wissel"] document_url: null doi: null license: null tags: [english-learners, k-12, professional-development, qualitative-research] ``` This NCEE evaluation brief examined staffing and professional development strategies for serving English Language Learners in 11 high-ELL schools receiving federal School Improvement Grant funding (2010–13). Few schools leveraged staffing strategies or hired with ELL expertise in mind, while teachers widely participated in ELL-related PD but received limited hours. Schools that devoted a greater share of PD to ELL topics had teachers more likely to report improved effectiveness. --- --- ### 1153. Not Just Numeracy and Literacy: Theory of Mind Development and School Readiness among Low-Income Children ```yaml url: "https://www.mathematica.org/publications/not-just-numeracy-and-literacy-theory-of-mind-development-and-school-readiness-among-low-income" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2017-12-30 date_source: listing authors: ["Elizabeth Woodburn Cavadel", "Douglas A. Frye"] document_url: null doi: null license: null tags: [early-childhood, longitudinal, prekindergarten, sel] ``` This longitudinal study of 120 low-income preschool and kindergarten children examined how theory of mind development contributes to school readiness, exploring links among theory of mind, understanding of teaching, learning behaviors, and literacy and numeracy skills at school entry. Children's understanding of teaching was particularly important — it predicted changes in literacy scores over time — underscoring that sociocognitive development matters for school readiness beyond traditional academic skills. --- --- ### 1154. Student Characteristics and Achievement in 22 KIPP Middle Schools ```yaml url: "https://www.mathematica.org/publications/student-characteristics-and-achievement-in-22-kipp-middle-schools" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2010-06-30 date_source: listing authors: ["Christina Clark Tuttle", "Bing-ru Teh", "Ira Nichols-Barrer", "Brian P. Gill", "Philip Gleason"] document_url: null doi: null license: null tags: [k-12, literacy, longitudinal, math-education] ``` This multi-year evaluation of the Knowledge Is Power Program (KIPP) employed a matched comparison group design to examine impacts on disadvantaged students across 22 KIPP middle schools. For the vast majority of KIPP schools in the evaluation, impacts on state assessment scores in math and reading were positive, statistically significant, and educationally substantial, providing rigorous evidence for the model's effectiveness. --- --- ### 1155. Pre-Kindergarten Impacts Over Time: An Analysis of KIPP Charter Schools ```yaml url: "https://www.mathematica.org/publications/pre-kindergarten-impacts-over-time-an-analysis-of-kipp-charter-schools" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2017-08-22 date_source: listing authors: ["Virginia Knechtel", "Thomas Coen", "Pia Caronongan", "Nickie Fung", "Lisbeth Goble"] document_url: null doi: null license: null tags: [early-childhood, k-12, longitudinal, prekindergarten, rct] ``` This study tracked outcomes over five years to determine whether benefits from KIPP Pre-K enrollment persisted as students progressed through elementary school. After five years, KIPP Pre-K combined with KIPP early elementary school showed positive and statistically significant impacts on reading and math achievement, with potential advantages for executive function development. Reading skill improvements were sustained over time, though reading comprehension impacts largely dissipated by grade 2. --- --- ### 1156. Scaling Programs with Research Evidence and Effectiveness (SPREE) ```yaml url: "https://www.mathematica.org/publications/scaling-programs-with-research-evidence-and-effectiveness-spree" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2019-10-01 date_source: listing authors: ["Nan Maxwell", "Scott Richman"] document_url: null doi: null license: null tags: [k-12, longitudinal, meta-analysis] ``` Published in The Foundation Review, this article describes the SPREE process — Scaling Programs with Research Evidence and Effectiveness — a framework used by the Corporation for National and Community Service since 2016 to help foundations and grantees identify and scale effective interventions. SPREE uses evaluation and implementation science to determine which programs produce desired outcomes and which organizations are ready for expansion, and can help organizations develop evaluation cultures even when none previously existed. --- --- ### 1157. Challenges in Adolescent Reading Intervention: Evidence from a Randomized Control Trial ```yaml url: "https://www.mathematica.org/publications/challenges-in-adolescent-reading-intervention-evidence-from-a-randomized-control-trial" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2018-06-13 date_source: listing authors: ["Naihobe Gonzalez", "Sophie MacIntyre", "Pilar Beccar-Varela"] document_url: null doi: null license: null tags: [k-12, literacy, rct, response-to-intervention] ``` Reporting on the nation's first RCT of Leveled Literacy Intervention (LLI) in secondary grades in Oakland schools, this study found no measurable improvement in reading comprehension and adverse impacts on ELA/literacy standards mastery. Students pulled from regular classes for LLI were particularly negatively affected, possibly due to missing grade-level content. The research underscores the difficulty of adapting elementary interventions for adolescents without accounting for curriculum continuity. --- --- ### 1158. Promise Neighborhoods Case Studies ```yaml url: "https://www.mathematica.org/publications/promise-neighborhoods-case-studies-issue-brief" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2015-12-14 date_source: listing authors: ["Lara Hulsey", "Andrea Mraz Esposito", "Kimberly Boller", "Sarah Osborn"] document_url: null doi: null license: null tags: [college-access, dropout-prevention, k-12, sel] ``` This case study analysis examined how five Promise Neighborhoods grantees — part of a $100 million federal initiative across 48 lead agencies in 23 states — designed their programs, selected services, and navigated early implementation challenges. Promise Neighborhoods aim to build integrated support systems from early childhood through career preparation in high-poverty communities, offsetting the effects of poverty on children's educational and life outcomes. --- --- ### 1159. Missouri's Teacher Career Ladder Program ```yaml url: "https://www.mathematica.org/publications/missouris-teacher-career-ladder-program" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2008-02-28 date_source: listing authors: ["Kevin Booker", "Steven Glazerman"] document_url: null doi: null license: null tags: [k-12, longitudinal, professional-development] ``` This working paper analyzed nine years of longitudinal data from 524 Missouri school districts, comparing achievement in districts participating in the state's Career Ladder teacher compensation program against matched non-participating districts. The study found that any positive effect on test scores was likely very small, ranging from negligible to no measurable impact, contributing evidence to debates about differentiated teacher pay structures. --- --- ### 1160. Landscape Analysis of Non-Cognitive Measures ```yaml url: "https://www.mathematica.org/publications/landscape-analysis-of-noncognitive-measures" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2012-07-30 date_source: listing authors: ["Sally Atkins-Burnett", "Camila Fernandez", "Lauren Akers", "Jessica Jacobson", "Claire Smither-Wulsin"] document_url: null doi: null license: null tags: [formative-assessment, k-12, math-motivation, sel] ``` This landscape analysis collected and analyzed information about instruments designed to measure learning strategies and student mindsets in middle childhood, examining tools for assessing non-cognitive skills relevant to academic outcomes. The project was part of a broader effort to understand what measures are available, valid, and reliable for assessing the non-academic factors that influence student success. --- --- ### 1161. Measuring Charter School Effectiveness Across States ```yaml url: "https://www.mathematica.org/publications/measuring-charter-school-effectiveness-across-states" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-10 published_date: 2008-04-30 date_source: listing authors: ["Kevin Booker", "Duncan Chaplin", "Eric Isenberg"] document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` This report outlines methodology developed with New Leaders for identifying effective schools and teachers across a consortium of 99 charter schools in 18 states and Washington, DC. The approach was customized based on each partner's priorities and available performance data, with plans for future refinement and incorporation of additional metrics, offering a model for multi-state charter effectiveness measurement. --- --- ### 1162. Word Generation ```yaml url: "https://evidenceforessa.org/program/word-generation/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-13 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy] ``` Word Generation is an approach to vocabulary building in which students are encouraged to discuss and read about topics containing target words, targeting grades 6–8. The Evidence for ESSA review rated it Promising based on positive effects on GMRC reading comprehension outcomes. Key studies showed modest gains in comprehension but limited transfer to vocabulary growth. --- --- ### 1163. The Project Approach ```yaml url: "https://evidenceforessa.org/program/the-project-approach/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-13 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, literacy, prekindergarten] ``` The Project Approach is a set of teaching strategies that helps teachers guide Pre-K children through in-depth investigations of real-world topics, balancing play, direct instruction, and extended project work including fieldwork and investigation. Rated Promising by Evidence for ESSA, the program demonstrated positive effects on early literacy outcomes in a key study from 2008. The curriculum model supports teacher-facilitated inquiry projects that can extend over weeks. --- --- ### 1164. PAX Good Behavior Game — Reading ```yaml url: "https://evidenceforessa.org/program/pax-good-behavior-game-reading/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-13 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, sel] ``` The PAX Good Behavior Game organizes students into teams where teachers monitor classroom behavior using a checkmark system; the team receiving the fewest checkmarks earns a small privilege, encouraging peer accountability and positive behavioral support in grades 1–3. Rated Promising by Evidence for ESSA based on a 2015 study showing positive effects on reading outcomes. The behavior management framework is embedded within daily reading instruction. --- --- ### 1165. REDI (Research-Based, Developmentally Informed) ```yaml url: "https://evidenceforessa.org/program/redi-research-based-developmentally-informed/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-13 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, literacy, prekindergarten, sel] ``` REDI is a preschool program designed primarily to enhance executive functions and school readiness among disadvantaged students, incorporating the Preschool PATHS® Curriculum for social-emotional learning alongside phonological awareness training and alphabet activities. The program provides in-person and online teacher training with ongoing coaching support. Evidence for ESSA rated it Promising based on studies from 2008 and 2014 showing improvements in reading-readiness outcomes. --- --- ### 1166. IMSE's Orton-Gillingham Plus (OG+) ```yaml url: "https://evidenceforessa.org/program/imse-og/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-13 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, response-to-intervention] ``` IMSE's OG+ is a Structured Literacy core foundational skills program based on Orton-Gillingham principles, designed for whole-class, small-group, and one-on-one reading and spelling instruction in grades K–5. The program incorporates multimodal techniques and is supported by professional development and coaching services. Evidence for ESSA rated it Promising based on a 2025 study showing improved literacy outcomes for K–3 students. --- --- ### 1167. Corrective Reading — Elementary ```yaml url: "https://evidenceforessa.org/program/corrective-reading-elementary/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-13 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, response-to-intervention] ``` Corrective Reading is a program for upper-elementary struggling readers that uses scripted, structured lessons focused on phonics, fluency, and comprehension, employing explicit and systematic methods with rapid-paced activities. The intervention, studied in grades 3 and 5, was delivered with substantial teacher professional development support. Evidence for ESSA rated it Promising based on a 2007 study. --- --- ### 1168. Every Classroom, Every Day (ECED) — Reading ```yaml url: "https://evidenceforessa.org/program/every-classroom-every-day-eced-reading/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-13 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy] ``` Every Classroom, Every Day (ECED) provides a structured literacy curriculum based on authentic expository texts as a supplement to regular English instruction, doubling student exposure to language arts in grades 9–10. The two-year program spans Reading Matters (year one, focusing on comprehension) and Writing Matters (year two, emphasizing communication skills), both employing instructional strategies called the Power 10. Evidence for ESSA rated it Promising based on a 2015 study. --- --- ### 1169. Spell Read ```yaml url: "https://evidenceforessa.org/program/spell-read/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-13 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, response-to-intervention] ``` Spell Read emphasizes systematic and explicit fluency-oriented instruction in phonics for struggling readers in grades 3 and 5, incorporating shared reading with leveled books, discussion, and writing activities alongside extensive teacher professional development. Evidence for ESSA rated it Promising based on a 2007 study showing improvements in reading fluency and decoding. The program targets students significantly below grade level in reading. --- --- ### 1170. National Geographic Reach ```yaml url: "https://evidenceforessa.org/program/reach/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-13 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [english-learners, k-12, literacy] ``` National Geographic Reach is a comprehensive, content-based core ESL program for students in grades K–5 designed to provide scaffolded instruction and flexible learning opportunities, helping English Language Learners achieve language proficiency and reading independence. Evidence for ESSA rated it Promising based on a 2011 study focused on 3rd grade that found improved reading comprehension outcomes. The program uses authentic National Geographic content to build academic language and literacy. --- --- ### 1171. Responsive Classroom — Reading ```yaml url: "https://evidenceforessa.org/program/responsive-classroom-reading/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-13 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, literacy, sel] ``` Responsive Classroom is an approach focused on building social-emotional skills in elementary students (grades 1–5) through extensive teacher professional development including summer training and in-school coaching. The program embeds modeling of prosocial behavior, collaboration, and self-control into daily reading instruction. Evidence for ESSA rated it Promising based on a 2007 study showing positive effects on reading outcomes. --- --- ### 1172. Teacher Certification in Texas: District Strategies to Recruit and Retain a Credentialed Workforce ```yaml url: "https://learningpolicyinstitute.org/product/tx-teacher-certification-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-13 published_date: 2026-05-12 date_source: listing authors: ["Susan Kemper Patrick", "Chazz Higginbotham", "Ryan Saunders", "Tiffany S. Tan", "Steve Wojcikiewicz"] document_url: null doi: null license: null tags: [k-12, professional-development] ``` Texas faces substantial teacher staffing challenges, with over two-thirds of newly hired teachers entering through emergency permits or without full certification, creating equity disparities across districts. This report examines how districts with higher certification rates maintain credentialed workforces through partnerships, recruitment strategies, Grow Your Own programs, and teacher residencies. The report includes policy recommendations for districts, preparation programs, and the legislature in light of House Bill 2 and the PREP Program Allotment. --- --- ### 1173. Why Expert Advising Matters for College Access ```yaml url: "https://www.brookings.edu/articles/why-expert-advising-matters-for-college-access/" type: article source: "Brookings Institution (Brown Center on Education Policy)" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-13 published_date: 2026-05-11 date_source: page-meta authors: ["Isabel McMullen", "Taylor Odle"] document_url: null doi: null license: null tags: [coaching, college-access, higher-ed] ``` This Brown Center on Education Policy article evaluates Tennessee's Advise TN program, a statewide college advising initiative that increased college enrollment by approximately 4 percentage points overall, with particularly strong results among Hispanic students and those in rural schools. The effectiveness stems from specialized advisors providing intensive, hands-on support with concrete tasks like FAFSA completion and college applications rather than general counseling. Published May 11, 2026, the research highlights how expert, task-specific college advising can drive meaningful improvements in post-secondary access. --- --- ### 1174. Positionality in Teaching: Implications for Advancing Social Justice ```yaml url: "https://www.nwea.org/research/publication/positionality-in-teaching-implications-for-advancing-social-justice/" type: article source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-13 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [k-12, professional-development] ``` This article examines how educators teaching about justice and equity must model these values through vulnerability and self-reflection, openly discussing their mistakes and struggles regarding power, privilege, and oppression. The authors argue that this teacher positionality creates an environment where students feel safe engaging in critical reflection about their own relationships to issues of justice. Published 2019, the piece addresses professional development implications for educators working in equity-focused contexts. --- --- ### 1175. Three Measures of Test Adaptation Based on Optimal Test Information ```yaml url: "https://www.nwea.org/research/publication/three-measures-of-test-adaptation-based-on-optimal-test-information/" type: article source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-13 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, learning-engineering] ``` This study introduces three new measures designed to evaluate test adaptation by analyzing the information provided to individual test-takers, offering theoretical, engineering, and operational perspectives on adaptation effectiveness. The measures were applied to adaptive, multistage, and fixed-form test simulations to compare their performance. Published 2020, the research contributes to the design and evaluation of computerized adaptive testing systems used in K–12 assessment. --- --- ### 1176. Validating the SEDA Measures of District Educational Opportunities via a Common Assessment ```yaml url: "https://www.nwea.org/research/publication/validating-the-seda-measures-of-district-educational-opportunities-via-a-common-assessment/" type: article source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-13 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, longitudinal] ``` This convergent validity study compares growth estimates from the Stanford Educational Data Archive (SEDA) against NWEA MAP Growth assessments across grades 3–8, finding strong precision-adjusted correlations of .90 in math and .82 in ELA. The research demonstrates substantial agreement between the two measurement approaches for tracking district-level educational opportunities. Published 2019, the study provides evidence supporting the validity of using SEDA as a large-scale proxy for assessment-based growth measures. --- --- ### 1177. A Posterior Predictive Model Checking Method Assuming Posterior Normality for Item Response Theory ```yaml url: "https://www.nwea.org/research/publication/a-posterior-predictive-model-checking-method-assuming-posterior-normality-for-item-response-theory/" type: article source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-13 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, learning-engineering] ``` This research investigates violations of local independence assumptions in unidimensional item response theory models and proposes a Bayesian posterior predictive model checking method (PPMC-N) that accounts for parameter uncertainty when evaluating local dependence. The method was estimated through full-information maximum likelihood and addresses a key challenge in ensuring the psychometric integrity of educational assessments. Published 2019, the study supports the technical validity of large-scale adaptive tests used in K–12 education. --- --- ### 1178. The Influence of Rapidly Guessed Item Responses on Teacher Value-Added Estimates: Implications for Policy and Practice ```yaml url: "https://www.nwea.org/research/publication/the-influence-of-rapidly-guessed-item-responses-on-teacher-value-added-estimates-implications-for-policy-and-practice/" type: article source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-13 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12] ``` This research examines whether students' low-effort test behaviors (rapid guessing) affect teacher evaluations through value-added estimates, finding that while rapid guessing varies across grades, subjects, and teachers, it did not substantially impact teacher performance assessments. Published 2018, the study provides reassurance to policymakers that teacher value-added models remain robust despite test disengagement. The authors recommend ongoing educator awareness of test effort issues when interpreting student achievement data. --- --- ### 1179. Are Test and Academic Disengagement Related? Implications for Measurement and Practice ```yaml url: "https://www.nwea.org/research/publication/are-test-and-academic-disengagement-related-implications-for-measurement-and-practice/" type: article source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-13 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, sel] ``` This study examines the connection between academic disengagement behaviors (chronic absenteeism, course failures) and test disengagement behaviors (rapid guessing), exploring whether social-emotional factors including low self-efficacy and poor self-management serve as common underlying causes. Published 2018, the research suggests that schools should consider both behavioral and motivational dimensions when interpreting student assessment data. The findings have implications for integrating SEL supports with academic achievement monitoring. --- --- ### 1180. Concurrent Validity of the Independent Reading Level Assessment Framework and a State Assessment ```yaml url: "https://www.nwea.org/research/publication/concurrent-validity-of-the-independent-reading-level-assessment-framework-and-a-state-assessment/" type: article source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-13 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, literacy, response-to-intervention] ``` This study examines the validity of the Independent Reading Level Assessment (IRLA) framework as a screening tool within Response to Intervention models, analyzing how effectively IRLA functions across different grade levels, programs, and demographic categories. Published in the Journal of At-Risk Issues (2016), the findings suggest IRLA may help bridge the gap between initial screening and providing intensive, systematic reading instruction. The research supports the use of IRLA as a diagnostic complement to state accountability assessments. --- --- ### 1181. MAP Growth National Dashboard ```yaml url: "https://www.nwea.org/research/publication/map-growth-national-dashboard/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-05-13 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, open-datasets] ``` NWEA's MAP Growth National Dashboard provides timely trends and data on U.S. student academic achievement and growth for grades K–8, enabling district leaders, policymakers, and education stakeholders to contextualize local data within broader national and state frameworks. The complimentary public resource reveals areas of strength and highlights disparities across student populations, connecting real-time data to NWEA's 2025 MAP Growth Norms. Published 2025, the dashboard supports data-driven decision-making for pandemic recovery and ongoing accountability monitoring. --- --- ### 1182. Lessons From Implementing Courseware in Gateway Statistics Courses ```yaml url: "https://digitalpromise.dspacedirect.org/items/12bb84f5-0073-40e6-85bb-41561222891b" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2026-05 date_source: listing authors: ["Means, Barbara", "Neisler, Julie", "Parker, Daniel", "Peters Hinton, Vanessa", "Pressler, Emily"] document_url: null doi: null license: null tags: [digital-learning-platforms, digital-promise, higher-ed, learning-engineering] ``` Digital Promise studied implementation factors and student outcomes associated with a digital courseware product for undergraduate statistics, a must-pass course for many degree programs. Collecting data from 63 classes, the team measured the frequency with which teaching practices backed by research evidence were employed and students' cognitive and affective outcomes. --- --- ### 1183. Educator Perspectives on Research Using Digital Learning Platforms ```yaml url: "https://digitalpromise.dspacedirect.org/items/50a6b944-1758-4c89-b18f-d6199b4ff852" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2026-05 date_source: listing authors: ["Pautz Stephenson, Stefani", "Bradford, Brittany C.", "Wortman, Amanda", "Robertson, Cheryl", "Sorrells, Chad", "Basu Mallick, Debshila"] document_url: null doi: null license: null tags: [digital-learning-platforms, digital-promise, higher-ed, k-12, learning-engineering] ``` As digital learning platforms increasingly serve as educational research infrastructure, a persistent divide remains between researchers and frontline practitioners. This descriptive study, conducted with SEERNet, surveyed 43 educators to explore perceptions of the benefits, challenges, and ethical dimensions of DLP-based research across K-12 and higher education contexts. --- --- ### 1184. Change Management and AI Tools in Literacy Instruction ```yaml url: "https://digitalpromise.dspacedirect.org/items/ff0512d6-757c-4d4e-be31-0347f5104f02" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2026-05 date_source: listing authors: ["McBride, Cherise", "Wortman, Amanda", "Pautz Stephenson, Stefani", "McNeil, Kelly", "Banks, Rebecca"] document_url: null doi: null license: null tags: [digital-promise, genai, instructional-coaching, k-12, learning-engineering, literacy] ``` This report examines a research-practice-industry partnership between Digital Promise, three school districts, and Coursemojo — an AI-powered English language arts instructional assistant. Grounded in John Kotter's 8-Step Process for Leading Change and the Digital Promise AI Literacy Framework, the study explores how change management and AI literacy support high-fidelity technology implementation in fifth through eighth grades. --- --- ### 1185. ATS Hub Field Note — Breakthrough Innovation: A Working Definition ```yaml url: "https://digitalpromise.dspacedirect.org/items/3fbf7f9b-f5bc-45ba-91b2-a739d5685cbb" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2026-06 date_source: listing authors: ["Friedman, Kerry", "Benge-Steele, Candice", "Woods, Adrienne"] document_url: null doi: null license: null tags: [digital-promise, educational-systems-change, learning-engineering] ``` Breakthrough innovation in education requires more than incremental improvement — it demands fundamental shifts in how problems are understood, addressed, and measured. This field note presents a working definition of breakthrough innovation in education as a highly novel advance that redefines entrenched problems, enables significant improvements in learning outcomes, expands participation and access, and drives system-level change. --- --- ### 1186. ClassWide Peer Tutoring (Beginning Reading) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/81" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-07 date_source: listing authors: null document_url: null doi: null license: null tags: [inclusive-design, k-12, literacy, response-to-intervention, wwc] ``` ClassWide Peer Tutoring (CWPT) is a peer-assisted instructional strategy designed to be integrated with most existing reading curricula. This approach provides students with increased opportunities to practice reading skills by asking questions and receiving immediate feedback from a peer tutor. Pairs of students take turns tutoring each other to reinforce concepts and skills initially taught by the teacher. The teacher creates age-appropriate peer teaching materials for the peer tutors; these materials take into account tutees’ language skills and disabilities. --- --- ### 1187. Peer Tutoring and Response Groups (English Language Learners) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/363" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-07 date_source: listing authors: null document_url: null doi: null license: null tags: [english-learners, k-12, literacy, response-to-intervention, wwc] ``` Peer Tutoring and Response Groups aims to improve the language and achievement of English learners by pairing or grouping students to work on a task. The students may be grouped by age or ability, or the groups may be mixed. Peer tutoring typically consists of two students assuming the roles of tutor and tutee, or “coach and player” roles. Peer response groups give four or five students shared responsibility for a task, such as editing a passage or reading and answering comprehension questions. Both peer tutoring pairs and peer response groups emphasize peer interaction and discussion to complete a task. --- --- ### 1188. Start Making a Reader Today® (SMART®) (Beginning Reading) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/483" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-06 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, literacy, response-to-intervention, wwc] ``` Start Making a Reader Today® (SMART®) is a volunteer tutoring program for students in grades K–2 who are at risk of reading failure. The program is designed to be a low-cost, easy-to-implement intervention. Volunteer tutors go into schools where at least 40% of students are eligible for free or reduced-price lunch and read one-on-one with students twice a week for 30 minutes. Typically, one volunteer works with two students on four types of activities: reading to the student, reading with the student, re-reading with the student, and asking the student questions about what has been read. The program also gives each student two new books a month to encourage families to read together. --- --- ### 1189. Fluency Formula (Beginning Reading) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/184" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-06 date_source: listing authors: null document_url: null doi: null license: null tags: [formative-assessment, k-12, literacy, wwc] ``` Fluency Formula™ is a supplemental curriculum designed to promote reading fluency in grades 1–6. The program emphasizes automatic recognition of words, decoding accuracy, and oral expressiveness as the foundations for building reading fluency. A daily 10- to 15-minute lesson is delivered in the classroom. Students participate in whole-class, small-group, and individual practice activities using workbooks, read-aloud anthologies, library books, fluency activity cards, and audio CDs. The curriculum encourages at-home practice and includes a Fluency Formula™ Assessment System, which allows teachers to assess student fluency using 1-minute grade-level passages and a timer. --- --- ### 1190. Stepping Stones to Literacy (Beginning Reading) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/484" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-06 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, formative-assessment, k-12, literacy, wwc] ``` Stepping Stones to Literacy (SSL) is a supplemental curriculum designed to promote listening, print conventions, phonological awareness, phonemic awareness, and serial processing/rapid naming (quickly naming familiar visual symbols and stimuli, such as letters or colors). The program targets older preschool and kindergarten students who are considered to be underachieving readers, based on teacher’s recommendations, assessments, and systematic screening. Students participate in 10- to 20-minute daily lessons in a small group or individually. The curriculum consists of 25 lessons, for a total of 9–15 hours of instructional time. --- --- ### 1191. Read, Write & Type! (Beginning Reading) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/413" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-05 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, k-12, literacy, writing-instruction, wwc] ``` Read, Write & Type!™ Learning System is a software program with supporting materials designed to teach beginning reading skills by emphasizing writing as a way to learn to read. The program was developed for students ages 6–9 years who are just beginning to read, and for students who are struggling readers and writers. The main goal of Read, Write & Type!™ is to help students develop an awareness of the 40 English phonemes and the ability to associate each phoneme with a letter or a combination of letters and a finger stroke on the keyboard. Other goals of the program include identifying phonemes in words; and fluency in sounding out, typing, and reading regularly spelled words. --- --- ### 1192. Building Decision Skills (Character Education) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/61" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-04 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, sel, wwc] ``` Building Decision Skills aims to raise middle and high school students’ awareness of ethics, help them gain experience developing core values, and give them strategies for dealing with ethical dilemmas. Building Decision Skills consists of 10 lessons that can fill 2 consecutive weeks of daily lessons or be drawn out over a longer period. Using readings, handouts, and overheads, the teacher covers key concepts. Students are encouraged to think about the key concepts through small-group activities, class discussions, and homework assignments. The program also includes schoolwide components such as group discussions, seminars, and assemblies, and can be combined with service learning. --- --- ### 1193. Caring School Community (CSC) (Character Education) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/72" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-04 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, sel, wwc] ``` Caring School Community™ (CSC) is a modified version of a program formerly known as the Child Development Project. CSC is a multiyear school improvement program that involves all students in grades K–6. The program aims to promote core values, prosocial behavior, and a schoolwide feeling of community. The program consists of four elements originally developed for the Child Development Project: class meeting lessons, cross-age “buddies” programs, “homeside” activities, and schoolwide community. Class lessons provide teachers and students with a forum to get to know one another, discuss issues, identify and solve problems collaboratively, and make a range of decisions that affect classroom life. Cross-age buddies activities pair whole classes of older and younger students for academic and recreational activities that build caring cross-age relationships and create a schoolwide climate of trust. Homeside activities include short conversational activities that are sent home with students for them to do with parents or caregivers and then to discuss back in their classroom. The activities incorporate the families’ perspectives, cultures, and traditions, thereby promoting interpersonal understanding. Schoolwide community-building activities bring students, parents, and school staff together to create new school traditions. --- --- ### 1194. Little Books (Beginning Reading) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/290" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-04 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, literacy, wwc] ``` The Little Books are a set of books designed for interactive book reading between parents and children or between teachers and students. The books use thematic topics familiar to children. They are written with high-frequency words and use simple phrases and sentences. The books also have strong links between illustrations and text. --- --- ### 1195. High School Redirection (Dropout Prevention) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/217" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-04 date_source: listing authors: null document_url: null doi: null license: null tags: [dropout-prevention, k-12, literacy, wwc] ``` High School Redirection is an alternative high school program for youth considered at risk of dropping out. The program emphasizes basic skills development (with a particular focus on reading skills) and offers limited extra-curricular activities. The schools operate in economically disadvantaged areas and serve students who have dropped out in the past, who are teen parents, who have poor test scores, or who are over-age for their grade. To foster a sense of community, the schools are small, and teachers are encouraged to act as mentors as well as instructors. --- --- ### 1196. Positive Action (Character Education) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/380" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-04 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, k-12, sel, wwc] ``` Positive Action, at its core, teaches the philosophy that you feel good about yourself when you do positive actions and there is always a positive way to do everything. It is illustrated by the the Thoughts-Actions-Feelings about self Circle where positive thoughts lead to positive actions, which in turn lead to positive feelings about oneself. It also teaches the positive actions for physical, intellectual, social and emotional areas—the whole self. It is a Pre-K-12 school-based program that aims to promote good behavior while disrupting problem behaviors, improves academics, and develops social-emotional and character skills while improving mental and physical health and self-concept. Lessons are scripted and use a wide variety of strategies: classroom discussion, role-play, games, songs, journals, manipulatives and activity sheets and text booklets. --- --- ### 1197. Twelve Together (Dropout Prevention) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/527" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-03 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, dropout-prevention, k-12, professional-development, wwc] ``` Twelve Together is a 1-year peer support and mentoring program for middle and early high school students that offers weekly after-school discussion groups led by trained volunteer adult facilitators. Each peer discussion group consists of about 12 participants who are a mix of students at high- and low-risk of academic failure. Group discussions are based on topics of student interest, usually focusing on personal, family, and social issues. The program also offers homework assistance, trips to college campuses, and an annual weekend retreat. --- --- ### 1198. Dialogic Reading (Early Childhood Education) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/135" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-02 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, literacy, prekindergarten, wwc] ``` Dialogic Reading is an interactive shared picture book reading practice designed to enhance young children’s language and literacy skills. During the shared reading practice, the adult and the child switch roles so that the child learns to become the storyteller with the assistance of the adult, who functions as an active listener and questioner. --- --- ### 1199. Bilingual Cooperative Integrated Reading and Composition (BCIRC) (English Language Learners) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/47" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-02 date_source: listing authors: null document_url: null doi: null license: null tags: [english-learners, k-12, literacy, response-to-intervention, writing-instruction, wwc] ``` The Bilingual Cooperative Integrated Reading and Composition (BCIRC) program, an adaptation of the Cooperative Integrated Reading and Composition (CIRC) program, was designed to help Spanish-speaking students succeed in reading Spanish and then making a successful transition to English reading. In the adaptation, students complete tasks that focus on reading, writing, and language activities in Spanish and English, while working in small cooperative learning groups. The intervention focuses on students in grades 2–5. --- --- ### 1200. Talent Search (Dropout Prevention) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/508" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-12 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, college-access, dropout-prevention, k-12, response-to-intervention, wwc] ``` Talent Search aims to help low-income and first-generation college students (those whose parents do not have 4-year college degrees) complete high school and gain access to college through a combination of services designed to improve academic achievement and increase access to financial aid. Services include test taking and study skills assistance, academic advising, tutoring, career development, college campus visits, and financial aid application assistance. --- --- ### 1201. Financial Incentives for Teen Parents to Stay in School (Dropout Prevention) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/177" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-12 date_source: listing authors: null document_url: null doi: null license: null tags: [attendance, dropout-prevention, k-12, wwc] ``` Financial incentives for teen parents are components of state welfare programs intended to encourage enrollment, attendance, and completion of high school as a means of increasing employment and earnings and reducing welfare dependence. The incentives take the form of bonuses and sanctions to the welfare grant related to school enrollment, performance, and completion. The programs typically provide case management and social services to supplement financial incentives. --- --- ### 1202. Phonological Awareness Training (Early Childhood Education) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/374" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-12 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, literacy, prekindergarten, wwc] ``` Phonological Awareness Training is a general practice aimed at enhancing young children’s phonological awareness abilities. Phonological awareness refers to the ability to detect or manipulate the sounds in words independent of meaning and is considered a precursor to reading. Phonological Awareness Training can involve various training activities that focus on teaching children to identify, detect, delete, segment, or blend segments of spoken words (i.e., words, syllables, onsets and rimes, phonemes) or that focus on teaching children to detect, identify, or produce rhyme or alliteration. --- --- ### 1203. Phonological Awareness Training plus Letter Knowledge Training (Early Childhood Education) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/376" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-12 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, literacy, prekindergarten, wwc] ``` Phonological Awareness Training plus Letter Knowledge Training is a general practice aimed at enhancing young children’s phonological awareness, print awareness, and early reading abilities. Phonological awareness, the ability to detect or manipulate the sounds in words independent of meaning, is considered to be a precursor to reading. Phonological awareness training (without letter knowledge training) can involve various training activities that focus on teaching children to identify, detect, delete, segment, or blend segments of spoken words (i.e., words, syllables, onsets and rimes, phonemes) or that focus on teaching children to detect, identify, or produce rhyme or alliteration. The added letter knowledge training component includes teaching children the letters of the alphabet and making an explicit link between letters and sounds. --- --- ### 1204. The Expert Mathematician (Middle School Mathematics) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/513" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-10 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, k-12, math-education, wwc] ``` The Expert Mathematician is designed to help middle school students develop the thinking processes for mathematical applications and communication. A 3-year program of instruction, The Expert Mathematician uses a software and print materials package with 196 lessons that teach the Logo programming language. Each lesson ranges from 40–120 minutes. A test of unit concepts is administered at the end of each instructional unit. The curriculum covers general mathematics, pre-algebra, and algebra I. --- --- ### 1205. Vocabulary Improvement Program for English Language Learners and Their Classmates (VIP) (English Language Learners) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/533" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-10 date_source: listing authors: null document_url: null doi: null license: null tags: [english-learners, k-12, literacy, wwc] ``` The Vocabulary Improvement Program for English Language Learners and Their Classmates (VIP) is a vocabulary development curriculum for English language learners and native English speakers in grades 4–6. The 15-week program includes 30–45 minute whole class and small group activities that aim to increase students’ understanding of target vocabulary words included in a weekly reading assignment. --- --- ### 1206. Instructional Conversations and Literature Logs (English Language Learners) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/236" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-10 date_source: listing authors: null document_url: null doi: null license: null tags: [english-learners, k-12, literacy, writing-instruction, wwc] ``` The goal of Instructional Conversations is to help English learners develop reading comprehension ability along with English language proficiency. Acting as facilitators, teachers engage students in discussions about stories, key concepts, and related personal experiences, allowing students to appreciate and build on each others’ experiences, knowledge, and understanding. Literature Logs require students to respond in writing to prompts or questions related to sections of stories. These responses are then shared in small groups or with a partner. --- --- ### 1207. Too Good For Violence (TGFV) (Character Education) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/518" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-09 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, sel, wwc] ``` Too Good for Violence promotes character values, social-emotional skills, and healthy beliefs in elementary and middle school students. The program includes seven lessons per grade level for elementary school (K–5) and nine lessons per grade level for middle school (6–8). All lessons are scripted and engage students through role-playing and cooperative learning games, small group activities, and classroom discussions. Students are encouraged to apply these skills to different contexts. Too Good for Violence also includes optional parental and community involvement elements. --- --- ### 1208. Enhanced Proactive Reading (English Language Learners) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/162" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-09 date_source: listing authors: null document_url: null doi: null license: null tags: [english-learners, k-12, literacy, wwc] ``` Enhanced Proactive Reading, a comprehensive, integrated reading, language arts, and English language development curriculum, is targeted to first-grade English learners experiencing problems with learning to read through conventional instruction. The curriculum is implemented as small group daily reading instruction, during which instructors provide opportunities for participation from all students and give feedback on student responses. --- --- ### 1209. Facing History and Ourselves (Character Education) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/169" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-09 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, professional-development, sel, wwc] ``` Facing History and Ourselves aims to promote core character education values and to help middle and high school students develop moral reasoning skills. Students examine historical events; in particular, the events that led to World War II and the Holocaust. Teachers participate in professional development seminars and apply the content and approaches to their own teaching or school program. Facing History and Ourselves also includes optional schoolwide components (such as guest speakers and videos). --- --- ### 1210. Lessons in Character (Character Education) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/270" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-09 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, sel, writing-instruction, wwc] ``` Lessons in Character is designed to promote elementary and middle school students’ knowledge about core character education values and, through that knowledge, shape children’s positive behaviors and support academic success. It consists of 24 lessons organized around weekly themes, writing activities, and class projects. Teachers introduce the theme with a story that shows a value in action; students then engage that topic with a variety of activities. The program also includes daily oral language development and weekly writing assignments, optional parts of the program’s implementation. --- --- ### 1211. Too Good for Drugs (TGFD) (Character Education) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/517" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-09 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, sel, wwc] ``` Too Good for Drugs™ is designed to promote elementary and middle school students’ life skills, character values, resistance skills to negative peer influence, and resistance to the use of illegal drugs, alcohol, and tobacco. The program is based on classroom discussions and structured activities that center on interactive learning and skill-building exercises. Students engage in role-play and cooperative learning games and are encouraged to apply the skills to different contexts. Too Good for Drugs™ also includes the optional elements of parental and community involvement. --- --- ### 1212. DaisyQuest (Early Childhood Education) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/130" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-09 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, early-childhood, literacy, prekindergarten, wwc] ``` DaisyQuest is a software bundle that offers computer-assisted instruction in phonological awareness, targeting children 3–7 years old (or preschool to grade 2). The instructional activities, framed in a fairy tale involving a search for a friendly dragon named Daisy, teach children how to recognize words that rhyme; words that have the same beginning, middle, and ending sounds; and words that can be formed from a series of phonemes presented separately. Activities also teach children how to count the number of sounds in words. --- --- ### 1213. Too Good for Drugs and Violence (TGFD & V) (Character Education) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/516" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-09 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, sel, wwc] ``` Too Good for Drugs and Violence is designed to promote high school students’ pro-social skills, positive character traits, and violence- and drug-free norms. The curriculum consists of 14 core lessons, as well as an additional 12 lessons that can be infused into other subject areas (such as English, science, and social studies). Teachers participate in 10 staff development lessons. The program includes optional elements of family and community involvement. --- --- ### 1214. Fast ForWord® (English Language Learners) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/174" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-09 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, english-learners, k-12, literacy, wwc] ``` Fast ForWord® is a computer-based reading program intended to help students develop and strengthen the cognitive skills necessary for successful reading and learning. The program, which is designed to be used 30 to 100 minutes a day, five days a week, for 4 to 16 weeks, includes two components. --- --- ### 1215. Reading Mastery (English Language Learners) ```yaml url: "https://ies.ed.gov/ncee/WWC/InterventionReport/417" type: report source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-09 date_source: listing authors: null document_url: null doi: null license: null tags: [english-learners, k-12, literacy, response-to-intervention, wwc] ``` Reading Mastery is designed to provide systematic reading instruction to students in grades K–6. Reading Mastery can be used as an intervention program for struggling readers, as a supplement to a school’s core reading program, or as a stand-alone reading program, and is available in three versions. During the implementation of Reading Mastery, students are grouped with other students at a similar reading level, based on program placement tests. The program includes a continuous monitoring component. --- --- ### 1354. Community Schools in Los Angeles Unified: Transforming Teaching and Learning ```yaml url: "https://learningpolicyinstitute.org/product/ca-community-schools-los-angeles-unified-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2026-05-21 date_source: listing authors: ["Sarah Klevan", "Natalie Spitzer", "Laura E. Hernández", "Cassandra Rubinstein", "Walker Swain"] document_url: null doi: null license: null tags: [attendance, inclusive-design, lpi] ``` Los Angeles Unified School District successfully implemented its Community Schools Initiative through a robust support structure that centers inclusive environments enabled by restorative practices, project-based learning, and Linked Learning pathways. While all low-income schools in the district are recovering from pandemic-era lows, these schools are improving at substantially higher rates in achievement and attendance. --- --- ### 1355. California’s Universal Prekindergarten Implementation, 2024–25 ```yaml url: "https://learningpolicyinstitute.org/product/ca-universal-prekindergarten-implementation-2024-25-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2026-05-20 date_source: listing authors: ["Victoria Wang"] document_url: null doi: null license: null tags: [early-childhood, lpi, sel] ``` California’s investment in universal prekindergarten has increased the capacity of local education agencies to expand the accessibility of transitional kindergarten across the state. Ongoing challenges center on staff recruitment and retaintion, meeting the developmental and behavioral needs of younger students, securing facility space, and sustaining funding. --- --- ### 1356. The Principal Effect: How Investing in School Leaders Is Key to Solving Education’s Challenges ```yaml url: "https://learningpolicyinstitute.org/product/prinicipal-effect-investing-school-leaders-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2026-05-18 date_source: listing authors: ["Linda Darling-Hammond", "Julie Fitz", "María Virginia Giani", "Molly F. Gordon", "Marjorie Wechsler"] document_url: null doi: null license: null tags: [attendance, career-readiness, lpi] ``` Public schools face mounting challenges, including student mental health, chronic absenteeism, academic achievement, and teacher shortages. Yet the principal's impact is often overlooked. Effective leadership strengthens instruction, builds positive climate, and stabilizes the workforce. Investing in principal preparation, support, and retention is a powerful strategy for improving outcomes and advancing equity. --- --- ### 1357. Keeping Schools Safe? The Research on Behavioral Threat Assessments ```yaml url: "https://learningpolicyinstitute.org/product/behavioral-threat-assessments-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2025-10-07 date_source: listing authors: ["Jennifer DePaoli", "Stacy Loewe"] document_url: null doi: null license: null tags: [formative-assessment, lpi, sel] ``` Although evidence suggests that well-designed and well-implemented behavioral threat assessments can be part of an effective violence prevention strategy, school, district, and state leaders must be aware of the concerns surrounding BTA use and implementation and take key considerations into account. --- --- ### 1358. Community Schools Certification: An Approach for Implementation ```yaml url: "https://learningpolicyinstitute.org/product/community-schools-certification-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2025-08-13 date_source: listing authors: ["Emily Germain", "Anna Maier", "Daniel Espinoza", "Jeannie Oakes"] document_url: null doi: null license: null tags: [lpi] ``` With a growing number of states investing in community schools strategies, systems are seeking ways to support quality implementation across multiple school sites. Certification has emerged as a route to bring structure, consistency, and capacity-building to community schools implementation. --- --- ### 1359. Developing a Healthy School Climate in Community Schools ```yaml url: "https://learningpolicyinstitute.org/product/developing-healthy-school-climate-community-schools-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2025-08-13 date_source: listing authors: ["Emily Germain", "Sarah Klevan"] document_url: null doi: null license: null tags: [lpi] ``` High-quality, transformational community schools are intentionally structured to promote nurturing relationships among and between educators, community partners, families, and students. Together, they develop school conditions in which students are affirmed, feel a sense of belonging, and can be successful. --- --- ### 1360. Think Again: Do the Returns to Teacher Experience Fizzle Out? ```yaml url: "https://learningpolicyinstitute.org/product/think-again-do-returns-teacher-experience-fizzle-out-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2025-08-01 date_source: listing authors: ["Anne Podolsky", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi] ``` The conventional wisdom has long been that teachers stop improving after a few years on the job. But decades of research show that teachers continue to improve as they gain additional experience, especially in environments that support professional learning and collaboration. --- --- ### 1361. Meeting Urban and Rural District Needs for Educators: California State University, Bakersfield’s Teacher Residencies ```yaml url: "https://learningpolicyinstitute.org/product/teacher-residency-bakersfield-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2025-07-02 date_source: listing authors: ["Julie Fitz", "Cathy Yun"] document_url: null doi: null license: null tags: [college-access, lpi] ``` California State University, Bakersfield, operates a consortium of seven teacher residency programs, each partnering with one or more local education agencies. Researchers examined the Kern Urban Teacher Residency and the Teacher Residency for Rural Education to understand how residency models can be modified to meet the needs of both large urban and small rural districts. --- --- ### 1362. California’s Universal Prekindergarten Implementation Progress, 2023–24 ```yaml url: "https://learningpolicyinstitute.org/product/ca-universal-prekindergarten-implementation-progress-2023-24-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2025-06-12 date_source: listing authors: ["Victoria Wang", "Melanie Leung-Gagné", "Hanna Melnick", "Shaakira Parker", "Marjorie Wechsler"] document_url: null doi: null license: null tags: [early-childhood, lpi] ``` California is expanding universal prekindergarten (UPK) to all 4-year-olds and eligible 3-year-olds. Survey data show that local educational agencies have expanded UPK quickly; however, they continue to face challenges related to UPK facilities, staffing, developmentally appropriate practices, resources, and funding, making continued state investment and targeted support critical for success. --- --- ### 1363. Positive Conditions for Mathematics Learning: An Overview of the Research ```yaml url: "https://learningpolicyinstitute.org/product/positive-conditions-math-learning-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2025-06-06 date_source: listing authors: ["Julie Fitz", "Heather Price"] document_url: null doi: null license: null tags: [lpi, math-education] ``` Students have more positive and productive math learning experiences in classrooms that provide them with supportive relationships, a strong sense of belonging within the classroom and broader math community, and a firm conviction in their capacity to grow their mathematical abilities through experience and practice. --- --- ### 1364. Successful Teacher Residencies: What Matters and What Works ```yaml url: "https://learningpolicyinstitute.org/product/successful-teacher-residencies-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2025-05-06 date_source: listing authors: ["Cathy Yun", "Julie Fitz"] document_url: null doi: null license: null tags: [lpi, professional-development] ``` Teacher residencies offer an approach to address teacher shortages while improving teacher preparation. Through robust financial and educational support, residencies attract diverse candidates who stay in teaching. Five effective California programs yield policy recommendations, including strategies for designing and funding sustainable, affordable programs that support candidates. --- --- ### 1365. Humanizing Teacher Preparation: Claremont Graduate University’s Teacher Residency ```yaml url: "https://learningpolicyinstitute.org/product/teacher-residency-claremont-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2025-03-10 date_source: listing authors: ["Cathy Yun", "Julie Fitz"] document_url: null doi: null license: null tags: [college-access, computer-assisted-learning, lpi, professional-development] ``` Claremont Graduate University’s residency program, which offers 100% online coursework, is built around a social justice approach and a classroom framework that centers relationships and interactions between and among students and teachers. Program participants have diverse academic and socioeconomic backgrounds and include a high proportion of first-generation college graduates. --- --- ### 1366. Educating for Equity: Alder Graduate School’s Teacher Residency ```yaml url: "https://learningpolicyinstitute.org/product/teacher-residency-alder-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2025-03-03 date_source: listing authors: ["Cathy Yun", "Julie Fitz", "Chris Mauerman"] document_url: null doi: null license: null tags: [learning-engineering, lpi] ``` Alder Teacher Residency has evolved from an in-house program into California’s largest independent, residency-based educator preparation pathway, partnering with 47 local education agencies. With 97% of graduates rating the program effective and 95% securing full-time teaching positions, Alder maintains high standards by prioritizing equity, collaboration, and data-driven improvement. --- --- ### 1367. 2023-2024 Annual Report ```yaml url: "https://learningpolicyinstitute.org/product/2023-2024-annual-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2025-02-13 date_source: listing authors: null document_url: null doi: null license: null tags: [lpi] ``` From strengthening early learning systems and tackling teacher shortages to advancing equitable school finance, LPI staff harness the power of research, collaboration, and communication to build an education system that serves every learner and transforms the ideals of equity and excellence into enduring realities for all. --- --- ### 1368. California's Local Control Funding Formula: Next Steps Toward Equity ```yaml url: "https://learningpolicyinstitute.org/product/ca-lcff-next-steps-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2025-02-11 date_source: listing authors: ["Jonathan Kaplan"] document_url: null doi: null license: null tags: [lpi] ``` California’s Local Control Funding Formula (LCFF), enacted in 2013, created a simpler and more equitable K-12 education finance system. Research indicates it has helped to improve student outcomes and points to challenges in its fiscal design and opportunities to strengthen it. --- --- ### 1369. Funding Student Needs: A Review of State Funding Policies for English Learners and Students From Low-Income Backgrounds ```yaml url: "https://learningpolicyinstitute.org/product/funding-school-needs-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2025-01-28 date_source: listing authors: ["Michael Griffith", "Dion Burns"] document_url: null doi: null license: null tags: [lpi] ``` Equitable funding is vital to meet the needs of all students including English learners and low-income students, enabling targeted supports like bilingual education and social services. Understanding funding approaches and the resources needed to ensure meaningful learning opportunities is key to assessing whether states provide adequate support for student success. --- --- ### 1370. How States Are Expanding Quality Summer Learning Opportunities ```yaml url: "https://learningpolicyinstitute.org/product/states-summer-learning-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2025-01-15 date_source: listing authors: ["Julie Fitz", "Julie Woods", "Naomi Duran", "Jennifer McCombs"] document_url: null doi: null license: null tags: [lpi] ``` Summer learning plays a vital role in supporting students year-round. Recognized by the federal government as a key strategy for recovering from pandemic-related learning disruptions, it was supported through ESSR funds, which have now been spent or committed. Moving forward, lessons can be learned from states that have sustained their efforts. --- --- ### 1371. Tackling Teacher Shortages: What We Know About California’s Teacher Workforce Investments ```yaml url: "https://learningpolicyinstitute.org/product/ca-teacher-shortages-workforce-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2024-12-31 date_source: listing authors: ["Desiree Carver-Thomas", "Melanie Leung-Gagné", "Danielle Jeannite"] document_url: null doi: null license: null tags: [career-readiness, lpi] ``` California's strategies to address teacher shortages and strengthen the teacher workforce include the Teacher Residency Grant Program, Golden State Teacher Grant Program, and National Board Certified Teacher Incentive Program. Data on these strategies show early signs of improvement, but consistent and reliable funding is needed to continue the momentum. --- --- ### 1372. Using Data to Improve School Climate: Insights from Three California Schools ```yaml url: "https://learningpolicyinstitute.org/product/ca-data-school-climate-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2024-10-31 date_source: listing authors: ["Sarah Klevan", "Melanie Leung-Gagné"] document_url: null doi: null license: null tags: [attendance, dropout-prevention, lpi, sel] ``` Studies link positive school climate to teacher outcomes such as retention and student outcomes, including increased academic achievement and attendance, higher graduation rates, improved behavior. As a result, more schools and districts are collecting and using climate data to improve school environments and inform policy and practice. --- --- ### 1373. Standards-Based Education Reforms: Looking Back to Look Forward ```yaml url: "https://learningpolicyinstitute.org/product/standards-based-education-reforms-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2024-10-31 date_source: listing authors: ["Michael W. Kirst"] document_url: null doi: null license: null tags: [lpi] ``` This report analyzes the evolution and effectiveness of standards-based reforms in U.S. education beginning with increased federal involvement through the 1965 Elementary and Secondary Education Act to more recent reforms, and explores the role of state governments in implementing systemic reforms aimed at aligning educational issues to enhance student outcomes. --- --- ### 1374. Design Principles for Instructionally Relevant Assessment Systems ```yaml url: "https://learningpolicyinstitute.org/product/design-principles-assessment-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2024-10-17 date_source: listing authors: ["Aneesha Badrinarayan"] document_url: null doi: null license: null tags: [formative-assessment, lpi] ``` Since the 2001 No Child Left Behind Act, state assessments have prioritized easily generated, comparable scores, often at the expense of teaching and learning. States looking to improve assessments can draw from those that have redesigned systems to align with research on student learning and student-centered instruction. --- --- ### 1375. Redesigning High School: 10 Features for Success ```yaml url: "https://learningpolicyinstitute.org/product/redesigning-high-schools-10-features-for-success-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2024-09-17 date_source: listing authors: ["Linda Darling-Hammond", "Matt Alexander", "Laura E. Hernández"] document_url: null doi: null license: null tags: [lpi] ``` The traditional factory model of school does not prepare students for our modern global economy. To meet student needs, research points to 10 features for redesigning schools that foster deeper learning, stronger relationships, and equitable outcomes for students. --- --- ### 1376. On the Path to Leadership: California’s Administrator Induction Programs ```yaml url: "https://learningpolicyinstitute.org/product/california-administrator-induction-programs-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2024-08-15 date_source: listing authors: ["Marjorie Wechsler", "Susan Kemper Patrick", "Charlie Thompson", "Stephanie Levin"] document_url: null doi: null license: null tags: [formative-assessment, lpi, professional-development] ``` Recognizing the importance of school leaders to teachers and students, California revised its standards guiding induction for administrators. The 2-year model includes coaching, PD, and assessments. An analysis of survey data and case studies provides policy recommendations to strengthen programs, better address administrator needs, and improve accessibility. --- --- ### 1377. Teacher Residencies: State and Federal Policy to Support Comprehensive Teacher Preparation ```yaml url: "https://learningpolicyinstitute.org/product/teacher-residencies-state-federal-support-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2024-08-02 date_source: listing authors: ["Ryan Saunders", "Julie Fitz", "Michael A. DiNapoli Jr.", "Tara Kini"] document_url: null doi: null license: null tags: [lpi, professional-development] ``` Teacher residencies offer a strategy to simultaneously improve the quality of preparation and provide a long-term solution to teacher shortages. This examination of the teacher residency model looks to recent efforts in 12 states that shed light on how to fund and grow residencies. --- --- ### 1378. California’s English Learners and Their Long-Term Learning Outcomes ```yaml url: "https://learningpolicyinstitute.org/product/ca-english-learners-outcomes-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2024-07-29 date_source: listing authors: ["Sarah Novicoff", "sean reardon", "Rucker Johnson"] document_url: null doi: null license: null tags: [lpi, professional-development] ``` In the past 20 years, California policy around instruction, funding, and support of English learners has significantly changed. These shifts—from more rigorous teacher preparation to increased funding and the introduction of transitional kindergarten—have likely impacted students’ academic achievements, English proficiency, and other outcomes over time. --- --- ### 1379. Universal Prekindergarten Expansion in California: Progress and Opportunities ```yaml url: "https://learningpolicyinstitute.org/product/universal-prekindergarten-expansion-california-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2024-07-09 date_source: listing authors: ["Victoria Wang", "Melanie Leung-Gagné", "Hanna Melnick", "Marjorie Wechsler"] document_url: null doi: null license: null tags: [career-readiness, early-childhood, formative-assessment, lpi] ``` California’s ambitious commitment in 2021 to expand universal PreK for all 4-year-olds and income-eligible 3-year-olds by 2025–26 is making progress. Evidence provides insights into implementation related to service delivery models, facilities and transportation, instruction and assessment, supporting student needs, workforce development, and technical assistance needs. --- --- ### 1380. State Approaches to Developing Educational Leaders ```yaml url: "https://learningpolicyinstitute.org/product/state-approaches-developing-educational-leaders-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2024-05-23 date_source: listing authors: ["Julie Fitz", "Marjorie Wechsler", "Stephanie Levin"] document_url: null doi: null license: null tags: [lpi] ``` Effective educational leaders are important for student and teacher success, yet leaders’ access to professional learning varies across states and communities. States can use federal, state, and local funding sources to build infrastructure to support long-term leadership development and meet the professional learning needs of their educational leaders. --- --- ### 1381. Developing Educational Leaders in California: The 21st Century California School Leadership Academy ```yaml url: "https://learningpolicyinstitute.org/product/developing-educational-leaders-california-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2024-05-14 date_source: listing authors: ["Julie Fitz", "Stephanie Levin", "Marjorie Wechsler"] document_url: null doi: null license: null tags: [lpi] ``` In 2019, state legislators re-invested in the discontinued 21st Century California School Leadership Academy (21CSLA) to provide free, high-quality professional learning to PreK–12 educational leaders. Evidence suggests 21CSLA has positively influenced participants' knowledge, skills, and practices, particularly in areas related to evidence-based practices, continuous improvement, and equity. --- --- ### 1382. How Preparation Predicts Teaching Performance Assessment Results in California ```yaml url: "https://learningpolicyinstitute.org/product/ca-teaching-performance-assessment-results-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2024-04-18 date_source: listing authors: ["Susan Kemper Patrick"] document_url: null doi: null license: null tags: [formative-assessment, lpi] ``` Thoughtful improvements and support of teaching performance assessments has the potential to strengthen preparation statewide and increase the readiness of the state’s teaching candidates as they enter the classroom. --- --- ### 1383. Strategies to Foster Integration in Early Childhood Education ```yaml url: "https://learningpolicyinstitute.org/product/strategies-foster-integration-early-childhood-education-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2024-02-23 date_source: listing authors: ["Sara Plasencia", "Hanna Melnick"] document_url: null doi: null license: null tags: [early-childhood, lpi] ``` Racially, ethnically, and socioeconomically diverse classrooms are beneficial for young students, yet early childhood programs can be more segregated than elementary and high schools. Research offers five policy strategies to promote diverse early learning settings. --- --- ### 1384. Understanding the Cost of Universal School Vouchers: An Analysis of Arizona’s Empowerment Scholarship Account Program ```yaml url: "https://learningpolicyinstitute.org/product/understanding-cost-universal-vouchers-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2024-02-12 date_source: listing authors: ["Michael Griffith", "Dion Burns"] document_url: null doi: null license: null tags: [lpi] ``` In 2022–23, Arizona began implementing a “universal voucher” program for all students that can be used to underwrite private or homeschool education. To better understand this program’s impact on Arizona public schools, researchers conducted a financial review. --- --- ### 1385. In Debt: Student Loan Burdens Among Teachers ```yaml url: "https://learningpolicyinstitute.org/product/student-loans-among-teachers-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-12-26 date_source: listing authors: ["Emma García", "Wesley Wei", "Susan Kemper Patrick", "Melanie Leung-Gagné", "Michael A. DiNapoli Jr."] document_url: null doi: null license: null tags: [lpi] ``` With low salaries and high levels of student loan debt, many teachers are feeling the pinch of financial strain and job-related stress, making it more difficult to diversify, prepare, and retain teachers, and potentially exacerbating nationwide teacher shortages. --- --- ### 1386. Striving for Relationship-Centered Schools: Insights From a Community-Based Transformation Campaign ```yaml url: "https://learningpolicyinstitute.org/product/striving-for-relationship-centered-schools-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-11-10 date_source: listing authors: ["Laura E. Hernández", "Eddie Rivero"] document_url: null doi: null license: null tags: [lpi] ``` The Relationship Centered Schools (RCS) campaign seeks to transform schools by creating opportunities for relationship-building, valuing student voice, and investing in staff. The experiences of two RCS sites in California shed light on factors that enable or hinder relationship-centered practices as well as implications for practice and policy. --- --- ### 1387. UCLA Community School: Celebrating Language, Culture, and Community ```yaml url: "https://learningpolicyinstitute.org/product/shared-learning-ucla-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-10-25 date_source: listing authors: ["Karen Hunter Quartz"] document_url: null doi: null license: null tags: [dropout-prevention, lpi] ``` UCLA Community School (UCLA-CS), a public school in central Los Angeles, serves a large immigrant population, almost all of whom use a language other than English to communicate with their families. Six key practices contribute to UCLA-CS’s positive school-level outcomes, including above average graduation rates and teacher retention. --- --- ### 1388. Oakland International High School: A Thriving Community School for Oakland’s Newcomer Students ```yaml url: "https://learningpolicyinstitute.org/product/shared-learning-oakland-international-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-09-14 date_source: listing authors: ["Charlie Thompson"] document_url: null doi: null license: null tags: [lpi] ``` At Oakland International High School, all students are newcomers, meaning they have been in the United States for fewer than 3 years. Most students are English learners, and many have experienced interruptions in their schooling. Oakland International leverages community school structures and partnerships to support students’ success. --- --- ### 1389. The Federal Role in Ending Teacher Shortages ```yaml url: "https://learningpolicyinstitute.org/product/federal-role-ending-teacher-shortages-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-08-16 date_source: listing authors: ["Linda Darling-Hammond", "Michael A. DiNapoli Jr.", "Tara Kini"] document_url: null doi: null license: null tags: [lpi] ``` Recent teacher shortages demonstrate the need to develop a stronger education profession in the United States. Experts have identified seven key areas the federal government can focus on to build a nationwide strategy for teacher recruitment, preparation, support, and retention. --- --- ### 1390. Safe Schools, Thriving Students: What We Know About Creating Safe and Supportive Schools ```yaml url: "https://learningpolicyinstitute.org/product/safe-schools-thriving-students-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-08-09 date_source: listing authors: ["Jennifer DePaoli", "Jennifer McCombs"] document_url: null doi: null license: null tags: [lpi] ``` Not all school safety strategies are effective, and some can lead to unintended consequences. Existing research sheds light on the evidence base for two very different approaches to school safety and their effectiveness in creating safe schools. --- --- ### 1391. Federal Funding Sources for Community Schools ```yaml url: "https://learningpolicyinstitute.org/product/federal-funding-sources-community-schools-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-07-11 date_source: listing authors: ["Stephen Kostyo", "Tiffany Miller"] document_url: null doi: null license: null tags: [lpi] ``` In a comprehensive list, LPI policy experts outline how community schools can utilize a variety of federal programs with approximately $366 billion in available funding to provide services and advance whole child approaches to education. --- --- ### 1392. 2021–2023: LPI Impact Report ```yaml url: "https://learningpolicyinstitute.org/product/2021-2023-impact-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-06-30 date_source: listing authors: null document_url: null doi: null license: null tags: [lpi] ``` Over the past few years, COVID-19, school shootings, systemic racism, and other crises have upended schools and made one thing epically clear: Returning to business as usual is not an option. This impact report reflects LPI’s efforts to inform practice and policy that can reinvent and redesign schools to enable equitable and empowering learning for each and every child. --- --- ### 1393. Fostering Belonging, Transforming Schools: The Impact of Restorative Practices ```yaml url: "https://learningpolicyinstitute.org/product/impact-restorative-practices-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-05-18 date_source: listing authors: ["Sean Darling-Hammond"] document_url: null doi: null license: null tags: [dropout-prevention, lpi, sel] ``` Exclusionary discipline (suspension and expulsion) increases risks of student misbehavior, dropout, and incarceration—and Black students are 4 times more likely than White students to experience such discipline. An alternative to exclusionary discipline, restorative practices address root causes of misbehavior and can improve academic, disciplinary, and school climate measures and reduce racial disparities. --- --- ### 1394. Creating the Conditions for Children to Learn: Oakland’s Districtwide Community Schools Initiative ```yaml url: "https://learningpolicyinstitute.org/product/ousd-community-schools-initiative-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-05-18 date_source: listing authors: ["Sarah Klevan", "Julia Daniel", "Kendra Fehrer", "Anna Maier"] document_url: null doi: null license: null tags: [lpi] ``` Oakland Unified School District's long-standing community schools initiative offers lessons for districts implementing a community schools strategy, illustrating an approach focused on integrating whole child educational practices and providing sustained support through centralized district infrastructure. --- --- ### 1395. Educating Teachers in California: What Matters for Teacher Preparedness? ```yaml url: "https://learningpolicyinstitute.org/product/educating-teachers-in-california-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-05-09 date_source: listing authors: ["Susan Kemper Patrick", "Linda Darling-Hammond", "Tara Kini"] document_url: null doi: null license: null tags: [career-readiness, lpi, professional-development] ``` While high-quality preparation is critical for an effective and stable teacher workforce, only 58% of newly credentialed California teachers in 2020–21 were fully prepared in teacher preparation programs. Surveys of 60,000 California teachers who completed programs reveal who receives preliminary teaching credentials, how prepared they feel, and what factors contribute to their perceptions. --- --- ### 1396. State Support for Civic Engagement ```yaml url: "https://learningpolicyinstitute.org/product/state-support-civic-engagement-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-05-03 date_source: listing authors: ["Charlie Thompson"] document_url: null doi: null license: null tags: [lpi] ``` High-quality civics education supports students to be informed, active, and engaged citizens throughout their lives. In the face of declining civics knowledge in America, a growing number of states are implementing policies that support a new approach to civics education that engages students in inquiry, reasoning, and action. --- --- ### 1397. How Are California School Districts Planning for Universal Prekindergarten? Results From a 2022 Survey ```yaml url: "https://learningpolicyinstitute.org/product/california-universal-prekindergarten-2022-survey-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-04-19 date_source: listing authors: ["Melanie Leung-Gagné", "Victoria Wang", "Hanna Melnick", "Chris Mauerman"] document_url: null doi: null license: null tags: [career-readiness, early-childhood, formative-assessment, lpi] ``` California has committed to expanding universal prekindergarten to all of the state’s 4-year-olds by 2025-26. An analysis of responses to a 2022 survey by 1,108 local education agencies provides findings on how they are addressing key areas for expansion, including instruction and assessment, workforce development, facilities, and transportation. --- --- ### 1398. Evidence for Social and Emotional Learning in Schools ```yaml url: "https://learningpolicyinstitute.org/product/evidence-social-emotional-learning-schools-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-03-06 date_source: listing authors: ["Mark T. Greenberg"] document_url: null doi: null license: null tags: [lpi, sel] ``` Findings from hundreds of studies indicate that evidence-based SEL programs improve students’ social, emotional, behavioral, and academic outcomes at all grade levels and for all students. To successfully implement SEL, schools and educators need support by state and district infrastructures that advance whole child development. --- --- ### 1399. Federal and State Resources for Students Experiencing Homelessness ```yaml url: "https://learningpolicyinstitute.org/product/federal-state-resources-students-experiencing-homelessness-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-03-06 date_source: listing authors: ["Daniel Espinoza", "Michael Griffith", "Dion Burns", "Patrick M. Shields"] document_url: null doi: null license: null tags: [lpi] ``` In 2019–20, 1.3 million U.S. students were identified as experiencing homelessness, yet efforts to support them are underfunded and inaccessible—for example, most districts serving these students don’t receive federal funds to assist them. Policy changes can help remove barriers and provide these students with the equitable education they deserve. --- --- ### 1400. Strengthening Pathways Into the Teaching Profession in Texas: Challenges and Opportunities ```yaml url: "https://learningpolicyinstitute.org/product/pathways-into-teaching-profession-texas-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-02-22 date_source: listing authors: ["Jennifer A. Bland", "Steve Wojcikiewicz", "Linda Darling-Hammond", "Wesley Wei"] document_url: null doi: null license: null tags: [career-readiness, lpi] ``` In Texas, a large majority of new teachers are now hired before they complete preparation. Researchers have taken a deep dive into the state of the Texas teacher workforce to understand the conditions that have led to shortages and to surface the solutions and policies that can help. --- --- ### 1401. Authentic Student Work in College Admissions: Lessons From the Ross School of Business ```yaml url: "https://learningpolicyinstitute.org/product/student-college-admissions-ross-case-study" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-01-12 date_source: listing authors: ["Larkin Willis", "Monica Martinez"] document_url: null doi: null license: null tags: [college-access, lpi] ``` Expanding beyond standard college applications, which often reflect disparities in the education system, the Ross School of Business added a student-generated portfolio component in 2016. The school shows an example of how to move beyond traditional admissions to build a diverse and college-ready class. --- --- ### 1402. Supporting Students Experiencing Homelessness: District Approaches to Supports and Funding ```yaml url: "https://learningpolicyinstitute.org/product/supporting-students-homelessness-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-10-03 date_source: listing authors: ["Stephanie Levin", "Daniel Espinoza", "Michael Griffith"] document_url: null doi: null license: null tags: [lpi] ``` Examining five school districts committed to serving students experiencing homelessness, researchers explore how districts fund and staff their programs; how federal, local, and district policies can strengthen supports; and how districts identify and address the needs of this vulnerable student group. --- --- ### 1403. Pushed Out: Trends and Disparities in Out-of-School Suspension ```yaml url: "https://learningpolicyinstitute.org/product/crdc-school-suspension-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-09-30 date_source: listing authors: ["Melanie Leung-Gagné", "Jennifer McCombs", "Caitlin Scott", "Daniel J. Losen"] document_url: null doi: null license: null tags: [inclusive-design, lpi, math-education] ``` Research shows that exclusionary discipline practices like suspensions and expulsions are ineffective at improving school safety and deterring infractions, may have a long-lasting negative impact on students, and disproportionately affect students based on their gender, race, school level, and disability status. --- --- ### 1404. Principal Learning Opportunities and School Outcomes: Evidence from California ```yaml url: "https://learningpolicyinstitute.org/product/principal-learning-opportunities-school-outcomes-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-09-15 date_source: listing authors: ["Ayana Campoli", "Linda Darling-Hammond", "Anne Podolsky", "Stephanie Levin"] document_url: null doi: null license: null tags: [lpi, professional-development] ``` Relatively few studies have successfully linked specific features of principal learning to teacher and student outcomes. To begin to address this gap in the literature, LPI researchers conducted a study of the relationship between principal learning opportunities (both preservice preparation and in-service professional development) and key outcomes for the teachers and students in their schools. --- --- ### 1405. Creating Identity-Safe Schools and Classrooms ```yaml url: "https://learningpolicyinstitute.org/product/wce-identity-safe-schools-classrooms-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-08-24 date_source: listing authors: ["Laura E. Hernández", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi] ``` A student’s performance under conditions of high support and low threat differs substantially from how they perform without such support or when feeling threatened. To create identity-safe classrooms where students can learn and thrive, schools can promote trust and interpersonal connection; create purposeful communities of care and consistency; use restorative practices to promote understanding, voice, and responsibility; and recognize diversity as an asset. --- --- ### 1406. Magnet Schools and Metropolitan Civil Rights Planning: A Strategy to Revitalize and Stabilize Distressed Communities ```yaml url: "https://learningpolicyinstitute.org/product/magnet-schools-housing-desegregation-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-08-09 date_source: listing authors: ["Myron Orfield"] document_url: null doi: null license: null tags: [lpi] ``` Magnet schools can be tools for increasing community and school diversity and providing academic benefits to all students. They also present opportunities for neighborhood revitalization and stability. However, achieving these outcomes requires holistic thinking about civil rights and integration. Schools and neighborhoods are inextricably linked, and policies that reflect this reality will garner better results for both children and communities. --- --- ### 1407. Preschool Quality and Child Development: How Are Learning Gains Related to Program Ratings? ```yaml url: "https://learningpolicyinstitute.org/product/california-preschool-quality-ratings-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-07-27 date_source: listing authors: ["Joshua Sussman", "Hanna Melnick", "Emily Newton", "Kerry Kriener-Althen", "Karen Draney", "Peter Mangione", "Perman Gochyyev"] document_url: null doi: null license: null tags: [early-childhood, lpi] ``` Early learning has the potential to support children’s learning and development prior to kindergarten. This study investigates the relationship between preschool quality in California and children’s learning and development. Children of almost all demographic groups enrolled in programs categorized as higher-tier showed more learning and development than those in lower-tier programs, though underserved children were less likely to attend the higher-tier programs. --- --- ### 1408. California’s Students in Foster Care: Challenges and Promising Practices ```yaml url: "https://learningpolicyinstitute.org/product/california-students-foster-care-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-07-26 date_source: listing authors: ["Dion Burns", "Daniel Espinoza", "Julie Adams", "Naomi Ondrasek"] document_url: null doi: null license: null tags: [lpi, sel] ``` In California, the approximately 47,000 students who live in foster care face complex educational challenges. This report sheds light on the needs, characteristics, and outcomes of California students living in foster care and promising practices to better support them, including enhancing effective coordination and collaboration among agencies; building trusting relationships in schools; and providing targeted social, emotional, and academic services. --- --- ### 1409. Building a Well-Qualified Transitional Kindergarten Workforce in California: Needs and Opportunities ```yaml url: "https://learningpolicyinstitute.org/product/ca-transitional-kindergarten-workforce-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-06-27 date_source: listing authors: ["Hanna Melnick", "Emma García", "Melanie Leung-Gagné"] document_url: null doi: null license: null tags: [career-readiness, early-childhood, lpi] ``` Estimates show that California has a substantial, urgent need for new lead and assistant transitional kindergarten teachers. To meet this need, California must develop new teachers and draw upon educators currently in the workforce. State policymakers can take steps to stabilize, support, and expand the broader early childhood workforce and build pathways for racially, linguistically, and culturally diverse educators. --- --- ### 1410. Building School Communities for Students Living in Deep Poverty ```yaml url: "https://learningpolicyinstitute.org/product/building-school-communities-deep-poverty-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-05-25 date_source: listing authors: ["Peter W. Cookson, Jr.", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi] ``` More than 5 million children in the United States are living in deep poverty. Researchers suggest that deep poverty-responsive schools—for instance, schools funded according to fair school finance formulas, designed around community schools principles, and centered on whole child teaching and learning—can address the full range of children’s needs and help heal trauma associated with living in deep poverty. --- --- ### 1411. Whole Child Policy Toolkit ```yaml url: "https://learningpolicyinstitute.org/product/whole-child-policy-toolkit" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-05-25 date_source: listing authors: null document_url: null doi: null license: null tags: [lpi] ``` Education should provide opportunities for every student to learn and thrive, but the current U.S. system often falls short. Research from the science of learning and development points to whole child education as a method to transform systems to provide high-quality learning for all students. The Whole Child Policy Toolkit can help state policymakers and education leaders advance whole child policy and support schools, districts, and communities to meet the needs of every child efficiently, effectively, and equitably. --- --- ### 1412. Developing Effective Principals: What Kind of Learning Matters? ```yaml url: "https://learningpolicyinstitute.org/product/developing-effective-principals-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-05-23 date_source: listing authors: ["Linda Darling-Hammond", "Marjorie Wechsler", "Stephanie Levin", "Melanie Leung-Gagné", "Steve Tozer"] document_url: null doi: null license: null tags: [lpi, professional-development] ``` Strong school leadership is critical for shaping productive learning environments, supporting excellence in teaching, and influencing student outcomes. But how can leaders strengthen their skills and knowledge to most effectively achieve these effects? Two decades of scholarship shed light on the elements of high-quality principal preparation programs and professional development associated with positive outcomes, as well as research and policy implications for a holistic approach to principal advancement and support. --- --- ### 1413. Preparing Wisconsin Teachers ```yaml url: "https://learningpolicyinstitute.org/product/cdd-preparing-wisconsin-teachers-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-03-04 date_source: listing authors: ["Steve Wojcikiewicz"] document_url: null doi: null license: null tags: [career-readiness, lpi] ``` Policies that affect teachers play a vital role in creating equitable student access to deep and comprehensive learning experiences. In Wisconsin, several key policy strategies have been identified to improve and advance the preparation of a stable, diverse, well-qualified, and equitably distributed teacher workforce across the state to support all students’ learning and development. --- --- ### 1414. Teacher Shortages During the Pandemic: How California Districts Are Responding ```yaml url: "https://learningpolicyinstitute.org/product/california-teacher-shortages-response-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-01-26 date_source: listing authors: ["Desiree Carver-Thomas", "Dion Burns", "Melanie Leung-Gagné", "Naomi Ondrasek"] document_url: null doi: null license: null tags: [lpi] ``` Around the country, severe teacher shortages worsened by the pandemic have put greater pressure on teachers and administrators to scramble to cover positions. LPI researchers surveyed and spoke with districts across California to reveal the problems they face, explore the drastic measures they are taking to mitigate shortages, and offer state and federal policies address this issue. --- --- ### 1415. Educator Learning to Enact the Science of Learning and Development ```yaml url: "https://learningpolicyinstitute.org/product/educator-learning-sold-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-01-24 date_source: listing authors: ["Linda Darling-Hammond", "Lisa Flook", "Abby Schachner", "Steve Wojcikiewicz", "Pamela Cantor", "David Osher"] document_url: null doi: null license: null tags: [lpi] ``` Advances in neuroscience, developmental, and learning sciences shed light on the ways that teaching practice must transform to support the whole child and cognitively complex learning. How can educators be supported to make these shifts? Research sheds light on the content educators need to learn about children’s learning and development, as well as effective strategies to support educator learning and capacity. --- --- ### 1416. Protecting Education as a Civil Right: Remedying Racial Discrimination and Ensuring a High-Quality Education ```yaml url: "https://learningpolicyinstitute.org/product/protecting-education-civil-right-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-12-27 date_source: listing authors: ["Kimberly Jenkins Robinson"] document_url: null doi: null license: null tags: [lpi] ``` More than 50 years after the U.S. Supreme Court declared racially segregated schools unlawful in Brown v. Board of Education, educational opportunity and achievement gaps based on race, national origin, and class have endured. Limited protection for education as a civil right at the federal level and uneven protection at the state level have contributed to persistent inequities. Federal and state reforms could offer protection for education as a civil right and remedy racial discrimination. --- --- ### 1417. Preparing West Virginia’s Teachers ```yaml url: "https://learningpolicyinstitute.org/product/cdd-preparing-west-virginia-teachers-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-10-06 date_source: listing authors: ["Ryan Saunders"] document_url: null doi: null license: null tags: [career-readiness, lpi] ``` Teachers play a vital role in providing all students with deeper learning experiences that prepare them for life and work in the 21st century. In West Virginia, several key policy strategies have been identified to improve and advance the preparation of a well-qualified and equitably distributed teacher workforce across the state. --- --- ### 1418. Students Experiencing Homelessness: The Conditions and Outcomes of Homelessness Among California Students ```yaml url: "https://learningpolicyinstitute.org/product/students-experiencing-homelessness-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-06-14 date_source: listing authors: ["Dion Burns", "Daniel Espinoza", "Naomi Ondrasek", "Man Yang"] document_url: null doi: null license: null tags: [college-access, lpi] ``` More than 1 in 5 of the nation’s students identified as experiencing homelessness reside in California. Students experiencing homelessness hold educational aspirations like those of their peers—to graduate from high school and go on to college. However, students experiencing homelessness face distinct challenges often due to the cumulative effects of poverty, instability, and disruption of social relationships associated with high mobility. --- --- ### 1419. Design Principles for Schools: Putting the Science of Learning and Development Into Action ```yaml url: "https://learningpolicyinstitute.org/product/sold-design-principles-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-06-08 date_source: listing authors: ["Linda Darling-Hammond", "Pamela Cantor", "Laura E. Hernández", "Abby Schachner", "Sara Plasencia", "Christina Theokas", "Elizabeth Tijerina"] document_url: null doi: null license: null tags: [lpi] ``` Education aims to give every student opportunities to learn and thrive, but the outdated design of our schools contributes to widening inequalities. Science provides a clear path forward: students’ knowledge, skills, and well-being can be significantly influenced and improved by learning environments that use whole child design. Key design principles show how schools can utilize the science of learning and development to reshape systems, structures, and practices to improve student outcomes. --- --- ### 1420. Inequitable Opportunity to Learn: Access to Advanced Mathematics and Science Courses ```yaml url: "https://learningpolicyinstitute.org/product/crdc-course-access-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-05-18 date_source: listing authors: ["Melanie Leung-Gagné", "Jessica Cardichon", "Caitlin Scott", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [college-access, lpi, math-education] ``` Evidence shows outcomes for college enrollment, retention, and degree completion; earning potential in the labor market; and overall achievement are improved when students have access to advanced curricular opportunities in mathematics and science compared to students who take fewer or less rigorous courses. Yet equitable access to advanced courses remains out of reach for many students, particularly students of color and students from low-income families. --- --- ### 1421. Social Justice Humanitas: A Community School Approach to Whole Child Education ```yaml url: "https://learningpolicyinstitute.org/product/social-and-emotional-learning-case-study-humanitas-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-05-10 date_source: listing authors: ["Marisa Saunders", "Lorea Martínez", "Lisa Flook", "Laura E. Hernández"] document_url: null doi: null license: null tags: [lpi] ``` Teachers created Social Justice Humanitas Academy (SJ Humanitas) envisioning a school that would “not only be a place of learning, but also a resource for the community.” Thus, they designed a community school that would bring together local resources, incorporate collaborative structures, and support students. The practices implemented at SJ Humanitas support whole child education to advance outcomes and support student well-being in alignment with the science of learning and development. --- --- ### 1422. Summer Learning and Beyond: Opportunities for Creating Equity ```yaml url: "https://learningpolicyinstitute.org/product/summer-learning-creating-equity-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-05-05 date_source: listing authors: ["Megan Bang", "Leah Bricker", "Linda Darling-Hammond", "Adam K. Edgerton", "Pam Grossman", "Kris D. Gutiérrez", "Ann Ishimaru", "Sarah Klevan", "Carol D. Lee", "David Miyashiro", "Na'ilah Suad Nasir", "Pedro A. Noguera", "Charles Payne", "Bill Penuel", "Sara Plasencia", "Shirin Vossoughi"] document_url: null doi: null license: null tags: [lpi, response-to-intervention, sel] ``` Many education stakeholders have called for intensive remediation for students to address this year of disrupted schooling and potential learning loss. However, remediation alone will not meet students’ needs and could potentially deepen inequalities. Pandemic and post-pandemic learning environments should be centered on strong teacher-student relationships that address students’ social and emotional learning, creating intellectually rigorous and equitable educational settings --- --- ### 1423. Building a Strong and Diverse Teaching Profession ```yaml url: "https://learningpolicyinstitute.org/product/teaching-profession-playbook" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-05-03 date_source: listing authors: null document_url: null doi: null license: null tags: [literacy, lpi] ``` The Partnership for the Future of Learning offers a set of strategies to recruit, prepare, develop, and retain high-quality teachers and bring greater racial, ethnic, and linguistic diversity to the profession. This in-depth playbook includes examples of legislation and research-based policies, a guide to talking about teacher shortages and strengthening the profession, and publications for further reading. --- --- ### 1424. California Teachers and COVID-19: How the Pandemic Is Impacting the Teacher Workforce ```yaml url: "https://learningpolicyinstitute.org/product/california-covid-19-teacher-workforce-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-03-04 date_source: listing authors: ["Desiree Carver-Thomas", "Melanie Leung-Gagné", "Dion Burns"] document_url: null doi: null license: null tags: [career-readiness, lpi] ``` A year into COVID-19, critical teacher shortages may jeopardize the safe reopening of schools. Research from interviews with California urban and rural district leaders sheds light on sustainable strategies including high-retention pathways and financial supports. --- --- ### 1425. Building a System of College and Career Pathways in New Mexico ```yaml url: "https://learningpolicyinstitute.org/product/new-mexico-college-career-pathways-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-02-19 date_source: listing authors: ["Gary Hoachlander"] document_url: null doi: null license: null tags: [career-readiness, college-access, lpi] ``` Systemic challenges in New Mexico mean that a large number of students do not have access to a high quality education that prepares them for college and career—a situation made worse by the COVID-19 pandemic. Among the evidence-based ways that New Mexico policymakers can address educational challenges is through career and technical education pathways, which foster a range of positive outcomes for students. --- --- ### 1426. Community Schools the New Mexico Way ```yaml url: "https://learningpolicyinstitute.org/product/new-mexico-community-schools-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-01-12 date_source: listing authors: ["Jeannie Oakes", "Daniel Espinoza"] document_url: null doi: null license: null tags: [lpi] ``` Community schools is an evidence-based approach that helps school staff and community members respond quickly and effectively to support children and young people who face barriers to educational success from poverty and cultural marginalization. New research in New Mexico examines how state policies can support community schools, both in the long term and as the state recovers from the COVID-19 crisis. --- --- ### 1427. LPI's First Five Years: Research, Action, Impact ```yaml url: "https://learningpolicyinstitute.org/product/2015-2020-impact-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-12-31 date_source: listing authors: null document_url: null doi: null license: null tags: [lpi] ``` In 2015, LPI began its work to bring high-quality evidence into policy and practice at the federal, state, and local levels with the goal of creating a stronger and more equitable education system. This report encompasses the past five years of research and impact and creates a blueprint for the work ahead. --- --- ### 1428. Improving Education the New Mexico Way: An Evidence-Based Approach ```yaml url: "https://learningpolicyinstitute.org/product/new-mexico-improving-education-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-12-01 date_source: listing authors: ["Jeannie Oakes", "Daniel Espinoza", "Linda Darling-Hammond", "Carmen Gonzales", "Jennifer DePaoli", "Tara Kini", "Gary Hoachlander", "Dion Burns", "Michael Griffith", "Melanie Leung-Gagné"] document_url: null doi: null license: null tags: [lpi] ``` In New Mexico, children and young people who face barriers to school success from poverty and marginalization are the norm, not the exception. A year-long study from LPI is designed to provide New Mexico policymakers, stakeholders, leaders, and other interested parties a research perspective on the challenges facing education in the state and to identify evidence-based policies that could build a high-quality, equitable system. --- --- ### 1429. Sustainable Strategies for Funding Teacher Residencies: Lessons From California ```yaml url: "https://learningpolicyinstitute.org/product/strategies-funding-teacher-residencies-california-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-11-12 date_source: listing authors: ["Cathy Yun", "Karen DeMoss"] document_url: null doi: null license: null tags: [career-readiness, lpi] ``` High-quality teacher residencies have the potential to address workforce challenges, including teacher shortages, underprepared educators, and, when adequately funded, workforce diversity. In 2018-19, California provided seed funding to jump-start or scale such programs. Recognizing that state funding may not always be reliable, programs are also working toward greater financial sustainability. This report examines the current state of teacher residencies in California and strategies these programs use to sustain funding, particularly in the wake of COVID-19. --- --- ### 1430. Elementary School Principals' Professional Learning: Current Status and Future Needs ```yaml url: "https://learningpolicyinstitute.org/product/elementary-school-principals-professional-learning-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-10-27 date_source: listing authors: ["Stephanie Levin", "Melanie Leung-Gagné", "Adam K. Edgerton", "Caitlin Scott"] document_url: null doi: null license: null tags: [lpi, professional-development] ``` Research has found that high-quality professional learning opportunities for principals can build leadership capacity. This study reports on findings from a survey of elementary school principals on access to high-quality professional learning. The survey showed that, while most had access to professional development, far fewer were able to participate in authentic learning opportunities addressing deeper learning, student well-being, and equity. --- --- ### 1431. Teaching for Powerful Learning: Lessons From Gateway Public Schools ```yaml url: "https://learningpolicyinstitute.org/product/social-and-emotional-learning-case-study-gateway-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-10-23 date_source: listing authors: ["Channa Cook-Harvey", "Lisa Flook", "Emily Efland", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi] ``` San Francisco's Gateway Public Schools is a public charter organization with a lottery entrance system prioritizing local residents and students from low-income families. They emphasize positive school climates with a focus on inclusivity, restorative practices, and high expectations that meet students where they are—research-based practices shown to foster success for all students. --- --- ### 1432. Sharpening the Divide: How California’s Teacher Shortages Expand Inequality ```yaml url: "https://learningpolicyinstitute.org/product/sharp-divide-california-teacher-shortages-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-10-15 date_source: listing authors: ["Desiree Carver-Thomas", "Tara Kini", "Dion Burns"] document_url: null doi: null license: null tags: [lpi] ``` The entire country is grappling with educational access during the COVID-19 pandemic. Persistent shortages of well-prepared teachers remain a dire concern, and are distinctly worse in districts serving the highest numbers of students from low income families. California has taken steps to address shortages in recent years—this report highlights the primary factors driving shortages and shares research on eight key strategies that can attract and retain well-prepared teachers. --- --- ### 1433. Using Performance Assessments to Support Student Learning ```yaml url: "https://learningpolicyinstitute.org/product/cpac-performance-assessments-support-student-learning-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-10-13 date_source: listing authors: ["Anna Maier", "Julie Adams", "Dion Burns", "Maya Kaul", "Marisa Saunders", "Charlie Thompson"] document_url: null doi: null license: null tags: [career-readiness, college-access, formative-assessment, lpi] ``` When used effectively, performance assessments support the development of students’ higher-order thinking skills, help improve teachers’ instructional practices, and ultimately allow students to demonstrate college and career readiness through a culminating assessment. This study examines the role districts can play in fostering their effective use and looks at lessons learned in three California districts. --- --- ### 1434. Restarting and Reinventing School: Learning in the Time of COVID and Beyond ```yaml url: "https://learningpolicyinstitute.org/product/restarting-reinventing-school-covid-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-08-25 date_source: listing authors: ["Linda Darling-Hammond", "Abby Schachner", "Adam K. Edgerton", "Aneesha Badrinarayan", "Jessica Cardichon", "Peter W. Cookson, Jr.", "Michael Griffith", "Sarah Klevan", "Anna Maier", "Monica Martinez", "Hanna Melnick", "Natalie Truong", "Steve Wojcikiewicz"] document_url: null doi: null license: null tags: [lpi] ``` The disruption to education caused by the pandemic presents an opportunity for policymakers and educators to seize the moment to reimagine schooling using safe, equitable, and student-centered approaches. This framework provides research, state and local examples, and policy recommendations for 10 key areas of education. --- --- ### 1435. Assessing College Readiness Through Authentic Student Work ```yaml url: "https://learningpolicyinstitute.org/product/assessing-college-readiness-authentic-student-work-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-07-21 date_source: listing authors: ["Michelle Fine", "Karyna Pryiomka"] document_url: null doi: null license: null tags: [college-access, lpi] ``` Early data from a unique college admissions pilot program at City University of New York (CUNY) provide promising evidence on how colleges can expand admissions, better determine which students are likely to thrive, and potentially increase equity. --- --- ### 1436. Measuring Student Socioeconomic Status: Toward a Comprehensive Approach ```yaml url: "https://learningpolicyinstitute.org/product/measuring-student-socioeconomic-status-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-06-25 date_source: listing authors: ["Peter W. Cookson, Jr."] document_url: null doi: null license: null tags: [lpi] ``` Student poverty was a concern in the U.S. even before the COVID-19 pandemic, when 1 in 5 children already lived in low-income families. This study evaluates the shortcomings of commonly used child poverty measures, including the Free or Reduced-Price Lunch program, and proposes alternatives. --- --- ### 1437. Supporting a Strong, Stable Principal Workforce: What Matters and What Can Be Done ```yaml url: "https://learningpolicyinstitute.org/product/supporting-strong-stable-principal-workforce-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-05-14 date_source: listing authors: ["Stephanie Levin", "Caitlin Scott", "Man Yang", "Melanie Leung-Gagné", "Kathryn Bradley"] document_url: null doi: null license: null tags: [career-readiness, lpi] ``` With nearly 1 in 5 principals leaving their schools each year, turnover is high and concerning. This report and brief by LPI and the National Association of Secondary School Principals look at the causes, impacts, and strategies for principal retention. --- --- ### 1438. California’s Special Education Teacher Shortage ```yaml url: "https://learningpolicyinstitute.org/product/pace-california-special-education-teacher-shortage-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-02-18 date_source: listing authors: ["Naomi Ondrasek", "Desiree Carver-Thomas", "Caitlin Scott", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [inclusive-design, lpi] ``` A severe special education teacher shortage threatens the ability to improve outcomes for students with disabilities, who often have the greatest needs but receive the least expert teachers. LPI researchers review the factors contributing to special education teacher turnover and provide evidence-based policy strategies aimed at resolving the shortage. --- --- ### 1439. Inequitable Opportunity to Learn: Student Access to Certified and Experienced Teachers ```yaml url: "https://learningpolicyinstitute.org/product/crdc-teacher-access-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-02-12 date_source: listing authors: ["Jessica Cardichon", "Linda Darling-Hammond", "Man Yang", "Caitlin Scott", "Patrick M. Shields", "Dion Burns"] document_url: null doi: null license: null tags: [lpi] ``` Access to fully certified and experienced teachers matters for student outcomes and achievement, yet many states have hired uncertified and inexperienced teachers to fill gaps created by persistent teacher shortages. These teachers are disproportionately found in schools with high enrollments of students of color, according to LPI analysis of the most recent U.S. Department of Education Civil Rights Data Collection, which has proposed cutting key data collection questions related to school funding and educator experience. --- --- ### 1440. Deeper Learning Networks: Taking Student-Centered Learning and Equity to Scale ```yaml url: "https://learningpolicyinstitute.org/product/deeper-learning-networks-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-10-21 date_source: listing authors: ["Laura E. Hernández", "Linda Darling-Hammond", "Julie Adams", "Kathryn Bradley", "DeAnna Duncan Grand", "Martens Roc", "Peter Ross"] document_url: null doi: null license: null tags: [lpi] ``` A hallmark of deeper learning is students’ ability to apply their knowledge to new situations and complex problems. Big Picture Learning, Internationals Network for Public Schools, and New Tech Network have successfully instantiated, sustained, and spread deeper learning practices in ways that advance equity in schools across the nation. A deep look into their systems and structures reveals common threads, including rethinking structures and relationships in schools, collaboration, professional learning, leadership development, and continual improvement. --- --- ### 1441. The Instructional Leadership Corps: Teachers Leading Sustainable Professional Learning in Their Communities ```yaml url: "https://learningpolicyinstitute.org/product/instructional-leadership-corps-teachers-leading-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-10-21 date_source: listing authors: ["Rachel A. Lotan", "Dion Burns"] document_url: null doi: null license: null tags: [lpi, professional-development] ``` The teaching profession requires continuous learning and California's Instructional Leadership Corps was developed to address that need. The ILC is changing the paradigm for teacher learning by tapping the expertise and experience of local teachers, principals, and superintendents who have the training and support to lead ongoing professional development to peers in their own districts and in other schools and districts in their regions. --- --- ### 1442. New Tech Network: Driving Systems Change and Equity Through Project-Based Learning ```yaml url: "https://learningpolicyinstitute.org/product/deeper-learning-networks-cs-new-tech-network-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-10-21 date_source: listing authors: ["Julie Adams", "DeAnna Duncan Grand"] document_url: null doi: null license: null tags: [lpi] ``` A hallmark of deeper learning is students’ ability to apply their knowledge to new situations and complex problems. New Tech Network has successfully instantiated deeper learning practices in many geographically, politically, and socioeconomically diverse school settings. This deep look into its systems and structures shows how the network has spread its practices to many traditionally structured, public school districts across the country. --- --- ### 1443. Internationals Network for Public Schools: A Deeper Learning Approach to Supporting English Learners ```yaml url: "https://learningpolicyinstitute.org/product/deeper-learning-networks-cs-internationals-network-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-10-21 date_source: listing authors: ["Martens Roc", "Peter Ross", "Laura E. Hernández"] document_url: null doi: null license: null tags: [english-learners, lpi] ``` A hallmark of deeper learning is students’ ability to apply their knowledge to new situations and complex problems. Internationals Network, a network of schools specifically for English learners, has successfully instantiated, sustained, and spread deeper learning practices in ways that advance equity in schools across the nation. This deep look into its systems and structures shows how the network and its leaders are raising expectations and outcomes for English learners. --- --- ### 1444. Big Picture Learning: Spreading Relationships, Relevance, and Rigor One Student at a Time ```yaml url: "https://learningpolicyinstitute.org/product/deeper-learning-networks-cs-big-picture-learning-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-10-21 date_source: listing authors: ["Kathryn Bradley", "Laura E. Hernández"] document_url: null doi: null license: null tags: [lpi, sel] ``` A hallmark of deeper learning is students’ ability to apply their knowledge to new situations and complex problems. Big Picture Learning has successfully instantiated, sustained, and spread deeper learning practices in ways that advance equity in schools across the nation. This deep look into its systems and structures reveals how the network and its leaders have consistently been responsive to communities and local conditions, which allows network-affiliated schools to take on a distinct character while maintaining fidelity to Big Picture Learning's deeper learning focus. --- --- ### 1445. Early Childhood Essentials ```yaml url: "https://learningpolicyinstitute.org/product/early-childhood-essentials-framework-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-10-15 date_source: listing authors: ["Beth Meloy", "Abby Schachner"] document_url: null doi: null license: null tags: [early-childhood, lpi] ``` What skills and competencies do early childhood educators need in order to provide high-quality early learning experiences? What essential skills should children master before entering kindergarten? The Early Childhood Essentials framework answers these questions based on an analysis of relevant research. It is a must-read for local and state decision-makers looking to build and expand high-quality early learning programs. --- --- ### 1446. Teaching the Way Students Learn Best: Lessons from Bronxdale High School ```yaml url: "https://learningpolicyinstitute.org/product/social-and-emotional-learning-case-study-bronxdale-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-10-01 date_source: listing authors: ["Jacqueline Ancess", "Bethany L. Rogers", "DeAnna Duncan Grand", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [college-access, dropout-prevention, lpi, sel] ``` Most students at New York’s Bronxdale High School enter 9th grade achieving well below proficiency levels on standardized tests, yet they end up outperforming their peers and city averages in credit accrual, graduation rates, and enrollment in postsecondary education. Educators at Bronxdale teach the way students learn best by tightly weaving social and emotional skills and academic mindsets with academic learning in a safe, caring and collaborative learning environment. --- --- ### 1447. Closing the Opportunity Gap: How Positive Outlier Districts in California Are Pursuing Equitable Access to Deeper Learning ```yaml url: "https://learningpolicyinstitute.org/product/positive-outliers-closing-opportunity-gap-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-09-10 date_source: listing authors: ["Dion Burns", "Linda Darling-Hammond", "Caitlin Scott", "Taylor Allbright", "Desiree Carver-Thomas", "Eupha Jeanne Daramola", "Jane L. David", "Laura E. Hernández", "Kate E. Kennedy", "Julie A. Marsh", "Crystal A. Moore", "Anne Podolsky", "Patrick M. Shields", "Joan Talbert"] document_url: null doi: null license: null tags: [lpi] ``` This report examines the commonalities among seven diverse "positive outlier" school districts in which students are achieving at higher-than-predicted levels. The seven districts are among more than a hundred California school districts in which African American, Latino/a, and White students achieved at higher-than-predicted levels, controlling for their socioeconomic status. --- --- ### 1448. Preparing Teachers to Support Social and Emotional Learning ```yaml url: "https://learningpolicyinstitute.org/product/social-and-emotional-learning-case-study-san-jose-state-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-05-21 date_source: listing authors: ["Hanna Melnick", "Lorea Martínez"] document_url: null doi: null license: null tags: [college-access, dropout-prevention, lpi, professional-development, sel] ``` Well-implemented programs designed to foster social and emotional learning (SEL) are associated with positive outcomes, ranging from better test scores and higher graduation rates to improved social behavior. This LPI study examines San Jose State University's successful teacher preparation program and Lakewood Elementary School's in-service program that incorporate SEL instruction in an effort to inform policymakers, practitioners, and teacher educators about the components of strong, SEL-focused teacher preparation and development systems. --- --- ### 1449. California’s Positive Outliers: Districts Beating the Odds ```yaml url: "https://learningpolicyinstitute.org/product/positive-outliers-districts-beating-odds-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-05-16 date_source: listing authors: ["Anne Podolsky", "Linda Darling-Hammond", "Christopher Doss", "sean reardon"] document_url: null doi: null license: null tags: [english-learners, lpi] ``` LPI studied 156 California school districts of significant size in which students of color, as well as White students, consistently achieve at higher levels than students from similar racial, ethnic, and economic backgrounds. What are these "positive outliers" doing to raise achievement and support students of all backgrounds? --- --- ### 1450. Protecting Students' Civil Rights: The Federal Role in School Discipline ```yaml url: "https://learningpolicyinstitute.org/product/student-civil-rights-school-discipline-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-05-01 date_source: listing authors: ["Jessica Cardichon", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi] ``` In 2018, the Trump administration rescinded voluntary federal guidance intended to help states end exclusionary and discriminatory school discipline practices. Many states had implemented policies based on evidence-based approaches outlined in the guidance and have seen lower rates of suspensions and expulsions among all students, including students of color, and other benefits. Loss of that guidance removes an important set of resources available to states and districts to end harmful practices. --- --- ### 1451. Understanding and Addressing Principal Turnover: A Review of the Research ```yaml url: "https://learningpolicyinstitute.org/product/nassp-understanding-addressing-principal-turnover-review-research-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-03-19 date_source: listing authors: ["Stephanie Levin", "Kathryn Bradley"] document_url: null doi: null license: null tags: [lpi] ``` School principals are responsible for maintaining a positive school climate, motivating school staff, and enhancing teachers’ practice. They are vital to ensuring teachers’ success in the classroom and students’ success, but one in five principals leaves their school each year and the numbers are worse in schools in underserved communities. Inadequate preparation, poor working conditions, insufficient salaries, lack of authority, and high-stakes accountability policies are among the drivers of principal turnover that must be addressed. --- --- ### 1452. Sharing the Wealth: How Regional Finance and Desegregation Plans Can Enhance Educational Equity ```yaml url: "https://learningpolicyinstitute.org/product/sharing-wealth-regional-finance-desegregation-plans-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-02-28 date_source: listing authors: ["John Brittain", "Larkin Willis", "Peter W. Cookson, Jr."] document_url: null doi: null license: null tags: [lpi] ``` In American public schools, most racial and ethnic segregation—and most financial inequity—occurs between, not within, school districts, which is why cooperative interdistrict approaches are often the most effective at addressing these problems. Looking at three regions—Boston, MA; Hartford, CT; and Omaha, NE—the authors examine interdistrict desegregation designs that use innovative funding strategies to foster equity, quality, and access. They share academic and social outcomes and identifies lessons for policymakers. --- --- ### 1453. The Federal Role and School Integration: Brown’s Promise and Present Challenges ```yaml url: "https://learningpolicyinstitute.org/product/federal-role-school-integration-browns-promise-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-02-28 date_source: listing authors: ["Janel George", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [computer-assisted-learning, lpi] ``` Public schools are increasingly segregated along both racial and socioeconomic lines and many of the most extremely segregated schools are also the most under-resourced, plagued by inexperienced educators, lack of access to quality curriculum, and lack of quality facilities or access to technology. Although integrated education is not a panacea, diverse learning environments benefit all students and the federal government plays a critical role in fostering school diversity. --- --- ### 1454. The Instructional Leadership Corps: Entrusting Professional Learning in the Hands of the Profession ```yaml url: "https://learningpolicyinstitute.org/product/instructional-leadership-corps-professional-learning-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-02-21 date_source: listing authors: ["Rachel A. Lotan", "Dion Burns", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi, professional-development] ``` Teacher leaders in California are collaborating to lead sustainable professional development for implementation of new student standards within their districts. This statewide effort, the Instructional Leadership Corps, has been in place for the last 4 years and participant feedback has been overwhelmingly positive about the experience. This study describes how teacher-led learning can motivate shifts in practice, enhance teachers’ professionalism and efficacy, and create supportive systems and strategic relationships that can sustain change. --- --- ### 1455. The California Way: The Golden State’s Quest to Build an Equitable and Excellent Education System ```yaml url: "https://learningpolicyinstitute.org/product/california-way-equitable-excellent-education-system-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-02-21 date_source: listing authors: ["Roberta C. Furger", "Laura E. Hernández", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi] ``` In 2013, California adopted its Local Control Funding Formula (LCFF), which has shifted billions of dollars to districts serving high-need students, created a multiple-measure accountability system, and provided all districts with broad flexibility to develop spending plans aligned to local priorities and needs. This report examines LCFF and related reforms—the decade-plus effort leading to their passage and the impact on culture, practice, opportunities, and outcomes—and explores next steps to sustain and deepen improvement. Read the report or brief > --- --- ### 1456. Essential Building Blocks for State School Finance Systems and Promising State Practices ```yaml url: "https://learningpolicyinstitute.org/product/state-school-finance-systems-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2018-12-05 date_source: listing authors: ["David Hinojosa"] document_url: null doi: null license: null tags: [lpi] ``` The cost for failing to properly invest in a high-quality public education for all children has grave implications for both the students and society at large. A new report shares essential state-level strategies and examples to help policymakers develop equitable and effective school finance systems. --- --- ### 1457. The Tapestry of American Public Education: How Can We Create a System of Schools Worth Choosing for All? ```yaml url: "https://learningpolicyinstitute.org/product/tapestry-american-public-education-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2018-10-25 date_source: listing authors: ["Peter W. Cookson, Jr.", "Linda Darling-Hammond", "Robert Rothman", "Patrick M. Shields"] document_url: null doi: null license: null tags: [lpi] ``` Often forgotten in the policy debates on school choice are fundamental questions of whether and how choice influences access to high-quality schools, and whether, in our diverse democracy that requires common ground, choices promote or undermine integration. This report reviews research on a variety of school choice strategies and examines how public school choices can be managed to ensure all students have excellent schools to choose from and are chosen by excellent schools. --- --- ### 1458. Educating the Whole Child: Improving School Climate to Support Student Success ```yaml url: "https://learningpolicyinstitute.org/product/educating-whole-child-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2018-09-07 date_source: listing authors: ["Linda Darling-Hammond", "Channa Cook-Harvey"] document_url: null doi: null license: null tags: [lpi, sel] ``` Each year in the United States, 46 million children are exposed to violence, crime, abuse, homelessness, or food insecurity—experiences that can affect attention, learning, and behavior. This report looks at neuroscience, science of learning, and child development research on whole child approaches to education that improve learning for all students, especially those living with trauma. --- --- ### 1459. Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap ```yaml url: "https://learningpolicyinstitute.org/product/essa-equity-promise-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2018-09-05 date_source: listing authors: ["Stephen Kostyo", "Jessica Cardichon", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [inclusive-design, lpi] ``` Under the federal Every Student Succeeds Act (ESSA), in addition to the required indicators of schools performance, states can select indicators to measure schools’ efforts to support students and provide equitable opportunities or to identify places where additional investments need to be made to improve education and support underserved students. This report documents how states are taking advantage of this opportunity to address disparities, make schools more inclusive, and help all students succeed. --- --- ### 1460. Taking the Long View: State Efforts to Solve Teacher Shortages by Strengthening the Profession ```yaml url: "https://learningpolicyinstitute.org/product/long-view-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2018-08-29 date_source: listing authors: ["Daniel Espinoza", "Ryan Saunders", "Tara Kini", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [career-readiness, lpi] ``` Most states have been struggling to address teacher shortages for several years, often filling the vacuum with underprepared teachers. Governors and legislators in many of these states are now working to turn the tide. A new report from the Learning Policy Institute focuses on six evidence-based policies that states are pursuing to address their teacher shortages that can help states build long-term sustainable systems to attract, develop, and retain a strong and stable teacher workforce. --- --- ### 1461. Building an Early Learning System that Works: Next Steps for California ```yaml url: "https://learningpolicyinstitute.org/product/building-early-learning-system-california-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2018-01-23 date_source: listing authors: ["Hanna Melnick", "Beth Meloy", "Madelyn Gardner", "Marjorie Wechsler", "Anna Maier"] document_url: null doi: null license: null tags: [early-childhood, lpi] ``` There is overwhelming evidence that children’s early years, from birth through preschool, are a crucial time for their development, and that high-quality early learning opportunities support children’s school readiness, promote later life success, and yield a return of up to $7 for every $1 invested. Providing access to high-quality ECE for all children in California will require a comprehensive approach to turning an uncoordinated set of underfunded programs into a true system of supports for children, families, and providers. A complement to LPI’s earlier report Understanding California’s Early Care and Education System, this report examines the challenges California’s counties face in providing ECE and provides recommendations for improving access to high-quality ECE for all children. --- --- ### 1462. Expanding High-Quality Educational Options for All Students: How States Can Create a System of Schools Worth Choosing ```yaml url: "https://learningpolicyinstitute.org/product/expanding-high-quality-options-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-12-14 date_source: listing authors: ["Linda Darling-Hammond", "Robert Rothman", "Peter W. Cookson, Jr."] document_url: null doi: null license: null tags: [lpi] ``` For many years, states and the federal government have been creating a range of schooling options for students, and the focus of the new Administration on expanding choice is likely to accelerate this trend. This report examines the status of current educational options for U.S. students and what state policymakers can do to create high-quality opportunities that offer each family a system of schools worth choosing. --- --- ### 1463. How Money Matters for Schools ```yaml url: "https://learningpolicyinstitute.org/product/how-money-matters-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-12-13 date_source: listing authors: ["Bruce D. Baker"] document_url: null doi: null license: null tags: [lpi] ``` For decades, some politicians and pundits have argued that “money does not make a difference” for school outcomes. While it is certainly possible to spend money poorly, this viewpoint is strongly contradicted by a large body of evidence from rigorous empirical research. This document presents a brief explanation of the goal of school finance reforms, followed by summaries of the main bodies of evidence that illustrate how equitable and adequate school funding improves student outcomes. --- --- ### 1464. Taking Deeper Learning to Scale ```yaml url: "https://learningpolicyinstitute.org/product/deeper-learning-to-scale-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-09-13 date_source: listing authors: ["Pedro A. Noguera"] document_url: null doi: null license: null tags: [lpi] ``` This report analyzes the efforts of schools and school districts to improve academic achievement, particularly among students who have been historically underserved. Three case studies provide insights into both the potential of using deeper learning as a reform strategy that can lead to greater equity in academic outcomes and the obstacles that have prevented others from obtaining similar results. --- --- ### 1465. Minority Teacher Recruitment, Employment, and Retention: 1987 to 2013 ```yaml url: "https://learningpolicyinstitute.org/product/minority-teacher-recruitment-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-08-28 date_source: listing authors: ["Richard M. Ingersoll", "Henry May", "Greg Collins"] document_url: null doi: null license: null tags: [career-readiness, lpi] ``` Although the number of minority teachers more than doubled between 1987 and 2012, high turnover rates have undermined efforts to diversify the teacher workforce. Improving school organization, management, and leadership can support improved retention of minority teachers, according to this report, which examines and compares the recruitment, employment, and retention of minority and nonminority teachers over the past quarter century. --- --- ### 1466. Teacher Turnover: Why It Matters and What We Can Do About It ```yaml url: "https://learningpolicyinstitute.org/product/teacher-turnover-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-08-16 date_source: listing authors: ["Desiree Carver-Thomas", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi] ``` As students return to school this year, many will be in one of the more than 100,000 classrooms across the country staffed by an instructor not fully qualified to teach. This shortage of qualified teachers is almost entirely due to teachers leaving the profession and about 2/3 of teachers who leave do so for reasons other than retirement. This study looks at who is leaving, why, who is impacted, and policy considerations. --- --- ### 1467. Effective Teacher Professional Development ```yaml url: "https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-06-05 date_source: listing authors: ["Linda Darling-Hammond", "Maria E. Hyler", "Madelyn Gardner"] document_url: null doi: null license: null tags: [english-learners, lpi, professional-development] ``` Well-designed and implemented professional development is an essential component of a comprehensive system of teaching and learning that supports students to develop the knowledge, skills, and competencies they need to thrive in the 21st century. This report details key components of effective professional development and offers rich descriptions of model programs to inform education leaders and policymakers seeking to leverage professional development to improve student learning. --- --- ### 1468. Understanding California’s Early Care and Education System ```yaml url: "https://learningpolicyinstitute.org/product/understanding-californias-early-care-education-system-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-06-01 date_source: listing authors: ["Hanna Melnick", "Titilayo Tinubu Ali", "Madelyn Gardner", "Anna Maier", "Marjorie Wechsler"] document_url: null doi: null license: null tags: [early-childhood, literacy, lpi, math-education, sel] ``` Early care and education (ECE) can have a positive effect on many aspects of children’s development, including the language, literacy, mathematics, executive functioning, and social-emotional competencies needed for a smooth transition into kindergarten and later life success. But for many families, high-quality ECE is out of reach. California has established a range of programs to support the development of children from birth to age 5, but these programs are uncoordinated, insufficient in scope, and of variable quality. This report provides a comprehensive overview of the state’s ECE system, describing its administration and funding, access to care, program quality, and data limitations. --- --- ### 1469. Encouraging Social and Emotional Learning in the Context of New Accountability ```yaml url: "https://learningpolicyinstitute.org/product/encouraging-social-emotional-learning-new-accountability-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-04-18 date_source: listing authors: ["Hanna Melnick", "Channa Cook-Harvey", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi, sel] ``` How can schools be encouraged to help students develop socially and emotionally and to foster positive school environments in the context of new accountability under the Every Student Succeeds Act? This report provides a framework for considering how measures of social and emotional learning (SEL) and school climate may be incorporated into an accountability and continuous improvement system. --- --- ### 1470. Developing and Measuring Higher Order Skills: Models for State Performance Assessment Systems ```yaml url: "https://learningpolicyinstitute.org/product/models-state-performance-assessment-systems-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-03-17 date_source: listing authors: ["Linda Darling-Hammond"] document_url: null doi: null license: null tags: [formative-assessment, lpi] ``` Under the Every Student Succeeds Act (ESSA), state assessment systems must be designed to measure higher-order thinking skills and understanding. This report, published in partnership with the Council of Chief State Schools Officers (CCSSO), details how states can use performance assessments—including portfolios, projects, and extended-performance tasks—to assess what students know and are able to do. --- --- ### 1471. Supporting Principals’ Learning: Key Features of Effective Programs ```yaml url: "https://learningpolicyinstitute.org/product/supporting-principals-learning-key-features-effective-programs-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-02-27 date_source: listing authors: ["Leib Sutcher", "Anne Podolsky", "Daniel Espinoza"] document_url: null doi: null license: null tags: [lpi, professional-development] ``` Principals play a central role in creating schools in which students thrive academically and the teaching staff is strong, stable, and supported. This report analyzes the research on quality preparation and professional development programs for principals, highlighting examples of effective programs and providing guidance for policymakers. --- --- ### 1472. Advancing Educational Equity for Underserved Youth ```yaml url: "https://learningpolicyinstitute.org/product/advancing-educational-equity-underserved-youth-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-02-23 date_source: listing authors: ["Jessica Cardichon", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi] ``` Strategic selection and use of performance indicators can illuminate disparities in our schools and focus attention and resources on rectifying long-standing inequities. This report explores how states can use a multiple-measure accountability system to improve educational opportunities and outcomes for underserved youth and begin to dismantle the school-to-prison-pipeline. --- --- ### 1473. Next Generation Accountability: A Vision for School Improvement Under ESSA ```yaml url: "https://learningpolicyinstitute.org/product/next-generation-accountability-vision-school-improvement-under-essa-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-02-23 date_source: listing authors: ["Curt M. Adams", "Timothy G. Ford", "Patrick B. Forsyth", "Jordan K. Ware", "Jentre J. Olsen", "John A. Lepine", "Laura L.B. Barnes", "Jam Khojasteh", "Mwarumba Mwavita"] document_url: null doi: null license: null tags: [career-readiness, college-access, lpi] ``` What will it take for states to move from compliance-focused accountability systems to systems that enable a culture of continuous learning and improvement? In this report, the authors lay out a vision for next generation accountability systems designed to support the goal of college and career readiness for all students. --- --- ### 1474. Addressing California’s Growing Teacher Shortage: 2017 Update ```yaml url: "https://learningpolicyinstitute.org/product/addressing-californias-growing-teacher-shortage-2017-update-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-02-08 date_source: listing authors: ["Desiree Carver-Thomas", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [inclusive-design, lpi, math-education] ``` California’s teacher shortage is worsening as demand continues to outpace the supply of new teachers. The shortage of special education, mathematics, and science teachers is especially severe, prompting an increase in the number of underprepared teachers. Low-income and minority students are disproportionately impacted by shortages, which threaten to undermine academic progress. This report details findings from LPI’s 2017 Update on California’s teacher shortage and offers policy recommendations to address this pressing problem. --- --- ### 1475. Equity and ESSA: Leveraging Educational Opportunity Through the Every Student Succeeds Act ```yaml url: "https://learningpolicyinstitute.org/product/equity-essa-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-12-07 date_source: listing authors: ["Channa Cook-Harvey", "Linda Darling-Hammond", "Livia Lam", "Charmaine Mercer", "Martens Roc"] document_url: null doi: null license: null tags: [lpi] ``` The passage of the Every Student Succeeds Act (ESSA) represents an opportunity for states, districts, and schools to equitably design education systems to ensure that historically underserved students are prepared for the demands of the 21st century. This report details the equity implications of ESSA and provides recommendations for ways in which states, districts, and schools can leverage the new law to enhance equitable educational opportunities and close persistent achievement gaps. --- --- ### 1476. Solving the Teacher Shortage: How to Attract and Retain Excellent Educators ```yaml url: "https://learningpolicyinstitute.org/product/solving-teacher-shortage" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-09-15 date_source: listing authors: ["Anne Podolsky", "Tara Kini", "Joseph Bishop", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi] ``` High rates of teacher turnover contribute to shortages and undermine academic progress. This report reviews an extensive body of research on teacher recruitment and retention, identifies key factors that influence decisions to enter, stay in, or leave the profession, and offers evidence-based recommendations for local, state, and federal policymakers. --- --- ### 1477. A Coming Crisis in Teaching? Teacher Supply, Demand, and Shortages in the U.S. ```yaml url: "https://learningpolicyinstitute.org/product/coming-crisis-teaching" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-09-15 date_source: listing authors: ["Leib Sutcher", "Linda Darling-Hammond", "Desiree Carver-Thomas"] document_url: null doi: null license: null tags: [lpi] ``` Widespread media reports of local teacher shortages have become a hot topic in education since the summer of 2015. After years of teacher layoffs, districts began hiring again as the economy recovered from the Great Recession. This report analyzes evidence of teacher shortages, looks at national and regional trends in teacher supply and demand, and investigates policy strategies that might mitigate these effects based on research about effective approaches to recruitment and retention. --- --- ### 1478. The Teacher Residency: An Innovative Model for Preparing Teachers ```yaml url: "https://learningpolicyinstitute.org/product/teacher-residency" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-09-15 date_source: listing authors: ["Roneeta Guha", "Maria E. Hyler", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi] ``` The teacher residency model holds much promise to address the issues of recruitment and retention in high-need districts and subject area shortages. This model also has the potential to support systemic change and building of the teaching profession, especially in the most challenging districts. Initial research is promising as to the impact residencies can have on increasing the diversity of the teaching force, improving retention of new teachers, and promoting gains in student learning. --- --- ### 1479. Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research ```yaml url: "https://learningpolicyinstitute.org/product/does-teaching-experience-increase-teacher-effectiveness-review-research" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-06-03 date_source: listing authors: ["Tara Kini", "Anne Podolsky"] document_url: null doi: null license: null tags: [career-readiness, lpi] ``` Do teachers, on average, continue to improve in their effectiveness as they gain experience in the teaching profession? This review of research finds that teaching experience is, on average, positively associated with student achievement gains throughout a teacher’s career, especially in collaborative school environments. --- --- ### 1480. Pathways to New Accountability Through the Every Student Succeeds Act ```yaml url: "https://learningpolicyinstitute.org/product/pathways-new-accountability-through-every-student-succeeds-act" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-04-20 date_source: listing authors: ["Linda Darling-Hammond", "Soung Bae", "Channa Cook-Harvey", "Livia Lam", "Charmaine Mercer", "Anne Podolsky", "Elizabeth Leisy Stosich"] document_url: null doi: null license: null tags: [english-learners, lpi] ``` This report provides critical information about the requirements and opportunities under the new federal education law, the Every Student Succeeds Act. Drawing on promising examples from several states, as well as from New York City and Alberta, Canada, the authors offer alternative approaches to developing, presenting, and using a multiple-measure accountability system. --- --- ### 1481. Redesigning School Accountability and Support: Progress in Pioneering States ```yaml url: "https://learningpolicyinstitute.org/product/redesigning-school-accountability-and-support-progress-pioneering-states" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-04-09 date_source: listing authors: ["Channa Cook-Harvey", "Elizabeth Leisy Stosich"] document_url: null doi: null license: null tags: [career-readiness, college-access, lpi] ``` During 2015, a group of diverse states began to work together to redesign their accountability systems so as to better support school improvement and students’ acquisition of deeper learning skills to ensure all students are college, career, and life ready upon graduation. This report documents the progress made by 10 states to transform their systems of accountability to support more meaningful learning opportunities for all students. --- --- ### 1482. Addressing California’s Emerging Teacher Shortage ```yaml url: "https://learningpolicyinstitute.org/product/addressing-californias-emerging-teacher-shortage" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-01-19 date_source: listing authors: ["Linda Darling-Hammond", "Roberta C. Furger", "Patrick M. Shields", "Leib Sutcher"] document_url: null doi: null license: null tags: [lpi] ``` After many years of teacher layoffs in California, school districts are using an influx of new k–12 funding to hire again. However, the supply of teachers has not kept pace with the increased demand. This report examines shortage indicators, discusses their impact on students, analyzes factors that influence teacher supply and demand in California and nationally, and recommends policies to ensure an adequate supply of fully prepared teachers where they are needed. --- --- ### 1483. Once Early-Reading Program ```yaml url: "https://evidenceforessa.org/program/once-early-reading-program/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [response-to-intervention] ``` Once is a school-embedded early literacy tutoring program serving PreK through first grade students. Existing school staff, primarily paraprofessionals, are trained to deliver daily, 15-minute, one-on-one structured literacy sessions during the school day. The curriculum is grounded in the science of reading and addresses both decoding and language comprehension through systematic phonics instruction, phonemic awareness, sight word instruction, and vocabulary development. Lessons are scripted and delivered via a laptop interface, enabling staff without specialized reading instruction backgrounds to deliver sequenced lessons with fidelity. Tutors receive weekly 30-minute coaching sessions from a consistent Once coach who reviews session recordings and provides targeted feedback. A real-time data portal allows tutors, coaches, and administrators to monitor student progress. The program is designed as a supplemental tier to core classroom instruction, embedded within the school day. --- --- ### 1485. Education Corps (Ed Corps) ```yaml url: "https://evidenceforessa.org/program/education-corps-ed-corps/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [formative-assessment, literacy, response-to-intervention] ``` Education Corps partners with school districts to provide in-person high-dosage literacy tutoring to low-performing K-5 students. Its program is designed primarily for students in grades K-3 who score below grade-level benchmarks on early literacy skills. Education Corps assists schools in implementing in-person high-dosage literacy tutoring, including: recruiting and screening tutors (who are then selected and hired by schools); aligning and scheduling tutoring to complement core instruction within schools; providing pre-service tutor training and coaching to tutors throughout the school year; providing progress monitoring and impact evaluation support to schools throughout the school year and after; and advising schools on how to find funding to pay for tutoring. Prior to the start and throughout the course of each school year, Education Corps’ team members work with school-based MTSS coordinators and/or instructional leaders to ensure effective program implementation. These school-based “Tutoring Leads” work with Ed Corps staff to identify eligible students and coordinate scheduling for tutoring. Ed Corps recruits tutors from the local community, requiring only a high school diploma or equivalent based on district policies, and trains them using a 16-hour asynchronous course aligned to the science of reading, followed by a 2-hour synchronous capstone session before tutoring begins. Tutors are hired directly by the district based on Ed Corps recommendations and receive ongoing support from a designated Ed Corps Learning Coach throughout the year. Ed Corps’ Learning Coaches are all former classroom teachers. Tutors provide in-person, in-school tutoring to small groups of up to 4 students at a time, at least 3 times per week, in 30-minute sessions. The program supports a minimum of 30 sessions per student per year. Ed Corps supports tutors who use the mClass intervention curriculum or equivalent researched-backed curriculums. Lessons target specific foundational literacy skills identified for each student at the start of the year based on mClass DIBELS Eighth Edition or equivalent screeners, including phonemic awareness, phonics, oral reading fluency, high-frequency words, and word fluency. --- --- ### 1486. Magma Math ```yaml url: "https://evidenceforessa.org/program/magma-math/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, math-education, personalized-learning] ``` Magma Math is a digital math platform designed to support student-centered mathematical learning and discourse in grades 4–8. Students solve problems on a digital canvas using keyboard or stylus input, showing their full problem-solving process rather than just a final answer. Teachers assign problems, view student work in real time through heatmaps and data dashboards, and use student solutions to drive classroom discussion and differentiated instruction. Magma Math is grounded in research on mathematical discourse and formative assessment, and is accessible on any internet-connected device. --- --- ### 1487. Building Assets Reducing Risks (BARR) — Attendance ```yaml url: "https://evidenceforessa.org/program/building-assets-reducing-risks-barr-attendance/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [attendance, professional-development] ``` Building Assets Reducing Risks (BARR) is a training and coaching model that serves K–12 schools with a structured system and tools to improve student outcomes. Grounded in two core pillars – Relationships and Data – BARR strengthens staff-student, staff-staff, and student-student relationships while embedding the consistent use of academic and non-academic data into daily practice. .BARR strategies include teacher teams meeting regularly to discuss each student’s strengths and progress and iden --- --- ### 1488. Targeted Skills Instruction (TSI) ```yaml url: "https://evidenceforessa.org/program/targeted-skills-instruction-tsi/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, math-education, personalized-learning, response-to-intervention] ``` Targeted Skills Instruction is a live, small-group virtual tutoring program for K-12 reading and math, delivered in 30–45-minute sessions three or more times per week. Each session follows a gradual release model of direct instruction, collaborative, guided practice and independent work with tutor support. Instruction is supported by Edmentum's Exact Path Growth, a computer-adaptive supplemental program. --- --- ### 1489. STEMscopes Math ```yaml url: "https://evidenceforessa.org/program/stemscopes-math-2/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, math-education, personalized-learning, response-to-intervention] ``` STEMscopes Math is a comprehensive, standards-aligned core mathematics curriculum for grades K through Algebra 1, developed by Accelerate Learning. Built around the 5E+IA instructional model (Engage, Explore, Explain, Elaborate, Evaluate, plus Intervention and Acceleration pathways), the program supports whole-group instruction, small-group differentiation, and blended learning. It follows a Concrete-Representational-Abstract progression and integrates digital tools, including virtual manipulatives and PhET simulations, alongside print materials. All student resources are available in English and Spanish. Professional learning is offered in on-site, virtual, blended, and individual coaching formats. --- --- ### 1490. Classtime ```yaml url: "https://evidenceforessa.org/program/classtime/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, k-12, math-education] ``` Classtime is a digital formative assessment platform designed to support mathematics, English Language Arts, and science instruction through interactive practice and real-time feedback. Teachers assign problem sets aligned with state standards and use dashboards that display student responses instantly, allowing them to identify misconceptions and adjust instruction during or after lessons. The platform includes activities intended to develop strategic thinking and familiarize students with question formats commonly used on state assessments. --- --- ### 1492. Comprehensive Literacy: Making the Connections ```yaml url: "https://evidenceforessa.org/program/comprehensive-literacy-making-the-connections/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, writing-instruction] ``` Greenfield Learning’s Comprehensive Literacy: Making the Connections is a 10-session (15-hour) professional learning series delivered over 6–8 months. The participants receive literacy instruction that debunks common misconceptions and provides practical strategies for effective teaching. Divided into ten to twelve parts, this course offers a comprehensive exploration of reading research, phonological awareness, phonics, fluency, language comprehension, and writing, equipping educators with the knowledge and tools to support multilingual and neurodivergent learners on their literacy journey. This course is designed for educators, literacy specialists, curriculum developers, and anyone involved in literacy instruction. It is suitable for both new and experienced practitioners seeking to deepen their understanding of literacy acquisition and enhance their instructional practices. Since the completion of the study, Greenfield Learning has added additional sessions to the course and a professional learning platform to support customized depth and ongoing learning for all educators. --- --- ### 1493. IMSE’s Morphology+ Program ```yaml url: "https://evidenceforessa.org/program/imses-morphology-program/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, professional-development] ``` IMSE’s Morphology+ is a structured literacy professional development and curriculum program designed for grades 3–5. The program provides 30 hours of educator training and 148 sequenced lessons focused on explicit instruction in prefixes, suffixes, Greek and Latin roots, vocabulary development, and comprehension. Morphology+ is designed to build on foundational phonics instruction and supports students in analyzing complex academic vocabulary through systematic word study and cumulative review. --- --- ### 1494. GO Tutor Corps High-Impact Math Tutoring ```yaml url: "https://evidenceforessa.org/program/go-tutor-corps-high-impact-math-tutoring/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [formative-assessment, math-education, response-to-intervention] ``` GO Tutor Corps provides high-impact tutoring during the school day that is designed to accelerate student learning through targeted academic support. The program offers individualized or small-group tutoring to students identified as needing additional help in mathematics. Tutoring is intended to supplement regular classroom instruction and focuses on improving student progress over the school year through consistent sessions and progress monitoring. Implementation occurs within participating schools, and the program emphasizes structured delivery and use of student performance data to guide instruction. --- --- ### 1495. Learning Genie – Math ```yaml url: "https://evidenceforessa.org/program/learning-genie-math/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, inclusive-design, math-education, personalized-learning] ``` Learning Genie is an AI-supported instructional planning and documentation platform for preschool through grade 12 that helps educators design and implement research-based, standards-aligned instruction using Universal Design for Learning (UDL) principles. The system provides AI-assisted unit design and lesson-planning tools that support differentiation, inclusion, and alignment with high-quality instructional materials (HQIM), while enabling teachers to integrate student evidence, contextual learning needs, and learner profiles into planning. Learning Genie’s digital portfolios, DRDP-aligned assessment tools, and multimodal documentation features promote student-centered learning by capturing student voice and supporting the development of student agency. The platform also facilitates collaboration, bilingual family communication, and consistent reporting through data-system integrations. --- --- ### 1496. Learning Genie – Reading ```yaml url: "https://evidenceforessa.org/program/learning-genie-reading/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, inclusive-design, literacy, personalized-learning] ``` Learning Genie is an AI-supported instructional planning and documentation platform for preschool through grade 12 that helps educators design and implement research-based, standards-aligned instruction using Universal Design for Learning (UDL) principles. The system provides AI-assisted unit design and lesson-planning tools that support differentiation, inclusion, and alignment with high-quality instructional materials (HQIM), while enabling teachers to integrate student evidence, contextual learning needs, and learner profiles into planning. Learning Genie’s digital portfolios, DRDP-aligned assessment tools, and multimodal documentation features promote student-centered learning by capturing student voice and supporting the development of student agency. The platform also facilitates collaboration, bilingual family communication, and consistent reporting through data-system integrations. --- --- ### 1497. Simple Solutions Learning – Standards-Based Math ```yaml url: "https://evidenceforessa.org/program/simple-solutions-learning-standards-based-math/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [math-education] ``` Simple Solutions is a spiral review program designed to build long-term mastery of key math skills through daily distributed practice. Students complete short, standards-aligned lessons that revisit previously taught skills, promoting cumulative learning and retention. Each lesson includes ten to fifteen review problems, typically completed in about 10–15 minutes per day. Teachers use the program alongside the core math curriculum to reinforce procedural fluency, problem-solving, and multi-step reasoning. The program’s spiral structure is designed to strengthen recall and reduce learning loss by continually reintroducing previously covered content. Simple Solutions can be implemented in grades K–8 for any subject (math, reading, science, or social studies) as a supplement to regular classroom instruction and integrates with online resources and automated scoring options that support data-driven review. --- --- ### 1498. Getting Ready ```yaml url: "https://evidenceforessa.org/program/getting-ready/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access, early-childhood, professional-development] ``` Getting Ready is a program developed by researchers at the University of Nebraska-Lincoln to increase school readiness among children ages five and younger who participate in home visitation or center-based early childhood programs. Getting Ready trains educators in eight evidence-based strategies to enhance their partnerships with families and offers guidance and ongoing coaching on how to conduct meetings with families through home visits, conferences and informal interactions. Through these interactions, educators and families collaboratively set goals to position each other for success. Educators can learn the Getting Ready approach through two virtual formats: initial training and ongoing coaching to build program capacity. --- --- ### 1499. Waterford Upstart ```yaml url: "https://evidenceforessa.org/program/waterford-upstart/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, literacy, math-education, personalized-learning] ``` Waterford Upstart is an early learning program for children in PreK–2 that delivers daily 15–20 minute online lessons in reading, math, and science. The core instructional component is the Waterford Early Learning (WEL) software, which sequences adaptive lessons, digital books, songs, and practice activities based on each child’s progress. The program is designed to be used consistently throughout the week and adjusts the level of support and difficulty as children demonstrate new skills. Families play an active role in implementation. They receive weekly progress updates, simple at-home learning tips, and access to a bilingual resource library (English/Spanish) to help reinforce skills offline. Each family is also assigned a coach who provides onboarding, routine-building guidance, and ongoing check-ins throughout the program period. --- --- ### 1500. Fueling Brains ```yaml url: "https://evidenceforessa.org/program/fueling-brains/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood] ``` Fueling Brains is an early childhood program that integrates executive function development into pre-kindergarten instruction. Grounded in research on neuroplasticity and whole-child development, the program blends guided and open-ended play with hands-on, interactive learning. It targets core cognitive skills such as working memory, cognitive flexibility, and inhibitory control—abilities linked to long-term academic and social outcomes. Instruction is designed to be ecologically authentic, allowing children to apply learned skills in meaningful, real-world contexts. The program also emphasizes data-informed instruction, using ongoing assessments to tailor learning experiences. --- --- ### 1502. STEMscopes Science ```yaml url: "https://evidenceforessa.org/program/stemscopes-science/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, k-12] ``` STEMscopes is a comprehensive digital science curriculum that uses a hands-on, inquiry-based approach aligned to state standards. It is grounded in the 5E instructional model (Engage, Explore, Explain, Elaborate, Evaluate) and is designed to promote student engagement through interactive investigations, real-world problem solving, and embedded formative assessments. The program includes digital and print resources as well as hands-on materials to support science instruction across diverse classrooms. --- --- ### 1503. Twig Science ```yaml url: "https://evidenceforessa.org/program/twig-science/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [] ``` Twig Science is a comprehensive, phenomena-based science curriculum for Grades K–8 that follows the 5E instructional model (Engage, Explore, Explain, Elaborate, Evaluate) and aligns with the Next Generation Science Standards (NGSS). It emphasizes student inquiry, integrates science and engineering practices, and includes multimedia-rich investigations, collaborative tasks, and built-in literacy supports. --- --- ### 1504. Progress Learning – Science ```yaml url: "https://evidenceforessa.org/program/progress-learning-science/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, math-education] ``` Progress Learning is a comprehensive, state standards-aligned instructional resource and content solution designed for Grades K-12 in multiple subjects (e.g., ELA, Math Science, Social Studies). The program provides every student with a learning path or plan featuring specific standards uniquely aligned to their individual learning needs. The platform can be accessed from anywhere on any Wi-Fi-enabled device. It is designed so that teachers can easily create and share assessments and assignments, and track progress. The classroom resources include videos, bellringers, printables, and videos. Diagnostics and progress monitoring help educators understand which students are not performing at grade level so that they can provide the resources they need to catch up. District and school dashboards allow teachers to monitor the progress of students across subjects and grade levels. The data provided helps everyone better understand where students need remediation and identify trends that may inform curriculum and teaching strategies. Progress Learning offers integrations with Clever, Classlink, Canvas, and Google Classroom. --- --- ### 1506. NEW INSIGHTS into Children’s Temperament (INSIGHTS) – Family Engagement ```yaml url: "https://evidenceforessa.org/program/new-insights-into-childrens-temperament-insights/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [professional-development, response-to-intervention, sel] ``` INSIGHTS is an evidence-based intervention that helps families, educators and young children identify how young children’s personalities and temperaments affect their behavior. The program has three components that promote student social-emotional development and academic learning. For Educators: NEW INSIGHTS for Elementary School Educators is a professional development program featuring six self-paced lessons, each followed by a remote facilitated session. Designed for teachers, counselors, psychologists and administrators, this program helps educators recognize children’s temperaments/personalities and implement strategies to reduce behavior problems and enhance social skills. For Classrooms: Children participate in 10 weekly 30-minute sessions in their own classrooms led by their teachers to help the class gain empathy and resolve dilemmas through mitten puppets, videos and activities. For Parents: NEW INSIGHTS for Parents offers six self-paced, one-hour lessons, each followed by a remote facilitated session for groups of eight. These sessions help parents recognize their children’s temperaments/personalities and learn strategies to reduce behavior problems and enhance social skills. --- --- ### 1507. Teachers and Parents as Partners (TAPP) ```yaml url: "https://evidenceforessa.org/program/teachers-and-parents-as-partners-tapp/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access, computer-assisted-learning, response-to-intervention, sel] ``` Developed by researchers at the Nebraska Center for Research on Children, Youth, Families and Schools at the University of Nebraska-Lincoln, Teachers and Parents as Partners (TAPP) is a family-school partnership intervention to help solve children’s behavioral and academic challenges through an individualized approach. Also referred to as Conjoint Behavioral Consultation, implementation of TAPP involves three meetings between an identified school specialist (e.g., school counselor, school psychologist, instructional specialist, trauma specialist, administrator, special education teacher, etc.), teacher and parent with each meeting averaging 45-50 minutes. School specialists lead the TAPP process, where they work with parents and their child’s teachers to: - Identify and prioritize a student’s learning and behavioral needs. - Select goals and strategies to be used cooperatively at home and school. - Implement a joint plan at home and school. - Evaluate the plan and monitor the student’s progress. TAPP has been extensively studied and implemented in rural communities, where specialized support services are often difficult for families to access. --- --- ### 1508. Spalding’s The Writing Road to Reading ```yaml url: "https://evidenceforessa.org/program/spaldings-the-writing-road-to-reading/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, writing-instruction] ``` Spalding’s The Writing Road to Reading is a comprehensive literacy program designed for K-6 students. It is implemented as a whole-class literacy program, typically used daily during dedicated literacy blocks. It integrates explicit, systematic, and multi-modal instruction in phonemic awareness, phonics, spelling, writing, and reading comprehension. The program follows a speech-to-print approach, helping students connect spoken language with written text through structured, diagnostic teaching methods. A key component of the program is its professional development for teachers, equipping them with Spalding Method strategies to deliver sequential and interactive instruction. Teachers model skills, provide guided practice, and scaffold student learning, ensuring mastery of foundational literacy concepts. The program’s structured format supports differentiated instruction, making it effective for diverse learners, including struggling readers and English learners. --- --- ### 1509. ParentPowered (Ready4K!) ```yaml url: "https://evidenceforessa.org/program/parentpowered-ready4k/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, personalized-learning] ``` ParentPowered delivers three text messages to family members per week for fifty-two weeks, tailored to their student’s age or grade and available in more than ten languages. These text messages contain age-differentiated insights, activities and learning-expansions aligned to the learning standards of all 50 states, ESSER, Title I, III, IV and V, the Head Start Early Learning Outcomes Framework, PFCE Framework and Quality Improvement initiatives. The whole child curriculum covered in these messages includes language and literacy, math and science, social and emotional learning, physical development and health and safety. ParentPowered allows schools and districts to craft their own text messages with local resources, upcoming events and program reminders. Districts and schools have on demand access to family engagement data and analytics from the text messages, the ability to deliver quarterly family engagement surveys to families and produce end-of-year impact reports through the ParentPowered Dashboard. Additionally, ParentPowered provides targeted support through shareable guides to help with home learning. --- --- ### 1510. National Network of Partnership Schools (NNPS) ```yaml url: "https://evidenceforessa.org/program/national-network-of-partnership-schools-nnps/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access, professional-development] ``` Established at Johns Hopkins University in 1996 by Dr. Joyce Epstein, the National Network of Partnership Schools (NNPS) guides schools, districts, and states to implement research-based partnership programs. NNPS uses a framework of six types of involvement and an action team approach, Members of NNPS receive coaching, training, and planning materials to help them implement the program. Since its founding, NNPS has partnered with over 5,000 schools and districts to improve their approach to family engagement. Through the model, an Action Team for Partnerships is assembled and writes a One-Year Action Plan for Partnerships to select and schedule activities for family and community engagement over the school year. The activities in the Action Plan must be connected to goals for a welcoming climate and for student success that are included in the School Improvement Plan. The One-Year Action Plan focuses on two academic goals, one behavioral goal and one overall goal for a welcoming school climate. ATP members meet monthly, work together, share leadership and conduct activities that engage all families in their children’s education. The team evaluates the quality of each activity implemented to continually improve outreach to all families. NNPS helps each team assess the quality and progress of its work on partnerships at the end of each school year. --- --- ### 1511. EveryDay Intervention (Family Engagement) ```yaml url: "https://evidenceforessa.org/program/everyday-intervention-family-engagement/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [attendance, personalized-learning, response-to-intervention] ``` The EveryDay Intevention (formerly InClassToday) Absence Reports Intervention partners with schools and districts to reduce absenteeism by delivering Absence Reports to parents and guardians with actionable, personalized information about their student’s attendance. After establishing a district partnership and securely receiving attendance data, EveryDay Intervention runs analyses to identify students who are at risk of being chronically absent and most likely to benefit from the program. They generate personalized Absence Reports with content tailored for each student and mail them directly to the parents/guardians. --- --- ### 1512. PowerSchool Attendance Intervention (Family Engagement) ```yaml url: "https://evidenceforessa.org/program/powerschool-attendance-intervention-family-engagement/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [attendance, response-to-intervention] ``` PowerSchool Attendance Intervention is intended to increase family engagement and support student attendance. The solution helps educators monitor daily and period-level attendance as well as chronic absenteeism data for each student. Educators can also engage in two-way messaging with families via texts to the families’ personal phones and email. The solution gathers data from a school or district’s administrative system to provide attendance dashboards, customized messaging templates, and options for administrators and teachers to communicate with families. It includes auto-translation features that help administrators and treatment teachers reach parents from diverse backgrounds. The ability to automatically populate a parent or student’s name and real-time attendance data into communication templates greatly reduces the time burden for school staff. --- --- ### 1513. Flashlight360 ```yaml url: "https://evidenceforessa.org/program/flashlight360/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [english-learners, writing-instruction] ``` Flashlight360 is a tool designed to monitor and assess progress in speaking and writing for multilingual students. It provides scoring and feedback across five areas of speaking and three areas of writing, helping students demonstrate their language skills. By delivering actionable data, Flashlight360 supports teachers in offering constructive feedback, a proven approach to accelerating language development. This tool aims to guide both teachers and students in their efforts toward language proficiency, fostering growth through focused and meaningful feedback. --- --- ### 1514. Renzulli Learning ```yaml url: "https://evidenceforessa.org/program/renzulli-learning-2/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, early-childhood, personalized-learning] ``` Renzulli Learning is an online platform that helps teachers to differentiate instruction and foster student engagement. By focusing on individual strengths and interests, the program aims to cultivate critical thinking, creativity, and 21st-century skills with the goal of supporting personalized learning and equitable opportunities for all students, from Pre-K to 12th grade. --- --- ### 1515. Future Forward Literacy – Family Engagement ```yaml url: "https://evidenceforessa.org/program/future-forward-literacy-family-engagement/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, response-to-intervention] ``` Future Forward is an early literacy intervention that provides a support system for kindergarten through third grade students struggling with reading that integrates one-on-one tutoring and family engagement. FF leverages a school-community-family partnership strategy to address the literacy needs of both students and families. Within FF program sites, each building has an assigned site manager, who is typically a certified teacher, and a family engagement coordinator (FEC). The site manager manages the tutoring activities, which includes the hiring of, generally paraprofessional, tutors to conduct one-on- one tutoring and coordinates with the school and teachers to schedule sessions around core instruction classes. The FEC is responsible for family outreach and communication, which involves monthly family events and ongoing contacts to help facilitate literacy development outside of school. The individual tutoring sessions vary based on the skills and interests of the students. Areas of focus during the sessions can include a focus on letter sounds, phonological awareness, shared readings, tutor read aloud, leveled/instructional readings, and writing activities. FF sites are expected to provide students with a minimum of three 30-minute tutoring sessions per week and to communicate with families at least two times per month. Future Forward is a freestanding program, using customized curriculum and dedicated staff, with the full collaboration of school administrators and classroom teachers. Future Forward staff work with a child’s home and learning community toward the ultimate goal for all students to read at grade level by the end of third grade. --- --- ### 1517. TalkingPoints ```yaml url: "https://evidenceforessa.org/program/talkingpoints/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning] ``` TalkingPoints is an education technology nonprofit that drives student outcomes by facilitating effective family-school partnerships. The TalkingPoints Universal Family Engagement platform removes barriers to engaging with all families, such as technology, language, capacity, mindsets, and time. It provides educators with embedded, research-based guidance, actionable data-informed insights, and universally designed auto-translated two-way communication in families’ preferred languages. --- --- ### 1518. OnYourMark ```yaml url: "https://evidenceforessa.org/program/onyourmark/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, professional-development, response-to-intervention] ``` OnYourMark is an early literacy tutoring service providing virtual, individualized, high dosage instruction focused on foundational early literacy skills. The program is grounded in the science of reading and partners with schools as a complement to the literacy instruction already in place. OnYourMark recruits and hires tutors, as well as provides the initial tutoring training and ongoing professional development focused on content knowledge, building relationships, and effective delivery of the intervention. The curriculum focuses on foundational literacy skills such as phonics, phonological awareness, and fluency and is delivered in 1:1 or 2:1 sessions embedded into the school day. The program facilitates positive tutor-student relationships through a small student-tutor ratio and by pairing students with a consistent tutor for the duration of the program. --- --- ### 1519. BookNook ```yaml url: "https://evidenceforessa.org/program/booknook/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, response-to-intervention] ``` BookNook is a virtual tutoring provider focused on reading intervention solutions. BookNook uses a synchronous teaching platform and curriculum grounded in the science of reading to deliver high-dosage tutoring services to K-8 students. Students meet with the same tutor and small group of students to build relationships and to facilitate the tutor to develop an understanding of each student’s strengths and skill gaps. Tutoring is delivered to students through BookNook’s virtual platform. At the core of every BookNook lesson is a text and their model features lessons that support students in building phonological awareness, phonics, fluency, vocabulary, and comprehension skills. --- --- ### 1520. Springboard Summer ```yaml url: "https://evidenceforessa.org/program/springboard-summer/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, professional-development] ``` Springboard Collaborative coaches educators and parents to help kids learn to read by 4th grade. Springboard Collaborative does this through coaching district teachers (PK-3) to run their 5-10 week playbook, which combines: Small group literacy instruction using lessons that align to the Science of Reading Workshops that support families to become confident at-home reading coaches Professional development for teachers that boosts their ability to engage families as partners in teaching and learning. --- --- ### 1522. ParentCorps ```yaml url: "https://evidenceforessa.org/program/parentcorps-2/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access, early-childhood, professional-development] ``` Developed by New York University Langone Health's Center for Early Childhood Health and Development, ParentCorps works with schools and parents/caregivers to help pre-kindergarten children develop foundational skills. ParentCorps is available in multiple languages and its program model is deeply rooted in racial equity, including an emphasis on honoring families’ expertise and cultures. Three programmatic components include: Professional development to help staff build strong, culturally responsive relationships with families and promote socio-emotional wellbeing in their classrooms. The training is designed to help educators and staff reflect on their beliefs about and the lived experiences of families, as well as learning the science of early childhood development. A group-based, 14-week parenting program to support families in nurturing early childhood development. The parenting program focuses on affirming families’ experiences, building family-family connections, and equipping families with more knowledge of evidence-based parenting practices. Friends School is a classroom-based program that emphasizes the development of children’s social-emotional skills, including communicating about their thoughts and feelings, developing a positive sense of self, and building healthy relationships. --- --- ### 1523. Family Engagement Lab’s Families and Schools Talk (FASTalk) ```yaml url: "https://evidenceforessa.org/program/family-engagement-labs-families-and-schools-talk-fastalk-2/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [] ``` FASTalk (Families and Schools Talk) is a family engagement tool that seeks to promote equity and build partnerships between teachers and historically underserved families by sharing engaging, at-home learning activities via text messages in each family’s home language. --- --- ### 1525. WordFlight ```yaml url: "https://evidenceforessa.org/program/wordflight/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [formative-assessment, literacy, response-to-intervention] ``` WordFlight is a literacy assessment and intervention solution for grades 3-8 students who have not achieved reading fluency and comprehension because of deficits in foundational skills that should have been developed by the end of grade 2. Deficit skills include phonemic awareness, decoding, and automatic word recognition, all critical components of fluency. WordFlight’s screening assessment quickly identifies those students with these skills deficits and WordFlight’s diagnostic provides details about students’ decoding knowledge, ability to generalize that knowledge, and the extent to which the student has developed automatic word recognition. Aligned with the science of reading and based in the science of learning, WordFlight bridges the gap between phonics and fluency. WordFlight leverages adaptive technology to provide personalized, structured practice that helps students achieve fluency by moving beyond decoding to learning how to use letter-sound relationships in a way that results in automatic word recognition. WordFlight is a combination of structured student practice and teacher-led instruction. --- --- ### 1527. Hoot Reading – MTSS Tier III ```yaml url: "https://evidenceforessa.org/program/hoot-reading/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, literacy, response-to-intervention] ``` Hoot Reading provides online, one-to-one literacy instruction delivered by trained teachers. Tutoring sessions take place over video call through the company’s proprietary platform, which was developed through an earlier research collaboration involving the Nokia Research Lab, Sesame Workshop, and the Joan Ganz Cooney Center. Hoot Reading works with school districts across North America to advance student reading achievement. --- --- ### 1528. Ignite Reading ```yaml url: "https://evidenceforessa.org/program/ignite-reading/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, personalized-learning, response-to-intervention] ``` Ignite Reading is a one-to-one virtual literacy tutoring program designed to address early reading skill gaps in young learners through high-dosage, individualized instruction. The program pairs students with highly-trained reading tutors for daily 15-minute sessions focused on foundational literacy skills, including phonemic awareness, phonics, decoding, and fluency, using a structured and research-based instructional sequence. Schools are supported by literacy specialists who monitor progress and provide detailed data reports to educators. The program integrates with Multi-Tiered Systems of Support (MTSS) and aligns with Science of Reading principles. --- --- ### 1529. Imagine Math Facts ```yaml url: "https://evidenceforessa.org/program/imagine-math-facts-2/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, math-education] ``` Imagine Math Facts by Imagine Learning is a digital program that helps students gain fluency and automaticity in addition, subtraction, multiplication, and division in a 3D game environment. The program can be implemented in class or as homework and provides students with a foundation for higher order thinking to build pre-algebra readiness. --- --- ### 1530. Istation Reading – Upper Elementary, Middle School ```yaml url: "https://evidenceforessa.org/program/istation-reading-upper-elementary-middle-school/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, early-childhood, formative-assessment, literacy, personalized-learning] ``` Istation Reading is a computer-adaptive testing system that helps track students' progress in reading from prekindergarten through 8th grade. Based on the science of reading, it assesses important areas like phonemic awareness, reading comprehension, listening comprehension, letter knowledge, alphabetic decoding, fluency, spelling, and vocabulary. Both the formative assessment and supplemental curriculum adapt to each student's ability by changing the difficulty of questions based on their answers, ensuring a personalized experience. This helps accurately measure students' skills and provides instant, easily interpretable reports. These reports highlight students' strengths and areas for improvement, helping teachers make informed decisions for instruction and intervention. Additionally, Istation Reading's reports can alert teachers to students who need additional intervention and provide access to a wide range of teaching materials and lessons. --- --- ### 1531. Progress Learning – Math ```yaml url: "https://evidenceforessa.org/program/progress-learning-math/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, math-education] ``` Progress Learning is a comprehensive, state standards-aligned instructional resource and content solution designed for Grades K-12 in multiple subjects (e.g., ELA, Math Science, Social Studies). The program provides every student with a learning path or plan featuring specific standards uniquely aligned to their individual learning needs. The platform can be accessed from anywhere on any Wi-Fi-enabled device. It is designed so that teachers can easily create and share assessments and assignments, and track progress. The classroom resources include videos, bellringers, printables, and videos. Diagnostics and progress monitoring help educators understand which students are not performing at grade level so that they can provide the resources they need to catch up. District and school dashboards allow teachers to monitor the progress of students across subjects and grade levels. The data provided helps everyone better understand where students need remediation and identify trends that may inform curriculum and teaching strategies. Progress Learning offers integrations with Clever, Classlink, Canvas, and Google Classroom. --- --- ### 1532. Progress Learning – Reading ```yaml url: "https://evidenceforessa.org/program/progress-learning-reading/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, literacy, math-education] ``` Progress Learning is a comprehensive, state standards-aligned instructional resource and content solution designed for Grades K-12 in multiple subjects (e.g., ELA, Math Science, Social Studies). The program provides every student with a learning path or plan featuring specific standards uniquely aligned to their individual learning needs. The platform can be accessed from anywhere on any Wi-Fi-enabled device. It is designed so that teachers can easily create and share assessments and assignments, and track progress. The classroom resources include videos, bellringers, printables, and videos. Diagnostics and progress monitoring help educators understand which students are not performing at grade level so that they can provide the resources they need to catch up. District and school dashboards allow teachers to monitor the progress of students across subjects and grade levels. The data provided helps everyone better understand where students need remediation and identify trends that may inform curriculum and teaching strategies. Progress Learning offers integrations with Clever, Classlink, Canvas, and Google Classroom. --- --- ### 1533. Alabama Math, Science, and Technology Initiative – Middle School Science ```yaml url: "https://evidenceforessa.org/program/alabama-math-science-and-technology-initiative-middle-school-science/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, math-education, professional-development] ``` The Alabama Math, Science, and Technology Initiative (AMSTI) is primarily a professional development strategy for elementary and middle school teachers and principals, who attend a 2-week training session in the summer, followed by on-site coaching during the school year. The focus of professional development is on hands-on, inquiry-based instruction in math and science. In addition to professional development, teachers are provided with all necessary materials, including teacher and student guides, student assessments, software, manipulatives, and hands-on activities, all organized in “kits” that are rotated among schools. --- --- ### 1534. Beable One ```yaml url: "https://evidenceforessa.org/program/beable-one/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [career-readiness, computer-assisted-learning, literacy, response-to-intervention] ``` Beable provides a K-12 digital platform for literacy recovery. Beable customizes content to the student's reading level, interests, and career goals. It is in English and Spanish with translation support to over 100+ languages. Beable is a multi-dimensional system that integrates literacy acceleration, intervention response, English language acquisition, core content mastery, and test preparation. Beable further connects literacy with career development and essential skills development – and by doing so makes literacy real and relevant while also aiming to help students become career- and life-ready. To ensure uninterrupted learning across circumstances, Beable is available to be used face-to-face, remotely, and in hybrid environments. --- --- ### 1536. Scholastic RISE and RISE Up ```yaml url: "https://evidenceforessa.org/program/scholastic-rise-and-rise-up/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, response-to-intervention, writing-instruction] ``` The Scholastic RISE and RISE Up program is a Tier 2 intervention program designed for students in grades 1-5. It provides targeted small-group instruction to address and prevent reading gaps using explicit, structured comprehension, word study, phonics instruction, and guided writing for 45-60 minutes per day. Scholastic RISE is leveled C-N and targets comprehension, word-solving, fluency, and writing. In RISE, groups of four students rotate through four instruction stations for 45-60 minutes per day for six to eight weeks. RISE Up is leveled O-Z and is focused on advancing student comprehension. In RISE Up, groups of four students rotate through three instructional stations focused on comprehension strategies on a short text for 45 minutes a day for six to eight weeks. Scholastic RISE and RISE Up offer a kit with teacher resources, books, short reads, and digital access for teachers and students. --- --- ### 1537. Parent Teacher Home Visits – Attendance ```yaml url: "https://evidenceforessa.org/program/parent-teacher-home-visits-attendance/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [attendance] ``` The Parent Teacher Home Visits model was co-created by parents and educators using the community organizing principles of shared leadership. Participating teachers conduct 30-40 minute home visits in which educators listen, ask questions, and make observations that they can take back to their classrooms to improve instruction for the learner. As a two-visit model, PTHV encourages the first relationship-building visit to occur in the summer or early fall, followed by ongoing communication throughout the year and a second visit that focuses on academics or any other relevant issue to the student or family. The PTHV model has five non-negotiables: Visits are voluntary and arranged in advance Teachers are trained and compensated for visits Visits focus on hopes and dreams Educators visit a cross-section of students (not a targeted intervention) Educators go in pairs and reflect --- --- ### 1538. Tutoring with the Lightning Squad ```yaml url: "https://evidenceforessa.org/program/tutoring-with-the-lightning-squad/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, literacy, response-to-intervention] ``` Tutoring with the Lightning Squad is a small group reading intervention for grades 1-5 that focuses on mastery of early decoding skills and development of fluency. Tutors work with groups of up to four students in daily half hour sessions. Students work in pairs using interactive, game-like, web-based activities in which students take turns as reader and coach to help each other succeed. The software tracks individual and team success, providing strong motivational support, and adapts the lesson presentation based on students’ responses. Built-in assessments guide placement and monitor progress, providing reports of growth over time to students, parents, and homeroom teachers. Family connection activities, including videos and web-links tied to current individual instructional targets, allow students to show-off their progress and reinforce skills at home. In most sites, tutors are employed by the school or a community partner. Most tutors have a college degree but are not certified teachers. Training and coaching support, including periodic data reviews to insure high-quality implementation, are included as a part of a license and service contract. --- --- ### 1539. Reading Horizons Discovery ```yaml url: "https://evidenceforessa.org/program/reading-horizons-discovery-2/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [] ``` Reading Horizons Discovery, K–3, is a foundational reading program that uses the instructional principles of Orton-Gillingham and Structured Literacy. At the center of the curriculum is the Reading Horizons method. Instruction is systematic and cumulative, organized in a sequence that appropriately scaffolds teaching and learning. Each sound of the English language is explicitly taught along with the letter(s) representing the sound. Five Phonetic Skills are taught to help students recognize short and long vowel patterns in words and syllables. Two Decoding Skills are presented to show students how to decode multisyllabic words. The Reading Horizons method also supports learning and memory by simultaneously engaging auditory, visual, and kinesthetic modalities during instruction. A marking system is employed to draw students’ attention to the features and patterns of English and give visual cues for pronunciation. Throughout instruction, students are provided with engaging activities to practice and apply, or “transfer,” the skills learned. In addition, Reading Horizons supports districts using its print and digital Skill Check assessments to evaluate the impact of Reading Horizons Discovery on student growth. --- --- ### 1542. Readable English ```yaml url: "https://evidenceforessa.org/program/readable-english-2/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, literacy, personalized-learning, writing-instruction] ``` Readable English utilizes adaptive technology, including a conversion tool that aids in reading grade-level curriculum, and scripted lessons that initially focus on phonics and phonemic skills, later incorporates word-level decoding and encoding, and ultimately combines fluency skills with reading comprehension, writing, and vocabulary building. --- --- ### 1543. Strategic Adolescent Reading Intervention (STARI) ```yaml url: "https://evidenceforessa.org/program/strategic-adolescent-reading-intervention-stari/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, response-to-intervention] ``` Strategic Adolescent Reading Intervention (STARI) is a supplemental, multicomponent reading intervention for middle school students who struggle with reading. The program incorporates components essential for skilled reading (e.g., decoding, fluency) while also teaching meaning-making strategies important for comprehension. It is designed to promote engaged reading, to connect reluctant readers with cognitively challenging texts and activities while simultaneously developing basic reading skills. STARI is organized into a series of thematic units chosen to be not only interesting but also of relevance and importance in young adolescents’ lives. STARI directly links work on component skills—decoding, fluency, and morphological analysis—with cognitively challenging unit themes. To promote interest and engagement, decoding and morphological analysis strategies are taught with words connected to STARI unit themes. STARI was designed to promote social interactions that foster student engagement. STARI uses four types of peer collaboration: partner-assisted fluency practice, reciprocal teaching of comprehension strategies, partner reading and responding to novels and nonfiction texts, and peer debate, in which teams gather text evidence and build arguments. In addition, peer contexts in STARI encourage students to articulate personal stances on a text and then compare their stances with those of partners or classmates. --- --- ### 1544. Imagine Math ```yaml url: "https://evidenceforessa.org/program/imagine-math-2/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, math-education, personalized-learning] ``` Imagine Math by Imagine Learning is a digital supplemental mathematics learning solution designed to support Pre-Kindergarten through Geometry students of all backgrounds. The program provides adaptive and developmentally appropriate instruction that focuses on building students’ conceptual understanding of mathematics. To supplement and enhance digital lessons, scaffolded, rigorous instruction by live, certified teachers is available on-demand to ensure that every student receives timely assistance as needed. --- --- ### 1553. Reading Plus ```yaml url: "https://evidenceforessa.org/program/reading-plus/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, literacy, personalized-learning] ``` Reading Plus is a web-based literacy program for grades 3-12+. It includes a valid and reliable assessment and is designed to strengthen reading comprehension, vocabulary, efficiency, and motivation. The program combines personalized practice and adaptive instruction, and offers students choice and control over their program experience. Reading Plus is designed to develop critical reading skills needed for deep, meaningful understanding of complex texts. --- --- ### 1554. Collaborative Strategic Reading (CSR) ```yaml url: "https://evidenceforessa.org/program/collaborative-strategic-reading-csr/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [] ``` Collaborative Strategic Reading (CSR) teaches reading comprehension strategies to students working in small cooperative learning groups. Teaching focuses on metacognitive comprehension strategies such as activating prior knowledge, identifying breakdowns in understanding, finding the main idea, and generating questions. The program is used 50 minutes a day, two to three times a week, during regular English language arts or content area instruction. In secondary settings multiple teachers can implement CSR so that students practice reading strategies throughout the week (e.g., one day in language arts, one day in science, and one day in social studies). Two days of initial training are followed up by school-based booster sessions and in-school coaching for teachers. --- --- ### 1555. Talent Development High School (TDHS) — Strategic Reading and Student Team Literature ```yaml url: "https://evidenceforessa.org/program/talent-development-high-school-tdhs-strategic-reading-and-student-team-literature/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [math-education] ``` The Talent Development High School (TDHS) is a whole-school reform model that focuses on reading and math. The reading approach is called Strategic Reading and Student Team Literature (or Strategic Reading for short). TDHS provides a “double dose” of reading and math to ninth graders in high-poverty schools. In reading, students take double periods of Strategic Reading (90 minutes daily) in the first semester, and then double periods of English 1 in the second semester. In Strategic Reading, students work in small, interdependent cooperative learning groups. They do paired reading for fluency and comprehension, practice new vocabulary related to novels and plays, and help each other identify characters, plots, and informational content using structured partner discussion guides that provide background, vocabulary, and comprehension questions. Teachers model the comprehension process using “read-aloud/think-aloud” demonstrations and provide mini-lessons on specific comprehension strategies. Students are given time for self-selected reading and writing activities. --- --- ### 1556. Achieve3000 — Elementary (KidBiz3000) ```yaml url: "https://evidenceforessa.org/program/achieve3000-elementary/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [career-readiness, college-access, computer-assisted-learning, literacy, personalized-learning, writing-instruction] ``` Achieve3000 offers digital, supplemental literacy programs for grades 2-12 and includes differentiated content to build student fluency, vocabulary, comprehension, and writing across content areas. The student instructional routine is designed to build key literacy capacities and college and career level critical thinking skills. Achieve3000 has three different program options for students, depending on their grade level. Students in grades PreK-2 use Smarty Ants. In grades 2–5, students use KidBiz3000. Students in grades 6–8, use TeenBiz3000, and those in grades 9–12 use Empower3000. --- --- ### 1557. Student Success Skills — Reading — Elementary ```yaml url: "https://evidenceforessa.org/program/student-success-skills-reading-elementary/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, professional-development, sel] ``` Student Success Skills (SSS) provides group counseling to students in small groups. The counseling focuses on helping students develop academic, social, and self-management skills. Students received 12 45-minute sessions over the course of a year. In the sessions, counselors encouraged students to identify issues of importance to them, set goals, and monitor progress. Peer coaching was used to teach prosocial skills. --- --- ### 1558. Imagine Language & Literacy ```yaml url: "https://evidenceforessa.org/program/imagine-language-literacy/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, personalized-learning] ``` Imagine Language & Literacy is an adaptive supplemental program designed to build core reading and academic language skills among students in pre-kindergarten through sixth grade. The program provides individualized instruction with exercises tailored to each user's needs, accelerating instruction levels based on the user's rate of progress: vocabulary, comprehension, fluency, phonics and phonemic awareness. The program incorporates art, music, sports and multi-disciplinary subject matter while focused on literacy skills. --- --- ### 1559. Istation Reading — Elementary ```yaml url: "https://evidenceforessa.org/program/istation-isip-early-reading-and-isip-advanced-reading-assessments/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, literacy, personalized-learning] ``` Istation is based on the science of reading and covers letter knowledge, phonemic awareness, phonics, fluency, comprehension, vocabulary, and spelling. Istation Reading Formative Assessments are a computer-based adaptive testing system that provides benchmark and continuous progress monitoring of student performance. Testing occurs in a game-like and engaging environment. Scoring results are obtained and reported to teachers immediately after test completion. Key indicators include: • Assessment in critical domains of reading in all tested grades • Assessment of skills most predictive of future reading success • Assessment of progress in each area relevant to a larger domain • Provision of a comprehensive snapshot of reading ability After the assessment is complete, students are routed into an engaging online curriculum based on their performance on the Istation Reading assessment. A priority report gives teachers information for small groups, and lessons to use with struggling readers. Total usage recommendations are 30-40 minutes per week for students. --- --- ### 1560. Classworks Math ```yaml url: "https://evidenceforessa.org/program/classworks-math/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, math-education, response-to-intervention] ``` Classworks Individualized Learning is a component of Classworks tiered intervention support that is composed of online units of instruction unique to student learning needs. An Individualized Learning Path (ILP) is generated from student assessment data and instructional units include direct instruction, activities to apply learning, and a short formative test focused on strengthening a specific skill. The direct instruction introduces the subject matter with two-to-three-minute segments that teachers can also use in classrooms. Extended learning and practice on the unit skills are introduced in the form of interactive games and activities that differentiate by instructional strategies, followed by a formative assessment confirming mastery. Students are presented with different instructional approaches, types of interactivities, and varying 3 degrees of games and concrete instruction as they learn each skill. Activities use diverse media-rich technology including voice, text,video, graphics, photographs, and animation. To ensure the optimal impact of Classworks Individualized Learning, it is essential for teachers to actively monitor student progress and reassign assignments as needed to support student mastery. The instructional variety of Classworks Individualized Learning along with intentional classroom implementation practices ensure students encounter multiple ways to learn and practice every skill. --- --- ### 1561. Schoolwide Enrichment Model (SEM-R) ```yaml url: "https://evidenceforessa.org/program/schoolwide-enrichment-model-sem-r/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [] ``` The Schoolwide Enrichment Model-Reading (SEM-R) is an instructional model in which all students are exposed to a variety of books, spend time independently reading self-selected books, and meet with their teachers for a few minutes every week or two to discuss reading strategies and respond to higher-order questions. The program is implemented 40-45 minutes daily or 3 hours per week in regular English language art classes. --- --- ### 1562. Reach for Reading ```yaml url: "https://evidenceforessa.org/program/reach-for-reading/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [] ``` Reach for Reading is a comprehensive K-6 Common Core reading program. The program incorporates multicultural literature paired with content and real-world accounts from National Geographic. It includes eight units, each with four weeks of instructional plans for whole group, small group, and independent reading times. Each unit is organized around a science or social studies theme aimed at developing students’ knowledge of the content areas. --- --- ### 1563. Passport to Literacy/Voyager Passport ```yaml url: "https://evidenceforessa.org/program/passport-to-literacy-voyager-passport/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, response-to-intervention] ``` Passport to Literacy is a reading intervention intended for K-5 students reading below grade level. In the study that validated the program, the intervention was provided by paraprofessionals with at least B.A. degrees daily in small groups of 4-7 students for 30 minutes, throughout the school year. Passport to Literacy employs explicit instruction and strategies for reasoning in foundational reading skills such as decoding and word reading, as well as reading comprehension and vocabulary. Semi-scripted lessons are used sequentially to help students gain missing foundational reading skills and build strategies for comprehending text. --- --- ### 1564. Journeys ```yaml url: "https://evidenceforessa.org/program/journeys/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [] ``` Houghton Mifflin Harcourt Journeys is a comprehensive reading and language arts program designed for kindergarten to 6th grade, but it has only been evaluated in grades K-2. The program provides teachers with materials and guidelines that emphasize whole group and small group activities. Whole group activities involve a “big idea” and “essential question” for the day, a teacher read-aloud, and vocabulary, phonics, comprehension, and fluency activities. Small group activities follow up these same skills in small, homogeneous groups. Professional development consists of a 5-6 hour training at the beginning of the year, followed by a half-day follow-up. --- --- ### 1565. Children’s Literacy Initiative (CLI) ```yaml url: "https://evidenceforessa.org/program/childrens-literacy-initiative-cli/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, literacy, personalized-learning, professional-development, writing-instruction] ``` Children’s Literacy Initiative (CLI) provides teachers of grades pre-k to 3 with extensive professional development in early literacy instruction. Over a 3-year period, teachers could receive as much as 186 hours of professional development. Coaches provide workshops, classroom modeling, observation, and feedback focusing on vocabulary, print concepts, phonics, comprehension, and writing. Small group and individualized instruction are used to differentiate instruction for struggling learners. Selected teachers in each school are given extra coaching and then serve as resources for peers. --- --- ### 1566. Wilson Reading System® ```yaml url: "https://evidenceforessa.org/program/wilson-reading-system/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, professional-development] ``` As implemented in its one qualifying study, the Wilson Reading System® is a complete curriculum for teaching reading to children in grades 3 and above who did not learn to read well in the primary grades. It focuses on phonics, but also emphasizes fluency, vocabulary, and comprehension. It uses a multisensory approach based on Orton-Gillingham methods. Teachers receive extensive professional development including (in the study) 70 hours of professional development. --- --- ### 1567. QuickReads — Whole Class ```yaml url: "https://evidenceforessa.org/program/quickreads-whole-class/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, response-to-intervention] ``` QuickReads-Whole Class (not to be confused with QuickReads Tutoring, a one-to-two tutoring approach) is a supplemental fluency instruction given to students in grades 2-5 for 15 minutes each day. QuickReads uses a “gradual release of responsibility” in which teachers read a passage to students, students read it silently, and then students read it under timed conditions. --- --- ### 1568. Curiosity Corner ```yaml url: "https://evidenceforessa.org/program/curiosity-corner/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, literacy, professional-development] ``` Curiosity Corner is a full-day prekindergarten approach designed to develop the skills, knowledge, and attitudes needed for later school success, with an emphasis on literacy and language. It provides teachers with 38 weekly thematic units that include sequential daily activities emphasizing cooperative learning, as well as extensive training and coaching. --- --- ### 1569. Pathblazer ```yaml url: "https://evidenceforessa.org/program/pathblazer/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, literacy, math-education, response-to-intervention] ``` Edgenuity’s Pathblazer is a supplemental, online intervention program that helps struggling learners in grades K–8 achieve grade-level proficiency in mathematics and reading. Pathblazer offers students individualized learning progression paths with content that addresses skill and concept gaps. Using existing student data or results from a screener, Pathblazer immediately identifies where students are struggling and provides the targeted instruction they need to close early learning gaps. The instruction in math and reading is designed to help engage students, accelerate them to grade-level mastery, and increase student self-efficacy in learning. All lessons are built around a gradual release instructional model of explicit instruction, supported practice, independent practice, and assessments. The data Pathblazer collects as students complete their work also help teachers monitor student progress and adapt their instruction. Intervention reports in Pathblazer track student progress toward standards mastery, inform small-group instruction, and help teachers plan for one-on-one time with students. --- --- ### 1570. Future Forward Literacy ```yaml url: "https://evidenceforessa.org/program/future-forward-literacy-whole-class/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, response-to-intervention] ``` Future Forward is an early literacy intervention that provides a support system for kindergarten through third grade students struggling with reading that integrates one-on-one tutoring and family engagement. FF leverages a school-community-family partnership strategy to address the literacy needs of both students and families. Within FF program sites, each building has an assigned site manager, who is typically a certified teacher, and a family engagement coordinator (FEC). The site manager manages the tutoring activities, which includes the hiring of, generally paraprofessional, tutors to conduct one-on- one tutoring and coordinates with the school and teachers to schedule sessions around core instruction classes. The FEC is responsible for family outreach and communication, which involves monthly family events and ongoing contacts to help facilitate literacy development outside of school. The individual tutoring sessions vary based on the skills and interests of the students. Areas of focus during the sessions can include a focus on letter sounds, phonological awareness, shared readings, tutor read aloud, leveled/instructional readings, and writing activities. FF sites are expected to provide students with a minimum of three 30-minute tutoring sessions per week and to communicate with families at least two times per month. Future Forward is a freestanding program, using customized curriculum and dedicated staff, with the full collaboration of school administrators and classroom teachers. Future Forward staff work with a child's home and learning community toward the ultimate goal for all students to read at grade level by the end of third grade. --- --- ### 1571. Leveled Literacy Intervention (LLI) ```yaml url: "https://evidenceforessa.org/program/fountas-pinnell-leveled-literacy-intervention-lli/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, response-to-intervention] ``` Leveled Literacy Intervention (LLI) is a one-to-three small-group tutoring model taught by literacy specialists to struggling readers in grades K-2. Sessions are 30 minutes each day for about 16-18 weeks. The content focuses on oral language, phonics, fluency, vocabulary, and comprehension. Lessons alternate between “independent level” texts and more challenging “instructional level” texts, which students may also take back to their classrooms or homes. --- --- ### 1572. Pathway ```yaml url: "https://evidenceforessa.org/program/pathway/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [english-learners, literacy, professional-development, writing-instruction] ``` Pathway is a professional development program used primarily with mainstreamed Latino English learners able to participate in regular English classes. The program is primarily focused on writing, but it seeks to improve reading comprehension as well. Over a period of 46 hours, participating teachers learn to teach cognitive strategies, such as preparing students to read, make inferences, and interpret complex texts. Teachers also learn how to support process writing, to develop students’ interpr --- --- ### 1573. Achieve3000 — Secondary (TeenBiz3000 and Empower3000) ```yaml url: "https://evidenceforessa.org/program/achieve3000-secondary/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [career-readiness, college-access, computer-assisted-learning, literacy, personalized-learning, writing-instruction] ``` Achieve3000 offers digital, supplemental literacy programs for grades 2-12 and includes differentiated content to build student fluency, vocabulary, comprehension, and writing across content areas. The student instructional routine is designed to build key literacy capacities and college and career level critical thinking skills. Achieve3000 has three different program options for students, depending on their grade level. Students in grades PreK-2 use Smarty Ants. In grades 2–5, students use KidBiz3000. Students in grades 6–8, use TeenBiz3000, and those in grades 9–12 use Empower3000. --- --- ### 1574. AARP Foundation Experience Corps Tutoring (Book Buddies) ```yaml url: "https://evidenceforessa.org/program/aarp-foundation-experience-corps-tutoring-book-buddies/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, literacy, response-to-intervention] ``` AARP Foundation Experience Corps is a tutoring approach that engages volunteer tutors ages 50 or older to work with struggling readers in grades K-3. The tutors work one-to-one or in small groups of up to four students at least twice weekly for an average of 30 minutes per session. Tutors commit to providing up to 15 hours a week, and may or may not receive a stipend. In some applications Experience Corps tutors use the Reading A_Z reading literacy curriculum, while others rely on the curriculum used in the classroom, but in all cases tutors receive extensive training (usually about 25 hours) and structured materials to support their tutoring. --- --- ### 1575. Early Reading Intervention ```yaml url: "https://evidenceforessa.org/program/early-reading-intervention/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, response-to-intervention, writing-instruction] ``` Early Reading Intervention (ERI) is a supplemental reading intervention for kindergartners who are at risk for reading difficulties. Students receive 126 30-minute daily lessons in groups of 3 to 5. These focus on phonological awareness, phonics, writing, and spelling. --- --- ### 1576. Reading Apprenticeship ```yaml url: "https://evidenceforessa.org/program/reading-apprenticeship/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, professional-development] ``` Reading Apprenticeship (RA) is a family of high school programs designed to improve students’ literacy by integrating metacognitive strategy instruction into content areas, especially science and social studies. All Reading Apprenticeship variations incorporate extensive reading, collaborative sense-making, and teaching of meta-cognitive skills such as prediction, summarization, graphic organizers, and clarification. Teachers receive extensive professional development and coaching, including analyses of classroom video and modeling of reasoning processes. The most successfully evaluated of the RA models is Reading Apprenticeship Academic Literacy (RAAL), the only RA program targeted to struggling readers. In RAAL, students reading 2 to 5 years below grade level receive RA instruction during a daily class period, replacing non-reading electives such as art or music. Other Reading Apprenticeship variations work with whole grades or whole schools. Teachers receive ten day-long professional development sessions over a period of up to two years. Reading Apprenticeship Improving Secondary Education (RAISE) is very similar to the original RA, and iRAISE is another variation that differs only in that professional development is provided online. --- --- ### 1577. Raz-Plus ```yaml url: "https://evidenceforessa.org/program/raz-plus/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning] ``` Raz-Plus, developed by Learning A-Z, is a web-based blended learning platform designed for students in grades K-5. It provides online activities, completed independently by students, as well as level-based resources and corresponding curriculum suggestions for teachers to use in supplemental whole-class and small-group instruction. --- --- ### 1578. Early Literacy and Learning Model/Plus (ELLM/Plus) ```yaml url: "https://evidenceforessa.org/program/early-literacy-and-learning-model-plus-ellm-plus/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [] ``` The Early Literacy and Learning Model (ELLM) was initially developed and evaluated as a supplemental literacy curriculum and instructional support system. The model provided the foundation for the ELLM/Plus curriculum, which is a literacy-focused, comprehensive curriculum designed to help young children from low-income families enter kindergarten ready to read and to learn. Eleven monthly theme-based instructional packets, high-quality children’s books, and a host of support materials provide teachers the resources they need to focus instruction, plan and implement activities, monitor and support children’s progress, and address the needs of a culturally diverse classroom. ELLM/Plus strengthens the home/school connection through a variety of activities designed for families to do together at home or in the community. --- --- ### 1579. Content-Focused Coaching — Whole Class ```yaml url: "https://evidenceforessa.org/program/content-focused-coaching-whole-class/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, professional-development] ``` Content-Focused Coaching (CFC) is a professional development approach in which district coaches provide in-class demonstrations, weekly grade-level meetings, and individual monthly visits to all teachers each month for co-teaching, observation, and feedback. The coaches themselves receive extensive training in the literacy strategies and in coaching methods. The literacy strategies are drawn from Question the Author. That is, teachers learn to pose questions to students to promote understanding, interpretation, and active response. Students are encouraged to challenge each others’ interpretations and challenge the authors, identifying places in texts in which they want to know more. --- --- ### 1580. Intelligent Tutoring for the Structure Strategy (ITSS) – Elementary ```yaml url: "https://evidenceforessa.org/program/intelligent-tutoring-for-the-structure-strategy-itss-elementary/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, literacy, response-to-intervention] ``` Intelligent Tutoring for the Structure Strategy (ITSS) is a web-based approach in which students are taught to read nonfiction texts by seeking signals within texts to guide their comprehension. For example, students would learn to look for words like “differ” and “in contrast” to know that a text is making comparisons. After identifying the text structure, students are scaffolded by the text structure patterns to select important ideas from the text to form a main idea and generate strategic hierarchical memory structures. These text structures can also be used to generate summaries, inferences, and elaborations, and to monitor comprehension. Students work with software in which animated “tutors” model and guide the learner, using graphic organizers, highlighted text and other devices. Students practice, take regular assessments, and receive feedback, proceeding at their own pace through the material. --- --- ### 1581. Literacy First – UT Austin ```yaml url: "https://evidenceforessa.org/program/literacy-first-ut-austin/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, response-to-intervention] ``` Literacy First (formerly AmeriCorps for Community Engagement and Education, then A Community for Education) is an early literacy intervention program that provides trained tutors for students in kindergarten through grade 2, largely in the Austin, Texas area. The program identifies students reading below grade level each fall and provides tutoring across the school year. Tutors receive more than 70 hours of training in best practices and weekly visits from Literacy First experts and coaches. 50% of Literacy First’s tutors are bilingual, allowing the program to provide support to both Spanish- and English-speaking students. Tutors work with their students daily in 30 minutes sessions that are tailored to address individual literacy/language needs. Literacy First is data driven, with tutors using a response-to-intervention model that involves benchmark assessments and weekly progress monitoring. In addition, attendance and program fidelity and implementation data are collected to inform both individualization for students and programmatic impact. --- --- ### 1582. Lexia® Core5® Reading Program – Struggling Readers ```yaml url: "https://evidenceforessa.org/program/lexia-core5-reading-program-struggling-readers/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, formative-assessment, literacy, personalized-learning] ``` Lexia® Core5® Reading (Core5) is a blended learning program that aims to accelerate the development of fundamental literacy skills for students of all abilities in grades pre-K-5. Core5 provides explicit, systematic instruction through personalized learning paths. Core5 adapts to target skill gaps as they emerge and equips teachers with the data and instructional resources they need to personalize instruction for every student. Embedded assessment provides ongoing, actionable data to help teachers prioritize and plan offline instruction. The online student dashboard encourages students to take ownership of their learning, for an experience that’s motivating and engaging for students and teachers alike. --- --- ### 1583. ARC Core (Formerly Zoology One) ```yaml url: "https://evidenceforessa.org/program/arc-core-formerly-zoology-one/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, writing-instruction] ``` Evaluated for Kindergarten, ARC Core is a K-12 curriculum that meets the literacy needs of students in English and Spanish in a variety of learning environments. Through extensive reading, writing, research, and analysis, students develop agency and expertise in a wide variety of disciplines. ARC Core includes knowledge-building units that integrate science content (e.g., Marine Life), social studies content (e.g., U.S. States), and literature content (e.g., Traditional Tales), while developing literacy skills and vocabulary. ARC Core provides four 9-week units per grade. Teachers receive a new set of topically aligned instructional materials and texts to use with each 9-week unit, but the structures and practices that guide instructional delivery are consistent throughout the year. --- --- ### 1584. SIM: Xtreme Reading — Struggling Readers ```yaml url: "https://evidenceforessa.org/program/sim-xtreme-reading-struggling-readers/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access] ``` Xtreme Reading is a supplemental program derived from the University of Kansas Strategic Instruction Model. It is designed to teach struggling adolescent readers step-by-step strategies for word identification, vocabulary, self-questioning, visual imagery, paraphrasing, and inference, among others (recommended for students at the 4th grade level or higher, scoring 2 grades or more below grade level). Teachers are trained in highly structured methods, and are given structured materials to support these strategies. --- --- ### 1585. 95 Phonics Core Program ```yaml url: "https://evidenceforessa.org/program/95-phonics-core-program/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy] ``` The 95 Phonics Core Program (PCP) is a whole-class, supplemental phonics curriculum. This Tier I program is designed for students in grades K-5 to address and prevent reading gaps using explicit, structured phonics instruction for 20-30 minutes per day. Instruction is based on a scope and sequence with 25 lessons for Kindergarten and 30 lessons for each of Grades 1-5. For example, the First Grade Scope and Sequence includes 30 lessons disaggregated into seven topics (Introduction, Short Vowel CVC, Consonant Blends, Consonant Digraphs, Long Vowel Silent-e, Phonograms, and Introduction to Second-Grade Skills). Each lesson focuses on specific phonics skills, provides examples of high-frequency words, and contains information about other skills addressed within the topic. The 95 Phonics Core Program offers a kit for each grade, including a teacher’s edition, student workbooks, manipulatives, and a digital presentation. The 95 Phonics Core Program also aligns with assessments and interventions (such as Phonics Lesson Library) offered by 95 Percent Group to ensure consistency. The program includes three volumes of Teacher’s Edition, Student Manipulative Kit, Sound Spelling Cards, and four Student Workbooks (Volumes A, B, C, & D). Digital presentation files are complimentary for the initial year of implementation. --- --- ### 1586. Content-Focused Coaching — English Learners ```yaml url: "https://evidenceforessa.org/program/content-focused-coaching-english-learners/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [english-learners, literacy, professional-development] ``` Content-Focused Coaching (CFC) is a professional development approach in which district coaches provide in-class demonstrations, weekly grade-level meetings, and individual monthly visits to all teachers each month for co-teaching, observation, and feedback. The coaches themselves receive extensive training in the literacy strategies and in coaching methods. The literacy strategies are drawn from Question the Author. That is, teachers learn to pose questions to students to promote understanding --- --- ### 1587. READ 180 – Secondary Reading ```yaml url: "https://evidenceforessa.org/program/read-180-secondary-reading/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, literacy, personalized-learning, professional-development] ``` READ 180 is a blended learning program designed for struggling readers who are reading 2 or more years below grade level. It combines online and direct instruction, student assessment, and teacher professional development. READ 180 is delivered in 45- to 90-minute sessions that include whole-group instruction, three small-group rotations, and whole-class wrap-up. Small-group rotations include individualized instruction using an adaptive computer application, small-group instruction with a teacher, and independent reading. READ 180 is designed for students in elementary through high school (grades 4 through 12). --- --- ### 1588. Strategic Instruction Model (SIM) ```yaml url: "https://evidenceforessa.org/program/strategic-instruction-model-sim/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [college-access, literacy, response-to-intervention] ``` The Strategic Instruction Model (SIM), created by the University of Kansas Center for Research on Learning, is a multi-tiered approach to adolescent literacy. SIM emphasizes teaching routines that allow teachers to organize and present curriculum content in straightforward, easy-to-learn ways and provide students with tools to solve problems independently. In combination with SIM tools, additional interventions to affect schoolwide literacy efforts are organized through the Content Literacy Continuum (CLC). Instructional routines and learning strategies are applied across classes by content and support teachers. Further support and intensive instruction is provided to struggling readers through the Learning Strategies Curriculum (LSC), which is currently disseminated under the names Xtreme Reading and Fusion Reading. These provide an additional daily period of reading instruction focused on SIM Strategies. Whole Class/Whole School Content Literacy Continuum (CLC) Targeted Xtreme Reading Learning Strategies Curriculum Fusion All of the SIM approaches emphasize teaching students decoding, reading comprehension, and other reading objectives with step-by-step strategies, such as word identification, visual imagery, self-questioning, paraphrasing, vocabulary learning, and writing. In each case, students are taught mnemonics to help them remember the steps in each routine. Targeted versions of SIM focus on students reading two to five years below grade level and provide an additional daily class period for reading instruction, replacing electives such as art, music, or study hall. --- --- ### 1589. Reading Edge ```yaml url: "https://evidenceforessa.org/program/reading-edge-whole-class/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [formative-assessment, literacy, writing-instruction] ``` The Reading Edge, a whole-school cooperative learning approach to reading instruction, was adapted from an earlier cooperative learning approach called Student Team Reading. In both programs, students work in 4-5 member teams to help each other build reading skills. Students engage in partner reading, story retelling, story-related writing, word mastery, and story-structure activities to prepare themselves and their teammates for individual assessments. Teams are recognized based on the average of all members’ scores on these assessments. Instruction focuses on explicit teaching of metacognitive skills, such as clarification, summarization, predication, and graphic organizers. Two days of initial training is followed by in-class coaching about once a month. --- --- ### 1599. Second Step – Attendance ```yaml url: "https://evidenceforessa.org/program/second-step-attendance/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [attendance, sel] ``` Second Step: A Violence Prevention Curriculum is designed to teach elementary students social skills and how to respond to others in non-violent ways. The ultimate goal is to prevent violence in schools by providing early training in empathy, impulse control, problem solving, and anger management. Fear of victimization at school and poor school climate have negative impacts on school attendance, so such violence prevention programs are expected to have positive effects on attendance. --- --- ### 1601. Talent Development High School (TDHS)- Attendance ```yaml url: "https://evidenceforessa.org/program/talent-development-high-school-tdhs-attendance/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [attendance, career-readiness, math-education, professional-development] ``` The Talent Development High School is a program intended to improve achievement and attendance for 9th graders in high-poverty urban schools. It provides schools with professional development to help them implement the following: 1) small interdisciplinary learning communities within the 9th grade, 2) curricula in English and mathematics based on “double dose” English and math courses, “freshman seminars” focusing on study skills and time management, career academies, and cooperative learning, 3) extra help for struggling students, and 4) parent and community involvement activities. --- --- ### 1605. Absenteeism and Truancy: Interventions and Universal Procedures (ATI-UP) ```yaml url: "https://evidenceforessa.org/program/absenteeism-and-truancy-interventions-and-universal-procedures-ati-up/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [attendance, response-to-intervention, sel] ``` ATI-UP is a preventive, school-wide intervention that has school teams following a multi-tiered, multi-system framework intended to increase attendance for all students and reduce the number of students identified as chronically absent. These systems incorporate a problem-solving team, a parental/community engagement component, promotion of attendance in school, and motivation for improvements in behavior. The goal of ATI-UP is to instill a positive social climate in which attendance expectations are directly taught to the students, consistently acknowledged, and actively monitored. --- --- ### 1606. PowerSchool Attendance Intervention ```yaml url: "https://evidenceforessa.org/program/powerschool-unified-operations-attendance-intervention-suite-formerly-kinvolved/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [attendance, response-to-intervention] ``` PowerSchool Attendance Intervention is intended to increase family engagement and support student attendance. The solution helps educators monitor daily and period-level attendance as well as chronic absenteeism data for each student. Educators can also engage in two-way messaging with families via texts to the families’ personal phones and email. The solution gathers data from a school or district’s administrative system to provide attendance dashboards, customized messaging templates, and options for administrators and teachers to communicate with families. It includes auto-translation features that help administrators and treatment teachers reach parents from diverse backgrounds. The ability to automatically populate a parent or student's name and real-time attendance data into communication templates greatly reduces the time burden for school staff. --- --- ### 1607. Future Forward Literacy – Attendance ```yaml url: "https://evidenceforessa.org/program/future-forward-literacy-attendance/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [attendance, literacy, response-to-intervention] ``` Future Forward is an early literacy intervention that provides a support system for kindergarten through third grade students struggling with reading that integrates one-on-one tutoring and family engagement. FF leverages a school-community-family partnership strategy to address the literacy needs of both students and families. Within FF program sites, each building has an assigned site manager, who is typically a certified teacher, and a family engagement coordinator (FEC). The site manager manages the tutoring activities, which includes the hiring of, generally paraprofessional, tutors to conduct one-on- one tutoring and coordinates with the school and teachers to schedule sessions around core instruction classes. The FEC is responsible for family outreach and communication, which involves monthly family events and ongoing contacts to help facilitate literacy development outside of school. The individual tutoring sessions vary based on the skills and interests of the students. Areas of focus during the sessions can include a focus on letter sounds, phonological awareness, shared readings, tutor read aloud, leveled/instructional readings, and writing activities. FF sites are expected to provide students with a minimum of three 30-minute tutoring sessions per week and to communicate with families at least two times per month. Future Forward is a freestanding program, using customized curriculum and dedicated staff, with the full collaboration of school administrators and classroom teachers. Future Forward staff work with a child's home and learning community toward the ultimate goal for all students to read at grade level by the end of third grade. --- --- ### 1608. Positive Action – Attendance ```yaml url: "https://evidenceforessa.org/program/positive-action-attendance/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [attendance, sel] ``` Positive Action is a whole-school reform strategy designed to improve social-emotional, attendance, and achievement outcomes by building school climate, self-control, goal-setting, problem-solving, persistence, and other skills. Students learn these skills through structured discussions and activities, games, and role plays. Teachers receive detailed manuals and materials to support 140 15-20 minute lessons per year )(4 days per week). Parents also receive handbooks that parallel the school less --- --- ### 1609. EveryDay Intervention (Formerly InClass Today and EveryDay Labs) ```yaml url: "https://evidenceforessa.org/program/everyday-intervention-formerly-inclass-today-and-everyday-labs/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [attendance, personalized-learning, response-to-intervention] ``` The EveryDay Intevention (formerly InClassToday) Absence Reports Intervention partners with schools and districts to reduce absenteeism by delivering Absence Reports to parents and guardians with actionable, personalized information about their student’s attendance. After establishing a district partnership and securely receiving attendance data, EveryDay Intervention runs analyses to identify students who are at risk of being chronically absent and most likely to benefit from the program. They generate personalized Absence Reports with content tailored for each student and mail them directly to the parents/guardians. --- --- ### 1610. Early Warning Intervention and Monitoring System (EWIMS) ```yaml url: "https://evidenceforessa.org/program/early-warning-intervention-and-monitoring-system-ewims/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [attendance, response-to-intervention, sel] ``` The Early Warning Intervention and Monitoring System (EWIMS) is a systematic approach used by dedicated teams of school staff to identify students at risk of not graduating on time, assign students to interventions, and monitor their progress. The indicators used to identify students at risk are engagement (attendance), behavior (suspension), and course performance (grades and credits). The EWIMS model is intended to help schools efficiently use data to both identify the at-risk population and provide targeted support, strengthening student persistence and progress in school and ultimately improving on-time graduation rates. --- --- ### 1611. Class-Wide Function-Related Intervention Teams (CW-FIT) ```yaml url: "https://evidenceforessa.org/program/class-wide-function-related-intervention-teams-cw-fit/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [response-to-intervention, sel] ``` Class-Wide Function-Related Intervention Teams (CW-FIT) is a classroom program designed to increase academic, social, and behavioral success for students. The program emphasizes group contingencies and self-management. In the group contingency component, students are divided into teams. One period 3-5 days each week, the teams have an opportunity to demonstrate skills, such as gaining the teacher’s attention, staying on task, and ignoring inappropriate behaviors of classmates. Goals are set in terms of using these skills, and all teams that meet these goals earn points or small rewards. The self-management component, used with students not responding adequately to the group contingencies, uses “help cards” that cue students to use strategies such as goal-setting, self-monitoring, self-evaluation, and self-reinforcement (for example, a card might suggest that students quietly celebrate when they are able to stay on task, or when they can ignore others’ misbehavior). Teachers receive 2 hours of initial training and then visits from coaches who give feedback on program fidelity. --- --- ### 1612. Exemplary Center for Reading Instruction (ECRI) ```yaml url: "https://evidenceforessa.org/program/exemplary-center-for-reading-instruction-ecri/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy] ``` The Exemplary Center for Reading Instruction (ECRI) uses scripted, direct instruction to teach reading using a pattern of model, prompt, diagnose, correct, and assign guided and independent practice. In the qualifying study, paraprofessionals taught ECRI to struggling readers in small groups as Tier 2 teaching. --- --- ### 1613. Lexia PowerUp Literacy ```yaml url: "https://evidenceforessa.org/program/lexia-powerup-literacy/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, literacy, personalized-learning] ``` Lexia® PowerUp Literacy® (PowerUp) is designed to enhance English language arts instruction for struggling and non-proficient readers in grades 6–12. Blending online student-driven explicit instruction with offline teacher-delivered lessons and activities, PowerUp aims to accelerate the development of both fundamental literacy and higher-order thinking skills through adaptive learning paths. PowerUp addresses the instructional needs of a wide range of students, from struggling to nearly proficient readers, by identifying skill gaps and providing personalized, systematic instruction in Word Study, Grammar, and Comprehension. This explicit instruction prepares students to comprehend and engage with complex texts across a range of genres. Embedded progress monitoring, actionable data, and scripted lessons empower teachers to deliver the exact instruction each student needs. --- --- ### 1614. Sound Partners — English Learners ```yaml url: "https://evidenceforessa.org/program/sound-partners-english-learners/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [english-learners, literacy, response-to-intervention] ``` Sound Partners is a 1-1 tutoring program that uses paraprofessionals as tutors. Students receive tutoring 30 minutes a day, 4 days a week, for 18-20 weeks. The tutoring is somewhat different in kindergarten and first grade but at both grade levels it focuses on phonics, phonemic awareness, sight words, and oral reading practice using decodable texts. --- --- ### 1615. Lectura Proactiva/ Intervenciones tempranas de la lectura ```yaml url: "https://evidenceforessa.org/program/lectura-proactiva-intervenciones-tempranas-de-la-lectura/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [english-learners, literacy, response-to-intervention] ``` Lectura Proactiva, currently distributed as Intervenciones tempranas de la lectura, is a one-to-small group reading intervention aimed at providing Spanish-speaking early readers the skills and strategies to accelerate the transition to reading in English. Students begin with alphabetic principles, reading connected text, and reading for meaning. Later, students focus on decoding multisyllabic words, fluency, and comprehension skills. Students meet daily for 50 minutes with a bilingual certified teacher in small groups of three to five students. In its successful evaluations, Lectura Proactiva was delivered by bilingual certified teachers who received extensive professional development and coaching from the developers. --- --- ### 1616. Chapter One (Formerly Innovations for Learning High Impact Tutoring) ```yaml url: "https://evidenceforessa.org/program/chapter-one-formerly-innovations-for-learning-high-impact-tutoring/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, literacy, personalized-learning, response-to-intervention] ``` Chapter One is a one-on-one personalized tutoring program that embeds part-time tutors into the classroom to provide short bursts of instruction to individual students each week over the course of the school year. The program leverages technology and the relationship tutors build with their students to personalize instruction, dosage, and session length to meet the individual needs of each child to develop a strong foundation in phonics and build reading fluency. Chapter One uses a “push-in” model that provides districts with part-time tutors, or Early Literacy Interventionists (ELIs), who meet with students one-on-one in the back of the classroom over the course of a school year. One ELI serves multiple classrooms in the school, and tutors work with individual students in 5-10 minute increment sessions during blocks of reading instruction or other opportune moments. At the end of each session, the departing student brings the next student to the ELI to minimize interruptions of classroom instruction. Students progress through stages of phonics development, learning to segment and blend short and long vowel sounds, learn sight words, and learn strategies to fluently read both decodable and noncontrolled texts. The length of each session and the number of sessions per week vary for each student based on need and rate of progress. For instance, students who are making adequate progress may only meet with their tutor once or twice a week, whereas students who the tutors identify as in need of more support may meet daily for periods of time. To provide this tailored support, the Chapter One program leverages technology to support instruction, as well as to direct student independent practice. ELIs follow a digital curriculum to conduct each session, which facilitates the assessment and tracking of student performance over time. In addition to using the technology in one-on-one sessions, students spend 15 minutes each day independently practicing using Chapter One’s software on program-provided tablets. All assessments sync in real time with individual student tablets, so that when a student uses the practice software after the one-on-one session, they practice items that are precisely aligned to their most recent tutored instruction. ELIs also regularly meet with teachers, reading coaches, and principals to review online reports of student progress. --- --- ### 1617. Lindamood Phoneme Sequencing (LiPS) ```yaml url: "https://evidenceforessa.org/program/lindamood-phoneme-sequencing-lips/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, response-to-intervention] ``` Lindamood Phoneme Sequencing (LiPS), or Auditory Discrimination in Depth (ADD), is a one-to-one tutoring approach with a strong emphasis on phonological awareness, decoding practice, and reading of books with phonetically controlled vocabulary. Students receive 20-minute 1-1 sessions four times a week, combining certified teachers and aides as tutors. Teachers receive about 20 hours of training, plus 3-hour inservice biweekly meetings. Aides receive 6 hours of training and monthly followups. --- --- ### 1618. A2i Professional Support System (formerly Individualizing Student Instruction (ISI)) ```yaml url: "https://evidenceforessa.org/program/a2i-professional-support-system-formerly-individualizing-student-instruction-isi/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, literacy, personalized-learning] ``` The A2i Professional Support System is a systems-level approach intended to improve students’ reading success in Pre-K through Grade 3 classrooms. Learning Ovations serves as the partner, providing the support teachers need to ensure students are reading at, or above, grade-level by the end of 3rd grade. The focus of this support is on individualized instruction, ensuring learning experiences are tailored to account for each students’ unique needs. A2i prepares teachers to vary the content and form of instruction, according to students’ prior performance and needs. The approaches include quick online assessments, proven instructional recommendations, lesson planning support, and customized professional development. --- --- ### 1619. Symphony Math ```yaml url: "https://evidenceforessa.org/program/symphony-math/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, math-education, response-to-intervention] ``` Symphony Math is a technology intervention program designed to help K-8 students develop a deep understanding of critical mathematical concepts. It is intended to be used as a complement to classroom learning and provides the opportunity for individual practice at the developmental level of each student. A student does not move on to the next concept in the Symphony Math sequence until she has mastered the current concept. The amount of time and practice that students need to understand mathematical concepts is not uniform. Symphony Math allows students to spend the time they need in order to master foundational concepts. In addition, the program quickly moves students through the conceptual progression of the program to identify their area of need. Once the area of need has been identified, the program slows the progress until the necessary understanding has been achieved. In addition to adjusting the pace of progress, Symphony Math also alerts educators of the need for intervention when students show signs of struggle. For every skill covered in the program, offline Guided Practice materials are available. Educators can use these materials to structure small group or 1:1 work sessions with students. As students use Symphony Math, teachers are able to monitor their progress and provide interventions when necessary using data dashboards and recommended offline materials. --- --- ### 1620. Alabama Math, Science, and Technology Initiative (AMSTI) ```yaml url: "https://evidenceforessa.org/program/alabama-math-science-and-technology-initiative/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, math-education, professional-development] ``` The Alabama Math, Science, and Technology Initiative (AMSTI) is primarily a professional development strategy for elementary and middle school teachers and principals, who attend a 2-week training session in the summer, followed by on-site coaching during the school year. The focus of professional development is hands-on, inquiry-based instruction in math and science. In addition to professional development, teachers are provided with all necessary materials, including teacher and student guides, student assessments, software, manipulatives, and hands-on activities, all organized in “kits” that are rotated among schools. --- --- ### 1621. Early Learning in Mathematics ```yaml url: "https://evidenceforessa.org/program/early-learning-in-mathematics/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [math-education] ``` Early Learning in Mathematics (ELM) is a core mathematics program for kindergartners that provides 120 45-minute lessons, in addition to daily 15-minute calendar activities. The curriculum emphasizes a small number of key ideas in math to provide more focused coverage, instead of trying to teach a comprehensive but more surface set of skills. Explicit and systematic instructional design is used. --- --- ### 1622. Saxon Math — Elementary ```yaml url: "https://evidenceforessa.org/program/saxon-math-elementary/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [math-education] ``` Saxon Math is a scripted curriculum that blends teacher-directed instruction of new material with daily practice of previously learned concepts and skills. Students are explicitly taught efficient procedures for solving problems. Frequent monitoring and feedback are given to students on the correctness of their procedures and solutions. --- --- ### 1623. Wolf Trap Arts in Education Model ```yaml url: "https://evidenceforessa.org/program/wolf-trap-arts/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [early-childhood, math-education, professional-development] ``` Wolf Trap, an arts center near Washington, DC, provides arts education to schools nationwide. Wolf Trap created a model to provide mathematics instruction integrated with music, dance, theater, visual arts, and other arts to preschoolers and kindergartners. The program is implemented over a two-year period with “teaching artists” providing professional development and modeling to pre-K and kindergarten teachers, and providing them with lesson examples. --- --- ### 1624. JUMP Math ```yaml url: "https://evidenceforessa.org/program/jump-math/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [math-education] ``` JUMP Math is a highly-scaffolded, direct instruction approach that covers all strands of K to 8 math, and includes computation and problem-solving. The approach is described as “guided discovery”; teachers implement lessons contained in detailed, explicit teachers guides to help move students towards discovering target concepts. Math concepts are reduced to increasingly smaller steps until students achieve mastery, then built back up incrementally to meet the curriculum demands. Students receive extensive practice at each step. Assessment is ongoing and considered essential to ensure comprehension before moving on to new material. All students in a class work on the same concepts, but individual students work at their own pace, doing easier or more challenging work, or gaining more practice, relating to the lesson concept until they are ready to move on. A range of models (concrete materials, tables, diagrams) are used strategically to help students grasp abstract concepts but the models are removed as soon as students are able to work without these supports. There are no student textbooks in this program. Students complete their work in practice and assessment guides that are streamlined to limit extraneous information and contain only the essential language. Lesson details are reserved for the teachers’ guides so that teachers can control the timing and amount of information the students receive so as not to overwhelm student working memory. --- --- ### 1625. Time To Know — Math ```yaml url: "https://evidenceforessa.org/program/time-to-know-math/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, math-education, professional-development] ``` Time To Know is a blended approach in which students use one-to-one laptops with interactive curriculum. In math, teachers open each lesson with digital animations, followed by class discussion. Students work on their laptops to perform guided experiments, which they then post in a class digital gallery to be discussed by the class. Teachers receive extensive professional development and on-site coaching to integrate their teaching with the digital tools and modify them as needed. --- --- ### 1626. Carnegie Learning High School Math Solution Algebra I ```yaml url: "https://evidenceforessa.org/program/carnegie-learning-high-school-math-solution/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, literacy, math-education, personalized-learning, response-to-intervention] ``` Carnegie Learning High School Math Solution Algebra I provides a first-year algebra course designed for students ranging in ability and grade levels. The curriculum combines traditional textbook and workbook materials with self-paced individualized instruction via automated tutoring software. --- --- ### 1627. Math Expressions ```yaml url: "https://evidenceforessa.org/program/math-expressions/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [math-education] ``` Math Expressions is a reform-oriented curriculum that balances teaching of efficient procedures with promoting children’s natural solution methods. Each day, children in Math Expressions begin with routines involving calendars, money, number charts, and counting. The teacher then introduces fluency activities and instruction in new mathematical ideas. Students practice new skills in pairs, small groups, or individually. --- --- ### 1628. eMINTS ```yaml url: "https://evidenceforessa.org/program/emints/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, professional-development] ``` eMINTS (enhancing Missouri’s Instructional Networked Teaching Strategies) is a professional development approach designed to promote inquiry-based learning, high-quality lesson design, and technology-rich learning environments, as well as to build community among teachers and students. Classes have interactive whiteboards, LCD projectors, and a 1:1 ratio of students to computers. Professional development is provided to principals, technology coordinators, and classroom teachers in middle schools. In particular, to design high-quality inquiry-based lesson plans, implement inquiry-based learning strategies, build community among teachers and students, and integrate technology into classroom teaching. The model also has a strong emphasis on helping principals understand and lead the program implementation and carry out teacher observations to support teachers’ instructional performance. --- --- ### 1629. Every Classroom Every Day (ECED) — Math ```yaml url: "https://evidenceforessa.org/program/every-classroom-every-day-eced-math/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [math-education] ``` Every Classroom, Every Day (ECED) is a program for literacy and math in high schools provided over two years. ECED Math is a system for teachers to deliver instruction and assess student progress targeted to local, state, and national standards. Each day, students use “I Can” statements (e.g., “I can solve quadratic equations”) to address the topic for each day’s lesson. Teachers work in teams and with IRRE members to create and give five-question benchmark tests for each topic. Students who do not pass benchmark assessments are given additional support. --- --- ### 1630. focusMath ```yaml url: "https://evidenceforessa.org/program/focusmath/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [formative-assessment] ``` focusMATH is a Tier 2 or Tier 3 remedial program for elementary students who are one or two years below grade level. It is provided in 30-40 minute sessions 2 to 4 days a week, in small groups usually led by a paraprofessional. In each session, paraprofessionals follow a sequence of concept development, guided practice, and independent practice with individual assessments. --- --- ### 1631. Galaxy Math ```yaml url: "https://evidenceforessa.org/program/galaxy-math/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, math-education, response-to-intervention] ``` Galaxy Math is a one-to-one tutoring approach for at-risk first graders. Paraprofessionals tutor students in 30-minute sessions 3 times a week for 16 weeks. The program has a space theme; for example, students can earn “moon rocks” by completing work and staying on task. The program is scripted, and tutors are expected to follow the scripts without reading them or memorizing them. Tutors receive a 2-day initial workshop and then participate in weekly meetings with project coordinators to review the progress of each child. The content of the lessons focuses on understanding and proficiency with addition and subtraction. --- --- ### 1632. Pirate Math ```yaml url: "https://evidenceforessa.org/program/pirate-math/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [math-education, response-to-intervention] ``` Pirate Math is a one-to-one tutoring program for third graders struggling with math calculations and word problems. Students receive 48 20-30 minute sessions (three per week) over 16 weeks. Tutors may be teachers or paraprofessionals, who work with students outside of ordinary math periods. The tutoring sessions focus on “counting up” strategies in which students start with the bigger number and add or subtract on their fingers. Students learn to solve word problems by finding missing numbers. Students receive gold coins for good work, and place them on a treasure map. When they reach a picture of a treasure box, they earn a small prize. --- --- ### 1634. Elements of Reading: Comprehension ```yaml url: "https://evidenceforessa.org/program/elements-of-reading-comprehension/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [literacy, writing-instruction] ``` Elements of Reading: Comprehension is a supplementary program designed to be used along with ordinary basal textbooks to enhance the comprehension skills of students in the intermediate grades. It uses authentic literature to teach vocabulary, comprehension, and writing skills, in a series of 5-day lesson sequences emphasizing multiple readings, discussions, and practice opportunities. Teachers participate in a 3-hour workshop to learn the program. --- --- ### 1636. Measuring the Economic Returns to Postsecondary Education at Scale ```yaml url: "https://www.mathematica.org/publications/measuring-the-economic-returns-to-postsecondary-education-at-scale" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2026-05-14 date_source: listing authors: ["Jonah Deutsch", "Whitney Kozakowski", "Naihobe Gonzalez", "Jessica Wagner"] document_url: null doi: null license: null tags: [college-access] ``` This study examines the long-term economic returns of postsecondary education in Texas, finding that most students earn positive financial gains over time, with outcomes varying by degree type, institution, and field of study. --- --- ### 1638. Public Investments in Early Childhood Education: Comparing the Cost and Benefits of the Pay Equity Fund (PEF) ```yaml url: "https://www.mathematica.org/publications/public-investments-in-early-childhood-education" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2024-11-19 date_source: listing authors: ["Under 3 DC"] document_url: null doi: null license: null tags: [early-childhood] ``` This brief shares findings from a benefit-cost analysis to determine the economic value of a pioneering initiative to address pay gaps between child care and early education educators and K-12 teachers. --- --- ### 1641. Mathematical Learning Progressions: A Study of Teachers’ Content Adaptations and Alignment with Mathematical Learning Progressions ```yaml url: "https://www.mathematica.org/publications/mathematical-learning-progressions-a-study-of-teachers-content-adaptations-and-alignment" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2024-11-01 date_source: listing authors: ["Riley Stone", "Doug Van Dine", "Jose Aguayo"] document_url: null doi: null license: null tags: [math-education] ``` This study examines whether teachers’ content adaptations to middle school math curricula align with mathematical learning progressions and explores their motivations for adaptation. --- --- ### 1649. Navigating the gray spaces in research-to-action ```yaml url: "https://www.mathematica.org/publications/navigating-the-gray-spaces-in-research-to-action" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2024-04-26 date_source: listing authors: ["Moira McCullough", "Menbere Shiferaw"] document_url: null doi: null license: null tags: [math-education] ``` This brief describes Mathematica’s experience engaging study participants in the research process for a study of middle school math curricula and instruction. --- --- ### 1652. Ewing Marion Kauffman School Year 10 and 11 Impacts ```yaml url: "https://www.mathematica.org/publications/ewing-marion-kauffman-school-year-10-and-11-impacts" type: presentation source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2024-04-22 date_source: listing authors: ["Alicia Demers", "Jessica Drescher", "Matthew Johnson"] document_url: null doi: null license: null tags: [attendance, college-access] ``` This report evaluates the impact of the Ewing Marion Kauffman School on college enrollment and high school graduation, achievement, attendance, and suspensions. --- --- ### 1654. A Review of Funder Instructions and Grant Reviewer Practices for Assessing the Intellectual Merit and Other Impacts of Research ```yaml url: "https://www.mathematica.org/publications/a-review-of-funder-instructions-and-grant-reviewer-practices-for-assessing-the-intellectual-merit" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2024-02-28 date_source: listing authors: ["Jesse Chandler", "Emily Rosen", "Kimberley Raue", "Katlyn Milless", "Danielle Rockman"] document_url: null doi: null license: null tags: [formative-assessment] ``` This report describes how reviewers assess scientific grant proposals. We find that while assessments of intellectual merit depend on the potential findings and the proposed approach, assessments of social impact tend to overlook how these outcomes will be attained. --- --- ### 1657. Impacts of Blended Learning Tutoring Models on Math Achievement After COVID-19: Results from Saga Education ```yaml url: "https://www.mathematica.org/publications/impacts-of-blended-learning-tutoring-models-on-math-achievement-after-covid-19" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2024-01-10 date_source: listing authors: ["Laura Meyer", "Lily Fesler", "Anna Gu", "Caroline Lauver"] document_url: null doi: null license: null tags: [computer-assisted-learning, math-education, response-to-intervention] ``` This study measures the impact of high-dosage blended learning tutoring during the 2021–2022 school year. These blended models alternated individual online math practice with student tutoring in small groups provided by an in-person or remote tutor. --- --- ### 1659. A Road Map for Building Evidence that Drives Learning and Improvement ```yaml url: "https://www.mathematica.org/publications/a-road-map-for-building-evidence-that-drives-learning-and-improvement" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-11-30 date_source: listing authors: ["Kate Place", "Kara Conroy", "Gregory Chojnacki"] document_url: null doi: null license: null tags: [math-education] ``` Mathematica’s measurement and evaluation (M&E) approach and associated toolkit provide a road map for generating evidence about new or evolving solutions. This overview resource introduces four phases of evidence building and provides an illustrative example of this M&E approach in action. --- --- ### 1660. How Did it Get this Way? Disentangling the Sources of Teacher Quality Gaps through Agent-Based Modeling ```yaml url: "https://www.mathematica.org/publications/how-did-it-get-this-way-disentangling-the-sources-of-teacher-quality-gaps-through-agent-based" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-11-01 date_source: listing authors: ["Dan Goldhaber", "Matt Kasman", "Vanessa Quince", "Roddy Theobald", "Malcolm Wolff"] document_url: null doi: null license: null tags: [career-readiness] ``` We develop a novel simulation methodology to study the extent to which three interrelated processes—teacher attrition from the state teaching workforce, teacher mobility between teaching positions, and teacher hiring for open positions—contribute to “teacher quality gaps” (TQGs) between students of color and other students in K–12 public schools. --- --- ### 1663. Long-Term Impacts of KIPP Middle and High Schools on College Enrollment, Persistence, and Attainment ```yaml url: "https://www.mathematica.org/publications/long-term-impacts-of-kipp-middle-and-high-schools-on-college-enrollment-persistence-and-attainment" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-09-12 date_source: listing authors: ["Alicia Demers", "Ira Nichols-Barrer", "Elisa Steele", "Maria Bartlett", "Philip Gleason"] document_url: null doi: null license: null tags: [college-access] ``` This report presents the results of the second phase of a long-term tracking study that follows 2,066 students who applied to enter 21 oversubscribed KIPP middle schools through an admission lottery in 2008, 2009, or 2011. --- --- ### 1667. How Individual Plans of Study Can Support Students’ College and Career Readiness and Success ```yaml url: "https://www.mathematica.org/publications/how-individual-plans-of-study-can-support-students-college-and-career-readiness-and-success" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-08-21 date_source: listing authors: ["REL Central"] document_url: null doi: null license: null tags: [career-readiness, college-access] ``` Individual Plans of Study are education and career plans that are tailored to student interests and skills and help guide and focus their efforts throughout middle and high school. This REL Central infographic details how these plans can support students' college and career readiness and success. --- --- ### 1668. Lessons Learned from Conducting Virtual Pre-K CLASS Observations in Centers and Family Child Care Homes During the COVID-19 Pandemic ```yaml url: "https://www.mathematica.org/publications/lessons-learned-from-conducting-virtual-pre-k-class-observations-in-centers-and-family-child-care" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-08-16 date_source: listing authors: ["Ayesha De Mond", "Melissa Hepburn", "Veena Prakriya", "Benjamin Christensen", "Sara Bernstein", "Jessica Harding"] document_url: null doi: null license: null tags: [early-childhood, formative-assessment, math-education] ``` To explore the practicality of conducting virtual pre-K observations, Mathematica, in partnership with Oregon’s Early Learning Division, and with support from the Bill & Melinda Gates Foundation, conducted a pilot study of virtual observations using the Pre-K Classroom Assessment Scoring System. --- --- ### 1671. Using Automated Writing Feedback Tools in the Classroom: Research Insights for Tool Designers and Instructional Support Teams ```yaml url: "https://www.mathematica.org/publications/using-automated-writing-feedback-tools-in-the-classroom-research-insights-for-tool-designers" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-07-28 date_source: listing authors: ["Connor Rooney", "Adam Dunn"] document_url: null doi: null license: null tags: [writing-instruction] ``` The brief summarizes key implementation takeaways from studies of two automated writing feedback tools—Ecree and MI Write—in grade 7–11 English language arts classrooms during the 2021–2022 school year. --- --- ### 1676. Using an Automated Writing Feedback Tool: Insights on Ecree for Students and Families ```yaml url: "https://www.mathematica.org/publications/using-an-automated-writing-feedback-tool-insights-on-ecree-for-students-and-families" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-07-28 date_source: listing authors: ["Tareena Musaddiq", "Adam Dunn"] document_url: null doi: null license: null tags: [writing-instruction] ``` This brief aims to help middle and high school students and their families learn about Ecree, an automated feedback tool that supports student writing in the classroom. --- --- ### 1677. Teaching and Learning Writing with Ecree: Insights for School and District Leaders ```yaml url: "https://www.mathematica.org/publications/teaching-and-learning-writing-with-ecree-insights-for-school-and-district-leaders" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-07-28 date_source: listing authors: ["Tareena Musaddiq", "Adam Dunn"] document_url: null doi: null license: null tags: [writing-instruction] ``` The brief summarizes the experiences of students and teachers who used Ecree in grade 8–11 English language arts classrooms during the 2021—2022 school year and provides strategies for school and district leaders to support using Ecree. --- --- ### 1680. Selecting and Supporting Math Tutoring Programs: Recommendations for School Districts ```yaml url: "https://www.mathematica.org/publications/selecting-and-supporting-math-tutoring-programs-recommendations-for-school-districts" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-06-30 date_source: listing authors: ["Kara Conroy", "Kate Place", "Gregory Chojnacki", "Andrew Gothro"] document_url: null doi: null license: null tags: [math-education, response-to-intervention] ``` Explore four recommendations school districts should consider when selecting tutoring programs and supporting their implementation. --- --- ### 1681. NAEP Long-Term Trend Reanalysis ```yaml url: "https://www.mathematica.org/publications/naep-long-term-trend-reanalysis" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-06-27 date_source: listing authors: ["Jennifer Starling", "Brian Gill"] document_url: null doi: null license: null tags: [formative-assessment, literacy, math-education] ``` A reanalysis of the National Assessment of Educational Progress (NAEP) long-term trend reading and math score changes from 2020 to 2023. --- --- ### 1682. Conducting Implementation Research in Impact Studies of Education Interventions: A Guide for Researchers ```yaml url: "https://www.mathematica.org/publications/conducting-implementation-research-in-impact-studies-of-education-interventions-a-guide" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-06-27 date_source: listing authors: ["Carolyn J. Hill", "Lauren Scher", "Joshua Haimson", "Kelly Granito"] document_url: null doi: null license: null tags: [response-to-intervention] ``` This guide will help researchers examine implementation when studying the effectiveness of an education intervention so that the findings are better able to inform how the intervention can be used to improve student outcomes. --- --- ### 1691. The Importance of Schools in Driving Children’s Applications for Disability Benefits ```yaml url: "https://www.mathematica.org/publications/the-importance-of-schools-in-driving-childrens-applications-for-disability-benefits" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-03-28 date_source: listing authors: ["Michael Levere", "Jeffrey Hemmeter", "David Wittenburg"] document_url: null doi: null license: null tags: [inclusive-design] ``` This paper explores the role how schools affect children’s applications to Supplemental Security Income by using variation in school virtual or in-person learning options during the 2020-21 school year because of the COVID-19 pandemic. --- --- ### 1695. Design Research Plan Template ```yaml url: "https://www.mathematica.org/publications/design-research-plan-template" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-03-16 date_source: listing authors: ["Catherine Pratt", "Kara Conroy", "Lindsay Fox"] document_url: null doi: null license: null tags: [math-education] ``` This tool was created for organizations that want to incorporate the needs and preferences of the communities they intend to reach into their program, practice, or product’s design. It is part of Mathematica’s suite of measurement and evaluation (M&E) tools. --- --- ### 1696. Breakthrough Collaborative’s Tutoring Program: Math Knowledge Gains and Participant Math Perceptions ```yaml url: "https://www.mathematica.org/publications/math-knowledge-gains-and-math-perceptions-among-participants-of-the-breakthrough-collaborative" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-03-16 date_source: listing authors: ["Breyon Williams", "Connor Rooney", "Gregory Chojnacki"] document_url: null doi: null license: null tags: [math-education, response-to-intervention] ``` This study measures the math knowledge gains and math perceptions among eight-grade students who participated in an afterschool math tutoring pilot program. The study report is one in a series of six reports on math tutoring programs. --- --- ### 1697. Cignition Group Tutoring: Impacts on Students’ Math Knowledge and Perceptions ```yaml url: "https://www.mathematica.org/publications/impacts-of-cignition-group-tutoring-on-students-math-knowledge-and-perceptions" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-03-16 date_source: listing authors: ["Catherine Pratt", "Gregory Chojnacki", "Kara Conroy"] document_url: null doi: null license: null tags: [math-education, response-to-intervention] ``` This study measures the impact of a virtual group math tutoring program on fifth-grade students’ math knowledge achievement and perceptions about math. The study report is one in a series of six reports on math tutoring programs. --- --- ### 1698. Blueprint Math Fellows Tutoring Program: Math Knowledge Impacts and Participant Math Perceptions ```yaml url: "https://www.mathematica.org/publications/math-knowledge-impacts-and-math-perceptions-among-participants-in-the-blueprint-math-fellows" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-03-16 date_source: listing authors: ["Andrew Gothro", "Gregory Chojnacki"] document_url: null doi: null license: null tags: [math-education, response-to-intervention] ``` This study measures the impact of a group tutoring program on the math knowledge achievement of middle school students, as well as the math perceptions of tutoring participants, at two predominantly Hispanic suburban middle schools. The study report is one in a series of six reports on math tutoring programs. --- --- ### 1711. Measurement and Evaluation Needs Inventory ```yaml url: "https://www.mathematica.org/publications/measurement-and-evaluation-needs-inventory" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-02-06 date_source: listing authors: ["Megan Shoji", "Lindsay Fox", "Ryan Ruggiero", "Mikia Manley", "Kate Place", "Virginia Knechtel"] document_url: null doi: null license: null tags: [formative-assessment] ``` The Measurement and Evaluation Needs Inventory is a tool designed to assist an organization in conducting a self-assessment of its existing measurement and evaluation capacity, with the goal of identifying priority areas for support from an external research partner. --- --- ### 1713. Measurement and Evaluation Checklist: Design the Solution (Phase 1) ```yaml url: "https://www.mathematica.org/publications/measurement-and-evaluation-checklist-design-the-solution-phase-1" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-02-02 date_source: listing authors: ["Ryan Ruggiero", "Mikia Manley", "Virginia Knechtel", "Kate Place", "Megan Shoji"] document_url: null doi: null license: null tags: [] ``` Phase 1 of the Measurement and Evaluation Checklist guides users through the process of co-designing a solution with a partner and developing a well-defined theory of change for how that solution is expected to improve outcomes for students in a priority community. --- --- ### 1717. Pennsylvania’s 2022 Student Proficiency Rates Show Signs of Partial Recovery ```yaml url: "https://www.mathematica.org/publications/pennsylvanias-2022-student-proficiency-rates-show-signs-of-partial-recovery" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2023-01-09 date_source: listing authors: ["Stephen Lipscomb", "Duncan Chaplin", "Alma Vigil", "Hena Matthias"] document_url: null doi: null license: null tags: [formative-assessment, math-education] ``` Proficiency rates on Pennsylvania’s statewide assessments in 2022 remain below pre-pandemic levels, especially in math, but there is evidence that student learning has begun to recover. --- --- ### 1721. Promoting Readiness of Minors in Supplemental Security Income (PROMISE): The Education and Work Experiences of PROMISE Youth ```yaml url: "https://www.mathematica.org/publications/the-education-and-work-experiences-of-promise-youth" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-12-06 date_source: listing authors: ["Monica Farid", "Karen Katz", "Anna Hill", "Ankita Patnaik"] document_url: null doi: null license: null tags: [inclusive-design] ``` Over 12,500 youth with disabilities ages 14-16 enrolled in the Promoting Readiness of Minors in Supplemental Security Income (PROMISE) demonstration, which aimed to improve the long-term self-sufficiency of youth with disabilities receiving Supplemental Security Income and their families. --- --- ### 1734. Preparing Young Children for School ```yaml url: "https://www.mathematica.org/publications/preparing-young-children-for-school" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-08-15 date_source: listing authors: ["Margaret Burchinal", "Sarah Krowka", "Rebecca Newman-Gonchar", "Madhavi Jayanthi", "Russell Gersten", "Samantha Wavell", "Julia Lyskawa", "Kelly Haymond", "Karen Bierman", "Jorge Gonzalez", "Megan McClelland", "Kimberly Nelson", "Jill Pentimonti", "David Purpura", "Jason Sachs", "Julie Sarama", "Elizabeth Schlesinger-Devlin", "Julie Washington", "Emily Rosen"] document_url: null doi: null license: null tags: [early-childhood] ``` Ensuring that all children are prepared for elementary school is a priority for parents, caregivers, guardians, and policy makers. The What Works Clearinghouse, with an expert panel, distilled research into seven recommendations for preschool educators to use to help prepare children for school. --- --- ### 1735. Participation in Math Corps Increases College Enrollment ```yaml url: "https://www.mathematica.org/publications/participation-in-math-corps-increases-college-enrollment" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-07-22 date_source: listing authors: ["Barbara Harris", "Lindsay Fox"] document_url: null doi: null license: null tags: [college-access, math-education] ``` This brief presents rigorous evidence of the impact of Wayne State University’s Math Corps summer program on student outcomes including college enrollment, college degree completion, and encounters with the criminal justice system. --- --- ### 1740. Understanding the Capacity of State Apprenticeship Systems: Apprenticeship Evidence-Building Portfolio ```yaml url: "https://www.mathematica.org/publications/understanding-the-capacity-of-state-apprenticeship-systems-apprenticeship-evidence-building" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-05-30 date_source: listing authors: ["Alicia Harrington", "Ryan Ruggiero", "Samina Sattar", "Lauren Eyster"] document_url: null doi: null license: null tags: [sel] ``` This report provides an overview of federal support for state apprenticeship systems and discusses variation across states in terms of system characteristics. The study will collect additional data from selected states informed by this variation to be presented in a series of briefs. --- --- ### 1742. The Impacts on College Enrollment of a Charter Network Serving Disadvantaged Students: Evidence from KIPP Middle School Lotteries ```yaml url: "https://www.mathematica.org/publications/the-impacts-on-college-enrollment-of-a-charter-network-serving-disadvantaged-students-evidence" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-04-26 date_source: listing authors: ["Ira Nichols-Barrer", "Maria Bartlett", "Thomas Coen", "Philip Gleason"] document_url: null doi: null license: null tags: [college-access] ``` KIPP middle schools have a long-term positive impact on students, boosting enrollment in four-year college programs. --- --- ### 1743. Providing Reading Interventions for Students in Grades 4–9 ```yaml url: "https://www.mathematica.org/publications/providing-reading-interventions-for-students-in-grades-4-9" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-03-28 date_source: listing authors: ["Sharon Vaughn", "Russell Gersten", "Joseph Dimino", "Mary Jo Taylor", "Rebecca Newman-Gonchar", "Sarah Krowka", "Michael J. Kieffer", "Margaret McKeown", "Deborah K. Reed", "Michele Sanchez", "Kimberly St. Martin", "Jade Wexler", "Seth Morgan", "Armando Yañez", "Madhavi Jayanthi"] document_url: null doi: null license: null tags: [literacy, response-to-intervention] ``` This practice guide provides four evidence-based recommendations that teachers can use to deliver reading intervention to meet the needs of their students. --- --- ### 1746. Comparing the Reliability and Predictive Power of Child, Teacher, and Guardian Reports of Noncognitive Skills ```yaml url: "https://www.mathematica.org/publications/comparing-the-reliability-and-predictive-power-of-child-teacher-and-guardian-reports-of-noncognitive" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-02-08 date_source: listing authors: ["Shuaizhang Feng", "Yujie Han", "James J. Heckman", "Tim Kautz"] document_url: null doi: null license: null tags: [response-to-intervention, sel] ``` Recent evidence has shown that noncognitive or socioemotional skills (e.g., persistence and self-control) are predictive of success in life and can be shaped through interventions. --- --- ### 1749. Megastudies Improve the Impact of Applied Behavioural Science ```yaml url: "https://www.mathematica.org/publications/megastudies-improve-the-impact-of-applied-behavioural-science" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-12-16 date_source: listing authors: ["Tim Kautz", "Katherine L. Milkman", "Dena Gromet", "Hung Ho", "Joseph S. Kay", "Timothy W. Lee", "Pepi Pandiloski", "Yeji Park", "Aneesh Rai", "Max Bazerman", "John Beshears", "Lauri Bonacorsi", "Colin Camerer", "Edward Chang", "Gretchen Chapman", "Robert Cialdini", "Hengchen Dai", "Lauren Eskreis-Winkler", "Ayelet Fishbach", "James J. Gross", "Samantha Horn", "Alexa Hubbard", "Steven J. Jones", "Dean Karlan", "Erika Kirgios", "Joowon Klusowski", "Ariella Kristal", "Rahul Ladhania", "George Loewenstein", "Jens Ludwig", "Barbara Mellers", "Sendhil Mullainathan", "Silvia Saccardo", "Jann Spiess", "Gaurav Suri", "Joachim H. Talloen", "Jamie Taxer", "Yaacov Trope", "Lyle Ungar", "Kevin G. Volpp", "Ashley Whillans", "Jonathan Zinman", "Angela L. Duckworth"] document_url: null doi: null license: null tags: [sel] ``` Policy-makers are increasingly turning to behavioural science for insights about how to improve citizens’ decisions and outcomes. --- --- ### 1752. Emergency Playbook for Federal Human Services Programs ```yaml url: "https://www.mathematica.org/publications/emergency-playbook-for-federal-human-services-programs" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-11-19 date_source: listing authors: ["Emma Pottinger", "Samantha Zepeda", "Allon Kalisher"] document_url: null doi: null license: null tags: [literacy] ``` This playbook aims to synthesize lessons learned and recommendations from existing resources, emergency management protocols, and interviews with federal program staff about responding to emergencies and disasters. --- --- ### 1753. Study of Enhanced College Advising in Upward Bound: Impacts on Where and How Long Students Attend College ```yaml url: "https://www.mathematica.org/publications/study-of-enhanced-college-advising-in-upward-bound-impacts-on-where-and-how-long-students-attend" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-11-16 date_source: listing authors: ["Tamara Linkow", "Amanda Parsad", "Alina Martinez", "Hannah Miller"] document_url: null doi: null license: null tags: [college-access] ``` Decisions about whether and where to go to college can make a difference in students' later success. --- --- ### 1754. Ewing Marion Kauffman School Year 9 Impacts ```yaml url: "https://www.mathematica.org/publications/ewing-marion-kauffman-school-year-9-impacts" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-11-16 date_source: listing authors: ["Matthew Johnson", "Alicia Demers"] document_url: null doi: null license: null tags: [attendance, college-access] ``` This report evaluates the impact of the Ewing Marion Kauffman School on college enrollment, high school graduation, attendance, and suspensions. --- --- ### 1756. Toolkit for Building a Virtual Learning Cohort ```yaml url: "https://www.mathematica.org/publications/toolkit-for-building-a-virtual-learning-cohort" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-10-04 date_source: listing authors: ["Brittany Rabb", "Emily Gardner", "Emma Pottinger", "Ramya Tallapragada", "Alexandra Resch", "Theodora Vorias", "Virginia Knechtel"] document_url: null doi: null license: null tags: [math-education] ``` Mathematica created tools to facilitate learning activities for grantees during the pilot Capacity Building for Strategic Learning initiative. The resources in this toolkit can serve as a starting point for facilitators of peer learning cohorts and are adaptable to meet the differing needs of users. --- --- ### 1757. Toolkit to Support Capacity Building Initiatives for Strategic Learning Initiatives ```yaml url: "https://www.mathematica.org/publications/toolkit-to-support-capacity-building-for-strategic-learning-initiatives" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-10-04 date_source: listing authors: ["Emily Gardner", "Emma Pottinger", "Ramya Tallapragada", "Alexandra Resch", "Virginia Knechtel"] document_url: null doi: null license: null tags: [math-education] ``` Mathematica created tools and resources to support strategic learning during the pilot Capacity Building for Strategic Learning initiative. The materials in this toolkit can serve as a useful starting point to facilitate strategic learning and are adaptable to meet the differing needs of users. --- --- ### 1763. How Do Parents Evaluate and Select Schools? Evidence From a Survey Experiment ```yaml url: "https://www.mathematica.org/publications/how-do-parents-evaluate-and-select-schools-evidence-from-a-survey-experiment" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-09-18 date_source: listing authors: ["Shira Haderlein"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` This article presents evidence from an online survey experiment exploring how parents evaluate and select schools. Results suggest that achievement matters most to parents and that student demographics affect both parents’ perception of school quality and their likelihood of selecting into a school. --- --- ### 1766. Characteristics and Performance of High School Equivalency Exam Takers in New Jersey ```yaml url: "https://www.mathematica.org/publications/characteristics-and-performance-of-high-school-equivalency-exam-takers-in-new-jersey" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-08-23 date_source: listing authors: ["Jacob Hartog", "Lily Fesler", "Brittany Tabora"] document_url: null doi: null license: null tags: [sel] ``` Since 2014 the New Jersey Department of Education has offered three high school equivalency (HSE) exams for nongraduates seeking credentials: the GED, the High School Equivalency Test (HiSET), and the Test Assessing Secondary Completion (TASC). --- --- ### 1767. Linking Learning to Careers Demonstration: Impacts 24 Months After Enrollment ```yaml url: "https://www.mathematica.org/publications/linking-learning-to-careers-demonstration-impacts-24-months-after-enrollment" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-08-19 date_source: listing authors: ["Purvi Sevak", "Kathleen Feeney", "Todd Honeycutt", "Emily Peterson"] document_url: null doi: null license: null tags: [career-readiness, inclusive-design] ``` The Linking Learning to Careers (LLC) program offered high school students with disabilities an individualized and targeted approach to strategically plan for their futures. This report presents evidence on LLC’s impacts up to two years after students enrolled in the program. --- --- ### 1768. Testimony: Impact of the DC School Reforms on Student Achievement ```yaml url: "https://www.mathematica.org/publications/testimony-impact-of-the-dc-school-reforms-on-student-achievement" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-08-18 date_source: listing authors: ["Duncan Chaplin"] document_url: null doi: null license: null tags: [math-education] ``` On Wednesday, August 18, 2021, Mathematica provided the DC State Board of Education Board with testimony that highlighted how the DC School reforms of 2007 impacted student achievement. --- --- ### 1769. Impacts of School Reforms in Washington, DC on Student Achievement ```yaml url: "https://www.mathematica.org/publications/impacts-of-school-reforms-in-washington-dc-on-student-achievement" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-08-12 date_source: listing authors: ["Dallas Dotter", "Duncan Chaplin", "Maria Bartlett"] document_url: null doi: null license: null tags: [college-access] ``` This report estimates (1) how test scores and student demographics in DC changed over time after 2007, compared to similar students in geographic areas without such reforms; (2) how results differed by student demographics; and (3) how postsecondary readiness among DC students changed in terms of SAT participation and achievement. --- --- ### 1776. Implementing Covid-19 Routine Testing in K-12 Schools: Lessons and Recommendations from Pilot Sites ```yaml url: "https://www.mathematica.org/publications/implementing-covid-19-routine-testing-in-k-12-schools-lessons-and-recommendations-from-pilot-sites" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-07-26 date_source: listing authors: ["Divya Vohra", "Patricia Rowan", "John Hotchkiss", "Kenneth Lim", "Aimee Lansdale", "So O'Neil"] document_url: null doi: null license: null tags: [] ``` The Rockefeller Foundation partnered with K–12 schools in pilot sites across the country to implement routine COVID-19 testing. This report discusses lessons and recommendations based on pilot sites’ testing programs, as well as findings from agent-based modeling. --- --- ### 1777. The Effect of Course Shutouts on Community College Students: Evidence from Waitlist Cutoffs ```yaml url: "https://www.mathematica.org/publications/the-effect-of-course-shutouts-on-community-college-students-evidence-from-waitlist-cutoffs" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-07-01 date_source: listing authors: ["Silvia Robles", "Max Gross", "Robert W. Fairlie"] document_url: null doi: null license: null tags: [college-access] ``` We provide the first causal evidence on the impacts of limited course availability at a community college. We find that students stuck on a waitlist and shut out of a course section were 22–28 percent more likely to take zero courses that term. --- --- ### 1778. Way2Work Maryland Demonstration: Final Implementation Evaluation Report ```yaml url: "https://www.mathematica.org/publications/way2work-maryland-demonstration-final-implementation-evaluation-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-06-30 date_source: listing authors: ["Frank Martin", "Kathleen Feeney", "Todd Honeycutt", "David Mann"] document_url: null doi: null license: null tags: [inclusive-design] ``` Way2Work Maryland offered an innovative package of services to high school students with disabilities that emphasized work-based learning experiences. This report describes the implementation of Way2Work Maryland and presents findings on participants’ service use. --- --- ### 1780. Way2Work Maryland Demonstration: Impacts 24 Months After Enrollment ```yaml url: "https://www.mathematica.org/publications/way2work-maryland-demonstration-impacts-24-months-after-enrollment" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-06-30 date_source: listing authors: ["David Mann", "Kathleen Feeney", "Todd Honeycutt", "Marlena Luhr"] document_url: null doi: null license: null tags: [inclusive-design] ``` Way2Work Maryland offered an innovative package of services to high school students with disabilities that emphasized work-based learning experiences. This report presents evidence on Way2Work Maryland’s impacts up to two years after students enrolled. --- --- ### 1782. Is College Remediation a Barrier or a Boost? Evidence from the Tennessee SAILS Program ```yaml url: "https://www.mathematica.org/publications/is-college-remediation-a-barrier-or-a-boost-evidence-from-the-tennessee-sails-program" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-06-21 date_source: listing authors: ["Thomas J. Kane", "Angela Boatman", "Whitney Kozakowski", "Christopher Bennett", "Rachel Hitch", "Dana Weisenfeld"] document_url: null doi: null license: null tags: [college-access, computer-assisted-learning, math-education, response-to-intervention] ``` Many states are redesigning their college remediation policies to increase postsecondary degree completion. In 2012, Tennessee began waiving college math remediation for high school students who completed a computer‐based remedial math course (SAILS) during their senior year. --- --- ### 1784. Considerations for the Papers Developed for the SSI Youth Solutions Project ```yaml url: "https://www.mathematica.org/publications/considerations-for-the-papers-developed-for-the-ssi-youth-solutions-project" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-06-02 date_source: listing authors: ["Todd Honeycutt", "Kara Contreary", "Gina Livermore"] document_url: null doi: null license: null tags: [sel] ``` This report offers a deep dive into the 12 papers developed for the SSI Youth Solutions project. It presents and contrasts their characteristics, potential strengths and limitations, and other factors that might guide policymakers, advocates, and other stakeholders in deciding which might be best to pursue. --- --- ### 1788. Supporting Students with Health Conditions in District of Columbia Public Schools ```yaml url: "https://www.mathematica.org/publications/supporting-students-with-health-conditions-in-district-of-columbia-public-schools" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-04-27 date_source: listing authors: ["Martha Bleeker", "Delara Aharpour"] document_url: null doi: null license: null tags: [] ``` The District of Columbia Public Schools (DCPS) partnered with REL Mid-Atlantic to better understand the prevalence of health conditions among its students, as well as the available supports for students with health conditions. --- --- ### 1793. Self-Assessment of Place-Based Systems Change Efforts ```yaml url: "https://www.mathematica.org/publications/self-assessment-of-place-based-systems-of-change-efforts" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-03-31 date_source: listing authors: ["Kristin Hallgren", "Daniel Welsh", "Ashley Hong"] document_url: null doi: null license: null tags: [formative-assessment] ``` This assessment is designed to help community partnerships take a closer look at their areas of strength and areas where they can go deeper to effect place-based systems change. --- --- ### 1796. Study of College Transition Messaging in GEAR UP: Impacts on Enrolling and Staying in College ```yaml url: "https://www.mathematica.org/publications/study-of-college-transition-messaging-in-gear-up-impacts-on-enrolling-and-staying-in-college" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2021-02-24 date_source: listing authors: ["Alina Martinez", "Tamara Linkow", "Hannah Miller", "Amanda Parsad", "Cristofer Price"] document_url: null doi: null license: null tags: [college-access, sel] ``` Despite the promise of text-based messaging as a behavioral nudge strategy, a new study illustrates the limitations of this approach in helping low-income and first-generation students enroll and persist in college. --- --- ### 1801. The Effects of Expanding Pell Grant Eligibility for Short Occupational Training Programs: Results from the Experimental Sites Initiative ```yaml url: "https://www.mathematica.org/publications/the-effects-of-expanding-pell-grant-eligibility-for-short-occupational-training-programs-results" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-12-15 date_source: listing authors: ["Jaime Thomas", "Naihobe Gonzalez", "Nora Paxton", "Andrew Wiegand", "Leela Hebbar"] document_url: null doi: null license: null tags: [college-access] ``` A new report finds that expanding the foundational federal aid program’s eligibility criteria to encourage more short-term occupational training improved postsecondary enrollment and completion among low-income students. --- --- ### 1802. Understanding College Match Among KIPP Northern California Students ```yaml url: "https://www.mathematica.org/publications/understanding-college-match-among-kipp-northern-california-students" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-12-14 date_source: listing authors: ["Naihobe Gonzalez", "Dan Thal"] document_url: null doi: null license: null tags: [college-access, math-education] ``` Recognizing the importance of using data to support students’ college-going decisions, Tipping Point Community and KIPP Northern California partnered with Mathematica to analyze the college application and enrollment choices of recent high school graduates from the classes of 2016 to 2019. --- --- ### 1803. The Transition to ESSA: State and District Approaches to Implementing Title I and Title II-A in 2017–18 ```yaml url: "https://www.mathematica.org/publications/the-transition-to-essa-state-and-district-approaches-to-implementing-title-i-and-title-ii" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-12-08 date_source: listing authors: ["Brian Gill", "Christine Ross", "Erin Dillon", "Ann Li", "Patricia Troppe", "Eric Isenberg", "Anthony Milanowski", "Roberta Garrison-Mogren", "Louis Rizzo"] document_url: null doi: null license: null tags: [formative-assessment] ``` This report provides a brief look at the transition toward Every Student Succeeds Act (ESSA), as the foundation for an ongoing assessment of how the law is being carried out. --- --- ### 1805. Schools Targeted for Improvement: Are Small Sample Sizes Masking Poor School Performance? (Infographic) ```yaml url: "https://www.mathematica.org/publications/schools-targeted-for-improvement-are-small-sample-sizes-masking-poor-school-performance" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-11-13 date_source: listing authors: ["Kevin Kelly", "Lauren Forrow"] document_url: null doi: null license: null tags: [inclusive-design] ``` We examined school accountability systems in two states and identified two features that, when combined, make middle schools more likely than other schools to be identified for TSI because of the performance of their students with disabilities. --- --- ### 1807. Can Charter Schools Boost Civic Participation? The Impact of Democracy Prep Public Schools on Voting Behavior ```yaml url: "https://www.mathematica.org/publications/can-charter-schools-boost-civic-participation-the-impact-of-democracy-prep-public-schools-on-voting" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-11-01 date_source: listing authors: ["Brian Gill", "Emilyn Rubel Whitesell", "Sean P. Corcoran", "Charles Tilley", "Mariel Finucane", "Liz Potamites"] document_url: null doi: null license: null tags: [sel] ``` This study examines the impact of Democracy Prep on voter registration and participation in the 2016 election. --- --- ### 1810. Ewing Marion Kauffman School Year 8 Impacts ```yaml url: "https://www.mathematica.org/publications/ewing-marion-kauffman-school-year-8-impacts" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-09-28 date_source: listing authors: ["Matthew Johnson", "Dan Thal"] document_url: null doi: null license: null tags: [attendance, college-access] ``` This report evaluates the impact of the Ewing Marion Kauffman School on student college enrollment, high school graduation, achievement, attendance, and suspensions. --- --- ### 1811. Operating Schools in a Pandemic: Predicted Effects of Opening, Quarantining, and Closing Strategies ```yaml url: "https://www.mathematica.org/publications/operating-schools-in-a-pandemic-predicted-effects-of-opening-and-quarantining-strategies" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-09-16 date_source: listing authors: ["Brian P. Gill", "Ravi Goyal", "John Hotchkiss"] document_url: null doi: null license: null tags: [math-education] ``` To help educators make more informed decisions about the best strategy for reopening schools in their community, Mathematica ran complex models of 108 different school situations, including urban, suburban, and rural settings. --- --- ### 1826. Changing the Principal Supervisor Role to Better Support Principals: Evidence from the Principal Supervisor Initiative ```yaml url: "https://www.mathematica.org/publications/changing-the-principal-supervisor-role-to-better-support-principals-evidence-from-the-principal" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-07-21 date_source: listing authors: ["Ellen B. Goldring", "Melissa A. Clark", "Mollie Rubin", "Laura K. Rogers", "Jason A. Grissom", "Brian Gill", "Tim Kautz", "Moira McCullough", "Michael Neel", "Alyson Burnett"] document_url: null doi: null license: null tags: [college-access, math-education] ``` In this report, researchers from Mathematica and Vanderbilt University describe the PSI experiences of districts, principal supervisors, and principals; the PSI’s effects on teachers’ perceptions of principals’ performance; and lessons learned from the initiative. --- --- ### 1832. Using Data from Schools and Child Welfare Agencies to Predict Near-Term Academic Risks ```yaml url: "https://www.mathematica.org/publications/using-data-from-schools-and-child-welfare-agencies-to-predict-near-term-academic-risks" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-07-06 date_source: listing authors: ["Julie Bruch", "Jonathan Gellar", "Lindsay Cattell", "John Hotchkiss", "Phil Killewald"] document_url: null doi: null license: null tags: [attendance] ``` This report provides information for administrators, researchers, and student support staff in local education agencies who are interested in identifying students who are likely to have near-term academic problems such as absenteeism, suspensions, poor grades, and low performance on state tests. --- --- ### 1834. Tips for Supporting Elementary Writing Skills at Home ```yaml url: "https://www.mathematica.org/publications/tips-for-supporting-elementary-writing-skills-at-home" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-06-01 date_source: listing authors: ["Christine Ross"] document_url: null doi: null license: null tags: [writing-instruction] ``` This tip sheet, based on the What Works Clearinghouse (WWC) practice guide, helps parents improve their elementary school children's writing skills at home through activities like writing stories, reviewing movies, and describing things around them. --- --- ### 1835. Critical Drivers of Performance Among School Districts and Charter Management Organizations ```yaml url: "https://www.mathematica.org/publications/critical-drivers-of-performance-among-school-districts-and-charter-management-organizations" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-04-30 date_source: listing authors: ["Kevin Kelly", "Veronica Severn", "Ramya Tallapragada", "Matthew Johnson"] document_url: null doi: null license: null tags: [math-education] ``` In partnership with the Charles and Lynn Schusterman Family Foundation, Mathematica conducted a study to identify key practices and policies that school districts and charter management organizations can use to effectively improve student achievement. --- --- ### 1837. The Promotion Power Impacts of Louisiana High Schools ```yaml url: "https://www.mathematica.org/publications/the-promotion-power-impacts-of-louisiana-high-schools" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-03-05 date_source: listing authors: ["Jonah Deutsch", "Matthew Johnson", "Brian Gill"] document_url: null doi: null license: null tags: [career-readiness, college-access] ``` This report describes the data and methods used to measure Louisiana public high schools’ promotion power, which is a school’s effect on the long-term success of its students as indicated by high school graduation, college or career readiness, college enrollment and persistence, and earnings. --- --- ### 1838. The Promotion Power Impacts of Louisiana High Schools (Executive Summary) ```yaml url: "https://www.mathematica.org/publications/es-the-promotion-power-impacts-of-louisiana-high-schools" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-03-05 date_source: listing authors: ["Jonah Deutsch", "Matthew Johnson", "Brian Gill"] document_url: null doi: null license: null tags: [career-readiness, college-access] ``` This summary describes a study that measured Louisiana public high schools’ promotion power, which is a school’s effect on the long-term success of its students as indicated by high school graduation, college or career readiness, college enrollment and persistence, and earnings. --- --- ### 1839. Insights About the Transition System for SSI Youth from the National Evaluation of Promoting Readiness of Minors in SSI (PROMISE) ```yaml url: "https://www.mathematica.org/publications/insights-about-the-transition-system-for-ssi-youth-from-the-national-evaluation-of-promoting" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-02-07 date_source: listing authors: ["Gina Livermore", "Todd Honeycutt", "Arif Mamun", "Jacqueline Kauff"] document_url: null doi: null license: null tags: [inclusive-design] ``` This article discusses insights gained from the national PROMISE evaluation about the current transition system, which are relevant to current initiatives supporting youth with disabilities during the transition to adulthood. --- --- ### 1841. Scaling Up Early Math Programs: Recommendations from a Study on Engaging Families with Early Math ```yaml url: "https://www.mathematica.org/publications/scaling-up-early-math-programs-recommendations-from-a-study-on-engaging-families-with-early-math" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-01-15 date_source: listing authors: ["Jaimie Grazi", "Barbara Harris", "Patricia Del Grosso"] document_url: null doi: null license: null tags: [math-education] ``` Young children’s exposure to early math concepts is important in their development, in their confidence in math skills, and in their ability to use math later in life. --- --- ### 1844. Strategies for Improving Attendance in Pre-Kindergarten and Kindergarten: Toolkit for Districts, Schools, and Early Childhood Providers ```yaml url: "https://www.mathematica.org/publications/strategies-for-improving-attendance-in-prekindergarten-and-kindergarten-toolkit-for-districts" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-11-21 date_source: listing authors: ["Martha Bleeker", "Jaimie Grazi", "Felicia Hurwitz"] document_url: null doi: null license: null tags: [attendance, early-childhood] ``` The Go-Learn-Grow materials can help support districts, schools, and early childhood providers in improving school attendance in pre-kindergarten and kindergarten. --- --- ### 1845. Improving the School Attendance of New Jersey's Youngest Learners: Chronic Absenteeism in the Early Grades: How to Choose and Implement Proven Strategies to Improve Attendance ```yaml url: "https://www.mathematica.org/publications/implement-improving-the-school-attendance-of-new-jerseys-youngest-learners-chronic-absenteeism" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-11-20 date_source: listing authors: ["Martha Bleeker", "Jaimie Grazi", "Felicia Hurwitz"] document_url: null doi: null license: null tags: [attendance] ``` Fact sheet for districts and schools on the importance of attendance in pre-kindergarten and kindergarten and how to choose and implement and proven strategies. --- --- ### 1846. Improving the School Attendance of New Jersey's Youngest Learners: Chronic Absenteeism in the Early Grades: Risk Factors and What Schools Can Do ```yaml url: "https://www.mathematica.org/publications/risk-factors-improving-the-school-attendance-of-new-jerseys-youngest-learners-chronic-absenteeism" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-11-20 date_source: listing authors: ["Martha Bleeker", "Jaimie Grazi", "Felicia Hurwitz"] document_url: null doi: null license: null tags: [attendance] ``` Fact sheet for schools on the importance of attendance in pre-kindergarten and kindergarten and the risk factors. --- --- ### 1847. Improving the School Attendance of New Jersey's Youngest Learners: Chronic Absenteeism in the Early Grades: A Snapshot of New Jersey ```yaml url: "https://www.mathematica.org/publications/improving-the-school-attendance-of-new-jerseys-youngest-learners-chronic-absenteeism-in-the-early" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-11-20 date_source: listing authors: ["Martha Bleeker", "Jaimie Grazi", "Felicia Hurwitz"] document_url: null doi: null license: null tags: [attendance] ``` Fact sheet for districts and school leaders on the importance of chronic absenteeism in pre-kindergarten and kindergarten. --- --- ### 1848. Improving the School Attendance of New Jersey's Youngest Learners: Preschool and Kindergarten Attendance Can Spell Success! ```yaml url: "https://www.mathematica.org/publications/improving-the-school-attendance-of-new-jerseys-youngest-learners-preschool-and-kindergarten" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-11-20 date_source: listing authors: ["Various Authors"] document_url: null doi: null license: null tags: [attendance, early-childhood] ``` Infographic for parents on the importance of attendance in pre-kindergarten and kindergarten. --- --- ### 1849. Improving the School Attendance of New Jersey's Youngest Learners: Attendance in Preschool and Kindergarten Spells Future Success! ```yaml url: "https://www.mathematica.org/publications/improving-the-school-attendance-of-new-jerseys-youngest-learners-attendance-in-preschool" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-11-20 date_source: listing authors: ["Various Authors"] document_url: null doi: null license: null tags: [attendance, early-childhood] ``` Poster/infographic on the importance of attendance in pre-kindergarten and kindergarten. --- --- ### 1853. The Effects of a Principal Professional Development Program Focused on Instructional Leadership (Study Highlights) ```yaml url: "https://www.mathematica.org/publications/study-highlights-the-effects-of-a-principal-professional-development-program-focused" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-10-30 date_source: listing authors: ["Mariesa Herrmann", "Melissa Clark", "Susanne James-Burdumy", "Christina Tuttle", "Tim Kautz", "Virginia Knechtel", "Dallas Dotter", "Claire Smither Wulsin", "John Deke"] document_url: null doi: null license: null tags: [professional-development] ``` Helping principals improve their leadership practices is a common use of federal funds and one way to improve instruction and student achievement. --- --- ### 1855. Using Kindergarten Entry Assessments to Measure Whether Philadelphia’s Students Are On-Track for Reading Proficiently ```yaml url: "https://www.mathematica.org/publications/using-kindergarten-entry-assessments-to-measure-whether-philadelphias-students-are-on-track" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-10-30 date_source: listing authors: ["Jessica F. Harding", "Mariesa Herrmann", "Elias S. Hanno", "Christine Ross"] document_url: null doi: null license: null tags: [formative-assessment, literacy] ``` The purpose of this study was to identify an indicator that the School District of Philadelphia (SDP) could use to measure the percentage of entering kindergarteners who are on-track to read on grade level by the end of grade 3. --- --- ### 1857. Evaluation of Support for Using Student Data to Inform Teachers’ Instruction—Executive Summary ```yaml url: "https://www.mathematica.org/publications/evaluation-of-support-for-using-student-data-to-inform-teachers-instruction-executive-summary" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-09-30 date_source: listing authors: ["Philip Gleason", "Sarah Crissey", "Greg Chojnacki", "Marykate Zukiewicz", "Tim Silva", "Sarah Costelloe", "Fran O'Reilly"] document_url: null doi: null license: null tags: [professional-development] ``` This is the executive summary for Evaluation of Support for Using Student Data to Inform Teachers’ Instruction presenting findings from a random assignment study examining how providing coaching and support to schools to help them use student data to inform teachers’ instruction affects teachers’ practices and student achievement. --- --- ### 1858. Evaluation of Support for Using Student Data to Inform Teachers’ Instruction—Appendices ```yaml url: "https://www.mathematica.org/publications/evaluation-of-support-for-using-student-data-to-inform-teachers-instruction-appendices" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-09-30 date_source: listing authors: ["Philip Gleason", "Sarah Crissey", "Greg Chojnacki", "Marykate Zukiewicz", "Tim Silva", "Sarah Costelloe", "Fran O'Reilly"] document_url: null doi: null license: null tags: [professional-development] ``` This is the appendices for Evaluation of Support for Using Student Data to Inform Teachers’ Instruction presenting findings from a random assignment study examining how providing coaching and support to schools to help them use student data to inform teachers’ instruction affects teachers’ practices and student achievement. --- --- ### 1859. Evaluation of Support for Using Student Data to Inform Teachers’ Instruction ```yaml url: "https://www.mathematica.org/publications/evaluation-of-support-for-using-student-data-to-inform-teachers-instruction-full-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-09-30 date_source: listing authors: ["Philip Gleason", "Sarah Crissey", "Greg Chojnacki", "Marykate Zukiewicz", "Tim Silva", "Sarah Costelloe", "Fran O'Reilly"] document_url: null doi: null license: null tags: [professional-development] ``` This report presents findings from a random assignment study examining how providing coaching and support to schools to help them use student data to inform teachers’ instruction affects teachers’ practices and student achievement. --- --- ### 1860. Long-Term Impacts of KIPP Middle Schools on College Enrollment and Early College Persistence ```yaml url: "https://www.mathematica.org/publications/long-term-impacts-of-kipp-middle-schools-on-college-enrollment-and-early-college-persistence" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-09-26 date_source: listing authors: ["Thomas Coen", "Ira Nichols-Barrer", "Philip Gleason"] document_url: null doi: null license: null tags: [college-access] ``` In this report, we present the results of a long-term tracking study that follows 1,177 students who applied to enter 1 of 13 oversubscribed KIPP middle schools through a 5th or 6th grade admissions lottery in 2008 or 2009. --- --- ### 1861. An Impact that Lasts: KIPP Middle Schools Boost College Enrollment ```yaml url: "https://www.mathematica.org/publications/an-impact-that-lasts-kipp-middle-schools-boost-college-enrollment" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-09-26 date_source: listing authors: ["Thomas Coen", "Ira Nichols-Barrer", "Philip Gleason"] document_url: null doi: null license: null tags: [college-access] ``` This issue brief presents results of a long-term tracking study that follows 1,177 students who applied to enter 1 of 13 oversubscribed KIPP middle schools through a 5th-or 6th-grade admissions lottery in 2008 or 2009. --- --- ### 1865. Building a System of Supports for Instructional Coaching: Insights from the New Teacher Center ```yaml url: "https://www.mathematica.org/publications/building-a-system-of-supports-for-instructional-coaching-insights-from-the-new-teacher-center" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-09-11 date_source: listing authors: ["Jeff Archer", "Jeffrey Max"] document_url: null doi: null license: null tags: [professional-development] ``` This brief offers insights from the New Teacher Center on how districts can better implement instructional coaching by tracking coaching activities, providing clear guidance to coaches, and engaging district leaders as they implement a coaching program. --- --- ### 1866. Ewing Marion Kauffman School Year 7 Impacts ```yaml url: "https://www.mathematica.org/publications/ewing-marion-kauffman-school-year-7-impacts" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-07-26 date_source: listing authors: ["Matthew Johnson", "Alicia Demers"] document_url: null doi: null license: null tags: [math-education] ``` During its first seven years of operation, the Kauffman School had substantial positive impacts on student achievement growth in mathematics, English language arts, and science, beyond the growth achieved by students in other Kansas City public schools. --- --- ### 1867. College Track Postsecondary Outcomes: Benchmarking the Performance of the 9th Grade Cohort of 2009 ```yaml url: "https://www.mathematica.org/publications/college-track-postsecondary-outcomes-benchmarking-the-performance-of-the-9th-grade-cohort-of-2009" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-07-19 date_source: listing authors: ["Naihobe Gonzalez", "Charles Tilley"] document_url: null doi: null license: null tags: [college-access] ``` This brief benchmarks the postsecondary outcomes of students in College Track, a comprehensive college preparation program for students from underserved communities. Compared to similar students, were students served by College Track more likely to apply to, enroll in, or persist in college? --- --- ### 1868. Measuring Up: Considerations for Adopting Computerized Adaptive Testing ```yaml url: "https://www.mathematica.org/publications/measuring-up-considerations-for-adopting-computerized-adaptive-testing" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-07-15 date_source: listing authors: ["REL Mid-Atlantic"] document_url: null doi: null license: null tags: [computer-assisted-learning, personalized-learning] ``` Computerized adaptive testing (CAT) selects test questions based on test takers’ answers to previous questions. --- --- ### 1869. Promoting Readiness of Minors in SSI (PROMISE) Evaluation: Interim Services and Impact Report (Executive Summary) ```yaml url: "https://www.mathematica.org/publications/es-promoting-readiness-of-minors-in-ssi-promise-evaluation-interim-services-and-impact-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-07-03 date_source: listing authors: ["Arif Mamun", "Ankita Patnaik", "Michael Levere", "Gina Livermore", "Todd Honeycutt", "Jacqueline Kauff", "Karen Katz", "AnnaMaria McCutcheon", "Joseph Mastrianni", "Brittney Gionfriddo"] document_url: null doi: null license: null tags: [inclusive-design] ``` This is an executive summary of the estimated impacts of six PROMISE programs 18 months after youth with disabilities enrolled in the evaluation. PROMISE programs are designed to assist youth with disabilities and their families access resources that can assist with youth transitions. --- --- ### 1870. Promoting Readiness of Minors in Supplemental Security Income (PROMISE): Technical Appendix to the Interim Services and Impact Report ```yaml url: "https://www.mathematica.org/publications/promoting-readiness-of-minors-in-supplemental-security-income-promise-technical-appendix" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-07-03 date_source: listing authors: ["Arif Mamun", "Ankita Patnaik", "Michael Levere", "Gina Livermore", "Todd Honeycutt", "Jacqueline Kauff", "Karen Katz", "AnnaMaria McCutcheon", "Joseph Mastrianni", "Brittney Gionfriddo"] document_url: null doi: null license: null tags: [inclusive-design] ``` This is the technical appendix of the report on estimated impacts of six PROMISE programs 18 months after youth with disabilities enrolled in the evaluation. PROMISE programs are designed to assist youth with disabilities and their families access resources that can assist with youth transitions. --- --- ### 1871. Promoting Readiness of Minors is SSI (PROMISE) Evaluation: Interim Services and Impact Report ```yaml url: "https://www.mathematica.org/publications/promoting-readiness-of-minors-is-ssi-promise-evaluation-interim-services-and-impact-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-07-03 date_source: listing authors: ["Arif Mamun", "Ankita Patnaik", "Michael Levere", "Gina Livermore", "Todd Honeycutt", "Jacqueline Kauff", "Karen Katz", "AnnaMaria McCutcheon", "Joseph Mastrianni", "Brittney Gionfriddo"] document_url: null doi: null license: null tags: [inclusive-design] ``` This report presents the estimated impacts of six PROMISE programs 18 months after youth with disabilities enrolled in the evaluation. PROMISE programs are designed to assist youth with disabilities and their families access resources that can assist with youth transitions. --- --- ### 1872. Research Motivations and Undergraduate Researchers’ Disciplinary Identity ```yaml url: "https://www.mathematica.org/publications/research-motivations-and-undergraduate-researchers-disciplinary-identity" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-07-02 date_source: listing authors: ["Shannon N. Davis", "Sarah E. Wagner"] document_url: null doi: null license: null tags: [college-access] ``` Disciplinary identity, or connection to a particular academic discipline, is constructed through a developmental process across a scholar’s academic life course. --- --- ### 1873. Evaluation of the Teacher Potential Project ```yaml url: "https://www.mathematica.org/publications/evaluation-of-the-teacher-potential-project" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-06-28 date_source: listing authors: ["Sarah Dolfin", "Scott Richman", "Jane Choi", "Andrei Streke", "Cheryl DeSaw", "Alicia Demers", "Dmitriy Poznyak"] document_url: null doi: null license: null tags: [math-education, professional-development] ``` Mathematica’s report on the Teacher Potential Project, an initiative of EL Education, finds that the program—which includes an English language arts standards-aligned curriculum and embedded professional development for teachers—can improve teacher instructional practices and student achievement. --- --- ### 1874. Changes in HBCU Financial Aid and Student Enrollment After the Tightening of PLUS Credit Standards ```yaml url: "https://www.mathematica.org/publications/changes-in-hbcu-financial-aid-and-student-enrollment-after-the-tightening-of-plus-credit-standards" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-06-19 date_source: listing authors: ["Matthew T. Johnson", "Julie Bruch", "Brian Gill"] document_url: null doi: null license: null tags: [college-access] ``` The authors analyze changes in financial aid and student enrollment at historically Black colleges and universities (HBCUs) that occurred after the U.S. Department of Education increased the credit history requirements necessary to obtain Parent Loans for Undergraduate Students (PLUS). --- --- ### 1884. Do Charter Middle Schools Improve Students' College Outcomes? (Evaluation Brief) ```yaml url: "https://www.mathematica.org/publications/do-charter-middle-schools-improve-students-college-outcomes-evaluation-brief" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-04-02 date_source: listing authors: ["Kate Place", "Philip Gleason"] document_url: null doi: null license: null tags: [college-access] ``` The charter school sector plays an important role in efforts to reform the education system and better serve the nation’s public school students. --- --- ### 1885. Do Charter Middle Schools Improve Students' College Outcomes? (Study Highlights) ```yaml url: "https://www.mathematica.org/publications/do-charter-middle-schools-improve-students-college-outcomes-study-highlights" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-04-02 date_source: listing authors: ["Kate Place", "Philip Gleason"] document_url: null doi: null license: null tags: [college-access] ``` Charter schools play an important role in efforts to reform education and better serve the nation’s public school students. --- --- ### 1886. Preparing Teacher Leaders to Lead Professional Learning: Insights from the National Writing Project ```yaml url: "https://www.mathematica.org/publications/preparing-teacher-leaders-to-lead-professional-learning-insights-from-the-national-writing-project" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-03-31 date_source: listing authors: ["Jeff Archer", "Jeffrey Max"] document_url: null doi: null license: null tags: [professional-development, writing-instruction] ``` This brief offers insights to help address these challenges based on the National Writing Project’s experience preparing teachers to lead one of its professional development programs. --- --- ### 1889. Developing Math Skills in Early Childhood ```yaml url: "https://www.mathematica.org/publications/developing-math-skills-in-early-childhood" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-02-28 date_source: listing authors: ["Barbara Harris", "Dana Petersen"] document_url: null doi: null license: null tags: [early-childhood, math-education] ``` This brief synthesizes the research on early childhood math to describe why early math is important and how families can be encouraged to support their children’s early math development during well-child primary care visits. --- --- ### 1893. Community Colleges and the New Era of Work and Learning ```yaml url: "https://www.mathematica.org/publications/community-colleges-and-the-new-era-of-work-and-learning" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-01-23 date_source: listing authors: ["Sean Gallagher", "Nan L. Maxwell"] document_url: null doi: null license: null tags: [college-access] ``` This working paper describes the new credentialing market and discusses the potential for community colleges to be key players in it. --- --- ### 1894. Beyond “Treatment Versus Control”: How Bayesian Analysis Makes Factorial Experiments Feasible in Education Research ```yaml url: "https://www.mathematica.org/publications/ja-beyond-treatment-versus-control-how-bayesian-analysis-makes-factorial-experiments-feasible" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-01-10 date_source: listing authors: ["Daniel Kassler", "Ira Nichols-Barrer", "Mariel Finucane"] document_url: null doi: null license: null tags: [response-to-intervention] ``` Researchers often wish to test a large set of related interventions or approaches to implementation. --- --- ### 1895. Design with Care: School Information Displays Can Impact School Choices ```yaml url: "https://www.mathematica.org/publications/design-with-care-school-information-displays-can-impact-school-choices" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-01-07 date_source: listing authors: ["Ira Nichols-Barrer", "Steve Glazerman", "Jon Valant"] document_url: null doi: null license: null tags: [] ``` Increasingly, families have a choice of schools instead of just one default neighborhood school. Especially in cities, the number of available choices is often large. For school choice to be good public policy, choosers—typically parents—must be well informed. --- --- ### 1902. Study Snapshot: Study of Enhanced College Advising in Upward Bound: Impacts on Steps Toward College ```yaml url: "https://www.mathematica.org/publications/study-snapshot-study-of-enhanced-college-advising-in-upward-bound-impacts-on-steps-toward-college" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2018-10-18 date_source: listing authors: ["Alina Martinez", "Tamara Linkow", "Hannah Miller", "Amanda Parsad"] document_url: null doi: null license: null tags: [college-access, personalized-learning] ``` A program called Find the Fit, which combines personalized planning materials and text messaging for students, and training webinars for advisors, increased the number and selectivity of colleges to which students apply. --- --- ### 1903. Study of Enhanced College Advising in Upward Bound: Impacts on Steps Toward College (Report) ```yaml url: "https://www.mathematica.org/publications/study-of-enhanced-college-advising-in-upward-bound-impacts-on-steps-toward-college-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [college-access, personalized-learning] ``` A program called Find the Fit, which combines personalized planning materials and text messaging for students, and training webinars for advisors, increased the number and selectivity of colleges to which students apply. --- --- ### 1905. Ready, Steady, Grow: Preparing Students for Changing Career Requirements (Infographic) ```yaml url: "https://www.mathematica.org/publications/ready-steady-grow-preparing-students-for-changing-career-requirements" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2018-09-30 date_source: listing authors: ["Jan Anderson"] document_url: null doi: null license: null tags: [career-readiness] ``` Today’s career landscape differs dramatically from those of the past. Constant changes in job requirements mean that students must be prepared to change too. --- --- ### 1909. The Sequential Scale-Up of an Evidence-Based Intervention: A Case Study ```yaml url: "https://www.mathematica.org/publications/the-sequential-scale-up-of-an-evidence-based-intervention-a-case-study" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2018-06-30 date_source: listing authors: ["Jaime Thomas", "Thomas D. Cook", "Alice Klein", "Prentice Starkey", "Lydia DeFlorio"] document_url: null doi: null license: null tags: [math-education, response-to-intervention] ``` In this article, the authors examine a scale-up of an early math intervention to the state level, using a cluster randomized controlled trial. --- --- ### 1911. Ewing Marion Kauffman School Year 6 Impacts ```yaml url: "https://www.mathematica.org/publications/ewing-marion-kauffman-school-year-6-impacts" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2018-06-26 date_source: listing authors: ["Matthew Johnson", "Alicia Demers"] document_url: null doi: null license: null tags: [math-education] ``` During its first six years of operation, the Kauffman School had substantial positive impacts on student achievement growth in mathematics, English language arts, and science, beyond the growth achieved by students in other Kansas City public schools. --- --- ### 1912. Beyond "Treatment versus Control": How Bayesian Analysis Makes Factorial Experiments Feasible in Education Research ```yaml url: "https://www.mathematica.org/publications/beyond-treatment-versus-control-how-bayesian-analysis-makes-factorial-experiments-feasible" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2018-06-06 date_source: listing authors: ["Daniel Kassler", "Ira Nichols-Barrer", "Mariel Finucane"] document_url: null doi: null license: null tags: [response-to-intervention] ``` Researchers often wish to test a large set of related interventions or approaches to implementation. --- --- ### 1913. Research Review: Data-Driven Decision Making in Education Agencies. Data Driven, not Data Drowning ```yaml url: "https://www.mathematica.org/publications/research-review-data-driven-decision-making-in-education-agencies-data-driven-not-data-drowning" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2018-06-01 date_source: listing authors: ["Mid-Atlantic Regional Educational Laboratory"] document_url: null doi: null license: null tags: [learning-engineering] ``` Being driven by data requires more than the existence of a data infrastructure, accessible data, and a culture of data use. It also requires careful attention that data are both relevant and diagnostic for each decision maker and decision. --- --- ### 1915. Implementing Online Professional Learning Communities: Insights from WestEd's Blended Professional Development Model ```yaml url: "https://www.mathematica.org/publications/implementing-online-professional-learning-communities-insights-from-westeds-blended-professional" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2018-04-30 date_source: listing authors: ["Jeff Archer", "Jeffrey Max"] document_url: null doi: null license: null tags: [computer-assisted-learning, literacy, professional-development] ``` This brief describes insights from WestEd’s Reading Apprenticeship Across the Disciplines program that blends online and in-person professional development to support teachers in a variety of subject areas as they work to build students’ literacy skills. --- --- ### 1917. Two-Step Estimation in Ratio-of-Mediator-Probability Weighted Causal Mediation Analysis ```yaml url: "https://www.mathematica.org/publications/two-step-estimation-in-ratio-of-mediator-probability-weighted-causal-mediation-analysis" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2018-04-15 date_source: listing authors: ["Edward Bein", "Jonah Deutsch", "Guanglei Hong", "Kristin E. Porter", "Xu Qin", "Cheng Yang"] document_url: null doi: null license: null tags: [literacy] ``` This study investigates appropriate estimation of estimator variability in the context of causal mediation analysis that employs propensity score-based weighting. --- --- ### 1919. Connecting Professional Development to the Curricula: Insights from the Center for Civic Education ```yaml url: "https://www.mathematica.org/publications/connecting-professional-development-to-the-curricula-insights-from-the-center-for-civic-education" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2018-04-01 date_source: listing authors: ["Center for Civic Education", "Jeff Archer", "Jeffrey Max"] document_url: null doi: null license: null tags: [professional-development] ``` Amid recent calls for improvements in professional development, a frequent refrain is that teachers need more training geared specifically to the curricula they teach. --- --- ### 1921. Rolling Back Zero Tolerance: The Effect of Discipline Policy Reform on Suspension Usage and Student Outcomes ```yaml url: "https://www.mathematica.org/publications/rolling-back-zero-tolerance-the-effect-of-discipline-policy-reform-on-suspension-usage-and-student" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2018-03-30 date_source: listing authors: ["Johanna Lacoe", "Matthew P. Steinberg"] document_url: null doi: null license: null tags: [math-education] ``` Employing a difference-in-differences approach, we find that Philadelphia's reform resulted in a modest decline in suspensions for nonviolent infractions in the year of reform; however, total suspensions remained unchanged while serious incidents of student misconduct increased. --- --- ### 1925. What Works for Whom? A Bayesian Approach to Channeling Big Data Streams for Public Program Evaluation ```yaml url: "https://www.mathematica.org/publications/what-works-for-whom-a-bayesian-approach-to-channeling-big-data-streams-for-public-program-evaluation" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2018-03-01 date_source: listing authors: ["Mariel McKenzie Finucane", "Ignacio Martinez", "Scott Cody"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` In the coming years, public programs will capture even more and richer data than they do now, including data from web-based tools used by participants in employment services, from tablet-based educational curricula, and from electronic health records for Medicaid beneficiaries. --- --- ### 1928. Preparing Youth in Special Education for Life After High School (Fact Sheet) ```yaml url: "https://www.mathematica.org/publications/preparing-youth-in-special-education-for-life-after-high-school-in-focus-brief" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2018-02-07 date_source: listing authors: ["Johanna Lacoe", "Stephen Lipscomb", "Joshua Haimson"] document_url: null doi: null license: null tags: [inclusive-design, sel] ``` This fact sheet from the National Longitudinal Transition Study 2012 (NLTS 2012) presents new information on trends in the characteristics and experiences of youth in special education across the country. --- --- ### 1929. Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education, Volume 3: Comparisons Over Time ```yaml url: "https://www.mathematica.org/publications/preparing-for-life-after-high-school-the-characteristics-and-experiences-of-youth-vol-3" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2018-02-07 date_source: listing authors: ["Albert Y. Liu", "Johanna Lacoe", "Stephen Lipscomb", "Joshua Haimson", "David R. Johnson", "Martha L. Thurlow"] document_url: null doi: null license: null tags: [inclusive-design, sel] ``` This third report from the National Longitudinal Transition Study 2012 (NLTS 2012) presents new information on trends in the characteristics and experiences of youth in special education across the country. --- --- ### 1932. Using Research and Evaluation to Support Programs that Promote Parents' Economic Security and Children's Well-Being ```yaml url: "https://www.mathematica.org/publications/using-research-and-evaluation-to-support-programs-that-promote-parents-economic-security-and-childre" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2018-01-31 date_source: listing authors: ["Christine Ross", "Emily Sama-Miller", "Lily Roberts"] document_url: null doi: null license: null tags: [] ``` This brief describes a continuum of research and evaluation that could help program leaders and staff create more robust programs offering coordinated services to low-income parents and their children. --- --- ### 1944. Conceptual Frameworks for Intentional Approaches to Improving Economic Security and Child Well-Being ```yaml url: "https://www.mathematica.org/publications/conceptual-frameworks-for-intentional-approaches-to-improving-economic-security-and-child-well-being" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-11-01 date_source: listing authors: ["Teresa Eckrich Sommer", "P. Lindsay Chase-Lansdale", "Emily Sama-Miller", "Christine Ross", "Scott Baumgartner"] document_url: null doi: null license: null tags: [] ``` This brief describes two conceptual frameworks that have the potential to expand our understanding of programs that aim to meet the needs of low-income parents and children through intentionally combined activities and approaches. --- --- ### 1945. Transforming Teachers' Practice: The Impact of EL Education's English Language Arts Curriculum and Professional Learning on Teacher Practices ```yaml url: "https://www.mathematica.org/publications/transforming-teachers-practice-the-impact-of-el-educations-english-language-arts-curriculum" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-10-30 date_source: listing authors: ["Jane Choi", "Scott Richman", "Sarah Dolfin"] document_url: null doi: null license: null tags: [career-readiness, college-access] ``` The widespread adoption of more rigorous state guidelines for student learning, such as the Common Core State Standards (CCSS), has led to tremendous interest in how best to prepare and develop teachers to foster the skills that students need to meet the new standards and succeed in college and careers. --- --- ### 1947. The Atlanta Public Schools Turnaround Strategy After One Year: High Impact Tutoring and the Purpose Built Schools Partnership ```yaml url: "https://www.mathematica.org/publications/the-atlanta-public-schools-turnaround-strategy-after-one-year-high-impact-tutoring-and-the-purpose" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-10-16 date_source: listing authors: ["Kristin Hallgren", "Naihobe Gonzalez", "Jane Choi", "Kevin Kelly", "Annie Li", "Lindsay Ochoa", "Breanna Wakar", "Brian Gill"] document_url: null doi: null license: null tags: [response-to-intervention] ``` This report is the first of two interim annual reports addressing specific components of the Turnaround Strategy. --- --- ### 1948. Asymdystopia: The Threat of Small Biases in Evaluations of Education Interventions that Need to be Powered to Detect Small Impacts ```yaml url: "https://www.mathematica.org/publications/asymdystopia-the-threat-of-small-biases-in-evaluations-of-education-interventions-that-need" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-10-03 date_source: listing authors: ["John Deke", "Thomas Wei", "Tim Kautz"] document_url: null doi: null license: null tags: [response-to-intervention] ``` The authors examine the potential for small biases to increase the risk of making false inferences as studies are powered to detect smaller impacts and recommend strategies researchers can use to avoid or mitigate these biases. --- --- ### 1949. Demonstrated Interest: Signaling Behavior in College Admissions ```yaml url: "https://www.mathematica.org/publications/demonstrated-interest-signaling-behavior-in-college-admissions" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-10-01 date_source: listing authors: ["James A. Dearden", "Suhui Li", "Chad D. Meyerhoefer", "Muzhe Yang"] document_url: null doi: null license: null tags: [college-access, sel] ``` In college admission decisions, important and possibly competing goals include increasing the quality of the freshman class and making the school more selective while attaining the targeted size of the incoming class. --- --- ### 1950. The Characteristics and Experiences of English Learner Students with Disabilities in Secondary School: Evidence from the National Longitudinal Transition Study 2012 ```yaml url: "https://www.mathematica.org/publications/wp-the-characteristics-and-experiences-of-english-learner-students-with-disabilities-in-secondary" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-09-30 date_source: listing authors: ["Albert Y. Liu", "Stephen Lipscomb", "Alexander Johann"] document_url: null doi: null license: null tags: [english-learners, inclusive-design, sel] ``` This research compares English learner students with disabilities to other students with disabilities and other English learners in secondary school on measures linked to post–high school outcomes, using the National Longitudinal Transition Study 2012. --- --- ### 1951. Outcomes from a Certification Program for Early Career Professionals in Supply Chain Management ```yaml url: "https://www.mathematica.org/publications/outcomes-from-a-certification-program-for-early-career-professionals-in-supply-chain-management" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-09-27 date_source: listing authors: ["Nan Maxwell", "Sarah Dolfin", "Julie Bruch", "Dara Lee Luca"] document_url: null doi: null license: null tags: [career-readiness] ``` This study discusses outcomes and impacts of the Leveraging, Integrating, Networking, Coordinating Supplies (LINCS) program on students’ employment and earnings. --- --- ### 1952. Small Changes Make a Big Difference: How Behavioral Science Improved Participation in Advanced Placement (Issue Brief) ```yaml url: "https://www.mathematica.org/publications/small-changes-make-a-big-difference-how-behavioral-science-improved-participation-in-advanced" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-09-25 date_source: listing authors: ["Naihobe Gonzalez"] document_url: null doi: null license: null tags: [sel] ``` Small changes in information design, using behavioral science, can have a big impact. --- --- ### 1953. The Evidence Base for How We Learn: Supporting Students’ Social, Emotional, and Academic Development ```yaml url: "https://www.mathematica.org/publications/the-evidence-base-for-how-we-learn-supporting-students-social-emotional-and-academic-development" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-09-13 date_source: listing authors: ["Stephanie M. Jones", "Jennifer Kahn"] document_url: null doi: null license: null tags: [sel] ``` Compelling research demonstrates what parents have always known—the success of young people in school and beyond is inextricably linked to healthy social and emotional development. --- --- ### 1956. Virtual Classrooms: How Online College Courses Affect Student Success ```yaml url: "https://www.mathematica.org/publications/virtual-classrooms-how-online-college-courses-affect-student-success" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-09-01 date_source: listing authors: ["Eric P. Bettinger", "Lindsay Fox", "Susanna Loeb", "Eric S. Taylor"] document_url: null doi: null license: null tags: [college-access, computer-assisted-learning] ``` Online college courses are a rapidly expanding higher education feature, yet little research identifies their effects relative to traditional in-person classes. Using an instrumental variables approach, we find that taking a course online, instead of in-person, reduces student success and progress. --- --- ### 1957. The Educational and Behavioral Impacts of the Ewing Marion Kauffman Charter School (Journal Article) ```yaml url: "https://www.mathematica.org/publications/ja-the-educational-and-behavioral-impacts-of-the-ewing-marion-kauffman-charter-school" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-09-01 date_source: listing authors: ["Matthew Johnson", "Cleo Jacobs Johnson", "Scott B. Richman", "Alicia Demers", "Claudia Gentile", "Eric Lundquist"] document_url: null doi: null license: null tags: [sel] ``` The Kauffman School is a public charter school serving students from low-income neighborhoods in Kansas City, Missouri. --- --- ### 1959. An Exploration of Instructional Practices that Foster Language Development and Comprehension: Evidence from Prekindergarten through Grade 3 in Title I Schools ```yaml url: "https://www.mathematica.org/publications/an-exploration-of-instructional-practices-that-foster-language-development-and-comprehension" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-07-31 date_source: listing authors: ["Hanley Chiang", "Elias Walsh", "Timothy Shanahan", "Claudia Gentile", "Alyssa Maccarone", "Tiffany Waits", "Barbara Carlson", "Samuel Rikoon"] document_url: null doi: null license: null tags: [early-childhood, literacy] ``` This study investigates instructional practices that hold potential promise for promoting young children’s language development and comprehension. --- --- ### 1963. Reviewing the Reviews: Examining Similarities and Differences Between Federally Funded Evidence Reviews (Journal Article) ```yaml url: "https://www.mathematica.org/publications/reviewing-the-reviews-examining-similarities-and-differences-between-federally-funded-evidence" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-06-01 date_source: listing authors: ["T'Pring R. Westbrook", "Sarah A. Avellar", "Neil Seftor"] document_url: null doi: null license: null tags: [formative-assessment] ``` This study examined 14 federally funded evidence reviews to identify commonalities and differences in their assessments of evidence of effectiveness. --- --- ### 1966. Ewing Marion Kauffman School Evaluation Impact Report Year 5 (Executive Summary) ```yaml url: "https://www.mathematica.org/publications/ewing-marion-kauffman-school-evaluation-impact-report-year-5-executive-summary" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-05-23 date_source: listing authors: ["Matthew Johnson", "Alicia Demers", "Cleo Jacobs Johnson", "Claudia Gentile"] document_url: null doi: null license: null tags: [math-education] ``` In each of its first five years, the Kauffman School had positive, statistically significant, and educationally meaningful impacts on student achievement growth in mathematics, English language arts and science, beyond the growth achieved by students in other Kansas City public schools. --- --- ### 1967. The WWC Attrition Standard: Sensitivity to Assumptions and Opportunities for Refining and Adapting to New Contexts ```yaml url: "https://www.mathematica.org/publications/the-wwc-attrition-standard-sensitivity-to-assumptions-and-opportunities-for-refining-and-adapting" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-04-01 date_source: listing authors: ["John Deke", "Hanley Chiang"] document_url: null doi: null license: null tags: [literacy] ``` The purpose of this article is to explain the WWC attrition model, how that model is used to establish attrition bounds, and to assess the sensitivity of attrition bounds to key parameter values. --- --- ### 1970. Preparing for Life After High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 1: Comparisons with Other Youth (Full Report) ```yaml url: "https://www.mathematica.org/publications/national-longitudinal-transition-study-2012-vol-1-comparisons-with-other-youth-full-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-03-28 date_source: listing authors: ["Stephen Lipscomb", "Joshua Haimson", "Albert Y. Liu", "John Burghardt", "David R. Johnson", "Martha Thurlow"] document_url: null doi: null license: null tags: [inclusive-design, sel] ``` Volume 1 of findings from the NLTS 2012 examines the characteristics of youth in special education overall and how these youth are faring relative to their peers. --- --- ### 1971. Changes in Financial Aid and Student Enrollment of Historically Black Colleges and Universities After the Tightening of PLUS Credit Standards: An Update for the 2013/14 School Year ```yaml url: "https://www.mathematica.org/publications/changes-in-financial-aid-and-student-enrollment-update-2013-14" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-02-09 date_source: listing authors: ["Matthew Johnson", "Julie Bruch", "Brian Gill"] document_url: null doi: null license: null tags: [college-access] ``` This follow-up study looks at changes in financial aid and enrollment after the summer of 2013, when the Department of Education changed the appeals process for families denied PLUS loans. --- --- ### 1974. Integrating Mathematical Thinking Into Family Engagement Programs ```yaml url: "https://www.mathematica.org/publications/integrating-mathematical-thinking-into-family-engagement-programs" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2017-01-30 date_source: listing authors: ["Barbara Harris", "Dana Petersen", "Claire Smither Wulsin"] document_url: null doi: null license: null tags: [math-education] ``` The brief describes how family engagement programs integrated early math learning into their typical activities and lays out practical tips that emerged from their experience. It can guide practitioners and other stakeholders who are interested in integrating early math into their own programs. --- --- ### 1981. Comprehensive Reform for 21st Century Success: New Directions for Community Colleges ```yaml url: "https://www.mathematica.org/publications/comprehensive-reform-for-21st-century-success-new-directions-for-community-colleges" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-12-08 date_source: listing authors: ["Nan L. Maxwell and Ann E. Person", "editors"] document_url: null doi: null license: null tags: [college-access] ``` This volume examines several contemporary comprehensive reform efforts in community colleges. --- --- ### 1983. The National Science Foundation's Research Experiences for Undergraduates Program ```yaml url: "https://www.mathematica.org/publications/the-national-science-foundations-research-experiences-for-undergraduates-program" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-11-30 date_source: listing authors: ["Clemencia Cosentino"] document_url: null doi: null license: null tags: [career-readiness, college-access, computer-assisted-learning, k-12, math-education] ``` This fact sheet describes the National Science Foundation’s (NSF’s) Research Experiences for Undergraduates (REU) program, which was created in 1987 to strengthen the science, technology, engineering, and mathematics (STEM) workforce. --- --- ### 1984. Student Victimization in U.S. Schools: Results from the 2013 School Crime Supplement to the National Crime Victimization Survey ```yaml url: "https://www.mathematica.org/publications/student-victimization-in-us-schools-results-from-the-2013-school-crime-supplement-to-the-national" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-11-22 date_source: listing authors: ["Deborah Lessne", "Melissa Cidade", "Amy Gerke", "Karlesha Roland", "Michael Sinclair"] document_url: null doi: null license: null tags: [sel] ``` This report uses data from the 2013 School Crime Supplement (SCS) to examine student criminal victimization and the characteristics of crime victims and nonvictims. --- --- ### 1986. Competency-Based Education in College Settings ```yaml url: "https://www.mathematica.org/publications/competency-based-education-in-focus" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-10-31 date_source: listing authors: ["Ann Person"] document_url: null doi: null license: null tags: [career-readiness, college-access] ``` Competency-based education (CBE) has ignited a great deal of public interest in recent years because it allows students to learn and progress at a flexible pace and holds promise for filling workforce skills gaps. What makes it different? --- --- ### 1992. Understanding Types of Evidence: A Guide for Educators ```yaml url: "https://www.mathematica.org/publications/understanding-types-of-evidence-a-guide-for-educators" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-10-24 date_source: listing authors: ["Gregory Chojnacki", "Alexandra Resch", "Alma Vigil", "Ignacio Martinez", "Steve Bates"] document_url: null doi: null license: null tags: [] ``` This guide describes four key types of evidence you are likely to encounter and explains how to tell whether these types of evidence can provide strong support for claims about effectiveness. --- --- ### 1997. Implementation and Outcomes of Competency-Based Education in Three Community Colleges: Findings from the Comprehensive Evaluation of a TAACCCT Grant (Executive Summary) ```yaml url: "https://www.mathematica.org/publications/implementation-and-outcomes-of-competencybased-education-in-three-community-colleges-findings" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-09-30 date_source: listing authors: ["Ann E. Person", "Jaime Thomas", "Lisbeth Goble"] document_url: null doi: null license: null tags: [college-access] ``` Competency-based education models allow students to move through material independently, advancing when they demonstrate content mastery. --- --- ### 1998. Outcomes of Competency-Based Education in Community Colleges: Summative Findings from the Evaluation of a TAACCCT Grant ```yaml url: "https://www.mathematica.org/publications/outcomes-of-competencybased-education-in-community-colleges-summative-findings-from-the-evaluation" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-09-30 date_source: listing authors: ["Ann E. Person", "Jaime Thomas", "Julie Bruch", "Alexander Johann", "Nikhail Maestas"] document_url: null doi: null license: null tags: [college-access] ``` Competency-based education models allow students to move through material independently, advancing when they demonstrate content mastery. --- --- ### 2000. Performance Measures Based on Test Scores – How Well Do They Predict Principals’ Impacts? (In Focus Brief) ```yaml url: "https://www.mathematica.org/publications/performance-measures-based-on-test-scores-issue-brief" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-09-29 date_source: listing authors: ["Hanley Chiang", "Moira McCullough", "Stephen Lipscomb", "Brian Gill"] document_url: null doi: null license: null tags: [] ``` This focus brief summarizes findings from a study examining the accuracy of four test-based measures of principal performance for predicting principals’ contributions to student achievement in future years. --- --- ### 2001. An Analysis of Communicative Language Functions in the Speech Patterns of Bilingual Korean and Mexican Immigrant Children ```yaml url: "https://www.mathematica.org/publications/an-analysis-of-communicative-language-functions-in-the-speech-patterns-of-bilingual-korean" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-09-26 date_source: listing authors: ["Jin Sook Lee", "Jane Y. Choi", "Laura Marqués-Pascual"] document_url: null doi: null license: null tags: [] ``` For children from immigrant families, opportunities to develop additive bilingualism exist, yet bilingual attainment has varied widely. --- --- ### 2002. A Day at the Museum: The Impact of Field Trips on Middle School Science Achievement ```yaml url: "https://www.mathematica.org/publications/a-day-at-the-museum-the-impact-of-field-trips-on-middle-school-science-achievement" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-09-01 date_source: listing authors: ["Emilyn Ruble Whitesell"] document_url: null doi: null license: null tags: [k-12, literacy] ``` Field trips are an important feature of the United States’ education system, although in the current context of high-stakes tests and school accountability, many schools are shifting resources away from enrichment. --- --- ### 2015. Testing College Readiness: Massachusetts Compares the Validity of Two Standardized Tests ```yaml url: "https://www.mathematica.org/publications/testing-college-readiness-massachusetts-compares-the-validity-of-two-standardized-tests" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-06-21 date_source: listing authors: ["Ira Nichols-Barrer", "Kate Place", "Erin Dillon", "Brian P. Gill"] document_url: null doi: null license: null tags: [college-access] ``` The state of Massachusetts introduced a system of standardized testing in its public schools three years before the federal No Child Left Behind Act of 2001 mandated such practices for all 50 states. --- --- ### 2019. Shrinkage of Value-Added Estimates and Characteristics of Students with Hard-to-Predict Achievement Levels (Journal Article) ```yaml url: "https://www.mathematica.org/publications/ja-shrinkage-of-valueadded-estimates-and-characteristics-of-students-with-hardtopredict" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-05-04 date_source: listing authors: ["Mariesa Herrmann", "Elias Walsh", "Eric Isenberg"] document_url: null doi: null license: null tags: [sel] ``` This article investigates how shrinkage affects the value-added estimates of teachers of hard-to-predict students. --- --- ### 2020. Value-Added Models for the Pittsburgh Public Schools, 2014-15 School Year ```yaml url: "https://www.mathematica.org/publications/valueadded-models-for-the-pittsburgh-public-schools-201415-school-year" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-05-03 date_source: listing authors: ["Naihobe Gonzalez", "Matthew Johnson", "Brian Gill"] document_url: null doi: null license: null tags: [math-education] ``` At the request of Pittsburgh Public Schools and the Pittsburgh Federation of Teachers, Mathematica has developed value-added models that aim to estimate the contributions of individual teachers and schools to the achievement of their students. --- --- ### 2021. Measuring Teacher and School Value Added in Oklahoma, Spring 2016 ```yaml url: "https://www.mathematica.org/publications/measuring-teacher-and-school-value-added-in-oklahoma-spring-2016" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-05-03 date_source: listing authors: ["Albert Y. Liu", "Elias Walsh", "Dallas Dotter"] document_url: null doi: null license: null tags: [math-education] ``` This issue brief provides an overview of the approach that Mathematica Policy Research applied to produce the value-added results used in the evaluation system. It also describes updates to the value-added models that were used to produce the results distributed in spring 2016. --- --- ### 2025. The Founding of an Urban Charter School: Three Years of Academic Growth and Key School Characteristics ```yaml url: "https://www.mathematica.org/publications/the-founding-of-an-urban-charter-school-three-years-of-academic-growth-and-key-school" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-03-16 date_source: listing authors: ["Cleo Jacobs Johnson", "Ava Madoff", "Scott Richman", "Matthew Johnson", "Claudia Gentile"] document_url: null doi: null license: null tags: [sel] ``` After years of operating programs focused on improving education in Kansas City, Kauffman Foundation leaders decided to establish charter school. The path they followed and the lessons they learned may be of interest to those working to found and/or improve charter schools. --- --- ### 2027. The Educational and Behavioral Impacts of the Ewing Marion Kauffman Charter School ```yaml url: "https://www.mathematica.org/publications/the-educational-and-behavioral-impacts-of-the-ewing-marion-kauffman-charter-school" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-03-02 date_source: listing authors: ["Matthew Johnson", "Cleo Jacobs Johnson", "Scott Richman", "Alicia Demers", "Claudia Gentile", "Eric Lindquist"] document_url: null doi: null license: null tags: [attendance, sel] ``` The Kauffman School is a public charter school that serves students from low-income neighborhoods in Kansas City, Missouri. This report evaluates the effectiveness of the school at improving student achievement, attendance, and suspension outcomes during its first three years of operation. --- --- ### 2033. Replicating Experimental Impact Estimates With Nonexperimental Methods in the Context of Control-Group Noncompliance ```yaml url: "https://www.mathematica.org/publications/2015-replicating-experimental-impact-estimates-with-nonexperimental-methods-in-the-context" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2016-01-01 date_source: listing authors: ["Brian Gill", "Joshua Furgeson", "Hanley Chiang", "Bing-Ru Teh", "Joshua Haimson", "Natalya Verbitsky-Savitz"] document_url: null doi: null license: null tags: [literacy] ``` A growing literature on within-study comparisons (WSC) examines whether and in what context nonexperimental methods can successfully replicate the results of randomized experiments. --- --- ### 2035. Teacher and Teaching Effects on Students' Academic Behaviors and Mindsets ```yaml url: "https://www.mathematica.org/publications/teacher-and-teaching-effects-on-students-academic-behaviors-and-mindsets" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-12-04 date_source: listing authors: ["David Blazar", "Matthew A. Kraft"] document_url: null doi: null license: null tags: [sel] ``` A growing body of evidence has identified a range of academic behaviors and mindsets other than test scores as important contributors to children’s long-term success. The authors extend a complementary line of research focusing on the role that teachers play in developing these outcomes. --- --- ### 2037. Implementation of Competency-Based Education in Community Colleges: Findings from the Evaluation of a TAACCCT Grant ```yaml url: "https://www.mathematica.org/publications/implementation-of-competencybased-education-in-community-colleges-findings-from-the-evaluation" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-11-23 date_source: listing authors: ["Ann E. Person", "Lisbeth Goble", "Julie Bruch", "Jessie Mazeika"] document_url: null doi: null license: null tags: [career-readiness, college-access, computer-assisted-learning] ``` This report details how three community colleges in three states worked together to develop and implement online, competency-based education models in information technology fields under a grant from the U.S. Department of Labor Trade Adjustment Assistance Community College and Career Training (TAACCCT) grants program. It examines the challenges and successes grantee colleges encountered in curriculum development and delivery, student supports, and industry and workforce engagement, highlighting --- --- ### 2038. Online Charter Schools' Operational and Instructional Practices: Highlights of Findings (In Focus Brief) ```yaml url: "https://www.mathematica.org/publications/online-charter-schools-operational-and-instructional-practices-highlights-of-findings" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-10-27 date_source: listing authors: ["Mathematica Policy Research"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` Online charter schools—also known as virtual charters or cyber charters—are publicly funded schools of choice that deliver student instruction via telecommunications. --- --- ### 2039. Inside Online Charter Schools ```yaml url: "https://www.mathematica.org/publications/inside-online-charter-schools" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-10-27 date_source: listing authors: ["Brian Gill", "Lucas Walsh", "Claire Smither Wulsin", "Holly Matulewicz", "Veronica Severn", "Eric Grau", "Amanda Lee", "Tess Kerwin"] document_url: null doi: null license: null tags: [computer-assisted-learning, math-education] ``` That National Study of Online Charter Schools is organized into three separate, topical report volumes. In Volume I, Mathematica describes the universe of online charter schools, the students they serve, and their operations. --- --- ### 2040. For Massachusetts Students, PARCC and MCAS Exams Comparable in Predicting College Outcomes (In Focus Brief) ```yaml url: "https://www.mathematica.org/publications/in-focus-for-massachusetts-students-parcc-and-mcas-exams-comparable-in-predicting-college-outcomes" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-10-13 date_source: listing authors: ["Ira Nichols-Barrer", "Kate Place", "Erin Dillon", "Brian Gill"] document_url: null doi: null license: null tags: [college-access, formative-assessment, math-education] ``` A new brief by Mathematica Policy Research shows that students’ scores on the existing high school assessment in Massachusetts predict college performance as well as scores on a new test that was recently developed by a consortium of states to align with Common Core standards. --- --- ### 2041. Policy Brief: Calibrating Performance Standards Across State Lines: How PARCC Predicts College Readiness ```yaml url: "https://www.mathematica.org/publications/policy-brief-calibrating-performance-standards-across-state-lines-how-parcc-predicts-college" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-10-13 date_source: listing authors: ["Erin Dillon", "Ira Nichols-Barrer", "Brian Gill", "Kate Place"] document_url: null doi: null license: null tags: [college-access, formative-assessment, math-education] ``` A new report by Mathematica Policy Research shows that students’ scores on the existing high school assessment in Massachusetts predict college performance as well as scores on a new test that was recently developed by a consortium of states to align with Common Core standards. --- --- ### 2042. Predictive Validity of MCAS and PARCC: Comparing 10th Grade MCAS Tests to PARCC Integrated Math II, Algebra II, and 10th Grade English Language Arts Tests ```yaml url: "https://www.mathematica.org/publications/predictive-validity-of-mcas-and-parcc-comparing-10th-grade-mcas-tests-to-parcc-integrated-math-ii" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-10-05 date_source: listing authors: ["Ira Nichols-Barrer", "Kate Place", "Erin Dillon", "Brian Gill"] document_url: null doi: null license: null tags: [college-access, formative-assessment, math-education] ``` A new report by Mathematica Policy Research shows that students’ scores on the existing high school assessment in Massachusetts predict college performance as well as scores on a new test that was recently developed by a consortium of states to align with Common Core standards. --- --- ### 2043. Staffing a Low-Performing School: Behavioral Responses to Selective Teacher Transfer Incentives (Journal Article) ```yaml url: "https://www.mathematica.org/publications/journal-article-staffing-a-lowperforming-school-behavioral-responses-to-selective" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-10-02 date_source: listing authors: ["Ali Protik", "Steven Glazerman", "Julie Bruch", "Bing-ru Teh"] document_url: null doi: null license: null tags: [sel] ``` In this journal article, Protik et al. examine behavioral responses to an incentive program that offers high-performing teachers in 10 school districts across the country $20,000 to transfer into the hardest-to-staff schools in those districts. --- --- ### 2045. Developing a Tool to Examine Teachers' Use of Ongoing Child Assessment to Individualize Instruction ```yaml url: "https://www.mathematica.org/publications/developing-a-tool-to-examine-teachers-use-of-ongoing-child-assessment-to-individualize-instruction" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-09-30 date_source: listing authors: ["Shannon Monahan", "Sally Atkins-Burnett", "Barbara A. Wasik", "Lauren Akers", "Felicia Hurwitz", "Judith Carta"] document_url: null doi: null license: null tags: [formative-assessment] ``` This report describes the iterative development of the Examining Data Informing Teaching (EDIT) measure. The EDIT is designed to help researchers understand how teachers conduct ongoing assessments for individualization and use those assessments to guide instruction. --- --- ### 2046. Making Effective Use of Postsecondary Data in K-12 Education Settings ```yaml url: "https://www.mathematica.org/publications/making-effective-use-of-postsecondary-data-in-k-12-education-settings" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-09-30 date_source: listing authors: ["Luke Heinkel", "Kristin Hallgren", "Brian Gill", "Megan Shoji"] document_url: null doi: null license: null tags: [college-access] ``` Services such as the National Student Clearinghouse StudentTracker for High Schools provide states, districts, and schools with the capability to examine college enrollment, persistence, and completion data on students they previously served in K–12 settings. --- --- ### 2052. Implementation and Impacts of Pay-for-Performance: The 2010 Teacher Incentive Fund (TIF) Grantees After Two Years (Snapshot) ```yaml url: "https://www.mathematica.org/publications/implementation-and-impacts-of-payforperformance-the-2010-teacher-incentive-fund-tif-grantees-after" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-09-24 date_source: listing authors: ["Hanley Chiang", "Alison Wellington", "Kristin Hallgren", "Cecilia Speroni", "Mariesa Herrmann", "Steven Glazerman", "Jill Constantine"] document_url: null doi: null license: null tags: [math-education] ``` As part of Mathematica’s seven-year evaluation of the Teacher Incentive Fund (TIF) program, this is the first report to describe the effects of performance-based bonuses within the TIF program. --- --- ### 2053. Bridging the Gap in Workforce and Education Services: Career Coaching in the Virginia RETHINKS Health Sciences Education TAACCCT Program ```yaml url: "https://www.mathematica.org/publications/bridging-the-gap-in-workforce-and-education-services-career-coaching-in-the-virginia-rethinks-health" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-09-21 date_source: listing authors: ["Cecilia Speroni", "Nan Maxwell"] document_url: null doi: null license: null tags: [career-readiness, college-access, professional-development, sel] ``` As part of its TAACCCT grant, Virginia community colleges hired career coaches. This outcomes study examined the characteristics of coaching participants, estimated associations between participation and student outcomes, and compared participant outcomes with the outcomes of other students. --- --- ### 2054. Going to Scale: As KIPP Network Grows, Positive Impacts Are Sustained (In Focus Brief) ```yaml url: "https://www.mathematica.org/publications/going-to-scale-as-kipp-network-grows-positive-impacts-are-sustained" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-09-17 date_source: listing authors: ["Christina Clark Tuttle", "Philip Gleason", "Virginia Knechtel", "Ira Nichols-Barrer", "Kevin Booker", "Gregory Chojnacki", "Thomas Coen", "Lisbeth Goble"] document_url: null doi: null license: null tags: [math-education] ``` As the KIPP network of public charter schools continues to expand, KIPP is largely maintaining positive impacts on student achievement, according to Mathematica. --- --- ### 2055. Understanding the Effect of KIPP as it Scales: Volume I, Impacts on Achievement and Other Outcomes (Executive Summary) ```yaml url: "https://www.mathematica.org/publications/executive-summary-understanding-the-effect-of-kipp-as-it-scales-volume-i-impacts-on-achievement" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-09-17 date_source: listing authors: ["Christina Clark Tuttle", "Philip Gleason", "Virginia Knechtel", "Ira Nichols-Barrer", "Kevin Booker", "Gregory Chojnacki", "Thomas Coen", "Lisbeth Goble"] document_url: null doi: null license: null tags: [math-education] ``` As the KIPP network of public charter schools continues to expand, KIPP is largely maintaining positive impacts on student achievement, according to Mathematica. --- --- ### 2061. What Works for Whom? A Bayesian Approach to Channeling Big Data Streams for Policy Analysis ```yaml url: "https://www.mathematica.org/publications/what-works-for-whom-a-bayesian-approach-to-channeling-big-data-streams-for-policy-analysis" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-06-05 date_source: listing authors: ["Mariel McKenzie Finucane", "Ignacio Martinez", "Scott Cody"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` In the coming years, public programs will continuously capture even more and richer data than they do now, including data from web-based tools used by participants in employment services, from tablet-based educational curricula, and from electronic health records for Medicaid beneficiaries, for example. --- --- ### 2064. Best Practices in Competency-Based Education: Lessons from Three Colleges (In Focus Brief) ```yaml url: "https://www.mathematica.org/publications/best-practices-in-competencybased-education-lessons-from-three-colleges" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-05-30 date_source: listing authors: ["Ann Person"] document_url: null doi: null license: null tags: [college-access, computer-assisted-learning] ``` Under a Round 2 TAACCCT grant, Sinclair Community College is leading a consortium with Austin Community College and Broward College to implement flexibly paced, competency-based education (CBE) programs in information technology. --- --- ### 2066. Re-Imagining Accountability in K-12 Education: A Behavioral Science Perspective ```yaml url: "https://www.mathematica.org/publications/reimagining-accountability-in-k12-education-a-behavioral-science-perspective" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-05-13 date_source: listing authors: ["Brian P. Gill", "Jennifer S. Lerner", "Paul Meosky"] document_url: null doi: null license: null tags: [sel] ``` The policy debate on accountability in education can be informed by the literature from behavioral science, which makes clear that accountability comes in many forms and that it can produce positive or negative effects. --- --- ### 2067. Measuring Principals' Effectiveness: Results from New Jersey's Principal Evaluation Pilot ```yaml url: "https://www.mathematica.org/publications/measuring-principals-effectiveness-results-from-new-jerseys-principal-evaluation-pilot" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-05-12 date_source: listing authors: ["Christine Ross", "Mariesa Herrmann", "Megan Hague Angus"] document_url: null doi: null license: null tags: [personalized-learning] ``` New Jersey’s principal evaluation pilot, which took place in 14 diverse school districts in 2012/13, provides information on the extent to which measures to evaluate principals fairly and accurately differentiate principal performance. --- --- ### 2073. Stated Briefly: Changes in Financial Aid and Student Enrollment at Historically Black Colleges and Universities after the Tightening of PLUS Credit Standards ```yaml url: "https://www.mathematica.org/publications/stated-briefly-changes-in-financial-aid-and-student-enrollment-at-historically-black-colleges" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-04-14 date_source: listing authors: ["Matthew Johnson", "Julie Bruch", "Brian Gill"] document_url: null doi: null license: null tags: [college-access] ``` The year after the U.S. Department of Education tightened credit standards for Parent Loans for Undergraduate Students (PLUS), both the share of PLUS participants and the loan dollar amounts declined substantially at historically Black colleges and universities (HBCUs). --- --- ### 2076. Overcoming the Educational Disadvantages of Poor Children: How Much do Teacher Preparation, Workload, and Expectations Matter ```yaml url: "https://www.mathematica.org/publications/overcoming-the-educational-disadvantages-of-poor-children-how-much-do-teacher-preparation-workload" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-03-30 date_source: listing authors: ["Oscar A. Barbarin", "Nikki Aikens"] document_url: null doi: null license: null tags: [professional-development] ``` This article reviews data on aspects of the learning environment most closely associated with successful development of early academic competence, compares children from low socioeconomic backgrounds to children with higher socioeconomic status (SES) on access to academically auspicious environments, and uses the findings to identify promising targets for social innovations aimed at improving the educational prospects of poor children. --- --- ### 2083. Promise Neighborhood Site Profile: Berea College Promise Neighborhood ```yaml url: "https://www.mathematica.org/publications/promise-neighborhood-site-profile-berea-college-promise-neighborhood" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-02-28 date_source: listing authors: ["Andrea Mraz Esposito", "Sarah Osborn", "Rebekah Coley", "Lara Hulsey", "Kimberly Boller"] document_url: null doi: null license: null tags: [college-access] ``` Berea College Promise Neighborhood serves Clay, Jackson, and Owsley Counties—cumulatively comprising 961 square miles of rural Appalachian Kentucky. --- --- ### 2087. Impact Evaluation of the RWJF Summer Medical and Dental Education Program (SMDEP) ```yaml url: "https://www.mathematica.org/publications/impact-evaluation-of-the-rwjf-summer-medical-and-dental-education-program-smdep" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-01-28 date_source: listing authors: ["Clemencia Cosentino", "Cecilia Speroni", "Margaret Sullivan", "Raúl Torres"] document_url: null doi: null license: null tags: [college-access] ``` This is the final report of the impact evaluation of the Robert Wood Johnson Foundation Summer Medical and Dental Education Program (SMDEP). SMDEP provides science enrichment opportunities to minority and disadvantaged college students interested in attending medical or dental school. --- --- ### 2092. Sensitivity of Teacher Value-Added Estimates to Student and Peer Control Variables (Journal Article) ```yaml url: "https://www.mathematica.org/publications/journal-article-sensitivity-of-teacher-valueadded-estimates-to-student-and-peer-control-variables" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2015-01-12 date_source: listing authors: ["Matthew T. Johnson", "Stephen Lipscomb", "Brian Gill"] document_url: null doi: null license: null tags: [] ``` Teacher value-added models (VAMs) must isolate teachers’ contributions to student achievement to be valid. Well-known VAMs use different specifications, however, leaving policymakers with little clear guidance for constructing a valid model. --- --- ### 2093. Is School Value Added Indicative of Principal Quality? ```yaml url: "https://www.mathematica.org/publications/is-school-value-added-indicative-of-principal-quality" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-12-30 date_source: listing authors: ["Hanley Chiang", "Stephen Lipscomb", "Brian Gill"] document_url: null doi: null license: null tags: [literacy, math-education] ``` Using data on elementary and middle school math and reading outcomes for Pennsylvania students, this working paper found that school value-added provides little useful information for comparing the general leadership skills of different principals when these comparisons include some principals who are in their first three years at their current positions. --- --- ### 2096. The Impact of Replacing Principals on Student Achievement in DC Public Schools (In Focus Brief) ```yaml url: "https://www.mathematica.org/publications/in-focus-brief-the-impact-of-replacing-principals-on-student-achievement-in-dc-public-schools" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-12-03 date_source: listing authors: ["Elias Walsh", "Dallas Dotter"] document_url: null doi: null license: null tags: [math-education] ``` To determine how the strategy of replacing principals affected student achievement in D.C. Public Schools, the Walton Family Foundation contracted with Mathematica Policy Research. The resulting study is the first to examine the impact of such a strategy on student achievement. --- --- ### 2098. The Teacher-Student Data Link Project: Three Lasting Accomplishments ```yaml url: "https://www.mathematica.org/publications/the-teacher-student-data-link-project-accomplishments" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-10-31 date_source: listing authors: ["Cassie Pickens Jewell", "Kristin Hallgren", "Sarah Wissel"] document_url: null doi: null license: null tags: [math-education] ``` In 2010, the Bill & Melinda Gates Foundation invited five states and three pilot districts in each state to participate in the Teacher-Student Data Link (TSDL) project. Mathematica developed a report presenting findings from 2011, the project’s first year of implementation. --- --- ### 2099. Changing Education Agencies from the Inside Out: Year 2 Report on the Strategic Data Project and Education Pioneers ```yaml url: "https://www.mathematica.org/publications/changing-education-agencies-from-the-inside-out-year-2-report-on-the-strategic-data-project" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-10-29 date_source: listing authors: ["Cassie Pickens Jewell", "Libby Makowsky", "Kristin Hallgren", "Jacob Hartog"] document_url: null doi: null license: null tags: [math-education] ``` Mathematica Policy Research conducted a descriptive implementation study of the Strategic Data Project (SDP) and Education Pioneers (EP) through longitudinal, in-depth case studies of the agencies employing SDP and EP fellows. --- --- ### 2103. The Equity Project Charter School: Impacts on Student Achievement ```yaml url: "https://www.mathematica.org/publications/fr-the-equity-project-charter-school-impacts-on-student-achievement-final-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-10-24 date_source: listing authors: ["Joshua Furgeson", "Moira McCullough", "Clare Wolfendale", "Brian Gill"] document_url: null doi: null license: null tags: [sel] ``` This report describes The Equity Project (TEP) charter school’s instructional and personnel strategies, examines the characteristics and attrition rates of TEP students, and measures TEP’s impacts on student achievement during the school’s first four years of operation. --- --- ### 2104. Mathematica's Evaluation of The Equity Project Charter School: High Salaries for Teachers, Positive Impacts on Student Achievement (In Focus Brief) ```yaml url: "https://www.mathematica.org/publications/if-mathematicas-evaluation-of-the-equity-project-charter-school-high-salaries-for-teachers-positive" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-10-24 date_source: listing authors: ["Joshua Ferguson", "Moira McCullough", "Brian Gill"] document_url: null doi: null license: null tags: [math-education] ``` This In Focus brief provides a snapshot of the study and findings. --- --- ### 2109. Reporting What Readers Need to Know About Education Research Measures: A Guide ```yaml url: "https://www.mathematica.org/publications/reporting-what-readers-need-to-know-about-education-research-measures-a-guide" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-09-09 date_source: listing authors: ["Kimberly Boller", "Ellen Eliason Kisker"] document_url: null doi: null license: null tags: [literacy] ``` This brief provides five checklists to help researchers provide complete information describing (1) their study's measures; (2) data collection training and quality; (3) the study's reference population, study sample, and measurement timing; (4) evidence of the reliability and construct validity of the measures; and (5) missing data and descriptive statistics. --- --- ### 2110. Measurement and Segmentation of College Students' Noncognitive Attributes: A Targeted Review ```yaml url: "https://www.mathematica.org/publications/measurement-and-segmentation-of-college-students-noncognitive-attributes-a-targeted-review" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-09-05 date_source: listing authors: ["Ann E. Person", "Scott E. Baumgartner", "Kristin Hallgren", "Betsy Santos"] document_url: null doi: null license: null tags: [college-access] ``` This report presents findings from a targeted document review and expert interviews conducted as part of the Student Segmentation Initiative, which was funded by the Bill & Melinda Gates Foundation’s Postsecondary Success strategy. --- --- ### 2117. Partially Nested Randomized Controlled Trials in Education Research: A Guide to Design and Analysis ```yaml url: "https://www.mathematica.org/publications/partially-nested-randomized-controlled-trials-in-education-research-a-guide-to-design-and-analysis" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-07-30 date_source: listing authors: ["Sharon Lohr", "Peter Z. Schochet", "Elizabeth Sanders"] document_url: null doi: null license: null tags: [literacy] ``` This paper, commissioned by the National Center for Education Research, provides readers with an introduction to PN-RCTs and ways to design and analyze the results from them. --- --- ### 2119. Professional Practice, Student Surveys, and Value-Added: Multiple Measures of Teacher Effectiveness in the Pittsburgh Public Schools ```yaml url: "https://www.mathematica.org/publications/professional-practice-student-surveys-and-valueadded-multiple-measures-of-teacher-effectiveness" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-07-08 date_source: listing authors: ["Duncan Chaplin", "Brian Gill", "Allison Thompkins", "Hannah Miller"] document_url: null doi: null license: null tags: [personalized-learning] ``` Responding to federal and state prompting, school districts across the country are implementing new teacher evaluation systems that aim to increase the rigor of evaluation ratings, better differentiate effective teaching, and support personnel and staff development initiatives that promote teacher effectiveness and ultimately improve student achievement. --- --- ### 2122. A Conceptual Framework for Data-Driven Decision Making ```yaml url: "https://www.mathematica.org/publications/a-conceptual-framework-for-data-driven-decision-making" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-06-02 date_source: listing authors: ["Brian Gill", "Brandon Coffee-Borden", "Kristin Hallgren"] document_url: null doi: null license: null tags: [learning-engineering, math-education] ``` The Bill & Melinda Gates Foundation, which has funded four initiatives promoting strategic use of data at the state and district levels, requested that Mathematica develop a conceptual framework for data-driven decision making (DDDM) based upon knowledge generated from Mathematica’s evaluation of the strategic data use initiatives and from existing literature on data use in education. --- --- ### 2124. The Influence of Curriculum Material Design on Opportunities for Student Learning ```yaml url: "https://www.mathematica.org/publications/the-influence-of-curriculum-material-design-on-opportunities-for-student-learning" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-05-30 date_source: listing authors: ["Janine T. Remillard", "Barbara Harris", "Roberto Agodini"] document_url: null doi: null license: null tags: [math-education] ``` This paper explores how the design features of curriculum materials might influence potential opportunities to learn and student outcomes through a comparative, documentary analysis of four mathematics curricula commonly used in the United States. --- --- ### 2125. Graphic Design for Researchers ```yaml url: "https://www.mathematica.org/publications/graphic-design-for-researchers" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-05-30 date_source: listing authors: ["Amy Berridge"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` This guide covers key concepts behind good graphic design and discusses how to use basic elements like photographs, images, color, tables, figures, and type to create useful publications and digital products. --- --- ### 2127. Supplying Disadvantaged Schools with Effective Teachers: Experimental Evidence on Secondary Math Teachers from Teach For America ```yaml url: "https://www.mathematica.org/publications/supplying-disadvantaged-schools-with-effective-teachers-experimental-evidence-on-secondary-math" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-05-30 date_source: listing authors: ["Hanley S. Chiang", "Melissa A. Clark", "Sheena McConnell"] document_url: null doi: null license: null tags: [math-education] ``` Teach For America (TFA) is an important but controversial source of teachers for hard-to-staff subjects in high-poverty U.S. schools. We present findings from the first large-scale experimental study of secondary math teachers from TFA. --- --- ### 2129. Understanding Variation in Treatment Effects in Education Impact Evaluations: An Overview of Quantitative Methods ```yaml url: "https://www.mathematica.org/publications/understanding-variation-in-treatment-effects-in-education-impact-evaluations" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-05-22 date_source: listing authors: ["Peter Z. Schochet", "Mike Puma", "John Deke"] document_url: null doi: null license: null tags: [response-to-intervention] ``` Variation in treatment effects has important implications for education practice—and for facilitating the most efficient use of limited resources—by informing decisions about how best to target interventions and how to improve the design or implementation of interventions. --- --- ### 2132. Value-Added Models for the Pittsburgh Public Schools, 2012-13 School Year ```yaml url: "https://www.mathematica.org/publications/value-added-models-for-the-pittsburgh" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-05-05 date_source: listing authors: ["Dana Rotz", "Matthew Johnson", "Brian Gill"] document_url: null doi: null license: null tags: [math-education] ``` At the request of Pittsburgh Public Schools and the Pittsburgh Federation of Teachers, Mathematica has developed value-added models that aim to estimate the contributions of individual teachers and schools to the achievement of their students. --- --- ### 2136. Using Multiple Child Assessments to Inform Practice in Early Childhood Programs: Lessons from Milpitas Unified School District ```yaml url: "https://www.mathematica.org/publications/using-multiple-child-assessments-to-inform-practice-in-early-childhood-programs-lessons-from" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-04-30 date_source: listing authors: ["Celina Kamler", "Emily Moiduddin", "Lizabeth Malone"] document_url: null doi: null license: null tags: [early-childhood, formative-assessment] ``` This study examined program practices in a state-funded preschool in Northern California that had recently added a new assessment to its existing tools to measure and evaluate preschool students' school readiness. --- --- ### 2137. A Focused Look at Rural Schools Receiving School Improvement Grants ```yaml url: "https://www.mathematica.org/publications/a-focused-look-at-rural-schools-receiving-school-improvement-grants" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-04-30 date_source: listing authors: ["Linda Rosenberg", "Megan Davis Christianson", "Megan Hague Angus", "Emily Rosenthal"] document_url: null doi: null license: null tags: [literacy] ``` This evaluation brief focuses on the nine SIG schools that were in rural areas and how respondents in these schools perceived their rural context to influence specific turnaround activities. --- --- ### 2138. Developing Competency-Based Program Models in Three Community Colleges ```yaml url: "https://www.mathematica.org/publications/developing-competency-based-program-models-in-three-community-colleges" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-04-30 date_source: listing authors: ["Ann E. Person", "Lisbeth Goble", "Julie Bruch"] document_url: null doi: null license: null tags: [career-readiness, college-access] ``` Under the Trade Adjustment Assistance Community College and Career Training grants program, the U.S. Department of Labor, Employment and Training Administration is funding an ambitious, multi-pronged effort encouraging community colleges and groups of institutions working as consortia to improve education, employment, and training outcomes for economically dislocated and low-skilled adult workers. --- --- ### 2140. Recognizing and Conducting Opportunistic Experiments in Education: A Guide for Policymakers and Researchers ```yaml url: "https://www.mathematica.org/publications/recognizing-and-conducting-opportunistic-experiments-in-education-a-guide-for-policymakers-and" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-04-30 date_source: listing authors: ["Alexandra Resch", "Jillian Berk", "Lauren Akers"] document_url: null doi: null license: null tags: [response-to-intervention] ``` Opportunistic experiments are a type of randomized controlled trial to study the effects of a planned intervention or policy change with minimal added disruption and cost. --- --- ### 2143. Milpitas Early Learning Transitions Model: Using Assessment Data to Inform Teacher Practice ```yaml url: "https://www.mathematica.org/publications/milpitas-early-learning-transitions-model-using-assessment-data-to-inform-teacher-practice" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-02-07 date_source: listing authors: ["Emily Moiduddin", "Celina Kamler", "Lizabeth Malone", "Kathryn Gonzalez"] document_url: null doi: null license: null tags: [formative-assessment] ``` In 2012–2013, the Heising-Simons Foundation funded the Milpitas Unified School District’s Early Learning Transitions Model (ELTM) to enhance supports for children and families as they prepare for elementary school. --- --- ### 2145. Charter High Schools' Effects on Educational Attainment and Earnings (Issue Brief) ```yaml url: "https://www.mathematica.org/publications/charter-high-schools-effects-on-educational-attainment-and-earnings" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-01-30 date_source: listing authors: ["Kevin Booker", "Brian Gill", "Tim Sass", "Ron Zimmer"] document_url: null doi: null license: null tags: [college-access] ``` This issue brief discusses a new analysis, using data from Florida and Chicago, suggesting that charter high schools are not only increasing postsecondary educational attainment but may also boost students' long-run earnings. --- --- ### 2147. Charter High Schools' Effects on Long-Term Attainment and Earnings ```yaml url: "https://www.mathematica.org/publications/charter-high-schools-effects-on-longterm-attainment-and-earnings" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-01-30 date_source: listing authors: ["Kevin Booker", "Brian Gill", "Tim Sass", "Ron Zimmer"] document_url: null doi: null license: null tags: [college-access] ``` This working paper discusses a new analysis, using data from Florida and Chicago, suggesting that charter high schools are not only increasing postsecondary educational attainment but may also boost students' long-run earnings. --- --- ### 2148. Do KIPP Schools Boost Student Achievement? ```yaml url: "https://www.mathematica.org/publications/do-kipp-schools-boost-student-achievement" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-01-30 date_source: listing authors: ["Philip M. Gleason", "Christina Clark Tuttle", "Brian Gill", "Ira Nichols-Barrer", "Bing-ru Teh"] document_url: null doi: null license: null tags: [literacy, math-education] ``` This article measures the achievement impacts of 41 Knowledge Is Power Program (KIPP) charter middle schools nationwide and found consistently positive and statistically significant test-score effects in reading, math, science, and social studies. --- --- ### 2149. Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies (Evaluation Brief) ```yaml url: "https://www.mathematica.org/publications/do-disadvantaged-students-get-less-effective-teaching-key-findings-from-recent-institute-of-education-sciences-studies" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2014-01-30 date_source: listing authors: ["Jeffrey Max", "Steven Glazerman"] document_url: null doi: null license: null tags: [math-education] ``` This study explores the disparity in access to effective teachers in 29 school districts across the country, revealing that disadvantaged students receive poorer-quality instruction, on average, compared with other students. Mathematica conducted the studies for the Institute of Education Sciences. --- --- ### 2151. Supporting Effective Data Use (In Focus Brief) ```yaml url: "https://www.mathematica.org/publications/supporting-effective-data-use" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-12-30 date_source: listing authors: ["Various authors"] document_url: null doi: null license: null tags: [learning-engineering] ``` This brief focuses on supporting effective data use. The other two briefs focus on developing a coherent plan for effectively using data and on considerations for developing or enhancing a data system. --- --- ### 2154. Staffing a Low-Performing School: Behavioral Responses to Selective Teacher Transfer Incentives ```yaml url: "https://www.mathematica.org/publications/working-paper-staffing-a-lowperforming-school-behavioral-responses-to-selective" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-12-30 date_source: listing authors: ["Ali Protik", "Steven Glazerman", "Julie Bruch", "Bing-ru Teh"] document_url: null doi: null license: null tags: [sel] ``` This working paper examines behavioral responses to an incentive program that offers high-performing teachers in 10 school districts across the country $20,000 to transfer into the district's hardest-to-staff schools. --- --- ### 2158. Access to Effective Teaching for Disadvantaged Students (Interim Report) ```yaml url: "https://www.mathematica.org/publications/access-to-effective-teaching-for-disadvantaged-students-full-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-11-30 date_source: listing authors: ["Eric Isenberg", "Jeffrey Max", "Philip Gleason", "Liz Potamites", "Robert Santillano", "Heinrich Hock", "Michael Hansen"] document_url: null doi: null license: null tags: [math-education] ``` This study explores the disparity in access to effective teachers in 29 school districts across the country, revealing that disadvantaged students receive poorer-quality instruction, on average, compared with other students. Mathematica conducted the studies for the Institute of Education Sciences. --- --- ### 2160. Sensitivity of Teacher Value-Added Estimates to Student and Peer Control Variables ```yaml url: "https://www.mathematica.org/publications/sensitivity-of-teacher-valueadded-estimates-to-student-and-peer-control-variables" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-11-30 date_source: listing authors: ["Matthew Johnson", "Stephen Lipscomb", "Brian Gill"] document_url: null doi: null license: null tags: [sel] ``` This working paper examines the sensitivity and precision of teacher value-added model (VAM) estimates obtained under model specifications that differ based on whether they include student-level background characteristics, peer-level background characteristics, and/or a double-lagged achievement score. It also tests two model variations not previously evaluated—replacing classroom average peer characteristics with teacher-year level averages, or allowing for variation in the relationship between --- --- ### 2161. Transfer Incentives for High-Performing Teachers: Results from a Multisite Randomized Experiment ```yaml url: "https://www.mathematica.org/publications/transfer-incentives-for-highperforming-teachers-results-from-a-multisite-randomized-experiment" type: presentation source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-11-07 date_source: listing authors: ["Steven Glazerman", "Ali Protik", "Bing-ru Teh", "Julie Bruch", "Jeffrey Max"] document_url: null doi: null license: null tags: [response-to-intervention] ``` Many education policy experts have raised concerns that disadvantaged students do not have the same access to highly effective teachers as other students. To address this issue, IES sponsored an evaluation of an intervention known to study participants as the Talent Transfer Initiative (TTI). --- --- ### 2164. Replicating Experimental Impact Estimates with Nonexperimental Methods in the Context of Control Crossover (Working Paper) ```yaml url: "https://www.mathematica.org/publications/replicating-experimental-impact-estimates-with-nonexperimental-methods-in-the-context-of-control-crossover" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-10-30 date_source: listing authors: ["Brian Gill", "Joshua Furgeson", "Hanley S. Chiang", "Bing-Ru Teh", "Joshua Haimson", "Natalya Verbitsky-Savitz"] document_url: null doi: null license: null tags: [literacy] ``` Ideally, nonexperimental methods that aim to replicate the results of rigorous randomized experiments focus on the intent to treat (ITT) experimental impact estimate, the most causally rigorous measure. --- --- ### 2165. How Does a Value-Added Model Compare to the Colorado Growth Model? ```yaml url: "https://www.mathematica.org/publications/how-does-a-value-added-model-compare-to-the-colorado-growth-model" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-10-30 date_source: listing authors: ["Elias Walsh", "Eric Isenberg"] document_url: null doi: null license: null tags: [] ``` This working paper compares teacher evaluation scores from a typical value-added model with results from the Colorado Growth Model (CGM) and finds that use of the CGM in place of a value-added model depresses the evaluation scores for teachers with more English language learner students and increases the evaluation scores for teachers of low-achieving students. --- --- ### 2166. Companion Document for the Strategic Data Project and Education Pioneers Year 1 Report: Laying the Groundwork for Data-Driven Decision Making ```yaml url: "https://www.mathematica.org/publications/companion-document-for-the-strategic-data-project-and-education-pioneers-year-1-report-laying-the-groundwork-for-datadriven-decision-making" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-10-16 date_source: listing authors: ["Kristin Hallgren", "Cassie Pickens Jewell", "Celina Kamler", "Jacob Hartog", "Andrew Gothro"] document_url: null doi: null license: null tags: [learning-engineering, math-education] ``` The Bill & Melinda Gates Foundation contracted with Mathematica to conduct an implementation study of the Strategic Data Project (SDP) and Education Pioneers (EP) programs, which aim to enhance the capacity of school districts and other education agencies to collect, manage, analyze, and use data through the support, training, and placement of additional staff. This companion document to the full report presents seven profiles, one for each agency in the study, which describe the experience of --- --- ### 2167. Strategic Data Project and Education Pioneers Year 1 Report: Laying the Groundwork for Data-Driven Decision Making ```yaml url: "https://www.mathematica.org/publications/strategic-data-project-and-education-pioneers-year-1-report-laying-the-groundwork-for-datadriven-decision-making" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-10-16 date_source: listing authors: ["Kristin Hallgren", "Cassie Pickens Jewell", "Celina Kamler", "Jacob Hartog", "Andrew Gothro"] document_url: null doi: null license: null tags: [learning-engineering, math-education] ``` The Bill & Melinda Gates Foundation contracted with Mathematica to conduct an implementation study of the Strategic Data Project (SDP) and Education Pioneers (EP) programs, which aim to enhance the capacity of school districts and other education agencies to collect, manage, analyze, and use data through the support, training, and placement of additional staff. This report presents findings from the study's first year (2012–2013), when partner agencies in the study began working with the SDP or --- --- ### 2168. Borrowing Constraints, College Enrollment, and Delayed Entry ```yaml url: "https://www.mathematica.org/publications/borrowing-constraints-college-enrollment-and-delayed-entry" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-10-01 date_source: listing authors: ["Matthew T. Johnson"] document_url: null doi: null license: null tags: [college-access] ``` This article specifies a dynamic model of education, borrowing, and work decisions of high school graduates to ascertain how increasing the amount students are permitted to borrow through government-sponsored loan programs would affect educational attainment. --- --- ### 2170. Technical Appendix: Instructional Practices and Student Achievement: Correlations from a Study of Math Curricula ```yaml url: "https://www.mathematica.org/publications/instructional-practices-and-student-achievement-correlations-from-a-study-of-math-curricula-technical-appendix" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-09-30 date_source: listing authors: ["Douglas H. Clements", "Roberto Agodini", "Barbara Harris"] document_url: null doi: null license: null tags: [learning-engineering, math-education] ``` In this Appendix, we provide details about the data used for the current study, the curricula used in the classrooms from which data were collected, and the current study’s methodological approach. --- --- ### 2171. Evaluation of Expeditionary Learning Middle Schools (In Focus Brief) ```yaml url: "https://www.mathematica.org/publications/evaluation-of-expeditionary-learning-middle-schools" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-09-30 date_source: listing authors: ["Various authors"] document_url: null doi: null license: null tags: [literacy, math-education] ``` EL middle school students perform better in reading and math than their public school counterparts. --- --- ### 2172. Instructional Practices and Student Math Achievement Correlations from a Study of Math Curricula (Issue Brief) ```yaml url: "https://www.mathematica.org/publications/instructional-practices-and-student-math-achievement-correlations-from-a-study-of-math-curricula-issue-brief" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-09-30 date_source: listing authors: ["Douglas H. Clements", "Roberto Agodini", "Barbara Harris"] document_url: null doi: null license: null tags: [math-education] ``` This brief is directed to researchers and adds to the research base about instructional practices that are related to student achievement. --- --- ### 2173. After Two Years, Three Elementary Math Curricula Outperform a Fourth (Issue Brief) ```yaml url: "https://www.mathematica.org/publications/after-two-years-three-elementary-math-curricula-outperform-a-fourth-issue-brief" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-09-30 date_source: listing authors: ["Roberto Agodini", "Barbara Harris", "Neil Seftor", "Janine Remillard", "Melissa Thomas"] document_url: null doi: null license: null tags: [math-education] ``` Read the final report from a large-scale, rigorous study examining how four math curricula affect achievement across two years—from first through second grades. --- --- ### 2174. After Two Years, Three Elementary Math Curricula Outperform a Fourth (In Focus Brief) ```yaml url: "https://www.mathematica.org/publications/after-two-years-three-elementary-math-curricula-outperform-a-fourth-infocus-brief" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-09-30 date_source: listing authors: ["Roberto Agodini", "Barbara Harris", "Neil Seftor", "Janine Remillard", "Melissa Thomas"] document_url: null doi: null license: null tags: [math-education] ``` Read the final report from a large-scale, rigorous study examining how four math curricula affect achievement across two years—from first through second grades. --- --- ### 2175. Technical Appendix: After Two Years, Three Elementary Math Curricula Outperform a Fourth ```yaml url: "https://www.mathematica.org/publications/after-two-years-three-elementary-math-curricula-outperform-a-fourth-technical-appendix" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-09-30 date_source: listing authors: ["Roberto Agodini", "Barbara Harris", "Neil Seftor", "Janine Remillard", "Melissa Thomas"] document_url: null doi: null license: null tags: [math-education] ``` This appendix provides the details that underlie the analyses reported in the evaluation brief, “After Two Years, Three Elementary Math Curricula Outperform a Fourth.” --- --- ### 2176. Using Alternative Student Growth Measures for Evaluating Teacher Performance: What the Literature Says (Executive Summary) ```yaml url: "https://www.mathematica.org/publications/copy-of-using-alternative-student-growth-measures-for-evaluating-teacher-performance-what-the-literature-says" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-09-30 date_source: listing authors: ["Brian Gill", "Julie Bruch", "Kevin Booker"] document_url: null doi: null license: null tags: [formative-assessment] ``` This report summarizes the evidence on measures of student achievement growth used in teacher evaluation that do not rely on traditional annual state assessments, and that instead use commercially available assessments, locally developed common assessments, and teacher-developed student learning objectives. --- --- ### 2178. The Effectiveness of Secondary Math Teachers from Teach For America and the Teaching Fellows Programs ```yaml url: "https://www.mathematica.org/publications/the-effectiveness-of-secondary-math-teachers-from-teach-for-america-and-the-teaching-fellows-programs" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-09-10 date_source: listing authors: ["Melissa A. Clark", "Hanley S. Chiang", "Tim Silva", "Sheena McConnell", "Kathy Sonnenfeld", "Anastasia Erbe", "Michael Puma"] document_url: null doi: null license: null tags: [math-education] ``` The first large-scale, random assignment study of the effects of secondary school math teachers from Teach For America and the Teaching Fellows programs found they were as effective as, and in some cases more effective than, teachers receiving traditional certification. --- --- ### 2179. Improving Post-High School Outcomes for Transition-Age Students with Disabilities: An Evidence Review ```yaml url: "https://www.mathematica.org/publications/improving-posthigh-school-outcomes-for-transitionage-students-with-disabilities-an-evidence-review" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-08-30 date_source: listing authors: ["R. Brian Cobb", "Stephen Lipscomb", "Jennifer Wolgemuth", "Theresa Schulte", "Abigail Veliquette", "Morgen Alwell", "Keriu Batchelder", "Robert Bernard", "Paul Hernandez", "Helen Holmquist-Johnson", "Rebecca Orsi", "Laura Sample McMeeking", "Jun Wang", "Andrea Welnberg"] document_url: null doi: null license: null tags: [inclusive-design] ``` This report uses evidence-based standards developed by the What Works Clearinghouse to review the research literature on programs that help students with disabilities make transitions after high school. --- --- ### 2181. Impacts of Five Expeditionary Learning Middle Schools on Academic Achievement ```yaml url: "https://www.mathematica.org/publications/impacts-of-five-expeditionary-learning-middle-schools-on-academic-achievement" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-07-08 date_source: listing authors: ["Ira Nichols-Barrer", "Joshua Haimson"] document_url: null doi: null license: null tags: [literacy, math-education] ``` In the first rigorous study of the impacts of Expeditionary Learning (EL) model schools, Mathematica found that EL middle school students perform better in reading and math than their counterparts in other public schools. --- --- ### 2182. The Impact of Business Cycle Fluctuations on Graduate School Enrollment ```yaml url: "https://www.mathematica.org/publications/the-impact-of-business-cycle-fluctuations-on-graduate-school-enrollment" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-06-30 date_source: listing authors: ["Matthew T. Johnson"] document_url: null doi: null license: null tags: [attendance] ``` This paper adds to the understanding of student decisions about graduate school attendance by studying the magnitude of the effect of business cycle fluctuations on enrollment. --- --- ### 2183. Funding Special Education by Total District Enrollment: Advantages, Disadvantages, and Policy Considerations ```yaml url: "https://www.mathematica.org/publications/funding-special-education-by-total-district-enrollment-advantages-disadvantages-and-policy-considerations" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-06-30 date_source: listing authors: ["Elizabeth Dhuey", "Stephen Lipscomb"] document_url: null doi: null license: null tags: [inclusive-design] ``` This policy brief aims to help policymakers, educators, and researchers better understand census funding, a special education finance model used by several states and the federal government. --- --- ### 2185. Statistical Power for School-Based RCTs with Binary Outcomes ```yaml url: "https://www.mathematica.org/publications/statistical-power-for-schoolbased-rcts-with-binary-outcomes" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-06-30 date_source: listing authors: ["Peter Z. Schochet"] document_url: null doi: null license: null tags: [math-education] ``` This article develops a new approach for calculating appropriate sample sizes for school-based randomized controlled trials (RCTs) with binary outcomes using logit models with and without baseline covariates. --- --- ### 2191. Shrinkage of Value-Added Estimates and Characteristics of Students with Hard-to-Predict Achievement Levels ```yaml url: "https://www.mathematica.org/publications/shrinkage-of-valueadded-estimates-and-characteristics-of-students-with-hardtopredict-achievement-levels" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-04-12 date_source: listing authors: ["Mariesa Herrmann", "Elias Walsh", "Eric Isenberg", "Alexandra Resch"] document_url: null doi: null license: null tags: [sel] ``` This working paper investigates how empirical Bayes shrinkage, an approach commonly used in implementing teacher accountability systems, affects the value-added estimates of teachers of students with hard-to-predict achievement levels, such as students who have low prior achievement and receive free lunch. Teachers of these students tend to have less precise value-added estimates than teachers of other types of students. Shrinkage increases their estimates’ precision and reduces the absolute val --- --- ### 2192. Does Tracking of Students Bias Value-Added Estimates for Teachers? ```yaml url: "https://www.mathematica.org/publications/does-tracking-of-students-bias-value-added-estimates-for-teachers" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-03-30 date_source: listing authors: ["Ali Protik", "Elias Walsh", "Alexandra Resch", "Eric Isenberg", "Emma Kopa"] document_url: null doi: null license: null tags: [sel] ``` This working paper uses urban school district data to investigate whether including track indicators or accounting for classroom characteristics in the value-added model is sufficient to eliminate potential bias resulting from the sorting of students into academic tracks. --- --- ### 2195. KIPP Middle Schools Produce Significant Achievement Gains in Reading, Math, Science, and Social Studies (In Focus Brief) ```yaml url: "https://www.mathematica.org/publications/kipp-middle-schools-produce-significant-achievement-gains-in-reading-math-science-and-social-studies" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-02-28 date_source: listing authors: ["Various authors"] document_url: null doi: null license: null tags: [literacy, math-education] ``` Provides comprehensive evidence on the effects of KIPP middle schools across the country. --- --- ### 2196. On the Use of Latent Variable Models to Detect Differences in the Interpretation of Vague Quantifiers ```yaml url: "https://www.mathematica.org/publications/on-the-use-of-latent-variable-models-to-detect-differences-in-the-interpretation-of-vague-quantifiers" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-02-28 date_source: listing authors: ["Jamie Griffin"] document_url: null doi: null license: null tags: [sel] ``` This study explores whether latent variable models may be used to detect individual variability in the interpretation of vague quantifiers of behavioral frequency. --- --- ### 2197. KIPP Middle Schools: Impacts on Achievement and Other Outcomes ```yaml url: "https://www.mathematica.org/publications/kipp-middle-schools-impacts-on-achievement-and-other-outcomes-full-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-02-27 date_source: listing authors: ["Christina Clark Tuttle", "Brian Gill", "Philip Gleason", "Virginia Knechtel", "Ira Nichols-Barrer", "Alexandra Resch"] document_url: null doi: null license: null tags: [literacy, math-education] ``` This report shows that Knowledge Is Power Program (KIPP) middle schools have significant and substantial positive impacts on student achievement in four core academic subjects: reading, math, science, and social studies. --- --- ### 2199. The Teacher-Student Data Link Project: First-Year Implementation ```yaml url: "https://www.mathematica.org/publications/the-teacherstudent-data-link-project-firstyear-implementation" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2013-02-04 date_source: listing authors: ["Kristin Hallgren", "Cassie Pickens Jewell", "Celina Kamler"] document_url: null doi: null license: null tags: [math-education] ``` The Bill & Melinda Gates Foundation contracted with Mathematica to conduct an implementation study of the Teacher-Student Data Link project, which aims to support states in developing best practices for linking student and teacher data to improve educational outcomes. --- --- ### 2201. Effectiveness of Four Supplemental Reading Comprehension Interventions ```yaml url: "https://www.mathematica.org/publications/effectiveness-of-four-supplemental-reading-comprehension-interventions" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2012-10-30 date_source: listing authors: ["Susanne James-Burdumy", "John Deke", "Russell Gersten", "Julieta Lugo-Gil", "Rebecca Newman-Gonchar", "Joseph Dimino", "Kelly Haymond", "Albert Yung-Hsu Liu"] document_url: null doi: null license: null tags: [literacy, response-to-intervention] ``` This article presents evidence from a large-scale randomized controlled trial of the effects of four supplemental reading comprehension curricula (Project CRISS, ReadAbout, Read for Real, and Reading for Knowledge). --- --- ### 2203. Measurement Models for Behavioral Frequencies: A Comparison Between Numerically and Vaguely Quantified Reports ```yaml url: "https://www.mathematica.org/publications/measurement-models-for-behavioral-frequencies-a-comparison-between-numerically-and-vaguely-quantified-reports" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2012-09-30 date_source: listing authors: ["Jamie Lynn Marincic"] document_url: null doi: null license: null tags: [math-education, sel] ``` Surveys collecting behavioral frequency information request either numerically or vaguely quantified frequency reports. --- --- ### 2208. Impacts of Title I Supplemental Educational Services on Student Achievement ```yaml url: "https://www.mathematica.org/publications/impacts-of-title-i-supplemental-educational-services-on-student-achievement" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2012-05-30 date_source: listing authors: ["John Deke", "Lisa Dragoset", "Karen Bogen", "Brian Gill"] document_url: null doi: null license: null tags: [response-to-intervention] ``` As part of No Child Left Behind, parents of low-income students in low-performing schools are offered Supplemental Educational Services (SES) for their children. These academic supports, such as extra tutoring or group sessions, take place outside the regular school day. --- --- ### 2212. Replicating Experimental Impact Estimates Using a Regression Discontinuity Approach ```yaml url: "https://www.mathematica.org/publications/replicating-experimental-impact-estimates-using-a-regression-discontinuity-approach" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2012-04-30 date_source: listing authors: ["Philip M. Gleason", "Alexandra M. Resch", "Jillian A. Berk"] document_url: null doi: null license: null tags: [response-to-intervention] ``` This report attempts to replicate the estimated impacts from experimental studies of two different education interventions using a regression discontinuity design. --- --- ### 2213. Using an Experimental Evaluation of Charter Schools to Test Whether Nonexperimental Comparison Group Methods Can Replicate Experimental Impact Estimates ```yaml url: "https://www.mathematica.org/publications/using-an-experimental-evaluation-of-charter-schools-to-test-whether-nonexperimental-comparison-group-methods-can-replicate-experimental-impact-estimates" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2012-04-30 date_source: listing authors: ["Kenneth Fortson", "Natalya Verbitsky-Savitz", "Emma Kopa", "Philip Gleason"] document_url: null doi: null license: null tags: [math-education] ``` Using data from Mathematica's experimental evaluation of charter schools, this methodological study examines the validity of four different comparison group approaches to test whether these designs can replicate findings from a well-implemented random assignment study. --- --- ### 2216. Value-Added Estimates for Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot ```yaml url: "https://www.mathematica.org/publications/tech-rpt-valueadded-estimates-for-phase-1-of-the-pennsylvania-teacher-and-principal-evaluation-pilot" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2012-04-05 date_source: listing authors: ["Stephen Lipscomb", "Hanley Chiang", "Brian Gill"] document_url: null doi: null license: null tags: [math-education] ``` Mathematica provided technical assistance in developing and estimating VAMs for use in Phase 1 of the pilot. --- --- ### 2218. Learning from Charter School Management Organizations: Strategies for Student Behavior and Teacher Coaching ```yaml url: "https://www.mathematica.org/publications/learning-from-charter-school-management-organizations-strategies-for-student-behavior-and-teacher-coaching" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2012-03-30 date_source: listing authors: ["Robin Lake", "Melissa Bowen", "Allison Demeritt", "Moira McCullough", "Joshua Haimson", "Brian Gill"] document_url: null doi: null license: null tags: [math-education, professional-development, sel] ``` A new Mathematica study, conducted with the Center on Reinventing Public Education, highlights approaches five successful charter school management organizations (CMOs) use to help improve student achievement. --- --- ### 2219. An Evaluation of the Chicago Teacher Advancement Program (Chicago TAP) After Four Years ```yaml url: "https://www.mathematica.org/publications/an-evaluation-of-the-chicago-teacher-advancement-program-chicago-tap-after-four-years" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2012-03-07 date_source: listing authors: ["Steven Glazerman", "Allison Seifullah"] document_url: null doi: null license: null tags: [literacy, math-education] ``` Mathematica's final report on the Chicago Teacher Advancement Program (Chicago TAP) found that the program did not raise student math or reading scores, but it increased teacher retention in some schools. --- --- ### 2225. High School Dual Enrollment Programs: Are We Fast-Tracking Students Too Fast? ```yaml url: "https://www.mathematica.org/publications/high-school-dual-enrollment-programs-are-we-fast-tracking-students-too-fast" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2011-12-30 date_source: listing authors: ["Cecilia Speroni"] document_url: null doi: null license: null tags: [college-access, math-education] ``` This study tracked a subset of Florida's 2000–2001 and 2001–2002 high school seniors who took a college algebra placement test. --- --- ### 2227. Determinants of Students' Success: The Role of Advanced Placement and Dual Enrollment Programs ```yaml url: "https://www.mathematica.org/publications/determinants-of-students-success-the-role-of-advanced-placement-and-dual-enrollment-programs" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2011-11-30 date_source: listing authors: ["Cecilia Speroni"] document_url: null doi: null license: null tags: [college-access] ``` This study tracked all of Florida's 2000–2001 and 2001–2002 high school seniors and found that students who participated in dual enrollment classes on college campuses were 12 percent more likely to go to college and 7 percent more likely to earn a bachelor's degree than similar students who did not participate. --- --- ### 2228. Impacts of Performance Pay Under the Teacher Incentive Fund: Study Design Report ```yaml url: "https://www.mathematica.org/publications/impacts-of-performance-pay-under-the-teacher-incentive-fund-study-design-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2011-10-30 date_source: listing authors: ["Steven Glazerman", "Hanley Chiang", "Alison Wellington", "Jill Constantine", "Dan Player"] document_url: null doi: null license: null tags: [english-learners, math-education] ``` Mathematica's rigorous evaluation of the Teacher Incentive Fund (TIF) will estimate the impact of performance pay on student achievement, as well as educators' attitudes toward and awareness of TIF and their mobility and recruitment. --- --- ### 2229. Variability in Pretest-Posttest Correlation Coefficients by Student Achievement Level ```yaml url: "https://www.mathematica.org/publications/variability-in-pretestposttest-correlation-coefficients-by-student-achievement-level" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2011-09-30 date_source: listing authors: ["Russell Cole", "Joshua Haimson", "Irma Perez-Johnson", "Henry May"] document_url: null doi: null license: null tags: [formative-assessment] ``` State assessments are increasingly used as outcome measures for education evaluations, and such evaluations generally use pretest scores as control variables. --- --- ### 2231. Do Typical RCTs of Education Interventions Have Sufficient Statistical Power for Linking Impacts on Teacher Practice and Student Achievement Outcomes? (Journal Article) ```yaml url: "https://www.mathematica.org/publications/ja-do-typical-rcts-of-education-interventions-have-sufficient-statistical-power-for-linking-impacts" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2011-08-31 date_source: listing authors: ["Peter Z. Schochet"] document_url: null doi: null license: null tags: [response-to-intervention] ``` For randomized controlled trials (RCTs) of education interventions, estimates of associations between student and mediating teacher practice outcomes can help examine the extent to which the data support the study's conceptual model. --- --- ### 2233. Estimation and Identification of the Complier Average Causal Effect Parameter in Education RCTs ```yaml url: "https://www.mathematica.org/publications/estimation-and-identification-of-the-complier-average-causal-effect-parameter-in-education-rcts" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2011-06-30 date_source: listing authors: ["Peter Z. Schochet", "Hanley S. Chiang"] document_url: null doi: null license: null tags: [response-to-intervention] ``` In randomized control trials (RCTs) in the education field, the complier average causal effect (CACE) parameter is often of policy interest, because it pertains to intervention effects for students who receive a meaningful dose of treatment services. --- --- ### 2236. Evaluating ARRA Programs and Other Educational Reforms: A Guide for States ```yaml url: "https://www.mathematica.org/publications/evaluating-arra-programs-and-other-educational-reforms-a-guide-for-states" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2011-04-30 date_source: listing authors: ["Irma Perez-Johnson", "Kirk Walters", "Michael Puma", "Rebecca Herman", "Michael Garet", "Jessica Heppen", "Mariann Lemke", "Daniel Aladjem", "Samia Amin", "John Burghardt"] document_url: null doi: null license: null tags: [math-education] ``` The American Institutes for Research and Mathematica developed this guide to help you consider evaluation issues likely to arise as you launch ARRA-funded initiatives and other educational reform activities. --- --- ### 2238. The Effects of Charter High Schools on Educational Attainment ```yaml url: "https://www.mathematica.org/publications/the-effects-of-charter-high-schools-on-educational-attainment" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2011-04-30 date_source: listing authors: ["Kevin Booker", "Tim R. Sass", "Brian Gill", "Ron Zimmer"] document_url: null doi: null license: null tags: [attendance] ``` This article analyzes the relationship between charter high school attendance and educational attainment in Florida and Chicago. --- --- ### 2239. Funding Special Education by Capitation: Evidence from State Finance Reforms ```yaml url: "https://www.mathematica.org/publications/funding-special-education-by-capitation-evidence-from-state-finance-reforms" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2011-04-30 date_source: listing authors: ["Elizabeth Dhuey", "Stephen Lipscomb"] document_url: null doi: null license: null tags: [inclusive-design] ``` This study examined responses to state capitation policies for special education finance between 1991 to 1992 and 2003 to 2004. Capitation refers to distributing funds based on the entire student enrollment. --- --- ### 2242. Estimating the Return to College Selectivity Over the Career Using Administrative Earning Data ```yaml url: "https://www.mathematica.org/publications/estimating-the-return-to-college-selectivity-over-the-career-using-administrative-earning-data" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2011-02-16 date_source: listing authors: ["Stacy Dale", "Alan B. Krueger"] document_url: null doi: null license: null tags: [career-readiness, college-access] ``` This paper uses administrative earnings data to the effect of attending a highly selective college on future earnings. It extends the work of a previous paper—that examined the 1995 earnings of a cohort of students who entered college in 1976. --- --- ### 2243. Teacher Career Paths, Teacher Quality, and Persistence in the Classroom: Are Public Schools Keeping Their Best? ```yaml url: "https://www.mathematica.org/publications/teacher-career-paths-teacher-quality-and-persistence-in-the-classroom-are-public-schools-keeping-their-best" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2011-01-30 date_source: listing authors: ["Dan Goldhaber", "Betheny Gross", "Daniel Player"] document_url: null doi: null license: null tags: [career-readiness] ``` This paper examines the mobility of early-career teachers of varying quality—measured using value-added methods—and focuses on the variation in these effects across the effectiveness distribution. On average, more effective teachers remain in the profession and stay in their initial schools. --- --- ### 2245. The Impacts of Philadelphia's Accelerated Schools on Academic Progress and Graduation ```yaml url: "https://www.mathematica.org/publications/the-impacts-of-philadelphias-accelerated-schools-on-academic-progress-and-graduation" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2010-11-23 date_source: listing authors: ["Hanley Chiang", "Brian Gill"] document_url: null doi: null license: null tags: [dropout-prevention] ``` This report evaluates the impacts of Philadelphia’s accelerated schools—alternative high schools serving students at high risk of dropping out—on enrollees’ graduation rates and on rates of credit accumulation for recent enrollees. --- --- ### 2247. Estimating Teacher and School Effectiveness in Pittsburgh: Value-Added Modeling and Results ```yaml url: "https://www.mathematica.org/publications/estimating-teacher-and-school-effectiveness-in-pittsburgh-valueadded-modeling-and-results" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2010-11-15 date_source: listing authors: ["Stephen Lipscomb", "Brian Gill", "Kevin Booker", "Matthew Johnson"] document_url: null doi: null license: null tags: [math-education] ``` This report describes Mathematica's work in developing value-added models (VAMs) that estimate teachers’ and schools’ contributions to the achievement of their students, and assisting the Pittsburgh Public Schools in developing performance-based pay plans for teachers and principals. --- --- ### 2248. Disabled or Young? Relative Age and Special Education Diagnoses in Schools ```yaml url: "https://www.mathematica.org/publications/disabled-or-young-relative-age-and-special-education-diagnoses-in-schools" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2010-10-30 date_source: listing authors: ["Elizabeth Dhuey", "Stephen Lipscomb"] document_url: null doi: null license: null tags: [inclusive-design] ``` This study extends recent findings of a relationship between the relative age of students among their peers and their probability of disability classification. --- --- ### 2249. Achievement Effects of Four Early Elementary School Math Curricula: Findings for First and Second Graders ```yaml url: "https://www.mathematica.org/publications/achievement-effects-of-four-early-elementary-school-math-curricula-findings-for-first-and-second-graders" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2010-10-30 date_source: listing authors: ["Roberto Agodini", "Barbara Harris", "Melissa Thomas", "Robert Murphy", "Lawrence Gallagher"] document_url: null doi: null license: null tags: [math-education] ``` This report, the second from a large-scale study for the U.S. Department of Education’s Institute of Education Sciences of four early math programs, shows that the curriculum used by the study schools mattered. --- --- ### 2251. Achievement Effects of Four Early Elementary School Math Curricula: Findings for First and Second Graders (Issue Brief) ```yaml url: "https://www.mathematica.org/publications/issue-brief-achievement-effects-of-four-early-elementary-school-math-curricula-findings-for-first" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2010-10-30 date_source: listing authors: ["Roberto Agodini", "Barbara Harris", "Melissa Thomas", "Robert Murphy", "Lawrence Gallagher"] document_url: null doi: null license: null tags: [math-education] ``` This study examines whether some early elementary school math curricula are more effective than others at improving math achievement in schools serving a high percentage of disadvantaged students. --- --- ### 2252. Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children ```yaml url: "https://www.mathematica.org/publications/efficacy-of-schoolwide-programs-to-promote-social-and-character-development-and-reduce-problem-behavior-in-elementary-school-children" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2010-10-30 date_source: listing authors: ["Allen Ruby and Emily Doolittle (IES)", "Karen Needels", "John A. Burghardt", "Laura M. Kalb", "Heather Koball", "Peter Z. Schochet", "Victor Battistich"] document_url: null doi: null license: null tags: [sel] ``` Provides results from an evaluation of seven social and character development programs. --- --- ### 2255. The Late Pretest Problem in Randomized Control Trials of Education Interventions (Journal Article) ```yaml url: "https://www.mathematica.org/publications/journal-article-the-late-pretest-problem-in-randomized-control-trials-of-education-interventions" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2010-08-30 date_source: listing authors: ["Peter Z. Schochet"] document_url: null doi: null license: null tags: [response-to-intervention] ``` To improve precision of estimated treatment effects, education randomized control trials (RCTs) often use pretest–post-test experimental designs. --- --- ### 2256. Measuring School and Teacher Value Added for IMPACT and TEAM in DC Public Schools ```yaml url: "https://www.mathematica.org/publications/measuring-school-and-teacher-value-added-for-impact-and-team-in-dc-public-schools" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2010-08-20 date_source: listing authors: ["Eric Isenberg", "Heinrich Hock"] document_url: null doi: null license: null tags: [learning-engineering] ``` This report describes the design of a value-added model to measure school and teacher performance in the District of Columbia Public Schools. It presents the main features of the method in nontechnical terms, data used, and technical details of the statistical methods. --- --- ### 2259. An Experimental Evaluation of Four Elementary School Math Curricula ```yaml url: "https://www.mathematica.org/publications/an-experimental-evaluation-of-four-elementary-school-math-curricula" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2010-07-30 date_source: listing authors: ["Roberto Agodini", "Barbara Harris"] document_url: null doi: null license: null tags: [math-education] ``` This article examines the effectiveness of four distinct elementary school math curricula: Investigations in Number, Data, and Space®; Math Expressions; Saxon Math™; and Scott Foresman-Addison Wesley Mathematics (SFAW). --- --- ### 2263. Does the Amount of Participation in Afterschool Programs Relate to Developmental Outcomes? A Review of the Literature ```yaml url: "https://www.mathematica.org/publications/does-the-amount-of-participation-in-afterschool-programs-relate-to-developmental-outcomes" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2010-06-30 date_source: listing authors: ["Jodie Roth", "Lizabeth M. Malone", "Jeanne Brooks-Gunn"] document_url: null doi: null license: null tags: [sel] ``` Contrary to the findings from previous reviews we found little support for the general notion that greater amounts of participation in afterschool programs was related to academic, behavioral, or socio-emotional outcomes. --- --- ### 2264. Standards for Regression Discontinuity Designs ```yaml url: "https://www.mathematica.org/publications/standards-for-regression-discontinuity-designs" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2010-06-30 date_source: listing authors: ["P. Schochet", "T. Cook", "J. Deke", "G. Imbens", "J.R. Lockwood", "J. Porter", "J. Smith"] document_url: null doi: null license: null tags: [response-to-intervention] ``` Regression discontinuity (RD) designs are increasingly used by researchers to obtain unbiased estimates of the effects of education-related interventions. --- --- ### 2265. The Unknown World of Charter High Schools ```yaml url: "https://www.mathematica.org/publications/the-unknown-world-of-charter-high-schools" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2010-06-30 date_source: listing authors: ["Kevin Booker", "Tim R. Sass", "Brian Gill", "Ron Zimmer"] document_url: null doi: null license: null tags: [college-access] ``` In this study we use data from Chicago and Florida to estimate the effects of attending a charter high school on the likelihood that a student will complete high school and attend college. --- --- ### 2268. Effectiveness of Selected Supplemental Reading Comprehension Interventions: Findings from Two Student Cohorts ```yaml url: "https://www.mathematica.org/publications/effectiveness-of-selected-supplemental-reading-comprehension-interventions-findings-from-two-student-cohorts" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2010-05-30 date_source: listing authors: ["Susanne James-Burdumy", "John Deke", "Julieta Lugo-Gil", "Nancy Carey", "Alan Hershey", "Russell Gersten", "Rebecca Newman-Gonchar", "Joseph Dimino", "Kelly Haymond", "Bonnie Faddis"] document_url: null doi: null license: null tags: [literacy, response-to-intervention] ``` This study evaluated the effectiveness of four supplemental reading comprehension programs in helping disadvantaged fifth graders improve reading comprehension. --- --- ### 2269. An Evaluation of the Teacher Advancement Program (TAP) in Chicago: Year Two Impact Report ```yaml url: "https://www.mathematica.org/publications/an-evaluation-of-the-teacher-advancement-program-tap-in-chicago-year-two-impact-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2010-05-17 date_source: listing authors: ["Steven Glazerman", "Allison Seifullah"] document_url: null doi: null license: null tags: [math-education] ``` This report details second-year results from Mathematica’s study on Chicago Public Schools’ Teacher Advancement Program (TAP), a Teacher Incentive Fund grantee. --- --- ### 2270. Student Characteristics and Outcomes in Alternative and Neighborhood High Schools in Philadelphia ```yaml url: "https://www.mathematica.org/publications/student-characteristics-and-outcomes-in-alternative-and-neighborhood-high-schools-in-philadelphia" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2010-04-14 date_source: listing authors: ["Hanley Chiang", "Brian Gill"] document_url: null doi: null license: null tags: [dropout-prevention, sel] ``` This report presents descriptive analyses of the enrollment patterns, background characteristics, test scores, and graduation rates of students enrolled in three types of public high schools in Philadelphia: alternative disciplinary schools; alternative accelerated schools for students who struggled academically in regular public high schools; and regular, neighborhood-zoned high schools. --- --- ### 2271. Roads to Success: Estimated Impacts of an Education and Career Planning Program During Middle School ```yaml url: "https://www.mathematica.org/publications/roads-to-success-estimated-impacts-of-an-education-and-career-planning-program-during-middle-school" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2010-04-12 date_source: listing authors: ["Duncan Chaplin", "Martha Bleeker", "Kevin Booker"] document_url: null doi: null license: null tags: [career-readiness] ``` This report assesses the impact of two years of exposure to the school and career planning program, Roads to Success, on eighth graders from high-poverty rural schools. The main findings are that the program had no measurable effect on desire to learn job skills or study/learning habits. --- --- ### 2276. College Experiences Survey: Methodological Summary ```yaml url: "https://www.mathematica.org/publications/college-experiences-survey-methodological-summary" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2009-12-31 date_source: listing authors: ["David DesRoches", "John Hall", "Betsy Santos"] document_url: null doi: null license: null tags: [college-access] ``` This report summarizes the College Experiences Survey data collection procedures and results. --- --- ### 2277. A Simulation Study to Compare Weighting Methods for Survey Nonresponses in the National Survey of Recent College Graduates ```yaml url: "https://www.mathematica.org/publications/a-simulation-study-to-compare-weighting-methods-for-survey-nonresponses-in-the-national-survey-of-recent-college-graduates" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2009-12-30 date_source: listing authors: ["Amang Sukasih", "Donsig Jang", "Sonya Vartivarian", "Stephen Cohen", "Fan Zhang"] document_url: null doi: null license: null tags: [college-access] ``` Common methods to adjust sampling weights to account for survey nonresponse are the weighting cell technique, response propensity modeling, or a combination of both. --- --- ### 2280. Survey of Outcomes Measurement in Research on Character Education Programs ```yaml url: "https://www.mathematica.org/publications/survey-of-outcomes-measurement-in-research-on-character-education-programs" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2009-12-30 date_source: listing authors: ["Ann E. Person", "Emily Moiduddin", "Megan Hague-Angus", "Lizabeth M. Malone"] document_url: null doi: null license: null tags: [sel] ``` Through the Partnerships in Character Education Program, the federal government distributes about $25 million annually to state and local education agencies for character education programs. This report documents the constructs measured in studies of 36 randomly selected programs. --- --- ### 2285. Training Ph.D.s: The Views of Faculty on Their Role and Their Institutions' Role in Promoting the Development of Responsible Researchers ```yaml url: "https://www.mathematica.org/publications/training-phds-the-views-of-faculty-on-their-role-and-their-institutions-role-in-promoting-the-development-of-responsible-researchers" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2009-10-31 date_source: listing authors: ["Janice Ballou", "Brian Roff"] document_url: null doi: null license: null tags: [] ``` The development of skilled and ethical researchers in the United States is a well documented national objective. A core component of this objective is to train and educate new researchers about ethical research standards. --- --- ### 2287. Do Typical RCTs of Education Interventions Have Sufficient Statistical Power for Linking Impacts on Teacher Practice and Student Achievement Outcomes? ```yaml url: "https://www.mathematica.org/publications/do-typical-rcts-of-education-interventions-have-sufficient-statistical-power-for-linking-impacts-on-teacher-practice-and-student-achievement-outcomes" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2009-10-30 date_source: listing authors: ["Peter Z. Schochet"] document_url: null doi: null license: null tags: [response-to-intervention] ``` For randomized control trials (RCTs) of education interventions, it is often of interest to estimate associations between student and mediating teacher practice outcomes, to examine the extent to which a study’s conceptual model is supported by data, and to identify mediators most associated with student learning. This paper develops statistical power formulas for such exploratory analyses under clustered school-based RCTs using ordinary least squares (OLS) and instrumental variable (IV) estimat --- --- ### 2290. ABCTE Teachers in Florida and Their Effect on Student Performance ```yaml url: "https://www.mathematica.org/publications/abcte-teachers-in-florida-and-their-effect-on-student-performance" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2009-09-04 date_source: listing authors: ["Christina Clark Tuttle", "Tara Anderson", "Steven Glazerman"] document_url: null doi: null license: null tags: [career-readiness] ``` Do alternatively certified teachers produce student achievement gains on par with other teachers? This study used propensity score matching to identify a comparison group of teachers in Florida to address this question for the American Board for Certification of Teacher Excellence (ABCTE). --- --- ### 2292. Technical Methods Report: The Estimation of Average Treatment Effects for Clustered RCTs of Education Interventions ```yaml url: "https://www.mathematica.org/publications/technical-methods-report-the-estimation-of-average-treatment-effects-for-clustered-rcts-of-education-interventions" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2009-08-30 date_source: listing authors: ["Peter Z. Schochet"] document_url: null doi: null license: null tags: [response-to-intervention] ``` This paper examines the estimation of two-stage clustered randomized controlled trial designs (RCTs) in education research using the Neyman causal inference framework that underlies experiments. --- --- ### 2294. Evaluation of Experience Corps: Student Reading Outcomes ```yaml url: "https://www.mathematica.org/publications/evaluation-of-experience-corps-student-reading-outcomes" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2009-06-30 date_source: listing authors: ["Nancy Morrow-Howell", "Melissa Jonson-Reid", "Stacey McCrary", "YungSoo Lee", "Ed Spitznagel", "Emily Dwoyer", "Kathy Sonnenfeld", "Susan Sprachman"] document_url: null doi: null license: null tags: [early-childhood, literacy, math-education, response-to-intervention] ``` A Mathematica team led by Emily Dwoyer, Kathy Sonnenfeld, and Susan Sprachman provided the data collection services for this study of the Experience Corps (EC) initiative, a program that brings older adults ages 55 and up into public elementary schools to tutor and mentor children who are at risk of academic failure. EC members also help teachers in the classroom and lead after-school enrichment activities. --- --- ### 2295. Comprehensive Teacher Induction: Year 1 Impact Findings from an RCT ```yaml url: "https://www.mathematica.org/publications/comprehensive-teacher-induction-year-1-impact-findings-from-an-rct" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2009-06-09 date_source: listing authors: ["Steven Glazerman", "Sarah Dolfin", "Martha Bleeker", "Amy Johnson", "Eric Isenberg", "Julieta Lugo-Gil", "Mary Grider", "Edward Britton"] document_url: null doi: null license: null tags: [] ``` Comprehensive teacher induction provides novice teachers with carefully selected and trained full-time mentors, as well as a curriculum of intensive and structured support. --- --- ### 2297. Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students ```yaml url: "https://www.mathematica.org/publications/pr-effectiveness-of-selected-supplemental-reading-comprehension-interventions-impacts" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2009-05-30 date_source: listing authors: ["Susanne James-Burdumy", "Wendy Mansfield", "John Deke", "Nancy Carey", "Julieta Lugo-Gil", "Alan Hershey", "Aaron Douglas", "Russell Gersten", "Rebecca Newman-Gonchar", "Joseph Dimino", "Bonnie Faddis", "Janice Dole"] document_url: null doi: null license: null tags: [literacy, response-to-intervention] ``` To become successful learners, students need to comprehend what they read. Children from disadvantaged backgrounds, in particular, may have difficulty comprehending text because they often lack general vocabulary and strategies for organizing information and gleaning knowledge from text. --- --- ### 2298. Does the Missouri Teacher Career Ladder Program Raise Student Achievement? ```yaml url: "https://www.mathematica.org/publications/does-the-missouri-teacher-career-ladder-program-raise-student-achievement" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2009-05-29 date_source: listing authors: ["Kevin Booker", "Steven Glazerman"] document_url: null doi: null license: null tags: [career-readiness, literacy, math-education] ``` This paper examines the program's effect on student achievement across the state, using longitudinal data on district math and reading scores for 524 Missouri school districts over a nine-year period. --- --- ### 2299. Teacher Bonuses for Extra Work: A Profile of Missouri's Career Ladder Program ```yaml url: "https://www.mathematica.org/publications/teacher-bonuses-for-extra-work-a-profile-of-missouris-career-ladder-program" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2009-05-29 date_source: listing authors: ["Timothy Silman", "Steven Glazerman"] document_url: null doi: null license: null tags: [career-readiness] ``` Based on official program documentation, focus groups with teachers, and telephone interviews with school officials, this report compares how the program works in practice with how it works in theory. --- --- ### 2300. Effects of the Missouri Career Ladder Program on Teacher Mobility ```yaml url: "https://www.mathematica.org/publications/effects-of-the-missouri-career-ladder-program-on-teacher-mobility" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2009-05-28 date_source: listing authors: ["Kevin Booker", "Steven Glazerman"] document_url: null doi: null license: null tags: [career-readiness] ``` This report presents evidence suggesting that a school district’s participation in the Missouri Career Ladder Program would tend to increase retention in the district and the profession, especially for mid-career teachers. --- --- ### 2303. Kauffman Firm Survey: Baseline/First/Second/Third Follow-Ups Study Metadata Documentation ```yaml url: "https://www.mathematica.org/publications/kauffman-firm-survey-baselinefirstsecondthird-followups-study-metadata-documentation" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2009-04-27 date_source: listing authors: ["Alicia Robb", "David DesRoches"] document_url: null doi: null license: null tags: [math-education] ``` Mathematica is conducting a study of new businesses to help the Foundation in its efforts to promote new business development. --- --- ### 2304. An Evaluation of the Teacher Advancement Program (TAP) in Chicago: Year One Impact Report ```yaml url: "https://www.mathematica.org/publications/an-evaluation-of-the-teacher-advancement-program-tap-in-chicago-year-one-impact-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2009-04-27 date_source: listing authors: ["Steven Glazerman", "Allison McKie", "Nancy Carey"] document_url: null doi: null license: null tags: [math-education, response-to-intervention] ``` The Teacher Advancement Program (TAP), a whole-school intervention that aims to improve schools by raising teacher quality, provides teachers with opportunities for professional growth, promotion to school leadership roles without leaving the classroom, structured feedback, and performance-based compensation. This report focuses on the Chicago Public Schools, which began implementing TAP in 2007. Early findings from Mathematica’s study, which focused on the district’s K-8 schools, note that teac --- --- ### 2307. Baseline Statistics for Evaluation of the Effective Practice Incentive Community ```yaml url: "https://www.mathematica.org/publications/baseline-statistics-for-evaluation-of-the-effective-practice-incentive-community-epic" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2009-03-18 date_source: listing authors: ["Scott Cody", "Alison Wellington", "Margaret Sullivan", "Virginia Knechtel", "Duncan Chaplin"] document_url: null doi: null license: null tags: [learning-engineering, sel] ``` This report provides a general overview of EPIC, compares student characteristics across the three partners, and compares the data used to determine which schools receive EPIC awards with data on all the students attending these schools. --- --- ### 2309. An Evaluation of Teachers Trained Through Different Routes to Certification ```yaml url: "https://www.mathematica.org/publications/an-evaluation-of-teachers-trained-through-different-routes-to-certification" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2009-02-28 date_source: listing authors: ["Jill Constantine", "Daniel Player", "Tim Silva", "Kristin Hallgren", "Mary Grider", "John Deke"] document_url: null doi: null license: null tags: [math-education, professional-development] ``` Mathematica’s random assignment study of alternative routes to teacher certification tracked 2,600 students in 63 schools in 20 medium and large school districts in 7 states during the 2004-2005 and 2005-2006 school years; focused on less selective alternative certification programs producing large numbers of teachers in a range of school districts, from rural to urban; and collected detailed data on coursework requirements and content from 80 teacher training programs. Researchers found no stat --- --- ### 2310. Both Sides Now: The Story of School Desegregations Graduates ```yaml url: "https://www.mathematica.org/publications/both-sides-now-the-story-of-school-desegregations-graduates" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2009-01-30 date_source: listing authors: ["Amy Stuart Wells", "Jennifer Jellison Holme", "Anita Tijerina Revilla", "Awo Korantemaa Atanda"] document_url: null doi: null license: null tags: [literacy] ``` This book, based on a five-year study of six high schools that had undergone some form of desegregation in the late 1970s, provides a firsthand account of how desegregation affected students during high school and later in life. --- --- ### 2311. The Impacts of Regular Upward Bound on Postsecondary Outcomes 7-9 Years After Scheduled High School Graduation ```yaml url: "https://www.mathematica.org/publications/the-impacts-of-regular-upward-bound-on-postsecondary-outcomes-79-years-after-scheduled-high-school-graduation" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2009-01-30 date_source: listing authors: ["Neil S. Seftor", "Arif Mamun", "Allen Schirm"] document_url: null doi: null license: null tags: [college-access, math-education] ``` This last report from Mathematica’s evaluation of Upward Bound analyzes data from the final round of survey and transcript data collection as well as administrative records from the National Student Clearinghouse and the federal Student Financial Aid files. --- --- ### 2313. Experience Corps: Effects on Student Reading ```yaml url: "https://www.mathematica.org/publications/experience-corps-effects-on-student-reading" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2009-01-10 date_source: listing authors: ["Nancy Morrow-Howell", "Stacey McCrary", "Yung Soo Lee", "Ed Spitznagel", "Melissa Jonson-Reid"] document_url: null doi: null license: null tags: [literacy] ``` The Experience Corps (EC) program brings adults aged 55+ into public elementary schools to work with children who are at risk of academic failure. --- --- ### 2314. Mission and Money: Understanding the University ```yaml url: "https://www.mathematica.org/publications/mission-and-money-understanding-the-university" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2008-12-30 date_source: listing authors: ["Burton A. Weisbrod", "Jeffrey P. Ballou", "Evelyn D. Asch"] document_url: null doi: null license: null tags: [college-access, literacy] ``` Many academic institutions pursue mission-related activities that are unprofitable and engage in profitable revenue raising activities to finance them. This book presents research on schools’ revenue sources from tuition, donations, research, patents, endowments, and other activities. --- --- ### 2316. The Late Pretest Problem in Randomized Control Trials of Education Interventions ```yaml url: "https://www.mathematica.org/publications/the-late-pretest-problem-in-randomized-control-trials-of-education-interventions" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2008-10-30 date_source: listing authors: ["Peter Z. Schochet"] document_url: null doi: null license: null tags: [response-to-intervention] ``` Pretest and post-test experimental designs are often used in randomized control trials (RCTs) in the education field to improve the precision of the estimated treatment effects. --- --- ### 2317. Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study ```yaml url: "https://www.mathematica.org/publications/impacts-of-comprehensive-teacher-induction-results-from-the-first-year-of-a-randomized-controlled-study" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2008-10-30 date_source: listing authors: ["Steven Glazerman", "Sarah Dolfin", "Martha Bleeker", "Amy Johnson", "Eric Isenberg", "Julieta Lugo-Gil", "Mary Grider", "Edward Britton"] document_url: null doi: null license: null tags: [] ``` Comprehensive teacher induction provides novice teachers with carefully selected and trained full-time mentors, as well as a curriculum of intensive and structured support. --- --- ### 2318. Going Beyond Test Scores: Evaluating Charter School Impact on Educational Attainment in Chicago and Florida ```yaml url: "https://www.mathematica.org/publications/going-beyond-test-scores-evaluating-charter-school-impact-on-educational-attainment-in-chicago-and-florida" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2008-08-30 date_source: listing authors: ["Kevin Booker", "Tim Sass", "Brian Gill", "Ron Zimmer"] document_url: null doi: null license: null tags: [attendance] ``` Unlike past charter school studies focused on student achievement, the authors analyzed the relationship between attendance and educational attainment in charter high schools. --- --- ### 2321. Passport to Teaching: Career Choices and Experiences of American Board Certified Teachers ```yaml url: "https://www.mathematica.org/publications/passport-to-teaching-career-choices-and-experiences-of-american-board-certified-teachers" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2008-06-11 date_source: listing authors: ["Steven Glazerman", "Elizabeth Seif", "Gail Baxter"] document_url: null doi: null license: null tags: [career-readiness] ``` In this report, we examine the career trajectories of those who have successfully completed the American Board Passport to Teaching certification. --- --- ### 2323. Guidelines for Multiple Testing in Impact Evaluations of Educational Interventions ```yaml url: "https://www.mathematica.org/publications/guidelines-for-multiple-testing-in-impact-evaluations-of-educational-interventions" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2008-05-30 date_source: listing authors: ["Peter Z. Schochet"] document_url: null doi: null license: null tags: [response-to-intervention] ``` Statistical procedures that correct for multiple testing typically result in hypothesis tests with reduced statistical power because adjustment methods reduce the likelihood of identifying real differences between contrasted groups. --- --- ### 2324. Achievement and Attainment in Chicago Charter Schools ```yaml url: "https://www.mathematica.org/publications/achievement-and-attainment-in-chicago-charter-schools" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2008-05-30 date_source: listing authors: ["Kevin Booker", "Brian Gill", "Ron Zimmer", "Tim R. Sass"] document_url: null doi: null license: null tags: [college-access] ``` During the past decade, charter schools have been one of the fastest growing segments of the K–12 education sector. This is the first report to examine how charter schools may affect long-term attainment, including high-school graduation and college entry. --- --- ### 2325. Measuring Teacher Effectiveness in Memphis ```yaml url: "https://www.mathematica.org/publications/measuring-teacher-effectiveness-in-memphis" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2008-04-30 date_source: listing authors: ["Eric Isenberg"] document_url: null doi: null license: null tags: [math-education] ``` Mathematica Policy Research has adapted its school-level value-added model to teacher-level data to help New Leaders for New Schools identify high-performing teachers in award-winning schools within Memphis City Schools. --- --- ### 2329. Design for the Evaluation of Early Elementary School Mathematics Curricula ```yaml url: "https://www.mathematica.org/publications/design-for-the-evaluation-of-early-elementary-school-mathematics-curricula" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2008-01-30 date_source: listing authors: ["Roberto Agodini", "John Deke", "Sally Atkins-Burnett", "Barbara Harris", "Robert Murphy"] document_url: null doi: null license: null tags: [math-education] ``` Many U.S. students enter elementary school with poor math skills. Students from different socioeconomic backgrounds also differ in math performance, with students from poor families lagging behind those from more affluent families. --- --- ### 2331. Elementary-Grade Math Programs in the Pittsburgh Public Schools: A Comparison of Everyday Mathematics and Harcourt Math ```yaml url: "https://www.mathematica.org/publications/elementarygrade-math-programs-in-the-pittsburgh-public-schools-a-comparison-of-everyday-mathematics-and-harcourt-math" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-12-31 date_source: listing authors: ["Catherine Nelson", "Julia Kaufman", "Kevin Booker", "Brian Gill"] document_url: null doi: null license: null tags: [math-education] ``` A quasi-experimental analysis of data from the Pittsburgh Public Schools finds no difference in the effects of two elementary-level math programs—Everyday Mathematics and Harcourt Math—on student achievement. --- --- ### 2332. When Elementary Schools Stay Open Late: Results from The National Evaluation of the 21st-Century Community Learning Centers Program (Journal Article) ```yaml url: "https://www.mathematica.org/publications/journal-article-when-elementary-schools-stay-open-late-results-from-the-national-evaluation" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-12-30 date_source: listing authors: ["Susanne James-Burdumy", "Mark Dynarski", "John Deke"] document_url: null doi: null license: null tags: [math-education] ``` This article presents evidence from the elementary school component of Mathematica’s national evaluation of the 21st Century Community Learning Center afterschool programs. --- --- ### 2335. National Assessment of Title I Final Report Volume II: Closing the Reading Gap: Findings from a Randomized Trial of Four Reading Interventions for Striving Readers ```yaml url: "https://www.mathematica.org/publications/national-assessment-of-title-i-final-report-volume-ii-closing-the-reading-gap-findings-from-a-randomized-trial-of-four-reading-interventions-for-striving-readers" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-10-30 date_source: listing authors: ["Joseph Torgesen", "Allen Schirm", "Laura Castner", "Sonya Vartivarian", "Wendy Mansfield", "David Myers", "Fran Stancavage", "Donna Durno", "Rosanne Javorsky", "Cinthia Haan"] document_url: null doi: null license: null tags: [formative-assessment, literacy, response-to-intervention] ``` This report details findings from an experimental evaluation of four widely used programs for elementary school students with reading problems—Corrective Reading, Failure Free Reading, Spell Read P.A.T., and Wilson Reading. --- --- ### 2336. Technical Report of the NAEP Mathematics Assessment in Puerto Rico: Focus on Statistical Issues ```yaml url: "https://www.mathematica.org/publications/technical-report-of-the-naep-mathematics-assessment-in-puerto-rico-focus-on-statistical-issues" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-09-30 date_source: listing authors: ["G.P. Baxter", "S. Ahmed", "E. Sikali", "T. Waits", "M. Sloan", "S. Salvucci"] document_url: null doi: null license: null tags: [formative-assessment, math-education] ``` In 2003, a trial National Assessment of Educational Progress mathematics assessment was administered in Spanish to public school students in grades 4 and 8 in Puerto Rico. --- --- ### 2340. Evaluation of the National Survey of Recent College Graduates (NSRCG) Postsecondary Institution Sample ```yaml url: "https://www.mathematica.org/publications/evaluation-of-the-national-survey-of-recent-college-graduates-nsrcg-postsecondary-institution-sample" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-06-21 date_source: listing authors: ["Donsig Jang", "Xiaojing Lin"] document_url: null doi: null license: null tags: [college-access] ``` The National Survey of Recent College Graduates (NSRCG) is a repeated survey conducted every two or three years. --- --- ### 2341. Ingredients of a Successful Summer Learning Program: A Case Study of the Building Educated Leaders for Life (BELL) Accelerated Learning Summer Program ```yaml url: "https://www.mathematica.org/publications/ingredients-of-a-successful-summer-learning-program-a-case-study-of-the-building-educated-leaders-for-life-bell-accelerated-learning-summer-program" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-06-20 date_source: listing authors: ["Jeffrey Capizzano", "Kendra Bischoff", "Nicola Woodroffe", "Duncan Chaplin"] document_url: null doi: null license: null tags: [] ``` This process report was developed as part of a larger study that included a random assignment impact evaluation of this summer program. --- --- ### 2342. National Evaluation of Early Reading First ```yaml url: "https://www.mathematica.org/publications/national-evaluation-of-early-reading-first" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-05-30 date_source: listing authors: ["Russell Jackson", "Ann McCoy", "Carol Pistorino", "Anna Wilkinson", "John Burghardt", "Melissa Clark", "Christine Ross", "Peter Schochet", "Paul Swank", "Stefanie Schmidt"] document_url: null doi: null license: null tags: [early-childhood, literacy] ``` The Early Reading First program provided grants that were designed to enhance teacher practices, instructional content, and classroom environments in preschools to ensure that young children, especially those from low-income families, start school with the skills needed for academic success. --- --- ### 2343. Upward Bound Math-Science Program: Description and Interim Impact Estimates ```yaml url: "https://www.mathematica.org/publications/upward-bound-mathscience-program-description-and-interim-impact-estimates" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-04-30 date_source: listing authors: ["Robert B. Olsen", "Neil Seftor", "Tim Silva", "David Myers", "David DesRoches", "Julie Young"] document_url: null doi: null license: null tags: [college-access, math-education] ``` In 1990, the U.S. Department of Education established a math and science initiative within Upward Bound, a federal grant program designed to provide disadvantaged high school students with skills and experiences that will prepare them for college success. --- --- ### 2344. The Nation's Report Card: Mathematics 2003 and 2005 Performance in Puerto Rico ```yaml url: "https://www.mathematica.org/publications/the-nations-report-card-mathematics-2003-and-2005-performance-in-puerto-rico-highlights" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-03-30 date_source: listing authors: ["Gail P. Baxter", "Martha Bleeker", "Tiffany L. Waits", "Sameena Salvucci"] document_url: null doi: null license: null tags: [formative-assessment, math-education] ``` This report for the National Center for Education Statistics presents results for the 2003 and 2005 National Assessment of Educational Progress (NAEP) mathematics assessment for fourth- and eighth-grade students in Puerto Rico. --- --- ### 2345. Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort ```yaml url: "https://www.mathematica.org/publications/effectiveness-of-reading-and-mathematics-software-products-findings-from-the-first-student-cohort" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-03-30 date_source: listing authors: ["Mark Dynarski", "Roberto Agodini", "Sheila Heaviside", "Timothy Novak", "Nancy Carey", "Larissa Campuzano", "Barbara Means", "Robert Murphy", "William Penuel", "Hal Javitz", "Deborah Emery", "Willow Sussex"] document_url: null doi: null license: null tags: [computer-assisted-learning, literacy, math-education] ``` The No Child Left Behind Act called for the U.S. Department of Education to conduct a national study of the effectiveness of educational technology. --- --- ### 2346. Issues in Calculating Average Effect Sizes in Meta-Analyses ```yaml url: "https://www.mathematica.org/publications/issues-in-calculating-average-effect-sizes-in-metaanalyses" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-03-05 date_source: listing authors: ["Rebecca Maynard", "Nianbo Dong", "Irma Perez-Johnson"] document_url: null doi: null license: null tags: [math-education, sel] ``` Presentation at the Application of Effect Sizes in Research on Children and Families: Understanding Impacts on Academic, Emotional Behavioral and Economic Outcomes meeting. --- --- ### 2347. Selection Bias in College Admissions Test Scores ```yaml url: "https://www.mathematica.org/publications/selection-bias-in-college-admissions-test-scores" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2007-01-06 date_source: listing authors: ["Melissa Clark", "Jesse Rothstein", "Diane Whitmore Schanzenbach"] document_url: null doi: null license: null tags: [college-access] ``` Data from the two leading college admissions tests—the SAT and the ACT—can provide a valuable measure of student achievement, but bias resulting from the nonrepresentativeness of test takers is an important concern. --- --- ### 2348. Seeding Entrepreneurship Across Campus: Early Implementation Experiences of the Kauffman Campuses Initiative ```yaml url: "https://www.mathematica.org/publications/seeding-entrepreneurship-across-campus-early-implementation-experiences-of-the-kauffman-campuses-initiative" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-12-08 date_source: listing authors: ["Lara Hulsey", "Linda Rosenberg", "Benita Kim"] document_url: null doi: null license: null tags: [college-access] ``` Entrepreneurship has long been a fundamental aspect of American society, serving as an important contributor to economic growth. However, only recently has entrepreneurship begun to develop as an academic field in U.S. colleges and universities. --- --- ### 2350. Expanding Beyond Academics: Who Benefits and How? ```yaml url: "https://www.mathematica.org/publications/expanding-beyond-academics-who-benefits-and-how" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-09-30 date_source: listing authors: ["John Deke", "Joshua Haimson"] document_url: null doi: null license: null tags: [literacy, math-education] ``` The growing use of math and reading scores to measure school and student performance, spurred by the No Child Left Behind Act, has heightened an old debate about which competencies public schools should encourage students to develop. --- --- ### 2351. Valuing Student Competencies: Which Ones Predict Postsecondary Educational Attainment and Earnings, and for Whom? ```yaml url: "https://www.mathematica.org/publications/valuing-student-competencies-which-ones-predict-postsecondary-educational-attainment-and-earnings-and-for-whom" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-09-15 date_source: listing authors: ["John Deke", "Joshua Haimson"] document_url: null doi: null license: null tags: [college-access] ``` This report examines how indicators of academic and nonacademic competencies are related to postsecondary educational and labor market outcomes. --- --- ### 2352. Impacts of a Summer Learning Program: A Random Assignment Study of Building Educated Leaders for Life BELL ```yaml url: "https://www.mathematica.org/publications/impacts-of-a-summer-learning-program-a-random-assignment-study-of-building-educated-leaders-for-life-bell" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-08-30 date_source: listing authors: ["Duncan Chaplin", "Jeffrey Capizzano"] document_url: null doi: null license: null tags: [english-learners] ``` A growing body of evidence suggests that low-income children's test scores drop significantly relative to their higher-income counterparts during the summer months. --- --- ### 2353. A Study of the Effect of Talent Search on Secondary and Postsecondary Outcomes in Florida, Indiana, and Texas ```yaml url: "https://www.mathematica.org/publications/a-study-of-the-effect-of-talent-search-on-secondary-and-postsecondary-outcomes-in-florida-indiana-and-texas" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-06-30 date_source: listing authors: ["Jill M. Constantine", "Neil S. Seftor", "Emily Sama Martin", "Tim Silva", "David Myers"] document_url: null doi: null license: null tags: [college-access] ``` Low-income students and students whose parents have not attended college typically are less likely than middle- and upper-income students to complete high school and attend college, and are thus less likely to reap the benefits of attending college. --- --- ### 2355. The Early Reading and Mathematics Achievement of Children Who Repeated Kindergarten or Who Began School a Year Late ```yaml url: "https://www.mathematica.org/publications/the-early-reading-and-mathematics-achievement-of-children-who-repeated-kindergarten-or-who-began-school-a-year-late" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-05-30 date_source: listing authors: ["Lizabeth M. Malone", "Jerry West", "Kristin Denton Flanagan", "Jennifer Park"] document_url: null doi: null license: null tags: [literacy, math-education] ``` This report examines the association between kindergarten enrollment status (repeating kindergarten or delaying entry) and children's first-grade reading and math achievement. --- --- ### 2357. The National Evaluation of Reading Comprehension Interventions: Design Report ```yaml url: "https://www.mathematica.org/publications/the-national-evaluation-of-reading-comprehension-interventions" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-05-01 date_source: listing authors: ["Susanne James-Burdumy", "David Myers", "John Deke", "Wendy Mansfield", "Russell Gersten", "Joseph Dimino", "Janice Dole", "Lauren Liang", "Sharon Vaughn", "Meaghan Edmonds"] document_url: null doi: null license: null tags: [literacy, response-to-intervention] ``` This report lays out the design for the Evaluation of Reading Comprehension Interventions, which is assessing supplemental reading comprehension programs for fifth-grade students. --- --- ### 2359. Closing the Reading Gap: First Year Findings from a Randomized Trial of Four Reading Interventions for Striving Readers ```yaml url: "https://www.mathematica.org/publications/closing-the-reading-gap-first-year-findings-from-a-randomized-trial-of-four-reading-interventions-for-striving-readers" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-02-01 date_source: listing authors: ["Joseph Torgesen", "David Myers", "Allen Schirm", "Elizabeth A. Stuart", "Sonya Vartivarian", "Wendy Mansfield", "Fran Stancavage", "Donna Durno", "Rosanne Javorsky", "Cinthia Haan"] document_url: null doi: null license: null tags: [literacy, response-to-intervention] ``` This report presents interim findings from the Power4Kids evaluation. --- --- ### 2360. Alternative Routes to Teaching: The Impacts of Teach For America on Student Achievement and Other Outcomes ```yaml url: "https://www.mathematica.org/publications/alternative-routes-to-teaching-the-impacts-of-teach-for-america-on-student-achievement-and-other-outcomes" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2006-01-30 date_source: listing authors: ["Steven Glazerman", "Daniel Mayer", "Paul Decker"] document_url: null doi: null license: null tags: [literacy, math-education] ``` Based on a randomized experiment to study the impact of Teach For America on student achievement and other outcomes, the authors find that TFA teachers had a positive impact on math achievement and no impact on reading achievement. --- --- ### 2362. The NIH Intramural Research Loan Repayment Program: Career Outcomes of Participants and Nonparticipants ```yaml url: "https://www.mathematica.org/publications/the-nih-intramural-research-loan-repayment-program-career-outcomes-of-participants-and-nonparticipants" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2005-11-30 date_source: listing authors: ["Steven Glazerman", "Neil Seftor"] document_url: null doi: null license: null tags: [career-readiness] ``` For over a decade, the National Institutes of Health has been using repayment of education loans as an incentive to attract and retain first-rate biomedical scientists in its labs and clinics. --- --- ### 2364. The Evaluation of Teacher Preparation Models: Design Report ```yaml url: "https://www.mathematica.org/publications/the-evaluation-of-teacher-preparation-models" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2005-10-28 date_source: listing authors: ["Paul Decker", "John Deke", "Amy Johnson", "Daniel Mayer", "John Mullens", "Peter Schochet"] document_url: null doi: null license: null tags: [professional-development] ``` Every year, thousands of new teachers pass through hundreds of different teacher preparation programs and are hired to teach in the nation’s schools. In recent years, alternative programs have expanded rapidly. --- --- ### 2365. Integrated Postsecondary Education Data System Data Quality Study ```yaml url: "https://www.mathematica.org/publications/integrated-postsecondary-education-data-system-data-quality-study" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2005-07-30 date_source: listing authors: ["Kenneth W. Jackson", "Scott Peecksen", "Donsig Jang", "Amang Sukasih"] document_url: null doi: null license: null tags: [college-access] ``` The authors analyze the quality of eight data components from the Integrated Postsecondary Education Data System (IPEDS). --- --- ### 2366. Process Analysis on the Operation of the NIH Undergraduate Scholarship Program ```yaml url: "https://www.mathematica.org/publications/process-analysis-on-the-operation-of-the-nih-undergraduate-scholarship-program" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2005-07-29 date_source: listing authors: ["Tim Silva"] document_url: null doi: null license: null tags: [career-readiness, college-access] ``` The National Institutes of Health (NIH) spends millions of dollars each year to provide scholarships to an elite group of highly talented undergraduate science students from disadvantaged backgrounds to encourage them to pursue careers in biomedical research. --- --- ### 2368. When Schools Stay Open Late: The National Evaluation of the 21st-Century Community Learning Centers Program ```yaml url: "https://www.mathematica.org/publications/when-schools-stay-open-late-the-national-evaluation-of-the-21st-century-community-learning-centers-program" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2005-04-01 date_source: listing authors: ["Susanne James-Burdumy", "Mark Dynarski", "Mary Moore", "John Deke", "Wendy Mansfield", "Carol Pistorino"] document_url: null doi: null license: null tags: [sel] ``` Elementary students participating in the 21st Century Community Learning Centers program felt safer than students not enrolled but were more likely to engage in negative behaviors. --- --- ### 2370. Interpreting the Evidence from Recent Federal Evaluations of Dropout-Prevention Programs: The State of Scientific Research ```yaml url: "https://www.mathematica.org/publications/interpreting-the-evidence-from-recent-federal-evaluations-of-dropoutprevention-programs-the-state-of-scientific-research" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2004-12-30 date_source: listing authors: ["Mark Dynarski"] document_url: null doi: null license: null tags: [dropout-prevention] ``` Argues that we do not yet have a menu of program options for helping students at risk of dropping out and suggests a way to identify approaches that program developers can use while efforts to develop a stronger scientific basis for new programs continue. --- --- ### 2371. When Schools Stay Open Late: The National Evaluation of the 21st-Century Community Learning Centers Program, New Findings ```yaml url: "https://www.mathematica.org/publications/when-schools-stay-open-late-the-national-evaluation-of-the-21st-century-community-learning-centers-program-new-findings" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2004-10-01 date_source: listing authors: ["Mark Dynarski", "Susanne James-Burdumy", "Mary Moore", "Linda Rosenberg", "John Deke", "Wendy Mansfield"] document_url: null doi: null license: null tags: [math-education] ``` Mathematica's latest report shows that 21st Century after-school programs, which currently spend $1 billion a year in federal funding, changed where and with whom students spent some of their after-school time. --- --- ### 2372. Developing the IT Workforce: Certification Programs, Participants, and Outcomes in High Schools and Two-Year Colleges ```yaml url: "https://www.mathematica.org/publications/developing-the-it-workforce-certification-programs-participants-and-outcomes-in-high-schools-and-twoyear-colleges" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2004-09-30 date_source: listing authors: ["Joshua Haimson", "Michelle VanNoy"] document_url: null doi: null license: null tags: [career-readiness, college-access, computer-assisted-learning, math-education] ``` Skill standards and certification tests have figured prominently in recent efforts to improve schools' information technology classes. Mathematica completed the first national study of high school and college information technology skill certification programs. --- --- ### 2432. Charter Schools’ Response to the Pandemic in California, New York and Washington State ```yaml url: "https://credo.stanford.edu/reports/item/charter-schools-response-to-the-pandemic-in-california-new-york-and-washington-state/" type: report source: "CREDO at Stanford" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2022-02-15 date_source: listing authors: null document_url: null doi: null license: null tags: [] ``` Charter schools in California, New York, and Washington state show standing capacity to adapt. New research on charter schools’ reveals a larger story of how education policy at large... --- --- ### 2433. NY charter schools: Remote instruction during the COVID crisis (spring 2020) ```yaml url: "https://credo.stanford.edu/reports/item/report-3/" type: report source: "CREDO at Stanford" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-12-12 date_source: listing authors: null document_url: null doi: null license: null tags: [] ``` New York State charter schools adjusted rapidly to remote learning Download Full Report Press Release --- --- ### 2434. Charter School Performance in the State of Washington ```yaml url: "https://credo.stanford.edu/reports/item/charter-school-performance-in-the-state-of-washington-2/" type: report source: "CREDO at Stanford" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2020-08-30 date_source: listing authors: null document_url: null doi: null license: null tags: [english-learners] ``` Washington’s charter schools a plus for English language learners but neutral on average for most students. --- --- ### 2435. Charter School Performance in South Carolina 2019 ```yaml url: "https://credo.stanford.edu/reports/item/charter-school-performance-in-south-carolina-2019-2/" type: report source: "CREDO at Stanford" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-08-30 date_source: listing authors: null document_url: null doi: null license: null tags: [literacy, math-education] ``` Charter school students on average fall behind peers in math 1. The typical charter school student in South Carolina experienced similar learning gains in reading and weaker growth in... --- --- ### 2436. Charter School Performance in New Mexico ```yaml url: "https://credo.stanford.edu/reports/item/charter-school-performance-in-new-mexico-2/" type: report source: "CREDO at Stanford" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-08-29 date_source: listing authors: null document_url: null doi: null license: null tags: [] ``` Charter schools on average improve to the level of traditional public schools Full Report --- --- ### 2437. Charter School Performance in Pennsylvania ```yaml url: "https://credo.stanford.edu/reports/item/charter-school-performance-in-pennsylvania-2/" type: report source: "CREDO at Stanford" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-08-28 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning] ``` Online charters serve students poorly compared to other schools --- --- ### 2438. Charter School Impacts in Idaho ```yaml url: "https://credo.stanford.edu/reports/item/charter-school-impacts-in-idaho-2/" type: report source: "CREDO at Stanford" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-04 published_date: 2019-08-26 date_source: listing authors: null document_url: null doi: null license: null tags: [] ``` Idaho charter school successes particularly notable in rural areas --- --- ### 4760. Interventions for improving employment outcomes for persons with autism spectrum disorders ```yaml url: "https://www.campbellcollaboration.org/review/employment-assistance-services-persons-with-autism/" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [campbell-collaboration, career-readiness, inclusive-design, response-to-intervention, sel] ``` \r\n Few studies but promising results on employment outcomes for individuals with autism spectrum disorders (ASD) \r\n Few studies evaluate interventions to improve employment outcomes for individuals with autism spectrum disorders (ASD). The available studies – which all have small sample sizes – suggest large effects. \r\n What is this review about? \r\n The incidence of ASD is on the rise, yet individuals with ASD are gainfully employed at disproportionately lower rates than individuals without a disability. Employment interventions are vocational programs that provide training associated with access and maintenance of employment such as interviewing or vocational/social skills training. \r\n This review looked at whether employment interventions and business-as-usual have different effects on the rates of employment. \r\n What is the aim of this review? \r\n This Campbell systematic review update examines the effects of employment interventions for people with autism spectrum disorders. The review summarizes evidence from three randomized controlled trials. \r\n What studies are included? \r\n This review uncovered three randomized studies from the USA that evaluate the effects of employment interventions for individuals with ASD. The studies spanned the period from 2014 to 2016. \r\n Do interventions improve employment rates for individuals with ASD? \r\n Yes. There is an overall improvement in employment rates for individuals with ASD that participate in vocational-related interventions. \r\n What do the findings of the review mean? \r\n The main policy-relevant findings include further consideration for how vocational rehabilitation is conducted among individuals with developmental disabilities such as ASD. Moreover, the relative paucity of empirical studies meeting inclusion criteria for this review points to an urgent need for greater funding for high-quality research and technical assistance to support the employment of individuals with ASD. \r\n How up-to-date is this review? \r\n The review authors searched for studies up to 2017. --- --- ### 4808. Deployment of personnel to military operations: impact on mental health and social functioning ```yaml url: "https://www.campbellcollaboration.org/review/impact-of-military-deployment-on-mental-health/" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [campbell-collaboration, formative-assessment] ``` Deployment to military operations negatively affects the mental health functioning of deployed military personnel While additional research is needed, the current evidence strongly supports the notion that deployment negatively affects mental health functioning of deployed military personnel. What is this review about? When military personnel are deployed to military operations abroad they face an increased risk of physical harm, and an increased risk of adverse shocks to their mental health. The primary condition under consideration is deployment to an international military operation. Deployment to a military operation is not a uniform condition; rather, it covers a range of scenarios. Military deployment is defined as performing military service in an operation at a location outside the home country for a limited time period, pursuant to orders. The review included studies that reported outcomes for individuals who had been deployed. This review looked at the effect of deployment on mental health outcomes. The mental health outcomes are: post-traumatic stress disorder (PTSD), major depressive disorder (MDD), common mental disorders (depression, anxiety and somatisation disorders) and substance-related disorders. By identifying the major effects of deployment on mental health and quantifying these effects, the review can inform policy development on deployment and military activity as well as post-deployment support for veterans. In this way the review enables decision-makers to prioritise key areas. What is the aim of this review? This Campbell systematic review examines the effects of deployment on mental health. The review summarizes evidence from 185 studies. All studies used observational data to quantify the effect of deployment. What studies are included? This review includes studies that evaluate the effects of deployment on mental health. A total of 185 studies were identified. However, only 40 of these were assessed to be of sufficient methodological quality to be included in the final analysis. The studies spanned the period from 1993 to 2017 and were mostly carried out in the USA, UK and Australia. The studies all had some important methodological weaknesses. None of the included studies used experimental designs (random assignment). What are the main findings of this review? Does deployment have an effect on mental health? Deployment to military operations negatively affects the mental health functioning of deployed military personnel. For assessments taken more than 24 months since exposure, we consistently found adverse effects of deployment on all mental health domains (PTSD, depression, substance abuse/dependence, and common mental disorders), particularly on PTSD. For assessments taken less than 24 months (or a variable number of months since exposure) the evidence was less consistent and in many instances inconclusive. What do the findings of this review mean? The odds of screening positive for PTSD and depression were consistently high in the longer term. This suggests that efforts should be increased to detect and treat mental disorders, as effects may be long-lasting. Overall the risk of bias in the majority of included studies was high. While it is difficult to imagine a randomised study design to understand how deployment affects mental health, other matters such as changes to personnel policy, or unanticipated shocks to the demand for military personnel, could potentially be a rich source of quasi-experimental variation. How up-to-date is this review? The review authors searched for studies up to April 2017. --- --- ### 4815. Interventions to improve the labour market outcomes of youth: a systematic review of training, entrepreneurship promotion, employment services and subsidized employment interventions ```yaml url: "https://www.campbellcollaboration.org/review/improving-youth-labour-market-outcomes/" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [campbell-collaboration, response-to-intervention, sel] ``` Active labour market programmes for youth increase employment and earnings but effects vary between programmes and context Youth are disproportionately victims of unemployment and low-quality jobs. Active labour market programmes increase earnings and employment. But the effects vary greatly between programmes’ type, design and context. What did the review study? Youth unemployment is much greater than the average unemployment rate for adults, in some cases over three times as high. Today, over 73 million young people are unemployed worldwide. Moreover, two out of five young people in the labour force are either working but poor or are unemployed. The youth employment challenge is not only about job creation, but especially about enhancing the quality of jobs for youth. This systematic review assesses the impact of youth employment interventions on the labour market outcomes of young people. The included interventions are training and skills development, entrepreneurship promotion, employment services and subsidized employment. Outcomes of interest include employment, earnings and business performance outcomes. What is the aim of this review? This Campbell systematic review examines the impact of youth employment interventions on the labour market outcomes of young people and business performance. The review summarises findings from 113 reports of 107 interventions in 31 countries. What studies are included? Included studies had to: (1) evaluate an active labour market programme (ALMP) which was designed for – or targeted primarily – young women and men aged between 15 and 35; (2) have an experimental and quasi-experimental design; and (3) report at least one eligible outcome variable measuring employment, earnings, or business performance. The evidence base covers 107 interventions in 31 countries, including 55 using skills training, 15 with entrepreneurship promotion, ten using employment services and 21 using subsidized employment. What are the main results in this review? Overall, youth employment interventions increase the employment and earnings of those youth who participate in them. But the effect is small with a lot of variation between programmes. There are significant effects for entrepreneurship promotion and skills training, but not for employment services and subsidised employment. Impacts on earnings were also positive but small and highly variable across programmes. Entrepreneurship promotion and skills training were effective in increasing earnings, while effects of employment services and subsidised employment were negligible or statistically insignificant. There is limited evidence of the effects of youth employment programmes on business performance outcomes, and the effect size was not statistically significant. In addition to the variation in impact across different types of programmes, some variation can be explained by country context, intervention design, and profile and characteristics of programme beneficiaries. The impacts of ALMPs are greater in magnitude in low- or middle-income countries than in high-income countries. Programmes targeting the most disadvantaged youth were associated with bigger programme effects, particularly for earnings outcomes, and effects were slightly larger for women than for men. What do the findings in this review mean? The evidence suggests that investing in youth through active labour market measures may pay off. Skills training and entrepreneurship promotion interventions appear to yield positive results on average. So, there are potential benefits from combining supply- and demand-side interventions to support youth in the labour market. The evidence indicates the need for careful design of youth employment interventions. The “how” seems to be more important than the “what” and, in this regard, targeting disadvantaged youth may act as a key factor for success. There is a need to strengthen the evidence base with more studies of promising programmes, especially in sub-Saharan Africa. Further research should investigate intermediate outcomes and soft skills, and should collect cost data. How up-to-date is this review? The review authors searched for studies published up to January 2015. --- --- ### 4825. Employment interventions for return-to-work in working-age adults following traumatic brain injury ```yaml url: "https://www.campbellcollaboration.org/review/employment-interventions-after-brain-injury/" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [attendance, campbell-collaboration, career-readiness, response-to-intervention] ``` Interventions for adults with traumatic brain injury may improve employment status Programs for adults who have suffered traumatic brain injury may improve employment status. All programs lead to employment, although no single program was more effective than the other programs. What is this review about? The unemployment rate in the USA for people who have suffered traumatic brain injury (TBI) was around 60% for 2001-10, compared to a national average of around 7%. Post-acute rehabilitation services – such as residential community reintegration programs, comprehensive day treatment programs, and community re-entry programs – focus on helping individuals adjust to ongoing impairments and to re-enter their communities, workplaces, and education. This review assesses the most effective type of intervention for returning individuals with TBI to work. What is the aim of this review? This Campbell systematic review examines the effectiveness of vocational rehabilitation interventions to help adults with traumatic brain injury get competitive employment. Three randomized controlled trials are included: two of military populations in the USA and one of the civilian population in China (Hong Kong). What studies are included? Studies are included which assess interventions focused on assisting helping working-aged adults with TBI return to competitive employment, including self-employment. Participants must have been between 18 and 65 years of age, experienced a non-penetrating TBI, been engaged in either full-time or part-time employment at time of injury, and been unemployed or on medical leave at time of receipt of the intervention. The studies must have competitive employment as an outcome. Three randomized controlled trials (RCT) are included in the analysis, two studying US military personnel and one of civilians in China (Hong Kong). All three studies compared alternative programmes. One compared an intensive in-hospital program versus an at-home program. The second study compared the CogSMART program plus supported employment with supported employment alone. And in the third study the control group received psycho-educational training with the treatment group receiving the same content via a virtual reality-based training platform. How effective are the programmes? None of the programs were better at improving employment outcomes than the comparator program to which it was compared. The intensive in-hospital program was no better than the at-home alternative, CogSMART added no value to supported employment alone, and virtual reality-based training was no better than psycho-educational training. Comparison of employment before and after the interventions showed the interventions in the United States improved employment status. The intervention in China did not improve employment status. None of the studies reported secondary employment outcomes: hours worked and wages earned. It was not possible to conduct analysis of the relative effectiveness of different types of programme because of the small number of included studies. What are the implications of this review for policy makers and decision makers? These three studies have limited implications for practice and policy. No intervention was found to be more effective than any other. In two of the studies the populations were limited to military subjects, who present with significantly different challenges such as posttraumatic stress disorder. The comparator interventions of at-home training and supported employment appear promising. What are the research implications of this review? There is a need for more RCTs on return-to-work interventions for adults with TBI, preferably separating competitive employment from school attendance. Military interventions should be conducted with civilian samples in order to determine their effectiveness in the civilian population, including on populations outside the United States. A broader range of employment outcomes should be studied, with regular follow up at standard intervals (e.g., six months, 12 months, 18 months, etc.). How up-to-date is this review? The search was completed in 2015. --- --- ### 4831. Interventions to improve the labour market situation of adults with physical and/or sensory disabilities in low- and middle-income countries ```yaml url: "https://www.campbellcollaboration.org/review/improve-labour-market-situation-adults-with-disabilities/" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [campbell-collaboration, computer-assisted-learning, formative-assessment, inclusive-design, response-to-intervention, sel] ``` Background Disability is a development issue, with widespread poverty, inequality and violation of human rights. Recent estimates suggest that more than one billion people are living with some form of disability. Persons with disabilities are over-represented among the world’s poor, and significant labour market disadvantage helps maintain the link between poverty and disability in many country contexts. The costs of disability are particularly acute in low- and middle-income countries (those with gross national income per capita of less than $12,616), where up to 80% of people with disabilities of working age can be unemployed, around twice that for their counterparts in high-income countries. When people with disabilities do work, they generally do so for longer hours and lower incomes, have fewer chances of promotion, are more likely to work in the informal labour market, and are at greater risk of becoming unemployed for longer periods. The barriers faced by people with disabilities globally in accessing and sustaining paid work is a profound social challenge. There is now growing recognition of employment as a key factor in the process of empowerment and inclusion into society, and the role of interventions to improve labour market outcomes for disabled people is receiving increased international attention. It is therefore both vital and timely to increase understanding of the impacts of available programmes, in order to ensure that they are effective in delivering positive outcomes for people with disabilities and provide value for money. Although several reviews have attempted to summarise the existing research in this area, there are a number of substantive and methodological limitations to these reviews. Thus, there is a need to systematically examine the evidence base to provide an overview of the types of interventions being used to improve employment outcomes, to identify those that are effective and ineffective, and to identify areas in which more research needs to be conducted. Objectives To describe the range and diversity of interventions available for addressing the low labour market participation of adults with physical and/or sensory disabilities in developing country contexts. To systematically identify, assess, and synthesise the evidence on the effects of interventions on labour market outcomes for disabled adults in low- and middle-income countries. As part of this, to critically analyse the evidence along the causal chain framework, linking interventions with intermediate outcomes and final impacts, and document the level/strength of evidence on potential pathways of impact using the framework. To assess if effects are moderated by characteristics of the participants, interventions, and/or settings. To provide an explanation for the intervention effects by examining what participants in the included studies reported about why the interventions did, or did not, work for them. Search methods To be included in the review, studies were required to meet several eligibility criteria. First, studies must have evaluated an intervention with the means to improve the labour market situation of adults with disabilities. Such interventions could take the form of a device, policy, programme, strategy, or other type of action. Second, studies must have investigated outcomes for adults aged 16-65 years with physical and/or sensory impairments associated with disability. Third, the study setting must have been a low-or middle-income country (L&MIC). Fourth, studies must have utilised one of the following: (a) randomised experimental design, (b) rigorous quasi-experimental design that used robust methods for removing biases due to non-random assignment of treatment, or (c) quasi-experimental design that used less rigorous methods for constructing the counterfactual, including uncontrolled studies. Fifth, studies must have reported at least one quantitative employment-related outcome variable. Sixth, the date of publication or reporting of the study must have been within the period 1 January 1990 to 31 December 2013. Finally, no language or form of publication restrictions was applied. Search strategy A systematic and comprehensive search was used to locate both published and unpublished studies. Ten major bibliographic databases were electronically searched, along with 32 specialist databases and library catalogues, and 59 websites of relevant organisations. Six journals were manually searched and search engines used. The reference lists of previous reviews and included studies were examined, and forward citation checking exercises were conducted. Finally, information was requested from authors of included studies and other relevant stakeholders. Data collection and analysis Each study was subject to a rigorous process of data extraction and quality assessment, conducted independently by pairs of reviewers using a coding tool specifically designed for this review. Descriptive analysis was undertaken to examine and describe data related to the characteristics of the included studies and interventions. The findings from the included studies were combined descriptively using a narrative approach to synthesis. Results The literature search yielded a total of 20,417 potentially relevant reports, 479 of which were retrieved for full-text screening. A total of 14 studies met the eligibility criteria. Publication dates of included studies ranged between 1992 and 2012, with six studies published in the four-year period 2010-2013. Studies were conducted in nine different L&MICs in Asia, Africa and Latin America: Bangladesh (three studies); Brazil (two studies); China (one study); India (four studies); Kenya (one study); Nigeria (one study); Philippines (one study); Vietnam (one study) and Zimbabwe (one study). The majority of studies examined outcomes for adults with physical impairments. There was variation in sample sizes. One study had a sample size greater than 500 participants, the sample size was between 251 and 500 in three studies, and the remaining ten studies had a sample size of less than 250. Different methodologies were employed to construct the counterfactual and evaluate the impacts of the interventions. The majority were uncontrolled before-and-after studies. One quasi-experiment (ex-post) utilised propensity score matching techniques and one study applied logistic regression to pre-test/post-test data. The remaining studies used a non-equivalent groups design. All 14 studies were assessed as high risk of bias. The 14 studies examined 15 different interventions grouped as follows: treatment & therapy (four interventions); assistive devices and accommodations (two interventions); occupational rehabilitation services (four interventions); financial services (one intervention); and community-based rehabilitation (four interventions). Thirteen were multi-component programmes. All 15 interventions were targeted at people with disabilities, with some designed for people with a specific impairment or diagnosis. Six interventions targeted persons with specific types of physical impairment, and a further two interventions were available to adults with any type of physical impairment. Three interventions were targeted at persons with visual impairments. Finally, four interventions were available to persons with any/multiple impairments. Non-governmental organisations (NGOs) were the most common source of funding. The main aim of eight interventions was to improve employment prospects for persons with disabilities. The other interventions sought improvements in a wider range of outcomes. The interventions were designed and implemented on different scales, with the majority available over a large geographical area, such as one or more districts, provinces or regions. Information about duration of the interventions was often not reported, but typically they were available for periods of less than six months. All 14 studies measured relevant labour market outcomes and assessed the following impacts: motivation to work (one study); professional social skills (one study); employment participation (12 studies); self-employment (two studies); income (four studies) and hours worked (one study). Five studies measured additional outcomes: health-related outcome (four studies); social outcomes (five studies); and empowerment-related outcome (one study). Several studies relied solely on self-reported outcome data. The majority of study reports did not provide clear information about the timing of outcome measurement. Only one study examined longer-term outcomes, evaluating impacts after two and four years of participants entering the programme. In all 14 studies, the direction of effect was positive for the outcome variables measured. Five studies reported results of tests for statistical significance and indicated study findings were significant. Effects on motivation to work. One study measured this outcome. It investigated two interventions for visually impaired students. Effects on professional social skills. One study measured this outcome. It assessed a programme for persons with any type of physical impairment. Effects on paid employment. Twelve studies measured this outcome. Of these, seven studies evaluated different types of support for persons with physical disabilities, with five designed for people with a specific diagnosis or impairment. One study investigated an intervention for the visually impaired. The remaining four studies in this category evaluated interventions that were open to individuals with any/multiple types of impairments. Effects on self-employment. Two studies measured this outcome. Both studies evaluated interventions available to persons with any type of physical impairment. Effects on income. Four studies measured this outcome. Of these, three studies evaluated interventions designed for persons with physical disabilities. The remaining study focused on an intervention for the visually impaired. Effects on hours worked. One study measured this outcome. It evaluated a programme for persons with any type of physical impairment. Seven of the 14 included studies explored variation in treatment effects. The variables considered were gender (three studies), participants’ size of business (one study), impairment severity (one study), type of intervention (one study), and duration of follow-up (two studies). Four of the seven studies tested whether results were statistically significant. Overall, these seven studies were not sufficiently similar to detect meaningful differences in outcomes. Two studies investigating occupational rehabilitation services reported participants’ observations, experiences and views about why the intervention they received had worked for them. The following factors were cited: general health & well-being; cooperation in the family/community; motivation; attitudes in the workplace; attitudes in the community; and appropriateness of the training. Three studies reported participants’ observations, experiences and views about why the intervention they received had not worked for them. Two examined occupational rehabilitation services and the other evaluated the provision of free wheelchairs. The following barriers to the success of the interventions were cited: discriminatory attitudes of prospective employers; attitudes of family members and/or wider community; health and well-being; physical inaccessibility (workplace and/or broader environment); lack of ‘start-up’ funds for self-employment; shortcomings of the training (i.e., mismatch between it and participant’s skills, abilities and financial resources); lack of education and skills; and motivation. Authors’ conclusions A key finding of this review is the overall scarcity of robust evidence, as indicated by the relatively few studies that met the inclusion criteria. Although the evidence in general showed positive results, we need to be wary of drawing strong inferences from the findings of this body of literature. Not only is the number of impact evaluations limited, but most used designs in which conclusively attributing causality is not possible. Our assessment of the evidence does not allow us to develop practical suggestions on what interventions are likely to work, for whom, and when. Clearly, there is an urgent need for investment in high quality impact evaluations of interventions to support people with disabilities in accessing the labour market in low- and middle-income settings. To build the evidence base further, it is therefore important that many more of the interventions currently in existence in low- and middle-income countries are rigorously evaluated, and the results are reported and disseminated widely. The methodological inconsistencies and weaknesses of the current evidence base, and specific knowledge gaps, suggest a number of future research priorities. --- --- ### 4847. Behavioral, psychological, educational and vocational interventions to facilitate employment outcomes for cancer survivors ```yaml url: "https://www.campbellcollaboration.org/review/interventions-to-facilitate-employment-cancer-survivors/" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [attendance, campbell-collaboration, career-readiness, response-to-intervention, sel] ``` Employment status of cancer survivors improve with multi-component support programmes There is promising evidence that psychosocial interventions may improve employment status for cancer survivors, but don’t have an effect on hours of work or sick leave. These interventions range from information sessions and vocational training workshops to counselling and physical therapy. What is the review about? Employment is an important stabilizing factor for cancer survivors. A study from 2009 showed that the rate of unemployment among cancer survivors is 34 percent, more than twice that of a comparable healthy population. This Campbell review estimates the effects of psychosocial interventions for adult cancer survivors. It focuses on interventions to improve employment outcomes such as employment status, return-to-work, absenteeism and time spent on sick leave. What is the aim of this review? This Campbell systematic review reports the effects of psychosocial interventions on employment outcomes for cancer survivors. The review summarises findings from 12 studies covering 2,151 cancer survivors. What studies are included? This review includes 12 studies published between 1980 and 2013 that evaluate the effects of psychosocial interventions on the employment of cancer survivors. Eight of the studies are randomised controlled trials and four are quasi-experimental studies. Due to the nature of the disease, cancer survivors tend to be older. The majority of studies had participants over the age of 50. What were the main findings of the review? What kinds of psychosocial interventions are there? Interventions include education, training, psychological support, environmental adjustments or accommodations, flexible or job-sharing work conditions, or job search and placement assistance. Most interventions include more than one component to address barriers to employment. What do the findings in this review mean? Whilst there are too few studies to provide evidence in support of specific practices, multi-component interventions that incorporate information or education training, counselling or coping skills sessions and also physical exercise may be the best way to benefit cancer survivors’ employment outcomes. Additional research should focus on trials that collect information on employment status and not solely self-reported measures of quality of life. Studies should also describe in more detail an intervention’s features and duration. How up-to-date is this review? The review authors searched for studies published until 2013. --- --- ### 4852. Farmer field schools for improving farming practices and farmer outcomes in low- and middle-income countries ```yaml url: "https://www.campbellcollaboration.org/review/farmer-field-schools-systematic-review/" type: report source: "Campbell Collaboration" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [campbell-collaboration, response-to-intervention] ``` Farmer field schools improve agricultural practices, yields and incomes in small pilot programmes, but not in large-scale programmes Farmer field schools improve farmers’ knowledge and adoption of better practices, and increase agricultural production and income. However, knowledge of better practices does not spread to neighbouring farmers who do not participate in the program, and large-scale programmes are not effective. What is this review about? The purpose of farmer field schools is to improve farmers’ skills to empower them to make better decisions. Different programmes have different objectives, but they often aim to reduce pesticides use, promote better farming practices and boost yields or income. Field schools use facilitators who employ participatory, experiential learning methods over an entire growing season. For example, farmer field schools use ‘practice plots’ where farmers can compare results from different farming methods. In contrast to traditional agricultural extension projects, which mainly teach simple practices such as applying fertilisers, farmer field schools often teach holistic techniques, such as integrated pest management. Farmer field schools have been widely used across Asia, Africa and Latin America, reaching an estimated 10–15 million farmers. This review examines the effectiveness of farmer field schools in changing farmer knowledge and practice, and improving yields, income, environmental impact and farmer empowerment. What is the aim of this review? This Campbell systematic review examines the effectiveness of farmer field schools in improving intermediate outcomes (such as knowledge and pesticide use) and final outcomes (such as agricultural yields, incomes and empowerment) in low- and middle-income countries, as well as implementation factors associated with programme success and failure. The review sythesises evidence from 92 impact evaluations, of which 15 were of sufficient quality for policy-oriented findings, and 20 qualitative studies. What studies are included? The review includes 92 impact evaluation studies conducted in low or middle-income countries. The review also includes 20 qualitative evaluations of the barriers to and enablers of change in farmer field school projects. What are the effects of farmer field schools on agricultural and environmental outcomes? Farmer field schools improve farmers’ knowledge and adoption of beneficial practices, and reduce overuse of pesticides. This leads to positive outcomes for farmers: on average, a 13% increase in agricultural yields and a 20% increase in income. Farmer field schools also reduce pesticide use and environmental degradation. However, the evidence for these outcomes comes from short-term evaluations of pilot programmes, and no studies with a low risk of bias are available. In programmes that were delivered at a national scale, studies conducted more than two years after implementation did not show any positive outcomes from the programme. For large-scale programmes, recruiting and training appropriate facilitators was problematic. What are other outcomes of farmer field schools? Empowerment is a major objective of many farmer field schools, but few rigorous studies collected information on this outcome. A few qualitative studies suggest participating farmers feel more confident. Farmers who do not participate in farmer field schools do not learn from neighbours who do participate. The complex concepts taught in farmer field schools may be difficult to learn through conversations and self-study, so the experience gained in farmer field schools may be a key reason the intervention works. What do the findings in this review mean? Farmer field schools can be effective in specific contexts and may be suitable for gradual scale-up, but are unlikely to be suitable for large-scale problems. However, the evidence base on large-scale implementation of farmer field schools is limited. Hence more rigorous studies, examining the implementation and effectiveness of nationwide programmes, are needed. How up-to-date is this review? The review authors searched for studies published until October 2012. --- --- ### 4923. Math for Every Student: Cultivating Math Mindsets in Middle School ```yaml url: "https://learningpolicyinstitute.org/product/cultivating-math-mindsets-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2026-06-10 date_source: listing authors: ["Heather Price", "Julie Fitz"] document_url: null doi: null license: null tags: [lpi, math-education] ``` Steep declines in math achievement driven by COVID-19-era school disruptions have renewed interest in improving math instruction. A study of 10 California middle school teachers identifies the classroom conditions needed for students to thrive as math learners: positive relationships, a sense of belonging, growth mindsets, and high-quality instruction. --- --- ### 4924. The Principal Effect: How Investing in School Leaders Is Key to Solving Education’s Challenges ```yaml url: "https://learningpolicyinstitute.org/product/prinicipal-effect-investing-school-leaders-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2026-05-18 date_source: listing authors: ["Linda Darling-Hammond", "Julie Fitz", "María Virginia Giani", "Molly F. Gordon", "Marjorie Wechsler"] document_url: null doi: null license: null tags: [attendance, career-readiness, lpi] ``` Public schools face mounting challenges, including student mental health, chronic absenteeism, academic achievement, and teacher shortages. Yet the principal's impact is often overlooked. Effective leadership strengthens instruction, builds positive climate, and stabilizes the workforce. Investing in principal preparation, support, and retention is a powerful strategy for improving outcomes and advancing equity. --- --- ### 4925. Teacher Certification in Texas: District Strategies to Recruit and Retain a Credentialed Workforce ```yaml url: "https://learningpolicyinstitute.org/product/tx-teacher-certification-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2026-04-17 date_source: listing authors: ["Susan Kemper Patrick", "Chazz Higginbotham", "Ryan Saunders", "Tiffany S. Tan", "Steve Wojcikiewicz"] document_url: null doi: null license: null tags: [career-readiness, lpi] ``` Texas is navigating high teacher attrition and relying on uncertified teachers who can fill vacancies quickly. While the share of uncertified teachers tripled across the state between 2019–20 and 2024–25, some districts maintained high rates of certified teachers. This study sought to identify those districts and understand the local contexts that might encourage hiring and retention of certified teachers. These findings are especially relevant in the context of newly passed state legislation enabling a significant financial investment in retaining and recruiting credentialed teachers. --- --- ### 4926. Oakland High School Redesign: How a Community-Centered Campus Created Pathways for Student Success ```yaml url: "https://learningpolicyinstitute.org/product/oakland-high-school-redesign-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2026-04-08 date_source: listing authors: ["Charlie Thompson"] document_url: null doi: null license: null tags: [dropout-prevention, lpi] ``` Oakland High School has reimagined learning by integrating a community schools model, Linked Learning pathways, dual enrollment, and comprehensive student supports. Grounded in strong relationships and community connections, this approach has expanded engaging, real-world learning opportunities while improving student achievement, graduation rates, and teacher retention. --- --- ### 4927. Community Schools in Los Angeles Unified: Transforming Teaching and Learning ```yaml url: "https://learningpolicyinstitute.org/product/ca-community-schools-los-angeles-unified-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2026-03-27 date_source: listing authors: ["Sarah Klevan", "Laura E. Hernández", "Natalie Spitzer", "Cassandra Rubinstein", "Walker Swain"] document_url: null doi: null license: null tags: [attendance, inclusive-design, lpi] ``` Los Angeles Unified School District successfully implemented its Community Schools Initiative through a robust support structure that centers inclusive environments enabled by restorative practices, project-based learning, and Linked Learning pathways. While all low-income schools in the district are recovering from pandemic-era lows, these schools are improving at substantially higher rates in achievement and attendance. --- --- ### 4928. Universal PreK Expansion: How Many 3- and 4-Year-Olds Does California Enroll? ```yaml url: "https://learningpolicyinstitute.org/product/ca-universal-prek-expansion-enroll-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2026-03-23 date_source: listing authors: ["Hanna Melnick", "Emma García"] document_url: null doi: null license: null tags: [early-childhood, lpi, math-education] ``` California’s expansion of universal prekindergarten (PreK) has helped increase access to early childhood education (ECE) programs. This brief examines the impact of investments in universal PreK by calculating how many 3- and 4-year-olds have enrolled in publicly funded ECE programs across the state. --- --- ### 4929. Teacher Turnover in the United States: Who Moves, Who Leaves, and Why ```yaml url: "https://learningpolicyinstitute.org/product/teacher-turnover-united-states-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2026-03-17 date_source: listing authors: ["Tiffany S. Tan", "Wesley Wei", "Desiree Carver-Thomas", "Emma García"] document_url: null doi: null license: null tags: [career-readiness, lpi] ``` The most recent data from NCES’ national teacher and principal surveys highlight persistently high teacher turnover and widespread dissatisfaction. The data also point to strategies for decreasing turnover, including competitive salaries, effective school leadership, improved working conditions, and supports for early-career teachers. --- --- ### 4930. Credentialing Early Childhood Teachers: Considerations for Teacher Preparation Programs ```yaml url: "https://learningpolicyinstitute.org/product/ece-credentialing-teacher-preparation-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-12-04 date_source: listing authors: ["Abby Schachner", "Victoria Wang", "Cathy Yun", "Sara Plasencia", "Chris Mauerman", "Cordy McJunkins", "Deborah Stipek", "Madelyn Gardner", "Hanna Melnick", "Marjorie Wechsler"] document_url: null doi: null license: null tags: [college-access, early-childhood, lpi, professional-development] ``` Well-prepared teachers are essential during early years of learning, which form the foundation for lifelong success. A study examining early childhood credentialing programs in Louisiana, Massachusetts, New Jersey, and New York sheds light on strategies institutions of higher education can use to promote quality and accessibility of ECE credential programs. --- --- ### 4931. Credentialing Early Childhood Teachers: Considerations for Policymakers ```yaml url: "https://learningpolicyinstitute.org/product/ece-credentialing-policymakers-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-12-04 date_source: listing authors: ["Abby Schachner", "Victoria Wang", "Cathy Yun", "Sara Plasencia", "Chris Mauerman", "Cordy McJunkins", "Deborah Stipek", "Hanna Melnick", "Marjorie Wechsler", "Madelyn Gardner"] document_url: null doi: null license: null tags: [career-readiness, early-childhood, lpi] ``` Well-prepared teachers are essential during the early years of learning, which form the foundation for lifelong success; and yet fewer than half of U.S. states require teachers to hold a credential. State-level policies governing the credentialing of early childhood teachers in Louisiana, Massachusetts, New Jersey, and New York illustrate how states can support a high-quality preschool workforce. --- --- ### 4932. Supporting and Sustaining a Diverse Teacher Workforce ```yaml url: "https://learningpolicyinstitute.org/product/diverse-teacher-workforce-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-12-01 date_source: listing authors: ["Desiree Carver-Thomas", "Melanie Leung-Gagné", "Emma García"] document_url: null doi: null license: null tags: [career-readiness, lpi] ``` A diverse teacher workforce is vital to student achievement and school climate, yet only about 20% of U.S. teachers are people of color. Barriers for teachers of color include limited access to comprehensive preparation, lower pay, higher debt, and less supportive working conditions. Research sheds light on conditions that foster retention. --- --- ### 4933. District Supports for Community Schools: How Systems Can Enable High-Quality Implementation ```yaml url: "https://learningpolicyinstitute.org/product/ca-district-supports-community-schools-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-11-19 date_source: listing authors: ["Laura E. Hernández", "Sarah Klevan", "Emily Germain"] document_url: null doi: null license: null tags: [lpi] ``` As community schools expand statewide, districts play a critical role in ensuring these efforts thrive. Three California local education agencies have used new investments to strengthen professional learning, streamline services, and build the infrastructure for lasting change. Their strategies illustrate how systems can support schools to implement and scale up community schools. --- --- ### 4934. District Leadership for Racial Equity: Lessons From School Systems That Are Closing the Gap ```yaml url: "https://learningpolicyinstitute.org/product/district-leadership-racial-equity-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-11-04 date_source: listing authors: ["Linda Darling-Hammond", "Larkin Willis", "Desiree Carver-Thomas"] document_url: null doi: null license: null tags: [learning-engineering, lpi] ``` Despite decades of reforms, race and class remain among the most reliable predictors of student success. Findings from four southern school districts show how leaders used strategic planning, capacity building, data use, equitable resource allocation, and sustained leadership to reduce persistent disparities in achievement, graduation, and discipline for students of color. --- --- ### 4935. Design Principles for Instructionally Relevant Assessment Systems ```yaml url: "https://learningpolicyinstitute.org/product/design-principles-assessment-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-10-16 date_source: listing authors: ["Aneesha Badrinarayan"] document_url: null doi: null license: null tags: [formative-assessment, lpi] ``` The decisions states make regarding what their assessments look like and what kind of information they produce inevitably shape instruction and students’ learning experiences. Many state leaders are considering how to create instructionally relevant assessments with a positive instructional impact. --- --- ### 4936. Keeping Schools Safe? The Research on Behavioral Threat Assessments ```yaml url: "https://learningpolicyinstitute.org/product/behavioral-threat-assessments-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-10-14 date_source: listing authors: ["Jennifer DePaoli", "Stacy Loewe"] document_url: null doi: null license: null tags: [formative-assessment, lpi, sel] ``` Although evidence suggests that well-designed and well-implemented behavioral threat assessments can be part of an effective violence prevention strategy, school, district, and state leaders must be aware of the concerns surrounding BTA use and implementation and take key considerations into account. --- --- ### 4937. Community-Connected Redesign at Fremont High School ```yaml url: "https://learningpolicyinstitute.org/product/community-connected-redesign-fremont-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-09-26 date_source: listing authors: ["Charlie Thompson"] document_url: null doi: null license: null tags: [career-readiness, college-access, lpi] ``` Fremont High School transformed from a struggling, underenrolled campus into a thriving community school, where students are deeply supported and prepared for college and careers. This brief shares how community leadership, family partnership, innovative programs, and state investments fueled a powerful redesign rooted in authentic relationships and meaningful learning. --- --- ### 4938. Community Schools Impact on Student Outcomes: Evidence From California ```yaml url: "https://learningpolicyinstitute.org/product/ca-community-schools-impact-student-outcomes-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-09-16 date_source: listing authors: ["Walker Swain", "Melanie Leung-Gagné", "Anna Maier", "Cassandra Rubinstein"] document_url: null doi: null license: null tags: [attendance, lpi] ``` Research on California’s historic investment in community schools reveals that schools implementing the strategy have experienced substantial reductions in chronic absence, notable decreases in suspension rates, and improved test scores, with the largest gains among historically underserved students. --- --- ### 4939. Redesigning High School: 10 Features for Success ```yaml url: "https://learningpolicyinstitute.org/product/redesigning-high-school-10-features-for-success-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-09-04 date_source: listing authors: ["Linda Darling-Hammond", "Matt Alexander", "Laura E. Hernández", "Cheryl Jones-Walker"] document_url: null doi: null license: null tags: [lpi] ``` The traditional factory model of school does not prepare students for our modern global economy. To meet student needs, research points to 10 features for redesigning schools that foster deeper learning, stronger relationships, and equitable outcomes for students. --- --- ### 4940. Developing Sustainable Teacher Residencies in Texas ```yaml url: "https://learningpolicyinstitute.org/product/texas-developing-sustainable-teacher-residencies-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-08-08 date_source: listing authors: ["Steve Wojcikiewicz"] document_url: null doi: null license: null tags: [lpi] ``` To establish and sustain teacher residencies, Texas incorporated crucial features and requirements in its grant program, including required residency model and district–EPP partnership elements, shared residency program governance between partners, and technical assistance aimed at building local and regional capacity to embed strategic staffing structures for sustainable funding. --- --- ### 4941. Positive Conditions for Mathematics Learning: An Overview of the Research ```yaml url: "https://learningpolicyinstitute.org/product/positive-conditions-math-learning-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-06-30 date_source: listing authors: ["Julie Fitz", "Heather Price"] document_url: null doi: null license: null tags: [lpi, math-education] ``` Students have more positive and productive math learning experiences in classrooms that provide them with supportive relationships, a strong sense of belonging within the classroom and broader math community, and a firm conviction in their capacity to grow their mathematical abilities through experience and practice. --- --- ### 4942. High-Quality Professional Development to Support Instructional Materials Adoption Aligned with the New Math Framework ```yaml url: "https://learningpolicyinstitute.org/product/csba-new-math-framework-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-04-04 date_source: listing authors: ["Larkin Willis", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi, math-education, professional-development] ``` The 2023 California Mathematics Framework emphasizes deep content mastery, critical thinking, and problem-solving. School boards play a key role in adopting aligned instructional materials and supporting professional development to enhance teaching. What are necessary instructional shifts and how can governance teams drive effective professional learning to improve student outcomes? --- --- ### 4943. New Mexico Community Schools: Improving Student Opportunities and Outcomes ```yaml url: "https://learningpolicyinstitute.org/product/new-mexico-community-schools-outcomes-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-02-07 date_source: listing authors: ["Emily Germain", "Anna Maier", "Daniel Espinoza"] document_url: null doi: null license: null tags: [lpi, professional-development] ``` New Mexico’s investment in community schools is improving student outcomes, school climate, and family engagement. Key to this success are state funding for coordinators, professional development, and technical assistance. Lessons from three case studies offer insights for sustaining and strengthening the model. --- --- ### 4944. In Debt: Student Loan Burdens Among Teachers ```yaml url: "https://learningpolicyinstitute.org/product/student-loans-among-teachers-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-02-04 date_source: listing authors: ["Wesley Wei", "Emma García", "Michael A. DiNapoli Jr.", "Susan Kemper Patrick", "Melanie Leung-Gagné"] document_url: null doi: null license: null tags: [career-readiness, lpi] ``` Building a diverse, stable teacher workforce is challenged by low pay and high credentialing costs. Policies reducing student loan debt can ease financial barriers for teachers while improving recruitment and retention. Federal strategies, supported by state and local actions, can address these strains and strengthen the teaching profession. --- --- ### 4945. How States Are Expanding Quality Summer Learning Opportunities ```yaml url: "https://learningpolicyinstitute.org/product/states-summer-learning-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-01-15 date_source: listing authors: ["Julie Fitz", "Julie Woods", "Naomi Duran", "Jennifer McCombs"] document_url: null doi: null license: null tags: [lpi] ``` Summer learning plays a vital role in supporting students year-round. Recognized by the federal government as a key strategy for recovering from pandemic-related learning disruptions, it was supported through ESSR funds, which have now been spent or committed. Moving forward, lessons can be learned from states that have sustained their efforts. --- --- ### 4946. Investing in Texas Teacher Preparation: Key Features of Successful Residency Programs ```yaml url: "https://learningpolicyinstitute.org/product/texas-teacher-preparation-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-12-13 date_source: listing authors: ["Steve Wojcikiewicz", "Wesley Wei"] document_url: null doi: null license: null tags: [career-readiness, lpi, professional-development] ``` Amid challenging teacher workforce conditions, Texas has invested in a multifaceted strategy to seed and support paid teacher residency programs, which includes incentivizing programs to adopt common features. The state can build on already significant progress through continued funding, guidance, and technical assistance. --- --- ### 4947. Investing in Teacher Residencies: Sustaining Texas’s Momentum to Prepare High-Quality Teachers ```yaml url: "https://learningpolicyinstitute.org/product/texas-teacher-residencies-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-12-13 date_source: listing authors: ["Kimberlee Ralph", "Jennifer A. Bland"] document_url: null doi: null license: null tags: [lpi] ``` In response to ongoing teacher shortages, at the direction of the legislature, the Texas Education Agency launched a large-scale expansion of paid teacher residencies. Data show positive outcomes for residency participants, schools and districts, and educator preparation programs. Further state-level policy action will be needed to continue Texas’s meaningful progress. --- --- ### 4948. Cultivating Relationships in Secondary Classrooms: Practices That Matter ```yaml url: "https://learningpolicyinstitute.org/product/cultivating-relationships-secondary-classrooms-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-11-21 date_source: listing authors: ["Laura E. Hernández", "Linda Darling-Hammond", "Natalie Nielson"] document_url: null doi: null license: null tags: [lpi] ``` The science of learning and development demonstrates that when young people maintain positive school-based relationships, their learning and well-being is supported and enhanced. Secondary school educators and staff can implement practices that prioritize relationships and caring in order to optimize student learning, well-being, and agency. --- --- ### 4949. Cultivating Relationships in Secondary Schools: Structures That Matter ```yaml url: "https://learningpolicyinstitute.org/product/cultivating-relationships-secondary-schools-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-11-21 date_source: listing authors: ["Laura E. Hernández", "Linda Darling-Hammond", "Natalie Nielson"] document_url: null doi: null license: null tags: [lpi] ``` The science of learning and development demonstrates the value of positive relationships for student success and well-being. Secondary schools can integrate structures to cultivate the conditions that enable healthy attachments to grow between teachers and students, as well as between and among school staff and students’ families. --- --- ### 4950. Progressing Toward Universal Prekindergarten in California ```yaml url: "https://learningpolicyinstitute.org/product/progressing-toward-universal-prekindergarten-california-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-10-18 date_source: listing authors: ["Hanna Melnick", "Emma García"] document_url: null doi: null license: null tags: [early-childhood, lpi] ``` In 2021, California began a significant expansion of PreK, including expanding state funding for transitional kindergarten and a legislative commitment to maintain other federally and state-funded PreK options for income-eligible families. Data show promising increases in enrollment of 4-year-olds, both in absolute terms and relative to trends in other states. --- --- ### 4951. New Mexico Community School Profile: Roswell Independent School District ```yaml url: "https://learningpolicyinstitute.org/product/new-mexico-community-school-roswell-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-09-25 date_source: listing authors: ["Daniel Espinoza"] document_url: null doi: null license: null tags: [lpi] ``` New Mexico supports community schools statewide, including in Roswell, where a middle and high school have created a nourishing school climate and culture by providing culturally responsive and restorative spaces, opportunities for student voice and engagement, and a social safety net to address out-of-school learning barriers. --- --- ### 4952. New Mexico Community School Profile: Peñasco Independent School District ```yaml url: "https://learningpolicyinstitute.org/product/new-mexico-community-school-penasco-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-09-25 date_source: listing authors: ["Anna Maier"] document_url: null doi: null license: null tags: [attendance, dropout-prevention, lpi] ``` This rural New Mexico district implemented the community schools strategy in 2021, emphasizing project-based learning, family and community engagement, and physical and mental wellness. Since then, attendance at school events has dramatically increased, chronic absenteeism has decreased, and the graduation rate has increased. --- --- ### 4953. New Mexico Community School Profile: Los Padillas Elementary School ```yaml url: "https://learningpolicyinstitute.org/product/new-mexico-community-school-los-padillas-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-09-25 date_source: listing authors: ["Emily Germain"] document_url: null doi: null license: null tags: [attendance, lpi] ``` Since adopting a community school strategy in 2018, Los Padillas Elementary School has seen improvements in school climate, chronic absenteeism, attendance, academic performance, teacher retention, and enrollment. Their approach centers on culturally relevant and community-connected learning. --- --- ### 4954. California’s English Learners and Their Long-Term Learning Outcomes ```yaml url: "https://learningpolicyinstitute.org/product/ca-english-learners-outcomes-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-08-21 date_source: listing authors: ["Sarah Novicoff", "sean reardon", "Rucker Johnson"] document_url: null doi: null license: null tags: [english-learners, lpi] ``` Changes to California's policies for English learners (EL), including EL-specific instructional materials and increased funding, could improve educational outcomes for these students. New research describes these policies and impacts on ELs' academic skills and English proficiency. --- --- ### 4955. Developing Deeper Learning Leaders ```yaml url: "https://learningpolicyinstitute.org/product/developing-deeper-learning-leaders-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-08-06 date_source: listing authors: ["Marjorie Wechsler", "Steve Wojcikiewicz"] document_url: null doi: null license: null tags: [lpi] ``` Providing engaging learning experiences to all students requires school leaders to implement new school structures and classroom practices. Leadership programs can help school leaders acquire and apply the knowledge and skills needed to support this transformation, and policies can bolster adoption of the practices that lead to deeper learning. --- --- ### 4956. Where Is Teaching Most Attractive and Equitable? ```yaml url: "https://learningpolicyinstitute.org/product/where-is-teaching-most-attractive-equitable-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-07-31 date_source: listing authors: ["Melanie Leung-Gagné", "Susan Kemper Patrick", "Emma García"] document_url: null doi: null license: null tags: [lpi] ``` Where are the best places to teach in the United States? The worst? State profiles, drawn from more than 40 indicators, show that conditions such as salaries, working environment, and resources vary substantially from state to state and have significant impacts on attractiveness and equitable student access to well-prepared teachers. --- --- ### 4957. How Preparation Predicts Teaching Performance Assessment Results in California ```yaml url: "https://learningpolicyinstitute.org/product/ca-teaching-performance-assessment-results-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-05-10 date_source: listing authors: ["Susan Kemper Patrick", "Lillie Ko-Wong"] document_url: null doi: null license: null tags: [formative-assessment, lpi] ``` Teaching performance assessments (TPAs) are used by many states to assess candidates’ classroom readiness—a critical mission for preparation programs and the state agencies that approve programs and set licensure standards. Understanding the relationship between preparation experiences and TPA success can inform programmatic and policy decisions. --- --- ### 4958. Successful Teacher Residencies: What Matters and What Works ```yaml url: "https://learningpolicyinstitute.org/product/successful-teacher-residencies-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-04-01 date_source: listing authors: ["Julie Fitz", "Cathy Yun"] document_url: null doi: null license: null tags: [lpi, professional-development] ``` Teacher residencies offer an approach to address teacher shortages while improving teacher preparation. Through robust financial and educational support, residencies attract diverse candidates who stay in teaching. Five effective California programs yield policy recommendations, including strategies for designing and funding sustainable, affordable programs that support candidates. --- --- ### 4959. How States Can Support Teacher Apprenticeship: The Case of Tennessee ```yaml url: "https://learningpolicyinstitute.org/product/tennessees-teacher-apprenticeship-program-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-03-01 date_source: listing authors: ["Hanna Melnick"] document_url: null doi: null license: null tags: [lpi] ``` Teacher apprenticeships aim to expand the supply of well-prepared teachers by allowing candidates to earn a salary and on-the-job experience while working toward a teaching license. Tennessee’s apprenticeship in teaching is the first to be registered in the United States. --- --- ### 4960. Striving for Relationship-Centered Schools: Insights From a Community-Based Transformation Campaign ```yaml url: "https://learningpolicyinstitute.org/product/striving-for-relationship-centered-schools-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-02-13 date_source: listing authors: ["Laura E. Hernández", "Eddie Rivero"] document_url: null doi: null license: null tags: [lpi, sel] ``` Attending relationship-centered schools can enhance students’ academic outcomes, motivation, and positive social behavior. This study shares the emerging impacts of two relationship-centered efforts to foster student learning and well-being in schools and districts, including approaches that allow students and adults to build trust and shared knowledge. --- --- ### 4961. Developing Effective Principals: How Policies Can Make a Difference ```yaml url: "https://learningpolicyinstitute.org/product/developing-effective-principals-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-10-11 date_source: listing authors: ["Linda Darling-Hammond", "Marjorie Wechsler", "Stephanie Levin", "Melanie Leung-Gagné", "Steve Tozer"] document_url: null doi: null license: null tags: [lpi, professional-development] ``` High-quality learning opportunities for principals can improve their effectiveness, teacher retention, and student achievement—and state and district policies can influence principals’ access to these opportunities. Key policy levers include standards for leadership practices, preparation programs, and licensure as well as investments in induction programs, leadership pipeline programs, and professional development. --- --- ### 4962. Safe Schools, Thriving Students: What We Know About Creating Safe and Supportive Schools ```yaml url: "https://learningpolicyinstitute.org/product/safe-schools-thriving-students-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-09-27 date_source: listing authors: ["Jennifer DePaoli", "Jennifer McCombs"] document_url: null doi: null license: null tags: [lpi] ``` There is widespread agreement that addressing physical safety threats students may encounter at school should be a priority. But how this can best be accomplished is hotly debated. A new study reveals that some popular approaches can have unintended consequences. --- --- ### 4963. School Funding Effectiveness: Evidence From California’s Local Control Funding Formula ```yaml url: "https://learningpolicyinstitute.org/product/school-funding-effectiveness-ca-lcff-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-08-29 date_source: listing authors: ["Rucker Johnson"] document_url: null doi: null license: null tags: [college-access, lpi] ``` In 2013, California implemented an ambitious school funding reform, the Local Control Funding Formula (LCFF), which allocates funding by the proportion of high-need students in the district. LCFF-induced funding increases improved students’ academic achievement, reduced grade repetition, and enhanced the likelihood of students graduating from high school and being college-ready. --- --- ### 4964. Funding Community Schools in California ```yaml url: "https://learningpolicyinstitute.org/product/funding-community-schools-california-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-06-08 date_source: listing authors: ["Dion Burns", "Michael Griffith", "Anna Maier"] document_url: null doi: null license: null tags: [lpi] ``` California has invested billions in community schools strategies in the past several years. In addition to leveraging these state funds, blending and braiding local, state, and federal funding sources may help to sustainably finance a community schools strategy in the long term. --- --- ### 4965. Fostering Belonging, Transforming Schools: The Impact of Restorative Practices ```yaml url: "https://learningpolicyinstitute.org/product/impact-restorative-practices-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-05-24 date_source: listing authors: ["Sean Darling-Hammond"] document_url: null doi: null license: null tags: [lpi] ``` Across the country, many schools have adopted restorative practices in an effort to improve school climate and student outcomes while reducing exclusionary discipline. Restorative practices improve students’ academic achievement and decreases suspension rates and disparities. --- --- ### 4966. District Support for Community Schools: The Case of Oakland Unified School District ```yaml url: "https://learningpolicyinstitute.org/product/ousd-community-schools-district-support-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-05-23 date_source: listing authors: ["Sarah Klevan", "Kendra Fehrer"] document_url: null doi: null license: null tags: [lpi] ``` Infrastructure at Oakland Unified School District helped to successfully implement a community schools approach by centralizing processes and systems and providing support for family engagement and professional learning and development. --- --- ### 4967. Creating the Conditions for Children to Learn: Oakland’s Districtwide Community Schools Initiative ```yaml url: "https://learningpolicyinstitute.org/product/ousd-community-schools-initiative-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-05-18 date_source: listing authors: ["Sarah Klevan", "Julia Daniel", "Kendra Fehrer", "Anna Maier"] document_url: null doi: null license: null tags: [lpi] ``` Examining how Oakland Unified School District successfully implemented a community schools approach, researchers found structures that support effective partnerships, Coordination of Services Teams, community school managers, professional learning and development, and family engagement. --- --- ### 4968. Federal and State Resources for Students Experiencing Homelessness ```yaml url: "https://learningpolicyinstitute.org/product/federal-state-resources-students-experiencing-homelessness-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-05-12 date_source: listing authors: ["Daniel Espinoza", "Michael Griffith", "Dion Burns", "Patrick M. Shields"] document_url: null doi: null license: null tags: [lpi] ``` While federal funding to support the more than 1 million students experiencing homelessness has increased over the past several years, the level of funding remains meager relative to the need. Policy changes concerning funding amounts, distribution, and data collection may improve educational opportunities for these students. --- --- ### 4969. Developing Assessment Systems That Support Teaching and Learning: Recommendations for Federal Support ```yaml url: "https://learningpolicyinstitute.org/product/developing-assessment-systems-federal-support-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-04-19 date_source: listing authors: ["Aneesha Badrinarayan", "Linda Darling-Hammond", "Michael A. DiNapoli Jr.", "Tara Kini", "Tiffany Miller", "Julie Woods"] document_url: null doi: null license: null tags: [formative-assessment, lpi] ``` The Every Student Succeeds Act presented new possibilities for innovative state assessments that support deeper learning; however, constraints have limited states’ abilities to fully realize such opportunities. Federal executive actions that offer time, support, and permission to innovate could encourage assessment systems that bolster high-quality teaching and learning. --- --- ### 4970. State Preschool in a Mixed Delivery System: Lessons From Five States ```yaml url: "https://learningpolicyinstitute.org/product/state-preschool-mixed-delivery-system-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-03-24 date_source: listing authors: ["Karin Garver", "G. G. Weisenfeld", "Lori Connors-Tadros", "Katherine Hodges", "Hanna Melnick", "Sara Plasencia"] document_url: null doi: null license: null tags: [early-childhood, lpi] ``` As states expand access to public preschool, most must do so across a variety of settings, such as schools, Head Start agencies, child care centers, and family child care homes. To examine what policies support high-quality preschool at scale, experts look at five states and the unique approaches they have taken. --- --- ### 4971. Evidence for Social and Emotional Learning in Schools ```yaml url: "https://learningpolicyinstitute.org/product/evidence-social-emotional-learning-schools-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-03-06 date_source: listing authors: ["Mark T. Greenberg"] document_url: null doi: null license: null tags: [lpi, response-to-intervention, sel] ``` Social and emotional learning (SEL) programs are a low-cost, evidence-based educational intervention that improves outcomes for all students at all grade levels. As SEL programming grows across schools and districts, research points to policies and infrastructures that teachers, principals, and policymakers can adopt to support successful implementation. --- --- ### 4972. Educating Teachers in California: What Matters for Teacher Preparedness? ```yaml url: "https://learningpolicyinstitute.org/product/educating-teachers-in-california-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-03-02 date_source: listing authors: ["Susan Kemper Patrick", "Linda Darling-Hammond", "Tara Kini"] document_url: null doi: null license: null tags: [lpi] ``` Survey results from almost 60,000 people who completed California‘s new teacher accreditation program show an increasingly diverse pool of teacher graduates and those who experience student teaching or residencies feel more prepared; however, Black, and Native American candidates report less access to these supports. --- --- ### 4973. Strengthening Pathways Into the Teaching Profession in Texas: Challenges and Opportunities ```yaml url: "https://learningpolicyinstitute.org/product/pathways-into-teaching-profession-texas-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-02-22 date_source: listing authors: ["Jennifer A. Bland", "Steve Wojcikiewicz", "Linda Darling-Hammond", "Wesley Wei"] document_url: null doi: null license: null tags: [career-readiness, lpi, response-to-intervention] ``` Texas' longstanding teacher shortages have been driven by high attrition rates and exacerbated by COVID-19. Research points to the policy interventions that can help support the work already underway in Texas to address these shortages and stabilize the teacher workforce. --- --- ### 4974. Advancing Integration and Equity Through Magnet Schools ```yaml url: "https://learningpolicyinstitute.org/product/advancing-integration-equity-magnet-schools-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-02-15 date_source: listing authors: ["Janel George", "Linda Darling-Hammond", "Sara Plasencia"] document_url: null doi: null license: null tags: [lpi] ``` Magnet schools have been key components of longstanding efforts to desegregate schools; however, many districts have recently retreated from their proactive diversity efforts, resulting in greater school segregation. Through four evidence-based policies, magnet schools can continue to deliver on their original desegregation missions. --- --- ### 4975. Supporting Students Experiencing Homelessness: District Approaches to Supports and Funding ```yaml url: "https://learningpolicyinstitute.org/product/supporting-students-homelessness-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-01-11 date_source: listing authors: ["Stephanie Levin", "Daniel Espinoza", "Michael Griffith"] document_url: null doi: null license: null tags: [lpi] ``` Five U.S. school districts have been recognized for their efforts to provide high-quality services to students experiencing homelessness. The districts use multipronged approaches to identify these students, as well as fund and staff the programs that support them. --- --- ### 4976. Principal Learning Opportunities and School Outcomes: Evidence from California ```yaml url: "https://learningpolicyinstitute.org/product/principal-learning-opportunities-school-outcomes-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2022-09-30 date_source: listing authors: ["Ayana Campoli", "Linda Darling-Hammond", "Anne Podolsky", "Stephanie Levin"] document_url: null doi: null license: null tags: [lpi] ``` Principal leadership can have a substantial influence on school conditions, teacher retention, and students’ learning. But how can principals learn to be good leaders? A study of California principals examines their professional learning experiences and sheds light on how high-quality, preservice and in-service principal learning can foster positive outcomes in schools. --- --- ### 4977. California’s Students in Foster Care: Challenges and Promising Practices ```yaml url: "https://learningpolicyinstitute.org/product/california-students-foster-care-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2022-09-12 date_source: listing authors: ["Dion Burns", "Daniel Espinoza", "Julie Adams", "Naomi Ondrasek"] document_url: null doi: null license: null tags: [lpi] ``` The school conditions and educational outcomes California students in foster care experience may be impacted by a range of challenges associated with multiple school moves and barriers to important supports at the school and state levels. Effective processes and policies that span the state’s education system and the foster care system can help create a coordinated web of supports to enhance student outcomes. --- --- ### 4978. The Civil Rights Road to Deeper Learning ```yaml url: "https://learningpolicyinstitute.org/product/civil-rights-road-deeper-learning-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2022-08-22 date_source: listing authors: ["Kia Darling-Hammond", "Linda Darling-Hammond", "Eliza Byard"] document_url: null doi: null license: null tags: [inclusive-design, lpi] ``` Young people today must learn to think critically, solve complex problems, communicate effectively, work collaboratively, and embrace lifelong learning. There is still a long road to travel to ensure all students have access to this type of “deeper learning”; however, policies that promote healthy environments, supportive learning conditions, well-resourced and inclusive schools, skillful teaching, and high-quality curriculum can help pave the path forward. --- --- ### 4979. Technical Assistance for Community Schools: Enabling Strong Implementation ```yaml url: "https://learningpolicyinstitute.org/product/technical-assistance-community-schools-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2022-08-09 date_source: listing authors: ["Anna Maier"] document_url: null doi: null license: null tags: [lpi] ``` Community schools have proved to be a successful approach to educate and support the whole child through family and community engagement, enriched and expanded learning, and integrated student supports. An important element for states to consider when investing in community schools is the provision of technical assistance, which can play a key role in supporting high-quality implementation. --- --- ### 4980. Building a Well-Qualified Transitional Kindergarten Workforce in California: Needs and Opportunities ```yaml url: "https://learningpolicyinstitute.org/product/ca-transitional-kindergarten-workforce-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2022-08-09 date_source: listing authors: ["Hanna Melnick", "Emma García", "Melanie Leung-Gagné"] document_url: null doi: null license: null tags: [career-readiness, early-childhood, lpi] ``` In 2021, California committed to making transitional kindergarten (TK)—a school-based preschool program—available for all 4-year-olds by 2025–26. As TK becomes universal, California will need to expand the early learning workforce by recruiting educators and candidates and supporting them through various pathways into the profession. State policymakers can take six recommended actions to help stabilize, support, and expand the entire early childhood workforce. --- --- ### 4981. Preparing Transitional Kindergarten to 3rd Grade Educators Through Teacher Residencies ```yaml url: "https://learningpolicyinstitute.org/product/ca-transitional-kindergarten-teacher-residencies-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2022-06-16 date_source: listing authors: ["Cathy Yun"] document_url: null doi: null license: null tags: [career-readiness, college-access, early-childhood, lpi] ``` An additional 12,000 to 15,000 credentialed teachers are needed to support California’s expanded transitional kindergarten (TK). High-quality early childhood–focused residencies, such as Fresno’s Teacher Residency Program and UCLA’s IMPACT Program, can help districts strategically build TK teacher capacity. These programs encompass coursework, university–district partnerships, clinical experiences, and resident and mentor supports and can lead to a more fully prepared and diverse teacher workforce. --- --- ### 4982. Social Justice Humanitas: A Community School Approach to Whole Child Education ```yaml url: "https://learningpolicyinstitute.org/product/social-and-emotional-learning-case-study-humanitas-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2022-06-01 date_source: listing authors: ["Lorea Martínez", "Laura E. Hernández", "Marisa Saunders", "Lisa Flook"] document_url: null doi: null license: null tags: [college-access, inclusive-design, lpi, sel] ``` Social Justice Humanitas Academy is a teacher-led community school that advances student learning and development through its mission to support students on their journeys toward self-actualization, social justice, and postsecondary success. It maintains a supportive and inclusive learning environment, engages students in social and emotional development and student-centered pedagogical strategies, and provides access to integrated systems of supports. --- --- ### 4983. Understanding Teacher Compensation: A State-by-State Analysis ```yaml url: "https://learningpolicyinstitute.org/product/understanding-teacher-compensation-state-by-state-analysis" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2022-04-14 date_source: listing authors: ["Desiree Carver-Thomas", "Susan Kemper Patrick"] document_url: null doi: null license: null tags: [career-readiness, lpi] ``` Wage indicators for public school teachers—such as average annual starting salary, average annual starting salary adjusted for cost-of-living, and average weekly wage competitiveness—can help contextualize how compensation aids efforts to attract and retain a strong and diverse teacher workforce across a state. In this brief, maps and tables show these three teacher wage indicators for each state and how they compare to national averages. --- --- ### 4984. Educator Supply, Demand, and Quality in North Carolina ```yaml url: "https://learningpolicyinstitute.org/product/leandro-educator-supply-demand-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2022-01-14 date_source: listing authors: ["Linda Darling-Hammond", "Kevin C. Bastian", "Barnett Berry", "Desiree Carver-Thomas", "Tara Kini", "Stephanie Levin", "G. Williamson McDiarmid"] document_url: null doi: null license: null tags: [career-readiness, lpi, professional-development] ``` In Leandro v. the State of North Carolina, the Supreme Court of North Carolina found that children have a right to high-quality educators. However, access to a supply of qualified teachers and administrators is increasingly limited and inequitably distributed across the state. Expanding high-quality teacher pipelines and training, updating preparation and professional development, and other strategies could help strengthen North Carolina’s teacher and principal workforce. --- --- ### 4985. Building a Positive School Climate Through Restorative Practices ```yaml url: "https://learningpolicyinstitute.org/product/wce-positive-school-climate-restorative-practices-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-10-28 date_source: listing authors: ["Sarah Klevan"] document_url: null doi: null license: null tags: [inclusive-design, lpi, sel] ``` The science of learning shows that addressing student behavior with restorative practices rather than zero-tolerance discipline is essential for students’ healthy development and academic success. Using examples from districts across the country, LPI researchers discuss key lessons on what is needed to successfully implement restorative approaches to create safe, inclusive schools that promote well-being and connectedness. --- --- ### 4986. California Community Schools Partnership Program: A Transformational Opportunity for Whole Child Education ```yaml url: "https://learningpolicyinstitute.org/product/ca-community-schools-partnership-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-10-22 date_source: listing authors: ["Anna Maier", "Deanna Niebuhr"] document_url: null doi: null license: null tags: [lpi] ``` A historic $3 billion investment in the California Community Schools Partnership Program provides an opportunity to transform schools into community hubs that deliver whole child education. Examining key elements of the new law, LPI and Opportunity Institute researchers lay out evidence-based principles of high-quality community schools implementation that are aligned with the science of learning and development and discuss the need for technical assistance. --- --- ### 4987. Reopening Schools Safely in California: District Examples of Multilayered Mitigation ```yaml url: "https://learningpolicyinstitute.org/product/safe-school-reopening-ca-multi-district-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-10-11 date_source: listing authors: ["Naomi Ondrasek", "Adam K. Edgerton", "Jennifer A. Bland"] document_url: null doi: null license: null tags: [lpi] ``` Schools across California have reopened for in-person learning, undertaking the challenging but crucial work of ensuring student safety. Examining multiple districts across the state, LPI researchers provide important models and key lessons for safe school reopening. As their work demonstrates, schools implementing multilayered mitigation strategies can stay open safely, minimize further disruptions to learning, and ensure that students can focus on their education and reconnecting to their school community. --- --- ### 4988. Felicitas & Gonzalo Mendez High School: A Community School That Honors Its Neighborhood’s Legacy of Educational Justice ```yaml url: "https://learningpolicyinstitute.org/product/shared-learning-mendez-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-08-26 date_source: listing authors: ["Charlie Thompson"] document_url: null doi: null license: null tags: [inclusive-design, lpi] ``` Felicitas & Gonzalo Mendez High School, a community school located in East Los Angeles, provides its students with rigorous and engaging academics in a nurturing and inclusive environment. Driven by a shared commitment to educational justice and building strong, community-grounded partnerships, the school prioritizes student engagement and leadership, both on and off the campus. --- --- ### 4989. Tulsa Public Schools: Prioritizing Physical, Social, and Emotional Safety to Support Reopening and Recovery ```yaml url: "https://learningpolicyinstitute.org/product/safe-school-reopening-tulsa-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-08-18 date_source: listing authors: ["Jennifer A. Bland", "Adam K. Edgerton", "Desiree O'Neal", "Naomi Ondrasek"] document_url: null doi: null license: null tags: [lpi, sel] ``` Throughout the COVID-19 pandemic, districts nationwide have faced the difficult task of reopening schools safely and keeping them open, while also accelerating student learning and attending to the trauma and loss experienced by students and families. By adopting a nimble and forward-looking recovery strategy encompassing social and emotional, as well as physical, safety, Tulsa Public Schools had a safe and successful spring and summer 2021, and plans to continue these efforts into the fall. --- --- ### 4990. High-Quality Early Childhood Assessment: Learning From States’ Use of Kindergarten Entry Assessments ```yaml url: "https://learningpolicyinstitute.org/product/high-quality-kindergarten-entry-assessments-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-08-05 date_source: listing authors: ["Cathy Yun", "Hanna Melnick", "Marjorie Wechsler"] document_url: null doi: null license: null tags: [early-childhood, formative-assessment, lpi] ``` Early childhood assessments can provide important information to guide instruction and inform policy. Given the widespread and growing use of statewide kindergarten entry assessments, it is important to understand how to choose and use assessments wisely. This brief summarizes research and provides recommendations for state policymakers about how to select, develop, and implement high-quality assessments that can both improve policy systems and support equitable learning. --- --- ### 4991. San Diego County: Mobilizing Technical Assistance, Partnerships, and Data to Support School Reopening ```yaml url: "https://learningpolicyinstitute.org/product/safe-school-reopening-san-diego-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-07-01 date_source: listing authors: ["Melanie Leung-Gagné", "Desiree O'Neal", "Naomi Ondrasek", "Hanna Melnick"] document_url: null doi: null license: null tags: [formative-assessment, lpi] ``` San Diego County provided a wide range of supports to districts throughout the pandemic—from a website consolidating COVID-19 and distance learning information to a reopening framework with resources on facility sanitizing, campus capacity, meal programs, busing, arrival and symptom screening procedures, and scheduling. Working with public health partners, these efforts resulted in 98% of districts in the county reopening for in-person learning as of May 2021. --- --- ### 4992. Adequate and Equitable Education in High-Poverty Schools: Barriers and Opportunities in North Carolina ```yaml url: "https://learningpolicyinstitute.org/product/leandro-high-poverty-schools-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-06-18 date_source: listing authors: ["Jeannie Oakes", "Peter W. Cookson, Jr.", "Janel George", "Stephanie Levin", "Desiree Carver-Thomas", "Fred Frelow", "Barnett Berry"] document_url: null doi: null license: null tags: [lpi] ``` The conditions in and around high-poverty schools and communities result in far too many students not being educated adequately to participate in the global economy or become active, informed citizens. An analysis in North Carolina offers four sets of evidence-based recommendations to provide students with the resources and opportunities they need and put high-poverty schools on a path of equitable improvement. --- --- ### 4993. COVID-19 in Child Care and Preschool Settings ```yaml url: "https://learningpolicyinstitute.org/product/safe-school-reopening-covid-19-child-care-preschool-settings-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-04-13 date_source: listing authors: ["Hanna Melnick", "Sara Plasencia"] document_url: null doi: null license: null tags: [early-childhood, lpi] ``` Reopening efforts should consider child care and preschool programs alongside k–12. To clarify what is known about COVID-19 transmission in early education programs, LPI researchers synthesized studies from around the world that explore transmission rates and mitigation strategies in these programs. They found that, when appropriate health and safety precautions are in place, there is no increased risk of contracting COVID-19. --- --- ### 4994. New York City Public Schools: Supporting School Reopening With a Focus on Testing and Tracing ```yaml url: "https://learningpolicyinstitute.org/product/safe-school-reopening-nyc-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-03-23 date_source: listing authors: ["Adam K. Edgerton", "Naomi Ondrasek", "Natalie Truong", "Desiree O'Neal"] document_url: null doi: null license: null tags: [lpi] ``` In March 2020, New York City was a pandemic hotspot. Yet NYC was also the first large U.S. city to reopen its schools. Researchers explore the various mitigation strategies the NYC Department of Education implemented to bring students back and offer useful resources that can support policymakers and educators navigating their own school reopening plans. --- --- ### 4995. A Restorative Approach for Equitable Education ```yaml url: "https://learningpolicyinstitute.org/product/wce-restorative-approach-equitable-education-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-03-16 date_source: listing authors: ["Jennifer DePaoli", "Laura E. Hernández", "Roberta C. Furger", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi] ``` Multiple, ongoing crises—from the pandemic to systemic racism—are contributing to a collective and individual trauma that impacts the mental health, wellness, and education of students across the nation. These challenges also present an opportunity to redesign schools into restorative spaces where young people are known and nurtured. Research shows several practices school leaders can adopt to increase equity and help students thrive. --- --- ### 4996. Building a National Early Childhood Education System That Works ```yaml url: "https://learningpolicyinstitute.org/product/early-childhood-education-system-2021-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-03-04 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, inclusive-design, lpi] ``` Despite the long-term benefits of early childhood education (ECE) and widespread public support for ECE programs, many children lack access to integrated, inclusive early learning experiences before kindergarten. To build a high-quality, equitable ECE system, federal policymakers can use the tools and resources at their disposal to support state and local efforts to meet the needs of children and families. --- --- ### 4997. Marin County: Leveraging Education and Public Health Partnerships to Support School Reopening ```yaml url: "https://learningpolicyinstitute.org/product/safe-school-reopening-marin-county-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-02-11 date_source: listing authors: ["Naomi Ondrasek", "Natalie Truong", "Adam K. Edgerton"] document_url: null doi: null license: null tags: [lpi] ``` How can districts reopen schools safely and reduce the risk of COVID-19 transmission in schools? Marin County, CA, offers one example of a thoughtful approach to school reopening that draws on public health research and partnerships. Using multilayered mitigation strategies and collaborating with the county offices of education and health, Marin safely reopened more than 85% of its schools for in-person learning. --- --- ### 4998. The Importance of Teaching and Learning Conditions ```yaml url: "https://learningpolicyinstitute.org/product/leandro-teaching-and-learning-conditions-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-01-04 date_source: listing authors: ["Barnett Berry", "Kevin C. Bastian", "Linda Darling-Hammond", "Tara Kini"] document_url: null doi: null license: null tags: [lpi] ``` Teacher workplace conditions can influence the overall quality of teaching, teacher retention, and school improvement. In North Carolina, several policy strategies have been identified that create the conditions that enable teachers to work more effectively. These policies can help the state build a road map for excellence and equity for every student—and the teachers and administrators who serve them every day. --- --- ### 4999. Sustainable Strategies for Funding Teacher Residencies: Lessons From California ```yaml url: "https://learningpolicyinstitute.org/product/strategies-funding-teacher-residencies-california-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-11-12 date_source: listing authors: ["Cathy Yun", "Karen DeMoss"] document_url: null doi: null license: null tags: [lpi] ``` With significant state investment, teacher residencies are spreading throughout California. Vignettes on Humboldt County and Fresno Unified School District highlight examples of California teacher residencies and how they are helping to address shortages and support both students and teachers. --- --- ### 5000. Elementary School Principals’ Professional Learning: Current Status and Future Needs ```yaml url: "https://learningpolicyinstitute.org/product/elementary-school-principals-professional-learning-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-11-11 date_source: listing authors: ["Stephanie Levin", "Melanie Leung-Gagné", "Adam K. Edgerton", "Caitlin Scott"] document_url: null doi: null license: null tags: [lpi, professional-development] ``` School principals have the ability to create an environment that facilitates learning and empowers teachers and other school staff to be effective in the classroom and school community. Research shows that providing elementary school principals with access to high-quality professional learning can build their capacity to lead successful schools and foster student success. Yet many principals report obstacles to participating in professional development. --- --- ### 5001. Sharpening the Divide: How California’s Teacher Shortages Expand Inequality ```yaml url: "https://learningpolicyinstitute.org/product/sharp-divide-california-teacher-shortages-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-11-10 date_source: listing authors: ["Desiree Carver-Thomas", "Tara Kini", "Dion Burns"] document_url: null doi: null license: null tags: [lpi] ``` In the fall of 2019, hundreds of thousands of California’s students were learning in classrooms staffed by teachers who were not fully certified. Shortages vary across the state and by subject and are likely to be further impacted by the COVID-19 pandemic. However, a number of policy solutions have the potential to mitigate ongoing shortages. --- --- ### 5002. Instructionally Engaged Leaders in Positive Outlier Districts ```yaml url: "https://learningpolicyinstitute.org/product/positive-outliers-instructionally-engaged-leaders-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-10-27 date_source: listing authors: ["Caitlin Scott", "Linda Darling-Hammond", "Dion Burns"] document_url: null doi: null license: null tags: [formative-assessment, lpi, math-education] ``` “Positive outlier” districts in California have excelled at helping African American, Latino/a, and White students achieve at high levels on assessments of academic standards in English language arts and mathematics. Case studies of seven of these districts indicate that districts can develop leaders by identifying leadership talent from among teachers and cultivating their talent to enable some to move into principalships and central office positions. --- --- ### 5003. How Positive Outlier Districts Create a Strong and Stable Teaching Force ```yaml url: "https://learningpolicyinstitute.org/product/positive-outliers-districts-strong-stable-teaching-force-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-10-15 date_source: listing authors: ["Dion Burns", "Linda Darling-Hammond", "Caitlin Scott"] document_url: null doi: null license: null tags: [lpi] ``` Some districts in California are beating the odds when it comes to supporting student success across all demographics. Developing and retaining high-quality teachers is one strategy these districts use. This brief looks at lessons learned from the strategies these districts use. --- --- ### 5004. Using Performance Assessments to Support Student Learning ```yaml url: "https://learningpolicyinstitute.org/product/cpac-performance-assessments-support-student-learning-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-10-13 date_source: listing authors: ["Anna Maier", "Julie Adams", "Dion Burns", "Maya Kaul", "Marisa Saunders", "Charlie Thompson"] document_url: null doi: null license: null tags: [formative-assessment, lpi] ``` Performance assessments are a strategy to improve educational outcomes, but relatively little research examines the key conditions needed to support the implementation of high-quality performance assessments at the district, school, and classroom levels. Initiatives in three California school districts—Los Angeles, Oakland, and Pasadena—provide lessons learned and showcase the role districts can play in facilitating the effective use of performance assessments. --- --- ### 5005. The Federal Role in Advancing Education Equity and Excellence ```yaml url: "https://learningpolicyinstitute.org/product/advancing-education-2020-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-08-28 date_source: listing authors: null document_url: null doi: null license: null tags: [lpi] ``` To chart a path forward as the nation grapples with the impact of a global pandemic and systemic racism, federal policymakers can advance research-based policies that have been shown to foster equity and opportunity. This resource describes key policies that can help accelerate efforts to ensure that all young people have equal access to a high-quality, world-class education. --- --- ### 5006. Leveraging Resources Through Community Schools: The Role of Technical Assistance ```yaml url: "https://learningpolicyinstitute.org/product/leveraging-resources-community-schools-technical-assistance-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-07-17 date_source: listing authors: ["Anna Maier", "Sarah Klevan", "Naomi Ondrasek"] document_url: null doi: null license: null tags: [lpi] ``` Community schools are an evidence-based approach to advance whole child education by offering integrated student supports, expanded and enriched learning time, family and community engagement, and collaborative leadership and practices. Local government and nonprofit agencies in two California counties—Los Angeles and Alameda—have effectively provided technical assistance to support community school initiatives. Evidence shows that technical assistance from county offices and nonprofit agencies can be a powerful element of successful community schools. --- --- ### 5007. Reopening Schools in the Context of COVID-19: Health and Safety Guidelines From Other Countries ```yaml url: "https://learningpolicyinstitute.org/product/reopening-schools-covid-19-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-05-15 date_source: listing authors: ["Hanna Melnick", "Linda Darling-Hammond", "Melanie Leung-Gagné", "Cathy Yun", "Abby Schachner", "Sara Plasencia", "Naomi Ondrasek"] document_url: null doi: null license: null tags: [lpi] ``` Schools across the United States canceled in-person classes beginning in March 2020 to contain the spread of the COVID-19 pandemic. In many states and districts, school buildings are closed for the duration of the school year. Policymakers and school leaders are making plans to reopen schools for the next academic year, and some are preparing to do so sooner. To reopen schools safely, state and district leaders will need to address several important health considerations. --- --- ### 5008. Supporting a Strong, Stable Principal Workforce: What Matters and What Can Be Done ```yaml url: "https://learningpolicyinstitute.org/product/supporting-strong-stable-principal-workforce-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-05-14 date_source: listing authors: ["Stephanie Levin", "Caitlin Scott", "Man Yang", "Melanie Leung-Gagné", "Kathryn Bradley"] document_url: null doi: null license: null tags: [career-readiness, lpi] ``` While teacher shortages are an increasingly critical issue in the United States, a lesser known but equally important shortage is also hampering the country’s efforts to provide quality educational opportunities for students — principal shortages. Nearly one in five principals leave their schools each year and the average tenure of a principal is only about four years. --- --- ### 5009. California’s Special Education Teacher Shortage ```yaml url: "https://learningpolicyinstitute.org/product/pace-california-special-education-teacher-shortage-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-02-18 date_source: listing authors: ["Naomi Ondrasek", "Desiree Carver-Thomas", "Caitlin Scott", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [inclusive-design, lpi, professional-development] ``` The field of special education has long been plagued by persistent shortages of fully prepared teachers. New LPI research finds that the high turnover of special education teachers is associated with such issues as inadequate preparation, professional development, overwhelming workload, low compensation, and inadequate support. What can policymakers do to address this shortage and help recruit, prepare, support, and retain these teachers? --- --- ### 5010. Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce in California ```yaml url: "https://learningpolicyinstitute.org/product/preparing-diverse-high-quality-early-childhood-workforce-ca-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-12-10 date_source: listing authors: ["Madelyn Gardner", "Beth Meloy", "Hanna Melnick", "Jessica Barajas"] document_url: null doi: null license: null tags: [career-readiness, early-childhood, lpi] ``` As California prepares to make major investments in its early childhood education workforce, three programs offer promising models for recruiting and preparing educators through innovative, affordable pathways. These successful programs provide lessons for the state's policymakers about how to ensure all children have teachers who meet high standards and reflect the racial, ethnic, cultural, and linguistic diversity of children and their families. --- --- ### 5011. Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce ```yaml url: "https://learningpolicyinstitute.org/product/preparing-diverse-high-quality-early-childhood-workforce-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-12-10 date_source: listing authors: ["Madelyn Gardner", "Hanna Melnick", "Beth Meloy", "Jessica Barajas"] document_url: null doi: null license: null tags: [career-readiness, early-childhood, lpi] ``` Three California-based programs offer promising models for recruiting and preparing diverse cohorts of early educators through innovative and affordable pathways. These successful programs provide valuable lessons for policymakers and others interested in ensuring that all children have teachers who meet high standards and reflect the racial, ethnic, cultural, and linguistic diversity of students and their families. --- --- ### 5012. Deeper Learning Networks: Taking Student-Centered Learning and Equity to Scale ```yaml url: "https://learningpolicyinstitute.org/product/deeper-learning-networks-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-10-21 date_source: listing authors: ["Laura E. Hernández", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi, personalized-learning] ``` Research suggests that deeper learning strategies that support critical thinking and problem-solving can improve student outcomes, but implementing these strategies is not easy. Three networks of schools—Big Picture Learning, Internationals Network for Public Schools, and New Tech Network—have created the systems and structures to scale their equitable deeper learning models in diverse public school settings to serve students in more personalized and productive ways. --- --- ### 5013. Closing the Opportunity Gap: How Positive Outlier Districts in California Are Pursuing Equitable Access to Deeper Learning ```yaml url: "https://learningpolicyinstitute.org/product/positive-outliers-closing-opportunity-gap-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-09-10 date_source: listing authors: ["Dion Burns", "Linda Darling-Hammond", "Caitlin Scott"] document_url: null doi: null license: null tags: [career-readiness, lpi, professional-development, sel] ``` Supporting the achievement of all students requires a strong commitment to equity, ensuring a stable high-quality educator workforce, providing access to professional development, and a focus on deeper learning and social and emotional learning. Seven California school districts provide examples of successful approaches to this work. --- --- ### 5014. Investing for Student Success: Lessons from State School Finance Reforms ```yaml url: "https://learningpolicyinstitute.org/product/investing-student-success-school-finance-reforms-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-08-05 date_source: listing authors: ["Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi] ``` Equitable and empowering educational opportunities are increasingly important to the survival and success of individuals, economies, and societies, but today, U.S. public schools are the most inequitably funded of any in the industrialized world. Some states, however, have had some success addressing those inequities. Connecticut, Massachusetts, New Jersey, and North Carolina have substantially improved learning opportunities and there are lessons to be learned from their efforts. --- --- ### 5015. Principal Turnover: Insights from Current Principals ```yaml url: "https://learningpolicyinstitute.org/product/nassp-principal-turnover-insights-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-07-18 date_source: listing authors: ["Stephanie Levin", "Kathryn Bradley", "Caitlin Scott"] document_url: null doi: null license: null tags: [lpi] ``` High quality principals are essential to students' educational opportunities and outcomes, but principal turnover is an ongoing problem in the United States. A 2017 survey of public school principals found that approximately 18% had left their position since the previous year. In high poverty schools, the turnover rate was 21%. This brief includes insights, experiences, and expertise from school leaders on the challenges associated with being a school principal and strategies to address those challenges. --- --- ### 5016. Preparing Teachers for Deeper Learning ```yaml url: "https://learningpolicyinstitute.org/product/preparing-teachers-deeper-learning-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-06-10 date_source: listing authors: ["Linda Darling-Hammond", "Jeannie Oakes", "Steve Wojcikiewicz", "Maria E. Hyler", "Roneeta Guha", "Anne Podolsky", "Tara Kini", "Channa Cook-Harvey", "Charmaine Mercer", "Akeelah Harrell"] document_url: null doi: null license: null tags: [lpi, personalized-learning] ``` Preparing Teachers for Deeper Learning summarizes a recent book of the same name that describes the work of pioneering teacher education programs to prepare their graduates to create personalized, inquiry-based learning for all students. They provide examples for teachers, teacher educators, and policymakers interested in making preparation for deeper learning the standard for today's teachers. The programs are also profiled separately in individual briefs which provide more detail. --- --- ### 5017. California’s Positive Outliers: Districts Beating the Odds ```yaml url: "https://learningpolicyinstitute.org/product/positive-outliers-districts-beating-odds-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-05-16 date_source: listing authors: ["Anne Podolsky", "Linda Darling-Hammond", "Christopher Doss", "sean reardon"] document_url: null doi: null license: null tags: [formative-assessment, lpi, math-education] ``` This brief analyzes scores of students in 435 school districts scores on California’s new assessments in English language arts and math. From this group, 156 “positive outlier” districts of significant size—where White, African American, and Hispanic students achieve at higher than predicted levels relative to their socioeconomic status—were identified. What in-school factors made the most difference in student achievement? --- --- ### 5018. Sharing the Wealth: How Regional Finance and Desegregation Plans Can Enhance Educational Equity ```yaml url: "https://learningpolicyinstitute.org/product/sharing-wealth-regional-finance-desegregation-plans-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-02-28 date_source: listing authors: ["John Brittain", "Larkin Willis", "Peter W. Cookson, Jr."] document_url: null doi: null license: null tags: [lpi] ``` Most racial and ethnic segregation—and most financial inequities—in American public schools occur between, not within, school districts. Solving these problems often requires interdistrict solutions. Some regions are crossing boundaries and finding effecting ways to promote school diversity, equity, and access; examples include Boston, Hartford, and Omaha. --- --- ### 5019. The California Way: The Golden State’s Quest to Build an Equitable and Excellent Education System ```yaml url: "https://learningpolicyinstitute.org/product/california-way-equitable-excellent-education-system-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-02-21 date_source: listing authors: ["Roberta C. Furger", "Laura E. Hernández", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi] ``` California students, families, educators, and policymakers are at the center of one of the most ambitious, equity-focused education reforms in the country. Changes include a bold, new approach to equitable funding, a more holistic vision of student and school success, and community engagement in decision making. This study analyzes the impact of the reforms on opportunities and outcomes, and identifies the challenges ahead for California. --- --- ### 5020. The Instructional Leadership Corps: Entrusting Professional Learning in the Hands of the Profession ```yaml url: "https://learningpolicyinstitute.org/product/instructional-leadership-corps-professional-learning-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-02-21 date_source: listing authors: ["Rachel A. Lotan", "Dion Burns", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi, professional-development] ``` Four years into a project to support teacher instruction for deeper learning, research shows that an innovative professional development program is a decided success. Based on a model of teachers teaching teachers, California's Instructional Leadership Corps prepares teacher leaders to provide sustainable professional development aligned with new state standards. Participant feedback has been overwhelmingly positive and demonstrates how teacher-led learning can motivate shifts in practice, enhance teachers’ efficacy, and sustain change. --- --- ### 5021. Untangling the Evidence on Preschool Effectiveness: Insights for Policymakers ```yaml url: "https://learningpolicyinstitute.org/product/untangling-evidence-preschool-effectiveness-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-01-31 date_source: listing authors: ["Beth Meloy", "Madelyn Gardner", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [early-childhood, lpi] ``` Research on early learning programs in the 1960s and 1970s revealed enormous benefits for children that lasted into adulthood, sparking investment in preschool programs, but two evaluations of large preschool programs that yielded mixed results created confusion about the wisdom of such investments. A review of rigorous and more recent research into the impact of preschool clarifies that students who attend high-quality preschool programs reap benefits that can last throughout their lives. --- --- ### 5022. Essential Building Blocks for State School Finance Systems and Promising State Practices ```yaml url: "https://learningpolicyinstitute.org/product/state-school-finance-systems-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-12-05 date_source: listing authors: ["David Hinojosa"] document_url: null doi: null license: null tags: [lpi] ``` Creating equitable and adequate school finance systems is a challenging-but-achievable task. It's also an essential one, as the cost of failing to properly invest in high-quality public education for all children impacts not just students but society at large. This new study shares essential state-level strategies and examples to help policymakers develop equitable and effective school finance systems. --- --- ### 5023. Teacher Shortages in California: Status, Sources, and Potential Solutions ```yaml url: "https://learningpolicyinstitute.org/product/teacher-shortages-ca-solutions-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-10-15 date_source: listing authors: ["Linda Darling-Hammond", "Leib Sutcher", "Desiree Carver-Thomas"] document_url: null doi: null license: null tags: [lpi] ``` Teacher shortages have been worsening in California since 2015. In response, the state has invested nearly $200 million in programs aimed at recruiting and retaining high-quality teachers, but those programs will take time to yield the desired results. California needs to make additional investments to rapidly build the supply of qualified teachers where they are most needed and create incentives for experienced, effective teachers to re-enter and remain in the classroom. --- --- ### 5024. Learning to Lead: Understanding California’s Learning System for School and District Leaders ```yaml url: "https://learningpolicyinstitute.org/product/californias-learning-system-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-10-15 date_source: listing authors: ["Leib Sutcher", "Anne Podolsky", "Tara Kini", "Patrick M. Shields"] document_url: null doi: null license: null tags: [lpi, professional-development, sel] ``` A study including a survey of California principals and interviews with principals, former principals, and superintendents finds that California’s education leaders experience only some elements of high-quality preparation and professional development, and often miss out on the most valuable elements of quality learning experiences. Moreover, their participation in professional learning opportunities that support them in leading schools that develop students’ deeper learning and social and emotional competencies is inconsistent. They do, however, want more of it. --- --- ### 5025. Implementing an Extended-Year Graduation Rate ```yaml url: "https://learningpolicyinstitute.org/product/essa-equity-promise-extended-year-grad-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-10-03 date_source: listing authors: ["Stephen Kostyo", "Jessica Cardichon", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [dropout-prevention, lpi] ``` Extended-year graduation rates track students that graduate high school in 5 or 6 years. The Every Student Succeeds Act (ESSA) provides opportunities for states to address this and other non-academic indicators that affect student success. This brief describes how states can use extended-year graduation rates to incentivize schools to continue working with struggling students to help them graduate. It is part of the report Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap. --- --- ### 5026. Expanding Access to a College- and Career-Ready Curriculum ```yaml url: "https://learningpolicyinstitute.org/product/essa-equity-promise-college-career-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-10-03 date_source: listing authors: ["Stephen Kostyo", "Jessica Cardichon", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [career-readiness, college-access, lpi] ``` College- and career-readiness is an important factor of student success. The Every Student Succeeds Act (ESSA) provides opportunities for states to address it and other non-academic indicators that affect student success. This brief describes how states can use data on college- and career-readiness to measure and expand access to curricula that prepare students for the modern economy. It is part of the report Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap. --- --- ### 5027. Eliminating Chronic Absenteeism ```yaml url: "https://learningpolicyinstitute.org/product/essa-equity-promise-absenteeism-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-10-03 date_source: listing authors: ["Stephen Kostyo", "Jessica Cardichon", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [attendance, lpi] ``` Chronic absenteeism disrupts student learning and impedes students’ success. The Every Student Succeeds Act (ESSA) provides opportunities for states to address it and other non-academic indicators that affect student success. This brief describes how states can use data on chronic absenteeism and what some states are doing, and suggests policies to reduce it. It is part of the report Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap. --- --- ### 5028. Building a Positive School Climate ```yaml url: "https://learningpolicyinstitute.org/product/essa-equity-promise-climate-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-10-03 date_source: listing authors: ["Stephen Kostyo", "Jessica Cardichon", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi] ``` A positive school climate supports student learning and success. The Every Student Succeeds Act (ESSA) provides opportunities for states to address it and other non-academic indicators that affect student success. This brief describes how states can use data on school climate and what some states are doing, and suggests policies to improve it. It is part of the report Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap. --- --- ### 5029. Reducing Student Suspension Rates ```yaml url: "https://learningpolicyinstitute.org/product/essa-equity-promise-suspension-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-10-03 date_source: listing authors: ["Stephen Kostyo", "Jessica Cardichon", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi] ``` Suspensions from school can disrupt student learning and inhibit students’ success. The Every Student Succeeds Act (ESSA) provides opportunities for states to address suspension rates and other non-academic indicators that affect student success. This brief describes how states can use data on suspensions, what some states are doing, and policies to reduce suspension rates. It is part of the report Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap. --- --- ### 5030. Educating the Whole Child: Improving School Climate to Support Student Success ```yaml url: "https://learningpolicyinstitute.org/product/educating-whole-child-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-09-07 date_source: listing authors: ["Linda Darling-Hammond", "Channa Cook-Harvey"] document_url: null doi: null license: null tags: [lpi, sel] ``` Students living with the toxic stress and trauma of poverty and crime can struggle to learn. Research on science of learning and development shows that these struggles can be addressed through whole child and positive school climate approaches that support academic, physical, cognitive, social, and emotional development—systems that put students’ healthy growth and development at the center of the classroom. --- --- ### 5031. How Money Matters for Schools ```yaml url: "https://learningpolicyinstitute.org/product/how-money-matters-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-07-17 date_source: listing authors: ["Bruce D. Baker"] document_url: null doi: null license: null tags: [lpi] ``` This brief is based on a report reviewing research on the role of money in determining school quality. The research found that schooling resources that cost money are positively associated with student outcomes. In addition to summarizing the report, the brief offers these policy recommendations: Ensure school finance reforms are linked to thoughtful standards and supports for students and teachers, invest more in students who have greater needs, and invest in human resources. --- --- ### 5032. Encouraging Social and Emotional Learning: Next Steps for States ```yaml url: "https://learningpolicyinstitute.org/product/encouraging-social-emotional-learning-next-steps-states-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-06-15 date_source: listing authors: null document_url: null doi: null license: null tags: [lpi, sel] ``` The Every Student Succeeds Act (ESSA) provides an opportunity for states to include measures of students social, emotional, and academic development when assessing outcomes. This brief offers recommendations for ways state agencies can encourage social and emotional learning in schools to support the whole child, through their systems of accountability and continuous improvement under ESSA. --- --- ### 5033. Diversifying the Teaching Profession Through High-Retention Pathways ```yaml url: "https://learningpolicyinstitute.org/product/diversifying-teaching-profession-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-04-19 date_source: listing authors: ["Desiree Carver-Thomas"] document_url: null doi: null license: null tags: [lpi] ``` More and more states and districts are recognizing that recruiting and retaining teachers of color can help meet their students' needs while also helping to curb critical teacher shortages. But prospective teachers of color encounter unique barriers to entering and staying in the profession. High-retention pathways—combining high-quality clinically rich preparation with financial support—can be especially effective at reversing those trends. --- --- ### 5034. Education and the Path to One Nation, Indivisible ```yaml url: "https://learningpolicyinstitute.org/product/education-path-one-nation-indivisible-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-02-27 date_source: listing authors: ["Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi, sel] ``` In 1967, President Lyndon Johnson established the National Advisory Commission on Civil Disorders (also known as the Kerner Commission) to examine racial division and disparities in the United States. In 1968, the Kerner Commission released a report concluding that the nation was “moving toward two societies, one black, one white—separate and unequal.” Without major social changes, the Commission warned, the U.S. faced a “system of apartheid” in its major cities. In 2018, 50 years after the report was issued, that prediction characterizes most of our large urban areas, where intensifying segregation and concentrated poverty have collided with disparities in school funding to reinforce educational inequality. --- --- ### 5035. Understaffed and Underprepared: California Districts Report Ongoing Teacher Shortages ```yaml url: "https://learningpolicyinstitute.org/product/ca-district-teacher-shortage-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-02-05 date_source: listing authors: ["Leib Sutcher", "Desiree Carver-Thomas", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi] ``` For the 2017-18 school year, 80% of California districts reported shortages of qualified teachers and 82% reported hiring underprepared teachers, according to an LPI survey completed by 25 California school districts. Those districts collectively serve a quarter of the state’s students and include urban, suburban, and rural areas. This brief examines how districts experienced teacher supply in the fall of 2017. --- --- ### 5036. Money and Freedom: The Impact of California’s School Finance Reform ```yaml url: "https://learningpolicyinstitute.org/product/ca-school-finance-reform-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-02-02 date_source: listing authors: ["Rucker Johnson", "Sean Tanner"] document_url: null doi: null license: null tags: [dropout-prevention, lpi] ``` This study of California’s recent major school finance reform, the Local Control Funding Formula (LCFF), is among the first to provide evidence of LCFF’s impacts on student outcomes. We found that LCFF-induced increases in school spending led to significant increases in high school graduation rates and academic achievement, particularly among children from low-income families. The evidence suggests that money targeted to students’ needs can make a significant difference in student outcomes and can narrow achievement gaps. --- --- ### 5037. Building an Early Learning System that Works: Next Steps for California ```yaml url: "https://learningpolicyinstitute.org/product/building-early-learning-system-california-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-01-23 date_source: listing authors: ["Hanna Melnick", "Beth Meloy", "Madelyn Gardner", "Marjorie Wechsler", "Anna Maier"] document_url: null doi: null license: null tags: [early-childhood, lpi] ``` This brief provides California policymakers with recommendations on how to improve access to high-quality early childhood education (ECE) for all children. It is based on a report that examines the ECE practices in 10 counties that vary by region, population density, and child care affordability. The report upon which this brief is based describes the landscape of ECE at the local level as it is shaped by federal and state policies, illuminates challenges that counties face in providing access to high-quality programs, and highlights promising practices. --- --- ### 5038. The Promise of Performance Assessments: Innovations in High School Learning and Higher Education Admissions ```yaml url: "https://learningpolicyinstitute.org/product/promise-performance-assessments-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-01-18 date_source: listing authors: ["Roneeta Guha", "Tony Wagner", "Linda Darling-Hammond", "Terri Taylor", "Diane Curtis"] document_url: null doi: null license: null tags: [college-access, formative-assessment, lpi] ``` This brief describes performance assessments and their value for guiding and evaluating high school students' learning, as well as informing colleges and universities about what students know and can do. It explores state and local policies that support the use of such assessments, along with emerging higher education efforts to incorporate them in college admission, placement, and advising. It discusses steps that can help ensure that performance assessments are high-quality, rigorous, and well understood and that can facilitate the use of these assessments in higher education decisions. --- --- ### 5039. Community Schools as an Effective School Improvement Strategy: A Review of the Evidence ```yaml url: "https://learningpolicyinstitute.org/product/community-schools-effective-school-improvement-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-12-14 date_source: listing authors: ["Anna Maier", "Julia Daniel", "Jeannie Oakes"] document_url: null doi: null license: null tags: [lpi] ``` Education policymakers working to address the impacts of growing economic and racial inequality on students often look to community schools as an effective approach for supporting students and their families in communities facing concentrated poverty. This brief and related report synthesizes findings from 143 rigorous research studies and finds that community schools can improve outcomes for all students, especially those facing lack of access to high-quality schools and out-of-school barriers to learning. --- --- ### 5040. Teacher Turnover: Why It Matters and What We Can Do About It ```yaml url: "https://learningpolicyinstitute.org/product/teacher-turnover-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-08-16 date_source: listing authors: ["Desiree Carver-Thomas", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [k-12, lpi, professional-development] ``` Without changes in current policies, U.S. teacher shortages are projected to grow in the coming years. Teacher turnover is an important source of these shortages. About 8% of teachers leave the profession each year, two-thirds of them for reasons other than retirement. Another 8% shift to different schools each year. In addition to aggravating teacher shortages, high turnover rates lower student achievement and are costly for schools. This brief examines turnover trends and causes and concludes that policies to stem teacher turnover should target compensation, teacher preparation and support, and teaching conditions. --- --- ### 5041. Investing in Effective School Leadership: How States Are Taking Advantage of Opportunities Under ESSA ```yaml url: "https://learningpolicyinstitute.org/product/investing-effective-school-leadership-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-06-13 date_source: listing authors: ["Daniel Espinoza", "Jessica Cardichon"] document_url: null doi: null license: null tags: [lpi] ``` Principals are essential to improving student achievement and narrowing persistent achievement gaps. The Every Student Succeeds Act (ESSA) provides opportunities for states to use federal funds to invest in developing and supporting effective school leaders, such as supporting their recruitment, preparation, and training using the optional state set-aside under Title II. This brief summarizes the evidence about the importance of principals, describes research-based practices in leadership development, and outlines promising, evidence-based investments from submitted and draft ESSA state plans. --- --- ### 5042. Identifying Schools for Support and Intervention: Using Decision Rules to Support Accountability and Improvement Under ESSA ```yaml url: "https://learningpolicyinstitute.org/product/identifying-schools-support-and-intervention-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-06-13 date_source: listing authors: ["Linda Darling-Hammond", "Jessica Cardichon", "Hanna Melnick"] document_url: null doi: null license: null tags: [lpi, response-to-intervention] ``` Under the Every Student Succeeds Act, states are using a new approach to accountability based on multiple indicators of educational opportunity and performance and can decide how to use these measures to identify schools for intervention and support and to encourage systems of continuous improvement. The decision rule approach can encourage greater attention to each of the measures, offer more transparency about how school performance factors into identification, and support more strategic interventions than those informed only by a single rating, ranking, or grade. This brief describes five options for using decision rules that are designed to meet ESSA’s requirements and support states' use of systems that encourage continuous improvement across all schools. --- --- ### 5043. Effective Teacher Professional Development ```yaml url: "https://learningpolicyinstitute.org/product/effective-teacher-professional-development-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-06-05 date_source: listing authors: ["Linda Darling-Hammond", "Maria E. Hyler", "Madelyn Gardner"] document_url: null doi: null license: null tags: [lpi, professional-development] ``` Well-designed and implemented professional development is an essential component of a comprehensive system of teaching and learning that supports students to develop the knowledge, skills, and competencies they need to thrive in the 21st century. This brief outlines key components of effective professional development and offers rich descriptions of model programs to inform education leaders and policymakers seeking to leverage professional development to improve student learning. --- --- ### 5044. Community Schools: An Evidence-Based Strategy for Equitable School Improvement ```yaml url: "https://learningpolicyinstitute.org/product/community-schools-equitable-improvement-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-06-05 date_source: listing authors: ["Jeannie Oakes", "Anna Maier", "Julia Daniel"] document_url: null doi: null license: null tags: [lpi, response-to-intervention] ``` Community schools, which feature integrated student supports, expanded learning time, family and community engagement, and collaborative leadership, can be a successful strategy for improving schools under the Every Student Succeeds Act (ESSA). That’s the conclusion of this research review, based on an analysis of over 100 studies. This brief, published jointly by the Learning Policy Institute and the National Education Policy Center, discusses the four key features of community schools and offers guidance to support school, district, and state leaders as they consider or implement a community school intervention strategy in schools targeted for comprehensive support. --- --- ### 5045. Encouraging Social and Emotional Learning In the Context of New Accountability ```yaml url: "https://learningpolicyinstitute.org/product/encouraging-social-emotional-learning-new-accountability-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-04-18 date_source: listing authors: ["Hanna Melnick", "Channa Cook-Harvey", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi, sel] ``` The Every Student Succeeds Act provides an important opportunity for states to broaden the definition of student success to include measures of students’ social-emotional, as well as academic, development. This brief describes how states might measure and promote social and emotional learning (SEL) in their accountability and continuous improvement plans. --- --- ### 5046. The Role of Principals in Addressing Teacher Shortages ```yaml url: "https://learningpolicyinstitute.org/product/role-principals-addressing-teacher-shortages-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-02-27 date_source: listing authors: null document_url: null doi: null license: null tags: [lpi] ``` Turnover accounts for 90% of the demand for new teachers, exacerbating shortages and undermining academic progress. This brief summarizes research on the important role that principals can play in reducing the steady churn of teachers and highlights actions states and districts can take to strengthen school leadership. --- --- ### 5047. California Teacher Workforce Trends Signal Worsening Shortages ```yaml url: "https://learningpolicyinstitute.org/product/california-teacher-workforce-trends-signal-worsening-shortages-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-02-08 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, lpi] ``` In the past year, California’s teacher shortage has worsened as demand continues to grow and the supply of new teachers remains stagnant. This brief summarizes the findings of LPI’s 2017 update on the California teacher shortage and includes recommendations for state-level policies that would provide near-term solutions for strengthening the teacher pipeline. --- --- ### 5048. California Special Education Teacher Shortages Grow More Severe ```yaml url: "https://learningpolicyinstitute.org/product/california-special-education-teacher-shortages-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-02-08 date_source: listing authors: ["Desiree Carver-Thomas", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [inclusive-design, lpi] ``` California schools have long struggled to find enough fully prepared special education teachers, but since the 2013-14 school year these shortages have skyrocketed. This research brief examines recent data on special education credentials and authorizations and documents an alarming rise in the number of underprepared teachers entering special education classrooms. --- --- ### 5049. California Teacher Shortages: A Persistent Problem ```yaml url: "https://learningpolicyinstitute.org/product/ca-teacher-shortage-persistent-problem-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-11-30 date_source: listing authors: ["Anne Podolsky", "Leib Sutcher"] document_url: null doi: null license: null tags: [lpi] ``` Seventy-five percent of districts responding to a Fall 2016 survey reported teacher shortages, with 81% saying the problem is getting worse. This brief details the results of the survey, conducted by the Learning Policy Institute and the California School Boards Association, including information about how districts are responding to shortages. --- --- ### 5050. A Coming Crisis in Teaching? Teacher Supply, Demand, and Shortages in the U.S. ```yaml url: "https://learningpolicyinstitute.org/product/coming-crisis-teaching-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-09-15 date_source: listing authors: ["Leib Sutcher", "Linda Darling-Hammond", "Desiree Carver-Thomas"] document_url: null doi: null license: null tags: [career-readiness, english-learners, inclusive-design, lpi, math-education] ``` This brief summarizes an analysis of the scope of teacher shortages being experienced throughout the country and discusses the causes and consequences of the shortages. Shortages are particularly severe in special education, mathematics, science, and bilingual/English learner education, and in locations with lower wages and poorer working conditions. This brief also provides recommendations of local, state, and federal policies to support the recruitment and retention of a quality teacher workforce. --- --- ### 5051. Solving the Teacher Shortage: How to Attract and Retain Excellent Educators ```yaml url: "https://learningpolicyinstitute.org/product/solving-teacher-shortage-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-09-15 date_source: listing authors: ["Anne Podolsky", "Tara Kini", "Joseph Bishop", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi] ``` Fewer young people choosing to enter the teaching profession and high attrition rates are contributing to teacher shortages. School districts throughout the country are having difficulty finding enough qualified teachers to fill open positions, especially in schools serving low-income students and students of color. This brief summarizes research on teacher recruitment and retention, identifies key factors that influence decisions to enter, stay in, or leave the profession, and offers evidence-based recommendations for policymakers. --- --- ### 5052. Minority Teacher Recruitment, Employment, and Retention: 1987 to 2013 ```yaml url: "https://learningpolicyinstitute.org/product/minority-teacher-recruitment-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-09-15 date_source: listing authors: ["Richard M. Ingersoll", "Henry May"] document_url: null doi: null license: null tags: [career-readiness, lpi] ``` The nation’s population and students have grown more racially and ethnically diverse, but the teaching workforce has not experienced similar demographic shifts. This brief summarizes the results of a study of the recruitment, employment, and retention of minority k-12 teachers, examining the extent and sources of the minority teacher shortage and offering evidence-based solutions to addressing the low proportion of minority teachers in comparison to the increasing numbers of minority students in the school system. --- --- ### 5053. The Road to High-Quality Early Learning: Lessons From the States ```yaml url: "https://learningpolicyinstitute.org/product/brief-road-high-quality-early-learning-lessons-states" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-06-29 date_source: listing authors: ["Marjorie Wechsler", "David L. Kirp", "Titilayo Tinubu Ali", "Madelyn Gardner", "Anna Maier", "Hanna Melnick", "Patrick M. Shields"] document_url: null doi: null license: null tags: [lpi] ``` Read a summary of case studies of high-quality early education programs in four states: Michigan, West Virginia, Washington, and North Carolina. This analysis is based on reviews of policy documents, studies, and data in each state, as well as observations of programs and interviews with policymakers, program administrators, providers, teachers, parents, advocates, and researchers. --- --- ### 5054. Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research ```yaml url: "https://learningpolicyinstitute.org/product/brief-does-teaching-experience-increase-teacher-effectiveness-review-research" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-06-03 date_source: listing authors: ["Tara Kini", "Anne Podolsky"] document_url: null doi: null license: null tags: [lpi] ``` This brief summarizes the key findings from a critical review of the relevant research to determine whether teachers, on average, improve in their effectiveness as they gain experience in the teaching profession. A renewed look at this research is warranted due to advances in research methods and data systems that match student data with individual teachers and have allowed researchers to more accurately answer this question. --- --- ### 5055. How Effective Are Loan Forgiveness and Service Scholarships for Recruiting Teachers? ```yaml url: "https://learningpolicyinstitute.org/product/how-effective-are-loan-forgiveness-and-service-scholarships-recruiting-teachers" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-04-26 date_source: listing authors: ["Anne Podolsky", "Tara Kini"] document_url: null doi: null license: null tags: [lpi] ``` Loan forgiveness and service scholarships are two promising approaches to attracting and keeping teachers in the profession. This brief looks at existing research on these programs and finds that financial assistance that meaningfully offsets the cost of professional preparation can be effective at recruiting and retaining high-quality professionals into fields and communities where educators are most needed. --- --- ### 5056. Evidence-Based Interventions: A Guide for States ```yaml url: "https://learningpolicyinstitute.org/product/evidence-based-interventions" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-03-31 date_source: listing authors: ["Livia Lam", "Charmaine Mercer", "Anne Podolsky", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [lpi, response-to-intervention] ``` The new Every Student Succeeds Act offers states flexibility to create new approaches to school accountability and to design appropriate interventions for schools in need of assistance. This brief provides an overview of four commonly used interventions that, when well implemented, have been shown to increase opportunities and improve performance, particularly for historically underserved students. It also identifies the conditions under which they have been effective. --- --- ### 5057. California: The Building Blocks of High-Quality Early Childhood Education Programs ```yaml url: "https://learningpolicyinstitute.org/product/building-blocks-high-quality-early-childhood-education-programs-ca" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-02-29 date_source: listing authors: ["Marjorie Wechsler", "Hanna Melnick", "Anna Maier", "Joseph Bishop"] document_url: null doi: null license: null tags: [early-childhood, lpi] ``` This brief identifies important elements of high-quality early childhood education programs as indicated by research and professional standards, with a focus on factors that contribute to meaningful teacher-child interactions. With California the home to 493,877 preschool-age children living in or near poverty, these findings hold particular interest for the Golden State, as low-income children are most likely to benefit from high-quality pre-k programs. --- --- ### 5058. Addressing California’s Emerging Teacher Shortage ```yaml url: "https://learningpolicyinstitute.org/product/addressing-californias-emerging-teacher-shortage-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-01-19 date_source: listing authors: ["Linda Darling-Hammond", "Roberta C. Furger", "Patrick M. Shields", "Leib Sutcher"] document_url: null doi: null license: null tags: [lpi] ``` After many years of teacher layoffs in California, school districts are using an influx of new k–12 funding to hire again. However, the supply of teachers has not kept pace with the increased demand. This brief and corresponding report examine shortage indicators, discuss their impact on students, analyze factors that influence teacher supply and demand in California and nationally, and recommend policies to ensure an adequate supply of fully prepared teachers where they are needed. --- --- ### 5059. Teacher Residencies: Building a High-Quality, Sustainable Workforce ```yaml url: "https://learningpolicyinstitute.org/product/teacher-residencies-building-high-quality-sustainable-workforce" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-01-19 date_source: listing authors: ["Roneeta Guha", "Tara Kini"] document_url: null doi: null license: null tags: [career-readiness, lpi] ``` Recruitment and retention challenges are once again leading to teacher shortages across the nation, especially in urban and rural school districts. This brief looks at the teacher residency model, a promising approach to addressing recruitment and retention challenges in high-needs districts and in shortage subject areas. The teacher residency model creates long-term benefits for districts, for schools, and ultimately and most importantly, for the students they serve. --- --- ### 5060. Teacher Residencies in California ```yaml url: "https://learningpolicyinstitute.org/product/teacher-residencies-california" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-01-19 date_source: listing authors: null document_url: null doi: null license: null tags: [lpi] ``` As teacher shortages once again become widespread in California and across the nation, discussions of how to recruit and retain high-quality teachers are occupying center stage in policy circles. Newly emerging residency programs offer an innovative approach to recruiting and retaining high-quality teachers. Currently, the state has at least 10 such programs meeting critical hiring needs for a number of districts and charter schools in urban and rural areas. --- --- ### 5061. Is the Looming Teacher Shortage a Serious Problem? Should the State Take Decisive Action? ```yaml url: "https://learningpolicyinstitute.org/product/what-voters-think-about-teacher-shortage" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-01-18 date_source: listing authors: null document_url: null doi: null license: null tags: [lpi] ``` Throughout the summer and into the fall of 2015, school districts across the state struggled to fill vacant teaching positions with qualified staff. In fall of 2015, a Field Poll of California voters revealed that Californians are well aware of the emerging shortage of K-12 public school teachers and think the state should take decisive action to rectify the situation. --- --- ### 5062. The Science of Learning and Development ```yaml url: "https://learningpolicyinstitute.org/product/science-learning-development-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2026-05-21 date_source: listing authors: null document_url: null doi: null license: null tags: [lpi] ``` The science of learning and development research identifies several core principles that explain how children develop, learn, and thrive. Applying this science can help education systems better meet the needs of every learner and enable all students to reach their full potential. --- --- ### 5063. The Principal Effect: How School Leaders Address Education’s Biggest Challenges ```yaml url: "https://learningpolicyinstitute.org/product/prinicipal-effect-investing-school-leaders-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2026-05-18 date_source: listing authors: null document_url: null doi: null license: null tags: [attendance, career-readiness, lpi] ``` Public schools face mounting challenges, including student mental health, chronic absenteeism, academic achievement, and teacher shortages. Yet the principal's impact is often overlooked. Effective leadership strengthens instruction, builds positive climate, and stabilizes the workforce. Investing in principal preparation, support, and retention is a powerful strategy for improving outcomes and advancing equity. --- --- ### 5064. Teacher Turnover in the United States: Patterns, Drivers, and Policy Strategies ```yaml url: "https://learningpolicyinstitute.org/product/teacher-turnover-united-states-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2026-03-17 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, lpi] ``` The most recent data from NCES’ national teacher and principal surveys highlight persistently high teacher turnover and widespread dissatisfaction. The data also point to strategies for decreasing turnover, including competitive salaries, effective school leadership, improved working conditions, and supports for early-career teachers. --- --- ### 5065. California’s Golden State Teacher Grant Program ```yaml url: "https://learningpolicyinstitute.org/product/ca-golden-state-teacher-grant-program-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-11-20 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, lpi] ``` Designed to address California’s educator shortages and offset preparation costs, the Golden State Teacher Grant provides financial support to aspiring educators in exchange for a commitment to serve in a high-need school or preschool. An analysis of the program's first 5 years reviews statewide participation and grant recipients’ perceptions of the program. --- --- ### 5066. Community Schools Impact on Student Outcomes: Evidence From California ```yaml url: "https://learningpolicyinstitute.org/product/ca-community-schools-impact-student-outcomes-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-09-16 date_source: listing authors: null document_url: null doi: null license: null tags: [attendance, lpi] ``` Research on California’s historic investment in community schools reveals that schools implementing the strategy have experienced substantial reductions in chronic absence, notable decreases in suspension rates, and improved test scores, with the largest gains among historically underserved students. --- --- ### 5067. An Overview of Teacher Shortages: 2025 ```yaml url: "https://learningpolicyinstitute.org/product/overview-teacher-shortages-2025-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-07-16 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, lpi] ``` Data show that about 1 in 8 of all teaching positions nationally are either unfilled or filled by teachers not fully certified for their assignments. Ongoing teacher shortages affect students in all types of districts. Local, state, and federal education leaders and policymakers can implement evidence-based solutions to build a strong and stable teacher workforce. --- --- ### 5068. Teacher Shortages by Subjects Across States ```yaml url: "https://learningpolicyinstitute.org/product/teacher-shortages-subjects-across-states-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-07-15 date_source: listing authors: null document_url: null doi: null license: null tags: [inclusive-design, lpi, math-education] ``` As a supplement to the State Teacher Shortages 2025 Update tool, this analyses includes data on the number of states reporting shortages by teaching area (i.e., special education, science, mathematics, language arts, etc.). --- --- ### 5069. Creating Safe and Supportive Schools ```yaml url: "https://learningpolicyinstitute.org/product/creating-safe-supportive-schools-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-07-09 date_source: listing authors: null document_url: null doi: null license: null tags: [lpi] ``` Not all school safety strategies are effective, and some can lead to unintended consequences. Existing research sheds light on the evidence base for two very different approaches to school safety and their effectiveness in creating safe schools. --- --- ### 5070. Student Mental Health and Education ```yaml url: "https://learningpolicyinstitute.org/product/student-mental-health-education-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-07-09 date_source: listing authors: null document_url: null doi: null license: null tags: [lpi] ``` Young people today show troubling signs of declining mental health, and more than half of children with mental health issues have an unmet need for mental health care. Schools rely on school counselors, psychologists, and community mental health providers to support students’ mental health; however, their ability to provide needed supports is strained. --- --- ### 5071. How Community Schools Improve Outcomes ```yaml url: "https://learningpolicyinstitute.org/product/community-schools-outcomes-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-06-24 date_source: listing authors: null document_url: null doi: null license: null tags: [attendance, lpi] ``` Investments in the community schools strategy have increased in recent years as has the research on major state and district community school initiatives. Findings show that community schools are linked to improved student attendance, achievement, and school climate. --- --- ### 5072. How Money Matters: Education Funding and Student Outcomes ```yaml url: "https://learningpolicyinstitute.org/product/how-money-matters-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-04-08 date_source: listing authors: null document_url: null doi: null license: null tags: [lpi] ``` To fully grasp the complexities of education funding in the United States and understand why money matters, it is essential to examine the unique challenges American schools face, the costs associated with providing a high-quality education, and research on the impact of increasing and decreasing education funding. --- --- ### 5073. Student Loan Burdens Among Teachers ```yaml url: "https://learningpolicyinstitute.org/product/student-loans-among-teachers-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-04-04 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, lpi] ``` Low pay and high credentialing costs make it difficult to build a diverse, stable teacher workforce. Policies reducing student loan debt can ease financial barriers for teachers while improving recruitment and retention. Federal strategies, supported by state and local actions, can address these strains and strengthen the teaching profession. --- --- ### 5074. California’s Local Control Funding Formula: Next Steps Toward Equity ```yaml url: "https://learningpolicyinstitute.org/product/ca-lcff-next-steps-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-02-12 date_source: listing authors: null document_url: null doi: null license: null tags: [lpi] ``` California’s Local Control Funding Formula (LCFF), enacted in 2013, created a simpler and more equitable K-12 education finance system. Research indicates it has helped to improve student outcomes and points to challenges in its fiscal design and opportunities to strengthen it. --- --- ### 5075. Funding Student Needs Through State Policies ```yaml url: "https://learningpolicyinstitute.org/product/funding-school-needs-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-02-04 date_source: listing authors: null document_url: null doi: null license: null tags: [english-learners, lpi] ``` Equitable funding is vital to meet the needs of all students including English learners and low-income students, enabling targeted supports like bilingual education and social services. Understanding funding approaches and the resources needed to ensure meaningful learning opportunities is key to assessing whether states provide adequate support for student success. --- --- ### 5076. Tackling Teacher Shortages: What We Know About California’s Teacher Workforce Investments ```yaml url: "https://learningpolicyinstitute.org/product/ca-teacher-shortages-workforce-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-01-27 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, lpi] ``` California has recently invested over $1 billion in targeted strategies to address teacher shortages. These efforts aim to expand the teacher pipeline in critical areas, make preparation programs more affordable and accessible, and attract well-prepared educators to high-need schools. Data indicate these programs are helping to build the pipeline. --- --- ### 5077. How States Are Expanding Quality Summer Learning Opportunities ```yaml url: "https://learningpolicyinstitute.org/product/states-summer-learning-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2025-01-15 date_source: listing authors: null document_url: null doi: null license: null tags: [lpi] ``` Summer learning plays a vital role in supporting students year-round. Recognized by the federal government as a key strategy for recovering from pandemic-related learning disruptions, it was supported through ESSR funds, which have now been spent or committed. Moving forward, lessons can be learned from states that have sustained their efforts. --- --- ### 5078. Teacher Residencies in Texas ```yaml url: "https://learningpolicyinstitute.org/product/texas-teacher-residencies-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-12-13 date_source: listing authors: null document_url: null doi: null license: null tags: [lpi] ``` Texas has made compelling progress in seeding, sustaining, and scaling up paid teacher residencies as a strategy for building robust statewide teacher pipelines. Continued policy action is necessary to support existing residency programs and launch new ones. --- --- ### 5079. Long-Term English Learners in California ```yaml url: "https://learningpolicyinstitute.org/product/ca-long-term-english-learners-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-12-04 date_source: listing authors: null document_url: null doi: null license: null tags: [english-learners, lpi, sel] ``` As California works to better serve all students it has recently added a new long-term English learner (LTEL) category to its accountability dashboard. New research on LTEL characteristics, locations, and academic performances will be key to helping LTELs reach English proficiency. --- --- ### 5080. Using Data to Improve School Climate ```yaml url: "https://learningpolicyinstitute.org/product/ca-data-school-climate-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-11-07 date_source: listing authors: null document_url: null doi: null license: null tags: [attendance, dropout-prevention, lpi, sel] ``` Studies link positive school climate to lower teacher attrition rates and several positive student outcomes, including increased academic achievement and attendance, higher graduation rates, and improved behavior. As a result, more schools and districts are collecting and using climate data to improve school environments and inform policy and practice. --- --- ### 5081. 2024 Update: What’s the Cost of Teacher Turnover? ```yaml url: "https://learningpolicyinstitute.org/product/2024-whats-cost-teacher-turnover-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-09-18 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, lpi] ``` This interactive tool allows policymakers and practitioners to estimate the financial cost of teacher turnover and then make informed policy decisions and investments that better attract, support, and retain a high-quality teacher workforce. --- --- ### 5082. Reducing Chronic Absenteeism: Lessons From Community Schools ```yaml url: "https://learningpolicyinstitute.org/product/chronic-absenteeism-community-schools-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-08-28 date_source: listing authors: null document_url: null doi: null license: null tags: [attendance, lpi] ``` The number of chronically absent students has been increasing, and these students are more likely to fall behind academically, disengage socially, and drop out of school. Well-implemented community schools address the underlying causes of absenteeism and offer a comprehensive and multilayered approach to improving student attendance. --- --- ### 5083. Teacher Residencies: State and Federal Policy to Support Comprehensive Teacher Preparation ```yaml url: "https://learningpolicyinstitute.org/product/teacher-residencies-state-federal-support-fact-sheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-08-13 date_source: listing authors: null document_url: null doi: null license: null tags: [lpi, professional-development] ``` States continue to grapple with persistent and, for some, deepening teacher shortages. Rather than turning to short-term solutions, such as expanding class sizes or hiring uncertified or underprepared individuals, teacher residencies are an evidence-based strategy for simultaneously improving the quality of preparation and providing a long-term solution to teacher shortages. --- --- ### 5084. Improving Student Outcomes Through Restorative Practices ```yaml url: "https://learningpolicyinstitute.org/product/restorative-practices-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-10-18 date_source: listing authors: null document_url: null doi: null license: null tags: [lpi, sel] ``` Restorative practices are a set of approaches designed to build community in schools, teach interpersonal skills, repair harm when conflict occurs, and meet students’ needs to prevent misbehavior. Research shows restorative practices improve student outcomes and school climate. --- --- ### 5085. Early Impact of Teacher Residencies in California ```yaml url: "https://learningpolicyinstitute.org/product/educating-teachers-in-california-residencies-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-04-27 date_source: listing authors: ["Susan Kemper Patrick", "Linda Darling-Hammond", "Tara Kini"] document_url: null doi: null license: null tags: [career-readiness, lpi] ``` California’s teacher residency program marks the largest investment in teacher residencies in the nation. Data on early implementation suggest residencies are helping diversify the profession, create a well-prepared workforce, and provide more intensive clinical training experiences. --- --- ### 5086. Expanded Learning Time: How States and Districts Can Use Federal Recovery Funds Strategically ```yaml url: "https://learningpolicyinstitute.org/product/federal-funds-elt-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-07-07 date_source: listing authors: null document_url: null doi: null license: null tags: [lpi] ``` Federal COVID relief packages have allocated over $176 billion for pandemic-related education needs—the federal government’s largest single investment in schools. In a series of fact sheets, policy experts discuss how states and districts can develop, implement, and refine plans for these funds. Strategies emphasizing expanded and enriched learning time can create powerful learning opportunities that efficiently accelerate learning and improve student engagement and achievement. --- --- ### 5087. Supporting the Educator Pipeline: How States and Districts Can Use Federal Recovery Funds Strategically ```yaml url: "https://learningpolicyinstitute.org/product/federal-funds-edprep-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-07-07 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, lpi] ``` Federal COVID relief packages have allocated more than $176 billion for pandemic-related education needs—the federal government’s largest single investment in schools. In a series of fact sheets, policy experts discuss how states and districts can develop, implement, and refine plans for these funds. Investing in workforce development, recruitment and retention is a high-impact way to support quality student learning. --- --- ### 5088. Investing in Community Schools: How States and Districts Can Use Federal Recovery Funds Strategically ```yaml url: "https://learningpolicyinstitute.org/product/federal-funds-cs-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-07-07 date_source: listing authors: null document_url: null doi: null license: null tags: [lpi] ``` Federal COVID relief packages have allocated more than $176 billion for pandemic-related education needs—the federal government’s largest single investment in schools. In a series of fact sheets, policy experts discuss how states and districts can develop, implement, and refine plans for these funds. One key strategy is investing in community schools, an evidence-based approach especially important for underserved students and families. --- --- ### 5089. Expanding Early Childhood Education: How States and Districts Can Use Federal Recovery Funds Strategically ```yaml url: "https://learningpolicyinstitute.org/product/federal-funds-ece-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-06-16 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, lpi] ``` Federal COVID relief packages have allocated more than $176 billion for pandemic-related education needs—the federal government’s largest single investment in schools. In a series of fact sheets, policy experts discuss how states and districts can develop, implement, and refine plans for these funds. One key area is early childhood education, which provides one of the highest returns on investment of any educational spending. --- --- ### 5090. Early Childhood Essentials ```yaml url: "https://learningpolicyinstitute.org/product/early-childhood-essentials-framework-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-10-15 date_source: listing authors: ["Beth Meloy", "Abby Schachner"] document_url: null doi: null license: null tags: [early-childhood, lpi] ``` Based on the report, Early Childhood Essentials: A Framework for Aligning Child Skills and Educator Competencies, this fact sheet presents the skills children should have upon entering kindergarten and the skills and competencies early educators need to support effective learning experiences. Providing leaders with a fundamental understanding of early childhood education will help them make informed decisions to ensure educators have the resources they need to provide every child with the opportunity to enter school ready to thrive. --- --- ### 5091. How California School Districts Can Support Best Practices in Effective Teacher Professional Development ```yaml url: "https://learningpolicyinstitute.org/product/california-school-districts-professional-development-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-01-11 date_source: listing authors: ["Linda Darling-Hammond", "Maria E. Hyler", "Robert Sheffield", "Madelyn Gardner"] document_url: null doi: null license: null tags: [lpi, professional-development] ``` Effective professional development is critical to helping teachers learn and refine the pedagogies required to teach 21st-century skills. This fact sheet, published by LPI and the California Standards Technical Assistance Network (CalSTAN), explores the design and implementation of effective professional development models to help California schools maximize this important investment. --- --- ### 5092. Effective Teacher Professional Development ```yaml url: "https://learningpolicyinstitute.org/product/effective-teacher-professional-development-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-06-05 date_source: listing authors: ["Linda Darling-Hammond", "Maria E. Hyler", "Madelyn Gardner"] document_url: null doi: null license: null tags: [lpi, professional-development] ``` Twenty-first-century learning requires sophisticated forms of teaching to develop student competencies, such as deep mastery of challenging content, critical thinking, complex problem-solving, effective communication and collaboration, and self-direction. Effective professional development is needed to help teachers learn and refine the pedagogies required to teach these skills, but research has noted that many professional development initiatives appear ineffective. This fact sheet answers the question: What are the features of effective professional development? --- --- ### 5093. Supporting Principals’ Learning: Key Features of Effective Programs ```yaml url: "https://learningpolicyinstitute.org/product/supporting-principals-learning-key-features-effective-programs-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-02-27 date_source: listing authors: ["Leib Sutcher", "Anne Podolsky", "Daniel Espinoza"] document_url: null doi: null license: null tags: [lpi, professional-development] ``` Improving student achievement requires strong school leadership. Principals also play a critical role in addressing widespread teacher shortages by creating school environments that attract and retain competent teachers. This fact sheet summarizes key elements of high-quality and effective preparation and professional development programs designed to enable principals to improve student and school outcomes. --- --- ### 5094. Bilingual Teacher Shortages in California: A Problem Likely to Grow ```yaml url: "https://learningpolicyinstitute.org/product/bilingual-teacher-shortages-california-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-02-08 date_source: listing authors: ["Desiree Carver-Thomas", "Linda Darling-Hammond"] document_url: null doi: null license: null tags: [english-learners, lpi] ``` The passage of Proposition 58 in November 2016 removes restrictions on bilingual education in California, creating new educational opportunities, especially for the state’s 1.4 million English learners. This fact sheet analyzes the state’s supply of bilingual teachers in light of the expected increase in bilingual and dual-language immersion programs. --- --- ### 5095. California Teacher Shortages: A Persistent Problem ```yaml url: "https://learningpolicyinstitute.org/product/ca-teacher-shortage-persistent-problem-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-01-26 date_source: listing authors: null document_url: null doi: null license: null tags: [lpi] ``` School districts throughout California are experiencing teacher shortages at alarming rates, according to the results of a Fall 2016 survey conducted by the Learning Policy Institute and the California School Boards Association. Seventy-five percent of districts responding reported shortages, with 81% saying the problem is getting worse. This fact sheet provides an overview of survey results, including information about shortage areas and district responses to the teacher shortage. --- --- ### 5096. Addressing the Teacher Shortage: What Districts Can Do ```yaml url: "https://learningpolicyinstitute.org/product/teacher-shortage-what-districts-can-do-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-11-30 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, lpi] ``` Many districts face teacher shortages that threaten their ability to deliver a quality education to all children. Rather than implementing short-term fixes that often rely on underprepared or out-of-field teachers, policymakers at all levels should look to the research for strategies that are effective at building a high-quality and sustainable teaching workforce. This fact sheet, based on a comprehensive review of the research on teacher recruitment and retention policies, identifies district policies that can ease shortages, while also prioritizing student learning and a strong teacher workforce. --- --- ### 5097. Addressing the Teacher Shortage: What States Can Do ```yaml url: "https://learningpolicyinstitute.org/product/teacher-shortage-what-states-can-do-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-10-26 date_source: listing authors: null document_url: null doi: null license: null tags: [english-learners, inclusive-design, lpi, math-education] ``` Providing all students with excellent educators is one of the most important drivers of a well-functioning education system—a system that must prepare diverse students to participate in today’s knowledge-driven economy. However, many states are facing a teacher shortage that threatens their ability to deliver a quality education to all children. Shortages are most severe in certain fields (special education, math, science, and bilingual education) and in high-poverty districts and schools, where students most need highly skilled teachers. --- --- ### 5098. The Road to High-Quality Early Learning: Lessons from the States ```yaml url: "https://learningpolicyinstitute.org/product/factsheet-road-high-quality-early-learning-lessons-states" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-06-29 date_source: listing authors: ["Marjorie Wechsler", "David L. Kirp", "Titilayo Tinubu Ali", "Madelyn Gardner", "Anna Maier", "Hanna Melnick", "Patrick M. Shields"] document_url: null doi: null license: null tags: [early-childhood, lpi] ``` During the 2015–16 fiscal year, states invested nearly $7 billion in programs for our country’s youngest learners. This fact sheet summarizes the lessons learned by a review and analysis of how states can design, fund, and manage investments to assure high-quality preschool. The original report looked at how four states built quality early education systems with strong outcomes. --- --- ### 5099. Investing in Educators Pays Off: A New Analysis of DC’s Early Childhood Educator Pay Equity Fund (PEF) ```yaml url: "https://www.mathematica.org/publications/investing-in-educators-pays-off-a-new-analysis-of-dc-early-childhood-educator-pef" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2026-04-22 date_source: listing authors: ["Under 3 DC"] document_url: null doi: null license: null tags: [early-childhood] ``` This brief presents a benefit-cost analysis of the nation’s first dedicated public funding stream to narrow pay gaps between the child care and early education and public school sectors, comparing economic returns from the program’s initial temporary design with its longer-term payment model. --- --- ### 5101. Evaluation of Departmentalized Instruction in Elementary Schools ```yaml url: "https://www.mathematica.org/publications/evaluation-of-departmentalized-instruction-in-elementary-schools" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-07-09 date_source: listing authors: ["Alison Wellington", "Melissa Clark", "Alyson Burnett", "Susanne James-Burdumy", "Libby Makowsky", "Stacey Brockman", "Dallas Dotter", "Mariesa Herrmann", "Hanley Chiang"] document_url: null doi: null license: null tags: [] ``` This study examined the experiences of 90 schools that either voluntarily switched to departmentalized instruction or continued teaching all subjects to a single class in 4th and 5th grades for two years beginning in fall 2019. --- --- ### 5103. Evaluation of the Networks for School Improvement Initiative: Interim Summary Report ```yaml url: "https://www.mathematica.org/publications/evaluation-of-the-networks-for-school-improvement-initiative-interim-summary-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-04-24 date_source: listing authors: ["Jeffrey Max", "Matthew Johnson"] document_url: null doi: null license: null tags: [] ``` The Bill & Melinda Gates Foundation’s Networks for School Improvement (NSI) initiative supports networks of schools in using continuous improvement to improve outcomes for students who are Black, Latino, or experiencing poverty. This report summarizes interim findings from an evaluation of the NSI initiative. --- --- ### 5104. Evaluation of the Networks for School Improvement Initiative: Impacts on Student Outcomes (Interim Report) ```yaml url: "https://www.mathematica.org/publications/evaluation-of-the-networks-for-school-improvement-initiative-student-outcomes-interim-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-04-24 date_source: listing authors: ["Matthew Johnson", "Jeffrey Max", "Tareena Musaddiq", "Breyon Williams", "Silvia Robles", "Michelle Bennett"] document_url: null doi: null license: null tags: [] ``` The Bill & Melinda Gates Foundation’s Networks for School Improvement initiative supports networks of schools using continuous improvement to improve outcomes for students who are Black, Latino, or experiencing poverty. This report provides interim findings on the initiative’s impact on student outcomes. --- --- ### 5105. Assessing the Validity and Reliability of the Pennsylvania School Climate Survey for Elementary School Students ```yaml url: "https://www.mathematica.org/publications/assessing-the-validity-and-reliability-of-the-pennsylvania-school-climate-survey" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-04-01 date_source: listing authors: ["Whitney Kozakowski", "Sonia Alves", "Michelle Bennett", "Alyson Burnett"] document_url: null doi: null license: null tags: [] ``` The Pennsylvania Department of Education’s (PDE’s) Office for Safe Schools partnered with REL Mid-Atlantic to conduct a study analyzing the validity and reliability from PDE’s school climate survey for elementary school students. --- --- ### 5106. Seven Questions to Consider About Teacher Apprenticeship Programs ```yaml url: "https://www.mathematica.org/publications/seven-questions-to-consider-about-teacher-apprenticeship-programs" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2024-02-09 date_source: listing authors: ["Regional Educational Laboratory (REL) Central"] document_url: null doi: null license: null tags: [] ``` This infographic from the Regional Education Laboratory (REL) Central includes seven questions states that are interested in implementing teacher apprenticeship programs might consider. --- --- ### 5107. Maximizing Learning Across Investments Recommendations for Funders ```yaml url: "https://www.mathematica.org/publications/maximizing-learning-across-investments-recommendations-for-funders" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-11-30 date_source: listing authors: ["Kara Conroy", "Kate Place", "Greg Chojnacki"] document_url: null doi: null license: null tags: [] ``` A set of recommendations to help funders structure a measurement and evaluation process that supports learning across a set of investments while balancing the priorities of the funder, the grantees, and the communities where research will take place. --- --- ### 5108. Practical Strategies for Recruiting Districts and Schools for Education Impact Studies ```yaml url: "https://www.mathematica.org/publications/practical-strategies-for-recruiting-districts-and-schools-for-education-impact-studies" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-10-31 date_source: listing authors: ["Dana Robinson", "Linda Rosenberg", "Alejandro Espinoza", "Eric Zeidman"] document_url: null doi: null license: null tags: [] ``` This brief will help researchers newer to school-based impact studies recruit districts and schools that represent the study's population of interest so that the findings are more actionable for educators. --- --- ### 5109. How the COVID-19 Pandemic Affected State Apprenticeship Systems: Takeaways from Eight States ```yaml url: "https://www.mathematica.org/publications/how-the-covid-19-pandemic-affected-state-apprenticeship-systems-takeaways-from-eight-states" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-08-31 date_source: listing authors: ["Ryan Ruggiero", "Andrew Krantz"] document_url: null doi: null license: null tags: [] ``` This brief highlights key takeaways from virtual discussion groups in which apprenticeship administrators in eight states described how the COVID-19 pandemic affected their Registered Apprenticeship systems and how they and their apprenticeship partners responded to the pandemic. --- --- ### 5110. Evaluation of TNTP’s Turnaround Leadership Teams Strategy, 2018–2022 ```yaml url: "https://www.mathematica.org/publications/evaluation-of-tntps-turnaround-leadership-teams-strategy-2018-2022" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-08-30 date_source: listing authors: ["Naihobe Gonzalez", "Marykate Zukiewicz", "Alicia Demers", "Francisco Yang", "Daniel Welsh"] document_url: null doi: null license: null tags: [] ``` This report describes findings from an impact and implementation evaluation of TNTP’s Turnaround Leadership Teams Strategy (TLTS) funded under the U.S. Department of Education an Education Innovation and Research (EIR) grant. --- --- ### 5111. Changes in School Climate During COVID-19 in a Sample of Pennsylvania Schools ```yaml url: "https://www.mathematica.org/publications/changes-in-school-climate-during-covid-19-in-a-sample-of-pennsylvania-schools" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-08-11 date_source: listing authors: ["Whitney Kozakowski", "Katlyn Lee Milless", "Sonia Alves", "Michelle Bennett"] document_url: null doi: null license: null tags: [] ``` The Pennsylvania Department of Education’s (PDE’s) Office for Safe Schools partnered with REL Mid-Atlantic to conduct a study using data from PDE’s school climate survey. --- --- ### 5112. Implementing MI Write in the Classroom ```yaml url: "https://www.mathematica.org/publications/implementing-mi-write-in-the-classroom" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-07-28 date_source: listing authors: ["Ryan Ruggiero", "Lindsay Fox", "Megan Shoji"] document_url: null doi: null license: null tags: [] ``` The brief summarizes key implementation takeaways from a study of MI Write in grades 7 and 8 English language arts classrooms during the 2021–2022 school year and provides strategies for school and district leaders to support using MI Write. --- --- ### 5113. Implementing Ecree in the Classroom ```yaml url: "https://www.mathematica.org/publications/implementing-ecree-in-the-classroom" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-07-28 date_source: listing authors: ["Isabel Callaway", "Lindsay Fox", "Megan Shoji"] document_url: null doi: null license: null tags: [] ``` The brief summarizes key implementation takeaways from a study of Ecree in grade 8–11 English language arts classrooms during the 2021–2022 school year and provides strategies for school and district leaders to support using Ecree. --- --- ### 5114. Study Methods for Briefs about MI Write Research Findings ```yaml url: "https://www.mathematica.org/publications/study-methods-for-briefs-about-mi-write-research-findings" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-07-07 date_source: listing authors: ["Lindsay Fox", "Marykate Zukiewicz"] document_url: null doi: null license: null tags: [] ``` This summary accompanies a series of briefs summarizing results of the MI Write study by providing more information on the study design, sample, data sources, measures, and analytic methods used to produce the findings reported in those briefs. --- --- ### 5115. Study Methods for Briefs about Ecree Research Findings ```yaml url: "https://www.mathematica.org/publications/study-methods-for-briefs-about-ecree-research-findings" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-07-07 date_source: listing authors: ["Lindsay Fox", "Tareena Musaddiq", "Sonia Pace"] document_url: null doi: null license: null tags: [] ``` This summary accompanies a series of briefs summarizing results of the Ecree study by providing more information on the study design, sample, data sources, measures, and analytic methods used to produce the findings reported in those briefs. --- --- ### 5118. A Strong Case for Rethinking Causal Inference ```yaml url: "https://www.mathematica.org/publications/a-strong-case-for-rethinking-causal-inference" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-06-14 date_source: listing authors: ["John Deke"] document_url: null doi: null license: null tags: [] ``` In this commentary, John Deke discusses recommendations from studies that examined mistakes arising from the misuse of statistical significance. He offers his own recommendations for avoiding these mistakes altogether by using BASIE, a framework for interpreting impact estimates from evaluations. --- --- ### 5119. Outcomes, Impacts, and Processes: A Framework for Understanding School Performance ```yaml url: "https://www.mathematica.org/publications/outcomes-impacts-and-processes-a-framework-for-understanding-school-performance" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-06-01 date_source: listing authors: ["Brian Gill", "Laura Dyer"] document_url: null doi: null license: null tags: [] ``` This framework offers an improved measurement strategy states and districts can implement to answer three critical questions about school performance: 1. How are students doing? 2. How much does the school contribute to how students are doing? and 3. What is happening in the school? --- --- ### 5124. Measurement and Evaluation Checklist: Assess for Early Evidence of Success (Phase 3) ```yaml url: "https://www.mathematica.org/publications/measurement-and-evaluation-checklist-assess-for-early-evidence-of-success-phase-3" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-02-10 date_source: listing authors: ["Ryan Ruggiero", "Mikia Manley", "Virginia Knechtel", "Kate Place", "Megan Shoji"] document_url: null doi: null license: null tags: [] ``` Phase 3 of the Measurement and Evaluation Checklist guides users through the steps to conduct a small pilot study and demonstrate that a solution is associated with improved outcomes for students in a priority community. --- --- ### 5125. Measurement and Evaluation Checklist: Refine the Solution (Phase 2) ```yaml url: "https://www.mathematica.org/publications/measurement-and-evaluation-checklist-refine-the-solution-phase-2" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-02-10 date_source: listing authors: ["Ryan Ruggiero", "Mikia Manley", "Virginia Knechtel", "Kate Place", "Megan Shoji"] document_url: null doi: null license: null tags: [] ``` Phase 2 of the Measurement and Evaluation Checklist guides users through the steps to refine a solution based on lessons learned during implementation. By following these steps, users will develop descriptive evidence that the refined solution was successfully implemented in a priority community. --- --- ### 5126. Sample Size Guide ```yaml url: "https://www.mathematica.org/publications/sample-size-guide" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-02-07 date_source: listing authors: ["Mikia Manley", "Virginia Knechtel", "Gregory Chojnacki"] document_url: null doi: null license: null tags: [] ``` This guide is designed for funders and organizations implementing solutions with support from a research partner. It provides an overview of the sample size considerations for each of the evidence-building phases. --- --- ### 5127. Measurement and Evaluation Checklist: Validate Effectiveness (Phase 4) ```yaml url: "https://www.mathematica.org/publications/measurement-and-evaluation-checklist-validate-effectiveness-phase-4" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-02-07 date_source: listing authors: ["Ryan Ruggiero", "Mikia Manley", "Virginia Knechtel", "Kate Place", "Megan Shoji"] document_url: null doi: null license: null tags: [] ``` Phase 4 of the Measurement and Evaluation Checklist guides users through the steps to conduct a large pilot study and demonstrate with a high degree of confidence that a solution leads to improved outcomes for students in a priority community. --- --- ### 5128. Prior Research Table ```yaml url: "https://www.mathematica.org/publications/prior-research-table" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-02-06 date_source: listing authors: ["Lindsay Fox", "Megan Shoji", "Ryan Ruggiero", "Mikia Manley", "Virginia Knechtel", "Kate Place"] document_url: null doi: null license: null tags: [] ``` The Prior Research Table is a tool designed to help organizations document previous research on solutions to inform future evaluations. --- --- ### 5129. Measurement and Evaluation Plan Template ```yaml url: "https://www.mathematica.org/publications/measurement-and-evaluation-plan-template" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-02-06 date_source: listing authors: ["Kate Place", "Gregory Chojnacki", "Virginia Knechtel", "Andy Gothro", "Megan Shoji", "Lindsay Fox"] document_url: null doi: null license: null tags: [] ``` The Measurement and Evaluation Template is a road map organizations and funders can use to develop a detailed measurement and evaluation plan with support from a research partner. --- --- ### 5130. Guide to Setting Targets for Research Questions ```yaml url: "https://www.mathematica.org/publications/guide-to-setting-targets-for-research-questions" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-02-06 date_source: listing authors: ["Mikia Manley", "Virginia Knechtel", "Kate Place", "Gregory Chojnacki", "Ryan Ruggiero"] document_url: null doi: null license: null tags: [] ``` This guide is designed to support organizations at different stages of solution development and implementation define a set of targets for each outcome they will measure. Targets enable organizations or their funders to define success. --- --- ### 5131. Measurement and Evaluation Reporting Template ```yaml url: "https://www.mathematica.org/publications/measurement-and-evaluation-reporting-template" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-02-06 date_source: listing authors: ["Kate Place", "Virginia Knechtel", "Gregory Chojnacki", "Caroline Lauver", "Megan Shoji"] document_url: null doi: null license: null tags: [] ``` Organizations, research partners, and funders can use the Measurement and Evaluation Reporting Template to summarize and share findings from a study. --- --- ### 5132. Guide to Measuring Implementation: The 3Us – Usability, Usefulness, Utilization ```yaml url: "https://www.mathematica.org/publications/guide-to-measuring-implementation-the-3us-usability-usefulness-utilization" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-02-06 date_source: listing authors: ["Mikia Manley", "Virginia Knechtel", "Kate Place", "Andrew Gothro", "Ryan Ruggiero"] document_url: null doi: null license: null tags: [] ``` This guide is designed for organizations implementing solutions, with support from a research partner. It provides guidance on when and how to measure usability, usefulness, and utilization—key indicators of success during early implementation. --- --- ### 5135. Staff Attrition from Pennsylvania Public Schools During the COVID-19 Pandemic ```yaml url: "https://www.mathematica.org/publications/staff-attrition-from-pennsylvania-public-schools-during-the-covid-19-pandemic" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2023-01-09 date_source: listing authors: ["Stephen Lipscomb", "Ijun Lai", "Duncan Chaplin", "Alma Vigil", "Hena Matthias"] document_url: null doi: null license: null tags: [] ``` The COVID-19 pandemic raised concerns about the possibility of increased staff attrition from the public school sector. This research brief provides a fuller picture of staff attrition during the pandemic from Pennsylvania LEAs, including traditional school districts and charter schools. --- --- ### 5138. Interpreting and Using School Performance Data: Do's and Don'ts for 2022 and Beyond ```yaml url: "https://www.mathematica.org/publications/interpreting-and-using-school-performance-data-dos-and-donts-for-2022-and-beyond" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2022-09-30 date_source: listing authors: ["Brian Gill"] document_url: null doi: null license: null tags: [] ``` The accountability provisions of the Every Student Succeeds Act are back in effect after 2 years of pandemic-related disruptions. --- --- ### 5139. Findings from an Evaluation of KIPP School Leadership Programs ```yaml url: "https://www.mathematica.org/publications/findings-from-an-evaluation-of-kipp-school-leadership-programs" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2022-09-30 date_source: listing authors: ["Elias Walsh", "Alicia Demers", "Jeffrey Terziev", "Erin Boyle", "Elisa Steele", "Ijun Lai"] document_url: null doi: null license: null tags: [] ``` This evaluation examined three school leadership programs administered by KIPP that prepare new principals and disseminate effective school leadership development strategies. --- --- ### 5142. No-Deadlines Synthetic Control and Exploratory Outcomes Analysis and Recommendations for a Future Rigorous Evaluation ```yaml url: "https://www.mathematica.org/publications/no-deadlines-synthetic-control-and-exploratory-outcomes-analysis-and-recommendations-for-a-future" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2022-05-31 date_source: listing authors: ["Lily Fesler", "Lindsay Fox"] document_url: null doi: null license: null tags: [] ``` This memo explores the options for using synthetic control methods to examine the effects of no-deadlines (NDL) approaches using National Science Foundation (NSF) administrative data. --- --- ### 5143. The BASIE (BAyeSian Interpretation of Estimates) Framework for Interpreting Findings from Impact Evaluations: A Practical Guide for Education Researchers ```yaml url: "https://www.mathematica.org/publications/the-basie-bayesian-interpretation-of-estimates-framework-for-interpreting-findings-from-impact" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2022-04-29 date_source: listing authors: ["John Deke", "Mariel Finucane", "Dan Thal"] document_url: null doi: null license: null tags: [] ``` This guide walks researchers through the key steps of applying BASIE, including selecting prior evidence, reporting impact estimates, interpreting impact estimates, and conducting sensitivity analyses. --- --- ### 5144. Sharing Study Data: A Guide for Education Researchers ```yaml url: "https://www.mathematica.org/publications/sharing-study-data-a-guide-for-education-researchers" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2022-03-28 date_source: listing authors: ["Ruth Neild", "Danielle Robinson", "Jacqueline Agufa"] document_url: null doi: null license: null tags: [] ``` This guide describes key issues that education researchers should consider when deciding which study data to share, how to organize the data, what documentation to include, and where to share their final dataset. --- --- ### 5145. Enhancing the Generalizability of Impact Studies in Education ```yaml url: "https://www.mathematica.org/publications/enhancing-the-generalizability-of-impact-studies-in-education" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2022-02-28 date_source: listing authors: ["Elizabeth Tipton", "Robert B. Olsen"] document_url: null doi: null license: null tags: [] ``` This guide will help researchers design and implement impact studies in education so that the findings are more generalizable to the study's target population. --- --- ### 5146. Challenges and Solutions in Evaluation Technical Assistance During Design and Early Implementation ```yaml url: "https://www.mathematica.org/publications/challenges-and-solutions-in-evaluation-technical-assistance-during-design-and-early-implementation" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2022-02-01 date_source: listing authors: ["Andrew Gothro", "Elías S. Hanno", "M. C. Bradley"] document_url: null doi: null license: null tags: [] ``` This case study discusses two federal grant initiatives and the evaluation technical assistance (ETA) provided to the grantees. --- --- ### 5147. School Instruction in Pennsylvania During the COVID-19 Pandemic ```yaml url: "https://www.mathematica.org/publications/school-instruction-in-pennsylvania-during-the-covid-19-pandemic" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-12-16 date_source: listing authors: ["Stephen Lipscomb", "Forest Crigler", "Duncan Chaplin"] document_url: null doi: null license: null tags: [] ``` This research brief describes how local education agencies in Pennsylvania responded to an unprecedented public health emergency and other challenges posed by the COVID-19 pandemic during the 2020–2021 school year. --- --- ### 5148. Impacts of Home Visits on Students in District of Columbia Public Schools ```yaml url: "https://www.mathematica.org/publications/impacts-of-home-visits-on-students-in-district-of-columbia-public-schools" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-11-23 date_source: listing authors: ["Allison McKie", "Jeffrey Terziev", "Brian Gill"] document_url: null doi: null license: null tags: [] ``` This study examined the impacts of structured relationship-building teacher home visits conducted in grades 1–5 as part of a family engagement program in the District of Columbia Public Schools. --- --- ### 5149. Predicting Early Fall Student Enrollment in the School District of Philadelphia ```yaml url: "https://www.mathematica.org/publications/predicting-early-fall-student-enrollment-in-the-school-district-of-philadelphia" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-10-12 date_source: listing authors: ["Sean Tanner", "Jenna Terrell", "Emily Vislosky", "Jonathan Gellar", "Brian Gill"] document_url: null doi: null license: null tags: [] ``` Predicting incoming enrollment is an ongoing concern for the School District of Philadelphia (SDP) and similar districts with school choice systems, substantial student mobility, or both. --- --- ### 5150. Capacity Building for Strategic Learning: Findings from the Pilot Cohort ```yaml url: "https://www.mathematica.org/publications/capacity-building-for-strategic-learning-findings-from-the-pilot-cohort" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-10-01 date_source: listing authors: ["Emma Pottinger", "Emily Gardner", "Ramya Tallapragada", "Alexandra Resch", "Virginia Knechtel"] document_url: null doi: null license: null tags: [] ``` This document summarizes findings from the pilot Capacity Building for Strategic Learning initiative. The findings came from an analysis of pilot grantees’ experience. Sources include semi-structured interviews, grantee feedback surveys, evaluation forms, group discussions, and self-reflection data. --- --- ### 5151. Capacity Building for Strategic Learning Using an Intermediary-Led Grantee Cohort Model: Recommendations for Funders ```yaml url: "https://www.mathematica.org/publications/capacity-building-for-strategic-learning-using-an-intermediary-led-grantee-cohort-model" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-10-01 date_source: listing authors: ["Emily Gardner", "Emma Pottinger", "Ramya Tallapragada", "Alexandra Resch", "Virginia Knechtel"] document_url: null doi: null license: null tags: [] ``` This document summarizes lessons learned from the pilot Capacity Building for Strategic Learning initiative and resulting recommendations for funders looking to support similar capacity building for strategic learning initiatives. --- --- ### 5152. Engaging Training and Technical Assistance Recipients: Lessons from the Field ```yaml url: "https://www.mathematica.org/publications/engaging-training-and-technical-assistance-recipients-lessons-from-the-field" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-09-30 date_source: listing authors: ["Kara Conroy", "Annalisa Mastri", "James Wholley"] document_url: null doi: null license: null tags: [] ``` This brief documents existing knowledge about training and technical assistance (TA) and develops a learning agenda to inform the design, focus, and effectiveness of training and TA. --- --- ### 5153. Identifying Students At Risk Using Prior Performance Versus a Machine Learning Algorithm ```yaml url: "https://www.mathematica.org/publications/identifying-students-at-risk-using-prior-performance-versus-a-machine-learning-algorithm" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-09-30 date_source: listing authors: ["Lindsay Cattell", "Julie Bruch"] document_url: null doi: null license: null tags: [] ``` This report provides information for administrators in local education agencies who are considering early warning systems to identify at-risk students. --- --- ### 5154. Using Promotion Power to Identify the Effectiveness of Public High Schools in the District of Columbia ```yaml url: "https://www.mathematica.org/publications/using-promotion-power-to-identify-the-effectiveness-of-public-high-schools-in-the-dc" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-09-01 date_source: listing authors: ["Max Gross", "Menbere Shiferaw", "Jonah Deutsch", "Brian Gill"] document_url: null doi: null license: null tags: [] ``` This study estimated the promotion power of public high schools in the District of Columbia. --- --- ### 5155. Impacts of Uncommon Schools in a Turnaround Setting ```yaml url: "https://www.mathematica.org/publications/impacts-of-uncommon-schools-in-a-turnaround-setting" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-08-26 date_source: listing authors: ["Alyson Burnett", "Moira McCullough", "Breyon Williams"] document_url: null doi: null license: null tags: [] ``` This report describes findings from a study examining the effects on student achievement of the implementation of the Uncommon school model as a turnaround strategy for low-performing schools. --- --- ### 5156. Measuring the Impacts of School Reforms in the District of Columbia on Student Achievement (Issue Brief) ```yaml url: "https://www.mathematica.org/publications/measuring-the-impacts-of-school-reforms-in-the-district-of-columbia-on-student-achievement" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-08-12 date_source: listing authors: ["Dallas Dotter", "Duncan Chaplin", "Maria Bartlett"] document_url: null doi: null license: null tags: [] ``` This issue brief provides an overview of a study that analyzed how the 2007 school reforms in the District of Columbia impacted student achievement. --- --- ### 5157. Rate the Leader: A Different Perspective on Principal Evaluation ```yaml url: "https://www.mathematica.org/publications/rate-the-leader-a-different-perspective-on-principal-evaluation" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-08-02 date_source: listing authors: ["Menbere Shiferaw", "Whitney Kozakowski"] document_url: null doi: null license: null tags: [] ``` This infographic discusses the use of staff feedback in evaluating school leaders' performance based on evidence from teacher surveys. --- --- ### 5158. Exploring the Potential Role of Staff Surveys in School Leader Evaluation ```yaml url: "https://www.mathematica.org/publications/exploring-the-potential-role-of-staff-surveys-in-school-leader-evaluation" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-08-02 date_source: listing authors: ["Whitney Kozakowski", "Brian Gill", "Menbere Shiferaw"] document_url: null doi: null license: null tags: [] ``` The Mid-Atlantic Regional Educational Laboratory partnered with the District of Columbia Public Schools (DCPS) to explore the potential use of teacher surveys in school leader evaluation. --- --- ### 5159. How Much Have Students Missed Academically Because of the Pandemic? A Review of the Evidence to Date ```yaml url: "https://www.mathematica.org/publications/how-much-have-students-missed-academically-because-of-the-pandemic-a-review-of-the-evidence-to-date" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-07-30 date_source: listing authors: ["Martin R. West", "Robin Lake"] document_url: null doi: null license: null tags: [] ``` This report is part of a series that aims to provide a definitive account of the best available evidence on how the COVID-19 pandemic has affected America’s students. --- --- ### 5160. The Effect of School Report Card Design on Usability, Understanding, and Satisfaction ```yaml url: "https://www.mathematica.org/publications/the-effect-of-school-report-card-design-on-usability-understanding-and-satisfaction" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-07-28 date_source: listing authors: ["Jesse Chandler", "Jacob Hartog", "Erin Lipman", "Jonathan Gellar"] document_url: null doi: null license: null tags: [] ``` Education policymakers view transparency and accountability as critical to the success of schools. --- --- ### 5162. Time to Lead: An Illustrative Look at How Elementary School Principals Spend Their Workweek ```yaml url: "https://www.mathematica.org/publications/time-to-lead-an-illustrative-look-at-how-elementary-school-principals-spend-their-workweek" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-06-23 date_source: listing authors: ["Matthew Johnson", "Christina Tuttle", "Susanne James-Burdumy", "Alison Wellington"] document_url: null doi: null license: null tags: [] ``` New evidence suggests that elementary school principals spend more than one-third of their workweek providing direct and indirect instructional support to teachers. --- --- ### 5163. Supporting School Transitions for Young Learners: Considerations in the Era of COVID-19 and Beyond ```yaml url: "https://www.mathematica.org/publications/supporting-school-transitions-for-young-learners-considerations-in-the-era-of-covid-19-and-beyond" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-05-30 date_source: listing authors: ["Regional Educational Laboratory Mid‑Atlantic"] document_url: null doi: null license: null tags: [] ``` Transitioning to school is just one of many milestones to celebrate and prepare for in a child’s life. Children may need support when they enter kindergarten and first grade, because difficulty adjusting to these new environments can put them at academic risk. --- --- ### 5164. What Drives Systems Change? - Key Findings and Implications ```yaml url: "https://www.mathematica.org/publications/key-findings-and-implications-from-a-literature-review-on-systems-change-in-education" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-05-18 date_source: listing authors: ["Naihobe Gonzalez", "Nikki Aikens", "Jennah Gosciak"] document_url: null doi: null license: null tags: [] ``` This brief summarizes the current research on critical components of successful place-based systems change in education. --- --- ### 5165. The Community Ecocycle in Place-Based Systems Change: A Tool for Funder and Community Reflection and Action ```yaml url: "https://www.mathematica.org/publications/the-community-ecocycle-in-place-based-systems-change-a-tool-for-funder-and-community-reflection" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-05-04 date_source: listing authors: ["Meg Long", "Wanda Casillas", "James Liou"] document_url: null doi: null license: null tags: [] ``` This tool is intended to help funders who have elected to invest in place-based systems change efforts better match communities’ current and future assets and needs based on their developmental phase and learn how to work more collaboratively with the communities they serve. --- --- ### 5166. Adult Education Strategies: Identifying and Building Evidence of Effectiveness ```yaml url: "https://www.mathematica.org/publications/adult-education-strategies-identifying-and-building-evidence-of-effectiveness" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-04-27 date_source: listing authors: ["Kelley Borradaile", "Alina Martinez", "Peter Schochet"] document_url: null doi: null license: null tags: [] ``` This systematic research review suggests a need for more rigorous studies, as there is not yet much evidence to guide decision making around instructional and support strategies for adult learners. --- --- ### 5167. Investments in Implicit and Explicit Dimensions of Place-Based Systems Change: A Tool for Funder Reflection and Action ```yaml url: "https://www.mathematica.org/publications/investments-in-implicit-and-explicit-dimensions-of-place-based-systems-change-a-tool-for-funder" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-04-16 date_source: listing authors: ["Meg Long", "Wanda Casillas", "James Liou"] document_url: null doi: null license: null tags: [] ``` This tool is intended to help funders who have elected to invest in place-based systems change strategies assess the extent to which their strategic intent, culture, and capacity can support complementary dimensions of systems change. --- --- ### 5169. Advanced Placement Participation, Staffing, and Staff Training in the District of Columbia Public Schools ```yaml url: "https://www.mathematica.org/publications/advanced-placement-participation-staffing-and-staff-training-in-the-district-of-columbia-public" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-04-13 date_source: listing authors: ["Alyson Burnett", "Paul Burkander"] document_url: null doi: null license: null tags: [] ``` During the past decade, the District of Columbia Public Schools (DCPS) has sought to expand participation in Advanced Placement (AP) courses, and several DCPS high schools require all students to take one or more AP courses. --- --- ### 5170. Supporting Student Engagement in Remote and Hybrid Learning Environments ```yaml url: "https://www.mathematica.org/publications/supporting-student-engagement-in-remote-and-hybrid-learning-environments" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-03-30 date_source: listing authors: ["Regional Educational Laboratory Mid‑Atlantic"] document_url: null doi: null license: null tags: [] ``` Most schools moved to fully or partially remote instruction during the COVID-19 pandemic, and educators have had to consider how to promote and maintain student engagement in this new environment. --- --- ### 5173. Early Insights and Recommendations for Implementing a COVID-19 Antigen Testing Program in K-12 Schools: Lessons Learned from Six Pilot Sites ```yaml url: "https://www.mathematica.org/publications/early-insights-and-recommendations-for-implementing-a-covid-19-antigen-testing-program-in-k-12" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-01-31 date_source: listing authors: ["Divya Vohra", "Patricia Rowan", "Ravi Goyal", "John Hotchkiss", "So O'Neil"] document_url: null doi: null license: null tags: [] ``` The Rockefeller Foundation partnered with K–12 schools in six pilot cities to implement COVID-19 testing. This report discusses early learnings and recommendations generated by pilot sites based on their first four months of planning and implementing testing programs. --- --- ### 5175. Hybrid Instructional Approaches and COVID-19 Infection Trends in a Sample of Pennsylvania School Districts, Fall 2020 ```yaml url: "https://www.mathematica.org/publications/hybrid-instructional-approaches-and-covid-19-infection-trends-in-a-sample-of-pennsylvania-school" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2021-01-08 date_source: listing authors: ["Brian Gill", "Danielle DeLisle"] document_url: null doi: null license: null tags: [] ``` This report describes COVID-19 infection trends in a sample of Pennsylvania school districts implementing hybrid instructional approaches in fall 2020, comparing those trends to community-level infection trends. --- --- ### 5176. Understanding Teacher Turnover: Insights from the School District of Philadelphia (Infographic) ```yaml url: "https://www.mathematica.org/publications/understanding-teacher-turnover-insights-from-the-school-district-of-philadelphia" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-10-13 date_source: listing authors: ["Regional Educational Laboratory Mid‑Atlantic"] document_url: null doi: null license: null tags: [] ``` Teacher turnover is a widespread issue. High turnover rates may be costly to the district, disrupt operations, and lower student achievement. --- --- ### 5178. Teacher Turnover and Access to Effective Teachers in the School District of Philadelphia, Appendixes ```yaml url: "https://www.mathematica.org/publications/appendixes-teacher-turnover-and-access-to-effective-teachers-in-the-school-district-of-philadelphia" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-09-16 date_source: listing authors: ["Erin Dillon", "Steven Malick"] document_url: null doi: null license: null tags: [] ``` These appendixes describes the methods and supporting analysis used in the study. --- --- ### 5180. Too Scared to Learn? The Academic Consequences of Feeling Unsafe in the Classroom ```yaml url: "https://www.mathematica.org/publications/too-scared-to-learn-the-academic-consequences-of-feeling-unsafe-in-the-classroom" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-09-01 date_source: listing authors: ["Johanna Lacoe"] document_url: null doi: null license: null tags: [] ``` A safe environment is a prerequisite for productive learning. Using a unique panel data set of survey responses from New York City middle school students, the article provides insight into the relationship between feelings of safety in the classroom and academic achievement. --- --- ### 5181. Roadmap for Effective School-Based Practices to Support Expectant and Parenting Youth: Lessons from the New Heights Program in Washington, DC ```yaml url: "https://www.mathematica.org/publications/roadmap-for-effective-school-based-practices-to-support-expectant-and-parenting-youth-lessons" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-09-01 date_source: listing authors: ["Subuhi Asheer", "Susan Zief", "Ruth Neild"] document_url: null doi: null license: null tags: [] ``` This study explores the program elements and practices that, when used together, improved academic outcomes for New Heights participants and define a possible roadmap for service providers interested in replicating the program’s success. --- --- ### 5182. Keeping Pace: Strategies for Ensuring Equitable Continuity of Learning During the COVID-19 Pandemic, Fact Sheet ```yaml url: "https://www.mathematica.org/publications/keeping-pace-strategies-for-ensuring-equitable-continuity-of-learning-during-the-covid-19-pandemic" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-07-30 date_source: listing authors: ["Regional Educational Laboratory Mid-Atlantic"] document_url: null doi: null license: null tags: [] ``` As a result of COVID-19, schools are transitioning their instructional programs from in-person to blended learning environments to mitigate the spread of the coronavirus once schools reopen and to prepare for the possibility of additional school closures during the 2020–2021 school year. --- --- ### 5183. Reopening Schools Safely: New Evidence on Mitigating COVID-19 Spread ```yaml url: "https://www.mathematica.org/publications/reopening-schools-safely-new-evidence-on-mitigating-covid-19-spread" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-07-30 date_source: listing authors: ["Regional Educational Laboratory Mid-Atlantic"] document_url: null doi: null license: null tags: [] ``` COVID-19 has profoundly affected educational institutions across the country and around the world. Since spring 2020, most U.S. school buildings have been closed, dramatically impacting learning for students. --- --- ### 5184. Trauma-Informed Planning Strategies to Help Students Transition Back to School in the Era of COVID-19, Fact Sheet ```yaml url: "https://www.mathematica.org/publications/trauma-informed-planning-strategies-to-help-students-transition-back-to-school-in-the-era-of-covid" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-07-30 date_source: listing authors: ["Regional Educational Laboratory Mid-Atlantic"] document_url: null doi: null license: null tags: [] ``` To help schools and districts develop a trauma-informed plan as they prepare to reopen, we’ve distilled crisis response guidance from federal agencies, national professional associations, and federally funded research collaboratives and technical assistance centers. --- --- ### 5185. Leading the Change: A Comparison of the Principal Supervisor Role in Principal Supervisor Initiative Districts and Other Urban Districts ```yaml url: "https://www.mathematica.org/publications/leading-the-change-a-comparison-of-the-principal-supervisor-role-in-principal-supervisor-initiative" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-07-21 date_source: listing authors: ["Ellen B. Goldring", "Laura K. Rogers", "Melissa A. Clark"] document_url: null doi: null license: null tags: [] ``` This report compares the principal supervisor role in 6 urban districts that participated in The Wallace Foundation’s Principal Supervisor Initiative with the role in 48 other urban districts that were not part of the initiative. --- --- ### 5186. Exploratory Research Review: Promising Practices and Approaches to Support Remote Learning ```yaml url: "https://www.mathematica.org/publications/exploratory-research-review-promising-practices-and-approaches-to-support-remote-learning" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-07-21 date_source: listing authors: ["Regional Educational Laboratory Mid-Atlantic"] document_url: null doi: null license: null tags: [] ``` When schools are forced to shutter their doors because of natural phenomena, remote learning takes on added importance. --- --- ### 5187. Use Data to Refine Your Remote Learning Strategies with the Evidence to Insights Coach ```yaml url: "https://www.mathematica.org/publications/use-data-to-refine-your-remote-learning-strategies-with-the-evidence-to-insights-coach" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-07-21 date_source: listing authors: ["Regional Educational Laboratory Mid-Atlantic"] document_url: null doi: null license: null tags: [] ``` The evidence on what works in remote learning is scant, so schools and teachers are trying many approaches. --- --- ### 5188. Using School and Child Welfare Data to Predict Near-Term Academic Risks: Fact Sheet ```yaml url: "https://www.mathematica.org/publications/using-school-and-child-welfare-data-to-predict-near-term-academic-risks-fact-sheet" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-07-21 date_source: listing authors: ["Regional Educational Laboratory Mid-Atlantic"] document_url: null doi: null license: null tags: [] ``` This fact sheet describes predictors related to near-term academic problems, meaning academic problems in the next quarter or semester. --- --- ### 5189. Using Data from Schools and Child Welfare Agencies to Predict Near-Term Academic Risks, Snapshot ```yaml url: "https://www.mathematica.org/publications/using-data-from-schools-and-child-welfare-agencies-to-predict-near-term-academic-risks-snapshot" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-07-06 date_source: listing authors: ["Julie Bruch", "Jonathan Gellar", "Lindsay Cattell", "John Hotchkiss", "Phil Killewald"] document_url: null doi: null license: null tags: [] ``` Pittsburgh Public Schools (PPS), the Propel Schools charter network, and the Allegheny County Department of Human Services (DHS) want to better identify students at risk for academic problems in the near term. --- --- ### 5190. Using Data from Schools and Child Welfare Agencies to Predict Near-Term Academic Risks, Appendixes ```yaml url: "https://www.mathematica.org/publications/using-data-from-schools-and-child-welfare-agencies-to-predict-near-term-academic-risks-appendixes" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-07-06 date_source: listing authors: ["Julie Bruch", "Jonathan Gellar", "Lindsay Cattell", "John Hotchkiss", "Phil Killewald"] document_url: null doi: null license: null tags: [] ``` The study team collected and linked five academic years of student-level administrative data from Pittsburgh Public Schools (PPS), Propel Schools, and the Allegheny County Department of Human Services (DHS). --- --- ### 5191. Considerations for Reopening Pennsylvania Schools ```yaml url: "https://www.mathematica.org/publications/considerations-for-reopening-pennsylvania-schools" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-06-29 date_source: listing authors: ["Brian Gill", "Ravi Goyal", "Jacob Hartog", "John Hotchkiss", "Danielle DeLisle"] document_url: null doi: null license: null tags: [] ``` As educational institutions plan for re-opening in Fall 2020, the Pennsylvania Department of Education (PDE) needs to provide guidance to assist schools in developing policies and procedures for mitigating the spread of COVID-19 and ensuring the safety of their students and staff. --- --- ### 5192. The Choice Architecture of School Choice Websites ```yaml url: "https://www.mathematica.org/publications/the-choice-architecture-of-school-choice-websites" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-03-06 date_source: listing authors: ["Steven Glazerman", "Ira Nichols-Barrer", "Jon Valant", "Jesse Chandler", "Alyson Burnett"] document_url: null doi: null license: null tags: [] ``` The authors conducted a randomized factorial experiment to determine how displaying school information to parents in different ways affects what schools they choose for their children in a hypothetical school district. --- --- ### 5193. Analyzing Grouped Administrative Data for RCTs Using Design-Based Methods ```yaml url: "https://www.mathematica.org/publications/analyzing-grouped-administrative-data-for-rcts-using-design-based-methods" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2020-02-01 date_source: listing authors: ["Peter Z. Schochet"] document_url: null doi: null license: null tags: [] ``` This article discusses estimation of average treatment effects for randomized controlled trials (RCTs) using grouped administrative data to help improve data access. --- --- ### 5194. Measuring School Performance for Early Elementary Grades in Maryland ```yaml url: "https://www.mathematica.org/publications/measuring-school-performance-for-early-elementary-grades-in-maryland" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-12-30 date_source: listing authors: ["Lisa Dragoset", "Cassandra Baxter", "Dallas Dotter", "Elias Walsh"] document_url: null doi: null license: null tags: [] ``` The purpose of this report was to investigate the feasibility of constructing a school-level measure of students' academic growth from kindergarten to grade 3 and to assess the validity and precision of that measure. --- --- ### 5196. How Does School Choice Affect Student Achievement in Traditional Public Schools? ```yaml url: "https://www.mathematica.org/publications/ib-how-does-school-choice-affect-student-achievement-in-traditional-public-schools" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-11-20 date_source: listing authors: ["Jeffrey Max", "Christina Tuttle", "Philip Gleason", "Diana McCallum", "Brian Gill"] document_url: null doi: null license: null tags: [] ``` This brief describes how two types of school choice—charter schools and private school vouchers—affect student achievement in traditional public schools. --- --- ### 5197. A Practical Guide to Cluster Randomized Trials in School Health Research ```yaml url: "https://www.mathematica.org/publications/a-practical-guide-to-cluster-randomized-trials-in-school-health-research" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-11-01 date_source: listing authors: ["Brian Goesling"] document_url: null doi: null license: null tags: [] ``` This article identified 6 key issues or decisions school health researchers must address when designing, conducting, and analyzing data from a cluster randomized. --- --- ### 5198. Research Review: Understanding Discipline Disparities in Maryland (Infographic) ```yaml url: "https://www.mathematica.org/publications/research-review-understanding-discipline-disparities-in-maryland" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-09-30 date_source: listing authors: ["Johanna Lacoe", "Mikia Manley"] document_url: null doi: null license: null tags: [] ``` Although disciplinary removals—out-of-school suspensions and expulsions—have declined in Maryland over the past 10 years, discipline disparities persist. --- --- ### 5199. From Innovation to Dissemination: Blueprint for Building Partnerships to Share Educator Development Strategies ```yaml url: "https://www.mathematica.org/publications/from-innovation-to-dissemination-blueprint-for-building-partnerships-to-share-educator-development" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-09-25 date_source: listing authors: ["Anthea Brady", "Jeffrey Max", "Steven Malick", "Monica Young", "Karla Eslinger"] document_url: null doi: null license: null tags: [] ``` This blueprint describes an approach to building organizational partnerships that support and strengthen educator development. --- --- ### 5200. Knowledge Sharing through Organizational Partnerships: Insights from the SEED Partnership Project ```yaml url: "https://www.mathematica.org/publications/knowledge-sharing-through-organizational-partnerships-insights-from-the-seed-partnership-project" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-09-23 date_source: listing authors: ["Jeffrey Max", "Jeff Archer"] document_url: null doi: null license: null tags: [] ``` This brief shares lessons learned from a three-year project to develop partnerships between national non-profits implementing evidence-based strategies to prepare and develop effective educators, and educational organizations interested in applying the lessons learned from their work. --- --- ### 5201. Charter Schools and the Public Interest ```yaml url: "https://www.mathematica.org/publications/charter-schools-and-the-public-interest" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-09-19 date_source: listing authors: ["Philip Gleason", "Helen Ladd"] document_url: null doi: null license: null tags: [] ``` Over the past 30 years, the charter school movement has become a significant factor in U.S. public education. --- --- ### 5208. A Life Lesson in Civics: How Democracy Prep Charter Schools Boost Student Voting ```yaml url: "https://www.mathematica.org/publications/a-life-lesson-in-civics-how-democracy-prep-charter-schools-boost-student-voting" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-04-11 date_source: listing authors: ["Brian P. Gill", "Charles Tilley", "Emilyn Whitesell", "Mariel Finucane", "Liz Potamites", "Sean P. Corcoran"] document_url: null doi: null license: null tags: [] ``` Education in the United States has a foundational public purpose: to prepare students for effective citizenship. --- --- ### 5209. What Are Effective School Leaders, and How Can States and Districts Develop Them? (Fact Sheet) ```yaml url: "https://www.mathematica.org/publications/what-are-effective-school-leaders-and-how-can-states-and-districts-develop-them-fact-sheet" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-04-04 date_source: listing authors: ["REL Mid-Atlantic"] document_url: null doi: null license: null tags: [] ``` Given the central importance of school leadership, it’s important to ask what makes for an effective principal. --- --- ### 5210. Do Suspensions Affect Student Outcomes? ```yaml url: "https://www.mathematica.org/publications/do-suspensions-affect-student-outcomes" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-03-01 date_source: listing authors: ["Johanna Lacoe", "Matthew P. Steinberg"] document_url: null doi: null license: null tags: [] ``` Discipline reformers claim that suspensions negatively affect suspended students, while others suggest reforms have unintended consequences for peers. --- --- ### 5212. Use of Evidence to Drive Decision-Making in Government ```yaml url: "https://www.mathematica.org/publications/use-of-evidence-to-drive-decision-making-in-government" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-02-20 date_source: listing authors: ["Julieta Lugo-Gil", "Dana Jean-Baptiste", "Livia Frasso Jaramillo"] document_url: null doi: null license: null tags: [] ``` This report presents the findings from the Policy Analysis and Decision-Making Capacity project, funded by the Office of Science and Data Policy within the Office of the Assistant Secretary for Planning and Evaluation at the U.S. Department of Health and Human Services. --- --- ### 5213. Year 2 Report of the Atlanta Public Schools Turnaround Strategy ```yaml url: "https://www.mathematica.org/publications/year-2-report-of-the-atlanta-public-schools-turnaround-strategy" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-02-01 date_source: listing authors: ["Kristin Hallgren", "Naihobe Gonzalez", "Kevin Kelly", "Alicia Demers", "Brian Gill"] document_url: null doi: null license: null tags: [] ``` This is the second report on Year 2 of the Strategy, following an interim report (Hallgren et al. 2018) that presented detailed implementation findings in targeted and partnership schools after the second year of the Strategy (2017–2018). --- --- ### 5214. Competencies and Strategies of Effective School Turnaround Leaders (Infographic) ```yaml url: "https://www.mathematica.org/publications/competencies-and-strategies-of-effective-school-turnaround-leaders-infographic" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2019-01-29 date_source: listing authors: ["REL Mid-Atlantic administered by Mathematica Policy Research"] document_url: null doi: null license: null tags: [] ``` This infographic shares specific, research-based strategies turnaround leaders can use in order to support a comprehensive turnaround initiative. --- --- ### 5215. Measuring Progress in the Classroom: How Do Different Student Growth Measures Compare? (Fact Sheet) ```yaml url: "https://www.mathematica.org/publications/measuring-progress-in-the-classroom-how-do-different-student-growth-measures-compare-fact-sheet" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-11-30 date_source: listing authors: ["Jeffrey Terziev", "Elias Walsh"] document_url: null doi: null license: null tags: [] ``` Student growth measures aim to describe gains in learning among a group of students, such as those in a teacher’s class or a school during a school year, based on how much their test scores changed. --- --- ### 5216. Reforming School Discipline: School-Level Policy Implementation and the Consequences for Suspended Students and Their Peers ```yaml url: "https://www.mathematica.org/publications/reforming-school-discipline-school-level-policy-implementation-and-the-consequences-for-suspended" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-11-01 date_source: listing authors: ["Matthew P. Steinberg", "Johanna Lacoe"] document_url: null doi: null license: null tags: [] ``` States and districts are revising discipline policies to reduce out-of-school suspensions (OSSs), but the consequences of these reforms are largely unknown. --- --- ### 5217. Nudging Parents to Choose Better Schools: The Importance of School Choice Architecture ```yaml url: "https://www.mathematica.org/publications/nudging-parents-to-choose-better-schools-the-importance-of-school-choice-architecture" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-11-01 date_source: listing authors: ["Steven Glazerman", "Ira Nichols-Barrer", "Jon Valant", "Jesse Chandler", "Alyson Burnett"] document_url: null doi: null license: null tags: [] ``` This study reports on a factorial experiment using Bayesian hierarchical analysis to test the effects of different ways to present school information to low-income parents choosing schools for their children. --- --- ### 5218. Presenting School Choice Information to Parents: An Evidence-Based Guide, Appendix ```yaml url: "https://www.mathematica.org/publications/presenting-school-choice-information-to-parents-an-evidence-based-guide-appendix" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-10-30 date_source: listing authors: ["Steven Glazerman", "Ira Nichols-Barrer", "Jon Valant", "Alyson Burnett"] document_url: null doi: null license: null tags: [] ``` This appendix provides the details of the study that informed the report, “Presenting School Choice Information to Parents: An Evidence-Based Guide.” --- --- ### 5219. Presenting School Choice Information to Parents: An Evidence-Based Guide ```yaml url: "https://www.mathematica.org/publications/presenting-school-choice-information-to-parents-an-evidence-based-guide" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-10-30 date_source: listing authors: ["Steven Glazerman", "Ira Nichols-Barrer", "Jon Valant", "Alyson Burnett"] document_url: null doi: null license: null tags: [] ``` Choosing a school for a child can be a rewarding but difficult task for parents. It is important that parents are presented with information that is understandable and user-friendly to help make an informed decision. --- --- ### 5220. Design-Based Estimators for Average Treatment Effects for Multi-Armed RCTs ```yaml url: "https://www.mathematica.org/publications/design-based-estimators-for-average-treatment-effects-for-multi-armed-rcts" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-10-01 date_source: listing authors: ["Peter Z. Schochet"] document_url: null doi: null license: null tags: [] ``` This article builds on this framework to develop design-based estimators for evaluations with multiple research groups. --- --- ### 5221. Can More Teachers Be Covered? The Accuracy, Credibility, and Precision of Value-Added Estimates with Proxy Pre-Tests ```yaml url: "https://www.mathematica.org/publications/can-more-teachers-be-covered-the-accuracy-credibility-and-precision-of-value-added-estimates" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-08-16 date_source: listing authors: ["Elias Walsh", "Dallas Dotter", "Albert Y. Liu"] document_url: null doi: null license: null tags: [] ``` Value-added models used for evaluating teachers typically rely on controls for previous-grade student achievement to isolate teachers’ contributions to students’ current achievement. --- --- ### 5222. How the DC Council can Help Shape the Future of Education Data ```yaml url: "https://www.mathematica.org/publications/how-the-dc-council-can-help-shape-the-future-of-education-data" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-07-13 date_source: listing authors: ["Steven Glazerman"] document_url: null doi: null license: null tags: [] ``` Steve Glazerman testified before the DC Council on the importance of building data infrastructure, and focusing on data governance. --- --- ### 5224. Causal Validity Considerations for Including High Quality Non-Experimental Evidence in Systematic Reviews ```yaml url: "https://www.mathematica.org/publications/causal-validity-considerations-for-including-high-quality-non-experimental-evidence" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-06-30 date_source: listing authors: ["John Deke"] document_url: null doi: null license: null tags: [] ``` Federally funded systematic reviews of research evidence play a central role in efforts to base policy decisions on evidence. --- --- ### 5225. The Impact of Democracy Prep Public Schools on Civic Participation ```yaml url: "https://www.mathematica.org/publications/the-impact-of-democracy-prep-public-schools-on-civic-participation" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-04-19 date_source: listing authors: ["Brian Gill", "Charles Tilley", "Emilyn Whitesell", "Mariel Finucane", "Liz Potamites", "Sean Corcoran"] document_url: null doi: null license: null tags: [] ``` Using randomized admissions lotteries to conduct an experimental analysis, we find that the Democracy Prep charter-school network produces substantial positive impacts on rates of voter registration and election participation after students become old enough to vote. --- --- ### 5226. 2016-2017 Oakland Unite Agency Report ```yaml url: "https://www.mathematica.org/publications/2016-2017-oakland-unite-agency-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-04-06 date_source: listing authors: ["Naihobe Gonzalez", "Natasha Nicolai", "Johanna Lacoe", "Armando Yanez", "Ebo Dawson-Andoh", "Sarah Crissey", "Chelsea Mitchell", "Zeyad El Omari", "Esa Eslami", "Raul Torres"] document_url: null doi: null license: null tags: [] ``` This 2016–2017 agency report describes the agencies that make up the Oakland Unite network, summarizing information about the participants they serve, how they serve them, and the successes and challenges they face. --- --- ### 5227. Pretest Measures of the Study Outcome and the Elimination of Selection Bias: Evidence from Three Within Study Comparisons ```yaml url: "https://www.mathematica.org/publications/pretest-measures-of-the-study-outcome-and-the-elimination-of-selection-bias-evidence-from-three" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-04-01 date_source: listing authors: ["Kelly Hallberg", "Thomas D. Cook", "Peter M. Steiner", "M. H. Clark"] document_url: null doi: null license: null tags: [] ``` This paper examines how pretest measures of a study outcome reduce selection bias in observational studies in education. --- --- ### 5228. Promoting Educator Effectiveness: The Effects of Two Key Strategies ```yaml url: "https://www.mathematica.org/publications/promoting-educator-effectiveness-the-effects-of-two-key-strategies" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-03-21 date_source: listing authors: ["Andrew Wayne", "Michael Garet", "Alison Wellington", "Hanley Chiang"] document_url: null doi: null license: null tags: [] ``` This brief brings together the findings of two studies from the Institute of Education Sciences that examined specific strategies supported by the Teacher Incentive Fund. --- --- ### 5229. The Impact of Healthy Harlem on Student Fitness Outcomes after Two and Three Years ```yaml url: "https://www.mathematica.org/publications/the-impact-of-healthy-harlem-on-student-fitness-outcomes-after-two-and-three-years" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-03-15 date_source: listing authors: ["Martha Bleeker", "James Mabli", "Mary Kay Fox", "Betina Jean-Louis", "Marlene Fox"] document_url: null doi: null license: null tags: [] ``` This issue brief focuses on fitness outcomes of overweight and obese middle and high school students who received both the Prevention and Get Fit components of Healthy Harlem, after two and three years. --- --- ### 5230. The Impact of Healthy Harlem on the Body Mass Index and Weight Status of Adolescents after Two and Three Years ```yaml url: "https://www.mathematica.org/publications/the-impact-of-healthy-harlem-on-the-body-mass-index-and-weight-status-of-adolescents-after-two" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-03-15 date_source: listing authors: ["Martha Bleeker", "James Mabli", "Mary Kay Fox", "Betina Jean-Louis", "Marlene Fox"] document_url: null doi: null license: null tags: [] ``` This issue brief focuses on body mass index (BMI)-based outcomes of overweight and obese middle and high school students who received both the Prevention and Get Fit components of Healthy Harlem, after two and three years. --- --- ### 5231. The Internal and External Validity of the Regression Discontinuity Design: A Meta-Analysis of 15 Within-Study Comparisons ```yaml url: "https://www.mathematica.org/publications/the-internal-and-external-validity-of-the-regression-discontinuity-design-a-meta-analysis-of-15" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-03-01 date_source: listing authors: ["Duncan D. Chaplin", "Thomas D. Cook", "Jelena Zurovac", "Jared S. Coopersmith", "Mariel M. Finucane", "Lauren N. Vollmer", "Rebecca E. Morris"] document_url: null doi: null license: null tags: [] ``` We test RD’s validity across 15 studies, each of which compared impact estimates from RD with those from a corresponding RCT. We find bias below 0.01 standard deviations on average, and below 0.07 by study based on results shrunken to capitalize on information from the other studies. --- --- ### 5232. RD or Not RD: Using Experimental Studies to Assess the Performance of the Regression Discontinuity Approach ```yaml url: "https://www.mathematica.org/publications/rd-or-not-rd-using-experimental-studies-to-assess-the-performance-of-the-regression-discontinuity" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-02-28 date_source: listing authors: ["Philip Gleason", "Alexandra Resch", "Jillian Berk"] document_url: null doi: null license: null tags: [] ``` This article explores the performance of regression discontinuity (RD) designs for measuring program impacts using a synthetic within-study comparison design. --- --- ### 5233. You're Hired! The Skills Employers Seek in New Hires ```yaml url: "https://www.mathematica.org/publications/youre-hired-the-skills-employers-seek-in-new-hires" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-02-02 date_source: listing authors: ["Mid-Atlantic Regional Educational Laboratory"] document_url: null doi: null license: null tags: [] ``` Summarizes peer-reviewed research, research conducted by regional and national industry representatives, and a convening of regional employers in western Pennsylvania to describe soft skills that employers look for in new hires. --- --- ### 5234. Research Review: Impacts and Implementation of Blended Learning ```yaml url: "https://www.mathematica.org/publications/research-review-impacts-and-implementation-of-blended-learning" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-02-02 date_source: listing authors: ["Mid-Atlantic Regional Educational Laboratory"] document_url: null doi: null license: null tags: [] ``` Many school districts are interested in implementing blended learning but do not have evidence on its effects or information on how to implement it to reflect best practices. --- --- ### 5235. Reforming School Discipline Policy in Washington, DC ```yaml url: "https://www.mathematica.org/publications/reforming-school-discipline-policy-in-washington-dc" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2018-01-30 date_source: listing authors: ["Johanna Lacoe"] document_url: null doi: null license: null tags: [] ``` Johanna Lacoe testifies before the DC Council on reforming school discipline policy. --- --- ### 5236. Evaluation of the Teacher Incentive Fund: Final Report on Implementation and Impacts of Pay-for-Performance Across Four Years ```yaml url: "https://www.mathematica.org/publications/evaluation-of-the-teacher-incentive-fund-final-report-on-implementation-and-impacts" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-12-19 date_source: listing authors: ["Hanley Chiang", "Cecilia Speroni", "Mariesa Herrmann", "Kristin Hallgren", "Paul Burkander", "Alison Wellington"] document_url: null doi: null license: null tags: [] ``` In 2006, Congress established the Teacher Incentive Fund (TIF), which provides grants to support performance-based compensation systems for teachers and principals in high-need schools. --- --- ### 5240. What’s the Secret Ingredient? Searching for Policies and Practices That Make Charter Schools Successful ```yaml url: "https://www.mathematica.org/publications/ja-whats-the-secret-ingredient-searching-for-policies-and-practices-that-make-charter-schools" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-11-27 date_source: listing authors: ["Philip M. Gleason"] document_url: null doi: null license: null tags: [] ``` This article summarizes the research on factors associated with successful charter schools. --- --- ### 5241. How Much Do the Effects of Education and Training Programs Vary Across Sites? Evidence from Past Multisite Randomized Trials ```yaml url: "https://www.mathematica.org/publications/how-much-do-the-effects-of-education-and-training-programs-vary-across-sites-evidence" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-11-06 date_source: listing authors: ["Michael J. Weiss", "Howard S. Bloom", "Natalya Verbitsky-Savitz", "Himani Gupta", "Alma E. Vigil", "Daniel N. Cullinan"] document_url: null doi: null license: null tags: [] ``` Multisite trials, in which individuals are randomly assigned to alternative treatment arms within sites, offer an excellent opportunity to estimate the cross-site average effect of treatment assignment (intent to treat or ITT) and the amount by which this impact varies across sites. --- --- ### 5242. The Impact of Healthy Harlem on the Prevalence of Child Overweight and Obesity and Contributing Factors: Interim Evaluation Report ```yaml url: "https://www.mathematica.org/publications/the-impact-of-healthy-harlem-on-the-prevalence-of-child-overweight-and-obesity-and-contributing" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-09-01 date_source: listing authors: ["James Mabli", "Martha Bleeker", "Mary Kay Fox"] document_url: null doi: null license: null tags: [] ``` The Healthy Harlem program, which is focused on improving health, nutrition, and physical fitness among children enrolled in the Harlem Children’s Zone, had positive impacts on students’ nutrition knowledge, self-efficacy, fitness, and body mass index (BMI). --- --- ### 5243. Multi-Armed RCTs: A Design-Based Framework ```yaml url: "https://www.mathematica.org/publications/multi-armed-rcts-a-design-based-framework" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-08-01 date_source: listing authors: ["Peter Z. Schochet"] document_url: null doi: null license: null tags: [] ``` This report describes how design-based estimators for the two-group design need to be modified for the multi-armed design when comparing pairs of research groups to each other. --- --- ### 5244. Comparing Impact Findings from Design-Based and Model-Based Methods: An Empirical Investigation ```yaml url: "https://www.mathematica.org/publications/comparing-impact-findings-from-design-based-and-model-based-methods-an-empirical-investigation" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-07-31 date_source: listing authors: ["Tim Kautz", "Peter Z. Schochet", "Charles Tilley"] document_url: null doi: null license: null tags: [] ``` This study investigates how much of a practical difference it makes to use design-based methods versus more conventional model-based methods. --- --- ### 5245. What is Design-Based Causal Inference and Why Should I Use It? ```yaml url: "https://www.mathematica.org/publications/what-is-design-based-causal-inference-and-why-should-i-use-it" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-07-31 date_source: listing authors: ["Peter Z. Schochet"] document_url: null doi: null license: null tags: [] ``` This brief aims to broaden knowledge of design-based methods by describing their key concepts and how they compare to model-based methods. --- --- ### 5246. Raising the Bar ```yaml url: "https://www.mathematica.org/publications/raising-the-bar" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-06-01 date_source: listing authors: ["Neil Seftor"] document_url: null doi: null license: null tags: [] ``` This article examines education research through the filter of a long running systematic review to assess research quality over time and the role of the systematic review in producing evidence. --- --- ### 5247. Evaluating Basic Science Investments: Toward a More Robust Practice ```yaml url: "https://www.mathematica.org/publications/evaluating-basic-science-investments-toward-a-more-robust-practice" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-05-31 date_source: listing authors: ["Clemencia Cosentino", "Leslie Foster", "Julia Klebanov"] document_url: null doi: null license: null tags: [] ``` This brief summarizes learning from early efforts by a working group of philanthropies and other organizations that are trying to establish that their investments in basic science research contribute to advancing knowledge. --- --- ### 5248. National Longitudinal Transition Study 2012: Design Documentation ```yaml url: "https://www.mathematica.org/publications/national-longitudinal-transition-study-2012-design-documentation" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-03-28 date_source: listing authors: ["John Burghardt", "Joshua Haimson", "Stephen Lipscomb", "Albert Y. Liu", "Frank Potter", "Tiffany Waits", "Sheng Wang"] document_url: null doi: null license: null tags: [] ``` Describes how the NLTS 2012 data were constructed and prepared for analyses, including information on the sample design, data collection instruments and procedures, data preparation, weights, and nonresponse bias analyses. --- --- ### 5249. Impacts of the Teach For America Investing in Innovation Scale-Up ```yaml url: "https://www.mathematica.org/publications/impacts-of-the-teach-for-america-investing-in-innovation-scaleup" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-02-08 date_source: listing authors: ["Melissa A. Clark", "Eric Isenberg", "Albert Y. Liu", "Libby Makowsky", "Marykate Zukiewicz"] document_url: null doi: null license: null tags: [] ``` In 2010, Teach For America (TFA) launched a major expansion effort, funded in part by a five-year Investing in Innovation (i3) scale-up grant of $50 million from the U.S. Department of Education. --- --- ### 5250. How Learning About One's Ability Affects Educational Investments: Evidence from the Advanced Placement Program ```yaml url: "https://www.mathematica.org/publications/how-learning-about-ones-ability-affects-educational-investments-evidence-from-the-advanced-placement" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-02-07 date_source: listing authors: ["Naihobe Gonzalez"] document_url: null doi: null license: null tags: [] ``` In 2013, students who scored high enough on the PSAT received a message about their potential to succeed in Advanced Placement coursework. --- --- ### 5251. Methods for Accounting for Co-Teaching in Value-Added Models (Journal Article) ```yaml url: "https://www.mathematica.org/publications/ja-methods-for-accounting-for-co-teaching-in-value-added-models" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-01-30 date_source: listing authors: ["Heinrich Hock", "Eric Isenberg"] document_url: null doi: null license: null tags: [] ``` We assess how states and school districts might incorporate information about co-teaching of students into value-added models of teacher effectiveness. Co-teaching occurs when a student is taught the same subject by multiple teachers; this can be widespread. --- --- ### 5252. Implementation of Title I and Title II-A Program Initiatives: Results from 2013-14 (Executive summary) ```yaml url: "https://www.mathematica.org/publications/es-implementation-of-title-i-and-title-ii-a-program-initiatives-results-from-2013-14" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2017-01-19 date_source: listing authors: ["Patricia Troppe", "Anthony T. Milanowski", "Camilla Heid", "Brian Gill", "Christine Ross"] document_url: null doi: null license: null tags: [] ``` This report uses survey responses from states, districts, principals, and teachers to examine the implementation of Titles I and II of federal K-12 education policy across the country in spring 2014. --- --- ### 5253. Using Survey Data Sets to Study Homeschooling ```yaml url: "https://www.mathematica.org/publications/using-survey-data-sets-to-study-homeschooling" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-12-30 date_source: listing authors: ["Eric Isenberg"] document_url: null doi: null license: null tags: [] ``` This chapter describes survey data available for studying homeschooling, especially nationally representative cross-sections of U.S. schoolchildren. It also discusses what is known about the number of homeschooled children in the United States, and how the number has changed over time. --- --- ### 5254. Unexpected Arrivals: The Spillover Effects of Mid-Year Entry on Stable Student Achievement in New York City ```yaml url: "https://www.mathematica.org/publications/unexpected-arrivals-the-spillover-effects-of-mid-year-entry-on-stable-student-achievement-in-new" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-12-01 date_source: listing authors: ["Emilyn Ruble Whitesell", "Leanna Stiefel", "Amy Ellen Schwartz"] document_url: null doi: null license: null tags: [] ``` In this article, the authors use a rigorous causal identification strategy and rich longitudinal data on fourth- through eighth-grade students in the New York City (NYC) public schools to estimate the impact of exposure to mid-year entry on the achievement of stable students. --- --- ### 5255. The Content, Predictive Power, and Potential Bias in Five Widely Used Teacher Observation Instruments ```yaml url: "https://www.mathematica.org/publications/the-content-predictive-power-and-potential-bias-in-five-widely-used-teacher-observation-instruments" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-11-01 date_source: listing authors: ["Brian Gill", "Megan Shoji", "Thomas Coen", "Kate Place"] document_url: null doi: null license: null tags: [] ``` This study seeks to inform decisions about the selection and use of teacher observation instruments using data from the Measures of Effective Teaching project. --- --- ### 5256. What Does It Mean When a Study Finds No Effects? ```yaml url: "https://www.mathematica.org/publications/what-does-it-mean-when-a-study-finds-no-effects" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-10-27 date_source: listing authors: ["Neil Seftor"] document_url: null doi: null license: null tags: [] ``` To measure program effectiveness, research studies compare outcomes for a group that received a program to outcomes of a group that did not. --- --- ### 5257. Are High- and Low-Income Students Taught by Equally Effective Teachers? (Study Snapshot) ```yaml url: "https://www.mathematica.org/publications/are-high-and-low-income-students-taught-by-equally-effective-teachers-study-snapshot" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-10-27 date_source: listing authors: ["Eric Isenberg", "Jeffrey Max", "Philip Gleason", "Matthew Johnson", "Jonah Deutsch", "Michael Hansen"] document_url: null doi: null license: null tags: [] ``` This snapshot examines whether low-income students are taught by less effective teachers than high-income students, and if so, whether reducing this inequity would close the student achievement gap. --- --- ### 5258. Do Low-Income Students Have Equal Access to Effective Teachers? Evidence from 26 Districts (Executive Summary) ```yaml url: "https://www.mathematica.org/publications/do-low-income-students-have-equal-access-to-effective-teachers-evidence-from-26-districts-es" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-10-27 date_source: listing authors: ["Eric Isenberg", "Jeffrey Max", "Philip Gleason", "Matthew Johnson", "Jonah Deutsch", "Michael Hansen"] document_url: null doi: null license: null tags: [] ``` This executive summary examines whether low-income students are taught by less effective teachers than high-income students, and if so, whether reducing this inequity would close the student achievement gap. --- --- ### 5259. Reimagining Accountability in K-12 Education ```yaml url: "https://www.mathematica.org/publications/reimagining-accountability-in-k12-education" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-10-19 date_source: listing authors: ["Brian P. Gill", "Jennifer S. Lerner", "Paul Meosky"] document_url: null doi: null license: null tags: [] ``` The authors review rule-based, market-based, and professional accountability alongside outcome-based accountability, using evidence from the laboratory and the field to describe how each can produce favorable or unfavorable effects. --- --- ### 5260. Family Engagement Impact Project (FEIP): Phase II Evaluation Report ```yaml url: "https://www.mathematica.org/publications/feip" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-10-17 date_source: listing authors: ["Dana Petersen", "Megan Shoji", "Adam Dunn", "Natasha Nicolai"] document_url: null doi: null license: null tags: [] ``` This report describes grantees’ experiences and short-term outcomes during the implementation phase of the Family Engagement Impact Project (FEIP). It also presents recommendations for others interested in leveraging public-private partnerships in support of family engagement. --- --- ### 5262. Design and Analysis Considerations for Cluster Randomized Controlled Trials That Have a Small Number of Clusters ```yaml url: "https://www.mathematica.org/publications/design-and-analysis-considerations-for-cluster-randomized-controlled-trials-that-have-a-small-number" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-10-01 date_source: listing authors: ["John Deke"] document_url: null doi: null license: null tags: [] ``` Cluster randomized controlled trials (CRCTs) often require a large number of clusters in order to detect small effects with high probability. --- --- ### 5263. Can Student Test Scores Provide Useful Measures of School Principals' Performance? ```yaml url: "https://www.mathematica.org/publications/can-student-test-scores-provide-useful-measures-of-school-principals-performance" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-09-29 date_source: listing authors: ["Hanley Chiang", "Moira McCullough", "Stephen Lipscomb", "Brian Gill"] document_url: null doi: null license: null tags: [] ``` This report describes findings from a study examining the accuracy of four test-based measures of principal performance for predicting principals’ contributions to student achievement in future years. --- --- ### 5264. Understanding District-Charter Collaboration (Issue Brief) ```yaml url: "https://www.mathematica.org/publications/gates-district-charter-collaboration-issue-brief" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-08-30 date_source: listing authors: ["Alyson Burnett", "Moira McCullough", "Christina Clark Tuttle"] document_url: null doi: null license: null tags: [] ``` This issue brief summarizes findings from our examination of seven innovative partnerships between traditional public school districts and the charter school sector. --- --- ### 5265. Measuring Principals' Effectiveness: Results from New Jersey's First Year of Statewide Principal Evaluation ```yaml url: "https://www.mathematica.org/publications/measuring-principals-effectiveness-results-from-new-jerseys-first-year" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-08-30 date_source: listing authors: ["Mariesa Herrmann", "Christine Ross"] document_url: null doi: null license: null tags: [] ``` This report examines the principal evaluation measures used in the first year of statewide implementation of New Jersey’s principal evaluation system. --- --- ### 5266. Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance After Three Years (Executive Summary) ```yaml url: "https://www.mathematica.org/publications/teacher-incentive-fund-three-years-executive-summary" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-08-24 date_source: listing authors: ["Alison Wellington", "Hanley Chiang", "Kristin Hallgren", "Cecilia Speroni", "Mariesa Herrmann", "Paul Burkander"] document_url: null doi: null license: null tags: [] ``` This executive summary summarizes the third report from the national evaluation of the Teacher Incentive Fund. It provides findings on the implementation of pay-for-performance bonuses for teachers and principals and the impacts of the bonuses on educator and student outcomes after three years. --- --- ### 5267. Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance After Three Years (Final Report) ```yaml url: "https://www.mathematica.org/publications/evaluation-of-the-teacher-incentive-fund-three-year-final-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-08-24 date_source: listing authors: ["Alison Wellington", "Hanley Chiang", "Kristin Hallgren", "Cecilia Speroni", "Mariesa Herrmann", "Paul Burkander"] document_url: null doi: null license: null tags: [] ``` This report is the third report from the national evaluation of the Teacher Incentive Fund. It provides findings on the implementation of pay-for-performance bonuses for teachers and principals and the impacts of the bonuses on educator and student outcomes after three years. --- --- ### 5268. What's the Secret Ingredient? Searching for Policies and Practices that Make Charter Schools Successful ```yaml url: "https://www.mathematica.org/publications/whats-the-secret-ingredient-searching-for-policies-and-practices-that-make-charter-schools" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-07-22 date_source: listing authors: ["Philip M. Gleason"] document_url: null doi: null license: null tags: [] ``` This paper summarizes research on charter school impacts on achievement, and examines which factors and policies are most strongly associated with successful charter schools. --- --- ### 5271. Do Principals' Professional Practice Ratings Reflect Their Contributions to Student Achievement? Evidence from Pennsylvania's Framework for Leadership ```yaml url: "https://www.mathematica.org/publications/do-principals-professional-practice-ratings-reflect-their-contributions-to-student-achievement" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-06-28 date_source: listing authors: ["Moira McCullough", "Stephen Lipscomb", "Hanley Chiang", "Brian Gill"] document_url: null doi: null license: null tags: [] ``` We examined Pennsylvania’s Framework for Leadership (FFL), a tool for measuring and evaluating principals’ professional practices. --- --- ### 5272. Ewing Marion Kauffman School Evaluation Impact Report Year 4 ```yaml url: "https://www.mathematica.org/publications/ewing-marion-kauffman-school-evaluation-impact-report-year-4" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-06-27 date_source: listing authors: ["Matthew Johnson", "Alicia Demers", "Cleo Jacobs Johnson", "Claudia Gentile"] document_url: null doi: null license: null tags: [] ``` The Kauffman School is a charter school in Kansas City, Missouri that serves students from the city’s most economically disadvantaged neighborhoods. This report evaluates the effectiveness of the school at improving student achievement during its first four years of operation. --- --- ### 5273. Charter High Schools' Effects on Long-Term Attainment and Earnings (Journal Article) ```yaml url: "https://www.mathematica.org/publications/ja-charter-high-schools-effects-on-longterm-attainment-and-earnings" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-06-21 date_source: listing authors: ["Tim R. Sass", "Ron W. Zimmer", "Brian P. Gill", "Kevin T. Booker"] document_url: null doi: null license: null tags: [] ``` Since their inception in 1992, the number of charter schools has grown to more than 6,800 nationally, serving nearly three million students. --- --- ### 5274. Is School Value Added Indicative of Principal Quality? (Journal Article) ```yaml url: "https://www.mathematica.org/publications/is-school-value-added-indicative-of-principal-quality-journal-article" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-06-21 date_source: listing authors: ["Hanley Chiang", "Stephen Lipscomb", "Brian Gill"] document_url: null doi: null license: null tags: [] ``` In this paper, the authors isolate principals’ effects on student achievement growth and examine the extent to which school value added captures the effects that principals persistently demonstrate. --- --- ### 5276. Market Signals: How Do DC Parents Rank Schools, and What Does It Mean for Policy? ```yaml url: "https://www.mathematica.org/publications/market-signals-how-do-dc-parents-rank-schools-and-what-does-it-mean-for-policy" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-06-15 date_source: listing authors: ["Steven Glazerman", "Dallas Dotter"] document_url: null doi: null license: null tags: [] ``` This brief summarizes a technical report that describes what DC parents look for when they choose a school for their child. --- --- ### 5277. District-Charter Collaboration Grant Implementation: Final Findings from Interviews and Site Visits ```yaml url: "https://www.mathematica.org/publications/districtcharter-collaboration-grant-implementation-final-findings-from-interviews-and-site-visits" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-05-12 date_source: listing authors: ["Moira McCullough", "Betsy Keating", "Luke Heinkel"] document_url: null doi: null license: null tags: [] ``` This document is the third of three interim reports examining the implementation of district-charter collaboration grants funded by the Gates Foundation. --- --- ### 5278. Rapid-Cycle Evaluation (In Focus) ```yaml url: "https://www.mathematica.org/publications/rapid-cycle-evaluation" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-05-01 date_source: listing authors: ["Mathematica Policy Research"] document_url: null doi: null license: null tags: [] ``` Small changes to operations or service delivery can improve the efficiency and effectiveness of public programs. --- --- ### 5281. Ewing Marion Kauffman School Evaluation Impact Report: Year 3 ```yaml url: "https://www.mathematica.org/publications/ewing-marion-kauffman-school-evaluation-impact-report-year-3" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-03-02 date_source: listing authors: ["Matthew Johnson", "Eric Lundquist", "Alicia Demers", "Cleo Jacobs Johnson", "Claudia Gentile"] document_url: null doi: null license: null tags: [] ``` The Kauffman School is a charter school in Kansas City, Missouri that opened in 2011 to serve middle and high school students from the city’s most economically disadvantaged neighborhoods. --- --- ### 5282. Student Selection, Attrition, and Replacement in KIPP Middle Schools (Journal Article) ```yaml url: "https://www.mathematica.org/publications/ja-student-selection-attrition-and-replacement-in-kipp-middle-schools" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-03-01 date_source: listing authors: ["Ira Nichols-Barrer", "Philip Gleason", "Brian Gill", "Christina Clark Tuttle"] document_url: null doi: null license: null tags: [] ``` Skeptics of the KIPP (Knowledge Is Power Program) charter school network argue that these schools rely on selective admission, attrition, and replacement of students to produce positive achievement results. --- --- ### 5283. What I Learned at My Daughter’s School ```yaml url: "https://www.mathematica.org/publications/what-i-learned-at-my-daughters-school" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-02-24 date_source: listing authors: ["Paul Decker"] document_url: null doi: null license: null tags: [] ``` Last week I spent some time in a classroom at my daughter’s school—and came away with a reinvigorated sense of appreciation for the work that crosses my own desk every day. --- --- ### 5284. Measuring School Leaders' Effectiveness: Findings from a Multiyear Pilot of Pennsylvania's Framework for Leadership ```yaml url: "https://www.mathematica.org/publications/stated-briefly-measuring-school-leaders-effectiveness-findings-from-a-multiyear-pilot" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-01-21 date_source: listing authors: ["Moira McCullough", "Stephen Lipscomb", "Hanley Chiang", "Brian Gill", "Irina Cheban"] document_url: null doi: null license: null tags: [] ``` This study analyzes the score variation, internal consistency, score stability, and concurrent validity of the Framework for Leadership (FFL)—Pennsylvania’s tool for evaluating schoolleaders’ effectiveness—during its pilot implementation in 2012/13 and 2013/14. --- --- ### 5285. Measuring School Leaders' Effectiveness: Final Report from a Multiyear Pilot of Pennsylvania's Framework for Leadership ```yaml url: "https://www.mathematica.org/publications/measuring-school-leaders-effectiveness-final-report-from-a-multiyear-pilot-of-pennsylvanias" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-01-21 date_source: listing authors: ["Moira McCullough", "Stephen Lipscomb", "Hanley Chiang", "Brian Gill", "Irina Cheban"] document_url: null doi: null license: null tags: [] ``` This series of reports examines the accuracy of performance ratings from the Framework for Leadership (FFL), Pennsylvania’s tool for evaluating the leadership practices of principals and assistant principals. --- --- ### 5286. District-Charter Collaboration Grant Implementation: Findings for Teacher and Principal Surveys ```yaml url: "https://www.mathematica.org/publications/districtcharter-collaboration-grant-implementation-findings-for-teacher-and-principal-surveys" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2016-01-04 date_source: listing authors: ["Scott Richman", "Alyson Burnett", "Erin Dillon", "Lisbeth Goble", "Moira McCullough", "Christina Clark Tuttle"] document_url: null doi: null license: null tags: [] ``` This interim report examines the implementation of district-charter collaboration grants funded by the Gates Foundation. --- --- ### 5287. Do Charter Schools Improve Student Achievement? ```yaml url: "https://www.mathematica.org/publications/do-charter-schools-improve-student-achievement" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-12-30 date_source: listing authors: ["Melissa A. Clark", "Philip M. Gleason", "Christina Clark Tuttle", "Marsha K. Silverberg"] document_url: null doi: null license: null tags: [] ``` This article presents findings from a lottery-based study of the impacts of a broad set of 33 charter middle schools across 13 states on student achievement. --- --- ### 5288. Measuring School and Teacher Value Added in Charleston County School District, 2014-2015 School Year ```yaml url: "https://www.mathematica.org/publications/measuring-school-and-teacher-value-added-in-charleston-county-school-district-20142015-school-year" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-11-30 date_source: listing authors: ["Alexandra Resch", "Jonah Deutsch"] document_url: null doi: null license: null tags: [] ``` This report describes the value-added models used for the Charleston County School District in the 2014-15 school year. --- --- ### 5289. The Importance of a Teacher of Record: Definition and Roster Verification for High-Stakes Decision Making ```yaml url: "https://www.mathematica.org/publications/the-importance-of-a-teacher-of-record-definition-and-roster-verification-for-highstakes-decision" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-10-01 date_source: listing authors: ["Cassie Pickens Jewell", "Kristin Hallgren"] document_url: null doi: null license: null tags: [] ``` To ensure that teacher-student data are accurately linked, states can use a statewide teacher of record (ToR) definition and a roster verification (RV) system. --- --- ### 5290. Understanding the Effect of KIPP as it Scales: Volume II, Leadership Practices at KIPP ```yaml url: "https://www.mathematica.org/publications/understanding-the-effect-of-kipp-as-it-scales-volume-ii-leadership-practices-at-kipp" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-09-17 date_source: listing authors: ["Virginia Knechtel", "Mary Anne Anderson", "Alyson Burnett", "Thomas Coen", "Margaret Sullivan", "Christina Clark Tuttle", "Philip Gleason"] document_url: null doi: null license: null tags: [] ``` To expand the network of KIPP charter schools, KIPP invested heavily in the development of new and existing leaders. --- --- ### 5291. Seeking Common Ground: Early Lessons in District-Charter School Collaboration ```yaml url: "https://www.mathematica.org/publications/seeking-common-ground-early-lessons-in-districtcharter-school-collaboration" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-08-31 date_source: listing authors: ["Moira McCullough", "Luke Heinkel", "Betsy Keating"] document_url: null doi: null license: null tags: [] ``` This document is an issue brief to accompany a longer report examining the implementation of district-charter collaboration grants funded by the Bill & Melinda Gates Foundation. --- --- ### 5292. District-Charter Collaboration Grant Implementation: Findings from Interviews and Site Visits ```yaml url: "https://www.mathematica.org/publications/districtcharter-collaboration-grant-implementation-findings-from-interviews-and-site-visits" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-08-31 date_source: listing authors: ["Moira McCullough", "Luke Heinkel", "Betsy Keating"] document_url: null doi: null license: null tags: [] ``` This document is an interim report examining the implementation of district-charter collaboration grants funded by the Bill & Melinda Gates Foundation. --- --- ### 5293. New Findings on the Retention of Novice Teachers from Teaching Residency Programs ```yaml url: "https://www.mathematica.org/publications/new-findings-on-the-retention-of-novice-teachers-from-teaching-residency-programs" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-08-19 date_source: listing authors: ["Tim Silva", "Allison McKie", "Philip Gleason"] document_url: null doi: null license: null tags: [] ``` This brief updates earlier study findings regarding the extent to which teachers trained through teaching residency programs (TRPs) funded through the U.S. Department of Education’s Teacher Quality Partnership grants program are retained in their districts and schools. --- --- ### 5294. Alternative Student Growth Measures for Teacher Evaluation: Implementation Experiences of Early-Adopting Districts ```yaml url: "https://www.mathematica.org/publications/alternative-student-growth-measures-for-teacher-evaluation-implementation-experiences" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-07-21 date_source: listing authors: ["Moira McCullough", "Brittany English", "Megan Hague Angus", "Brian Gill"] document_url: null doi: null license: null tags: [] ``` Throughout the country, school districts are scrambling to adhere to new state requirements for teacher evaluation. More than 40 states have mandated that some measure of student achievement growth be included in teacher evaluations. --- --- ### 5295. Estimated Distributions of Usual Physical Activity During Recess ```yaml url: "https://www.mathematica.org/publications/estimated-distributions-of-usual-physical-activity-during-recess" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-06-01 date_source: listing authors: ["Nicholas Beyler", "Susanne James-Burdumy", "Martha Bleeker", "Jane Fortson", "Max Benjamin"] document_url: null doi: null license: null tags: [] ``` Using measurement error models to analyze physical activity data collected from recess periods will allow for more accurate and reliable inferences on students' physical activity. --- --- ### 5296. Ratio-of-Mediator-Probability Weighting for Causal Mediation Analysis in the Presence of Treatment-by-Mediator Interaction ```yaml url: "https://www.mathematica.org/publications/ratioofmediatorprobability-weighting-for-causal-mediation-analysis-in-the-presence" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-06-01 date_source: listing authors: ["Guanglei Hong", "Jonah Deutsch", "Heather D. Hill"] document_url: null doi: null license: null tags: [] ``` Conventional methods for mediation analysis generate biased results when the mediator–outcome relationship depends on the treatment condition. --- --- ### 5297. Implementing the Virginia RETHINKS Health Sciences Education TAACCCT Grant ```yaml url: "https://www.mathematica.org/publications/implementing-the-virginia-rethinks-health-sciences-education-taaccct-grant" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-05-22 date_source: listing authors: ["Margaret Sullivan", "Brittany English", "Alyson Burnett", "Jillian Berk"] document_url: null doi: null license: null tags: [] ``` To better prepare students for jobs in health care, Virginia’s TAACCCT grant included seven strategies to improve student outcomes. This study examines the implementation of each of the strategies and the challenges, successes, sustainability approaches, and lessons learned across the strategies. --- --- ### 5299. Improvement Efforts in Rural Schools: Experience of Nine Schools Receiving School Improvement Grants ```yaml url: "https://www.mathematica.org/publications/improvement-efforts-in-rural-schools-experience-of-nine-schools-receiving-school-improvement-grants" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-04-30 date_source: listing authors: ["Linda Rosenberg", "Megan Davis Christianson", "Megan Hague Angus"] document_url: null doi: null license: null tags: [] ``` Low-performing schools in rural settings can face challenges common to all struggling schools, such as low student motivation and maintaining a qualified teaching staff. --- --- ### 5300. Measuring Teachers' Effectiveness: A Report from Phase 3 of Pennsylvania's Pilot of the Framework for Teaching ```yaml url: "https://www.mathematica.org/publications/measuring-teachers-effectiveness-a-report-from-phase-3-of-pennsylvanias-pilot-of-the-framework" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-04-23 date_source: listing authors: ["Stephen Lipscomb", "Jeffrey Terziev", "Duncan Chaplin"] document_url: null doi: null license: null tags: [] ``` In this report we analyzed data on two measures of teacher performance—one (the Framework for Teaching, or FFT) is based largely on classroom observations, and the other (value-added measures, or VAM) is based on student test scores. --- --- ### 5301. How Does Value Added Compare to Student Growth Percentiles? ```yaml url: "https://www.mathematica.org/publications/how-does-value-added-compare-to-student-growth-percentiles" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-04-03 date_source: listing authors: ["Elias Walsh", "Eric Isenberg"] document_url: null doi: null license: null tags: [] ``` We compare teacher evaluation scores from a typical value-added model to results from the Colorado Growth Model (CGM), which 16 states currently use or plan to use as a component of their teacher performance evaluations. --- --- ### 5302. Implementation of the Teach For America Investing in Innovation Scale-Up ```yaml url: "https://www.mathematica.org/publications/implementation-of-the-teach-for-america-investing-in-innovation-scaleup" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-03-30 date_source: listing authors: ["Marykate Zukiewicz", "Melissa A. Clark", "Libby Makowsky"] document_url: null doi: null license: null tags: [] ``` Teach For America (TFA) is a nonprofit organization that seeks to improve educational opportunities for disadvantaged students by recruiting and training teachers to work in low-income schools. --- --- ### 5303. Adding Design Elements to Improve Time Series Designs: No Child Left Behind as an Example of Causal Pattern-Matching ```yaml url: "https://www.mathematica.org/publications/adding-design-elements-to-improve-time-series-designs-no-child-left-behind-as-an-example-of-causal" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-03-09 date_source: listing authors: ["Manyee Wong", "Thomas D. Cook", "Peter M. Steinerd"] document_url: null doi: null license: null tags: [] ``` Some form of a short interrupted time series (ITS) is often used to evaluate state and national programs. --- --- ### 5304. The Impact of Playworks on Boys' and Girls' Physical Activity During Recess ```yaml url: "https://www.mathematica.org/publications/the-impact-of-playworks-on-boys-and-girls-physical-activity-during-recess" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-03-01 date_source: listing authors: ["Martha Bleeker", "Nicholas Beyler", "Susanne James-Burdumy", "Jane Fortson"] document_url: null doi: null license: null tags: [] ``` Playworks had a significant impact on some measures of girls’ physical activity at recess, but no significant impact on measures of boys’ physical activity. --- --- ### 5305. Promise Neighborhood Site Profile: Los Angeles Promise Neighborhood ```yaml url: "https://www.mathematica.org/publications/promise-neighborhood-site-profile-los-angeles-promise-neighborhood" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-02-28 date_source: listing authors: ["Andrea Mraz Esposito", "Sarah Osborn", "Jessica Zeigler", "Lara Hulsey", "Kimberly Boller"] document_url: null doi: null license: null tags: [] ``` The Los Angeles (LA) Promise Neighborhood includes two separate communities, Pacoima and Hollywood, which are about 17 miles from each other. --- --- ### 5306. Promise Neighborhood Site Profile: Chula Vista Promise Neighborhood ```yaml url: "https://www.mathematica.org/publications/promise-neighborhood-site-profile-chula-vista-promise-neighborhood" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-02-28 date_source: listing authors: ["Andrea Mraz Esposito", "Sarah Osborn", "Lara Hulsey", "Kimberly Boller", "Celina Kamler"] document_url: null doi: null license: null tags: [] ``` Chula Vista Promise Neighborhood (CVPromise) serves the neighborhood of Castle Park, a 33-census block area in the city of Chula Vista. --- --- ### 5307. Horseshoes, Hand Grenades, and Treatment Effects? Reassessing Whether Nonexperimental Estimators are Biased ```yaml url: "https://www.mathematica.org/publications/horseshoes-hand-grenades-and-treatment-effects-reassessing-whether-nonexperimental-estimators" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-02-28 date_source: listing authors: ["Kenneth Fortson", "Philip Gleason", "Emma Kopa", "Natalya Verbitsky-Savitz"] document_url: null doi: null license: null tags: [] ``` Randomized controlled trials (RCTs) are considered the gold standard in estimating treatment effects. When an RCT is infeasible, regression modeling or statistical matching are often used instead. --- --- ### 5308. Promise Neighborhood Site Profile: Northside Achievement Zone ```yaml url: "https://www.mathematica.org/publications/promise-neighborhood-site-profile-northside-achievement-zone" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-02-28 date_source: listing authors: ["Lara Hulsey", "Kimberly Boller"] document_url: null doi: null license: null tags: [] ``` The Northside Achievement Zone (NAZ) serves a contiguous 13-by-18-block area in North Minneapolis, selected because it encompasses a region with the highest concentration of negative indicators related to poverty, violence, and low educational achievement in the area. --- --- ### 5309. Promise Neighborhood Site Profile: Buffalo Promise Neighborhood ```yaml url: "https://www.mathematica.org/publications/promise-neighborhood-site-profile-buffalo-promise-neighborhood" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-02-28 date_source: listing authors: ["Lara Hulsey", "Kimberly Boller"] document_url: null doi: null license: null tags: [] ``` The Buffalo Promise Neighborhood serves one of Buffalo’s poorest communities. --- --- ### 5310. Measuring Teacher and School Value Added in Oklahoma, 2013-2014 School Year ```yaml url: "https://www.mathematica.org/publications/measuring-teacher-and-school-value-added-in-oklahoma-20132014-school-year" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-02-10 date_source: listing authors: ["Elias Walsh", "Albert Y. Liu", "Dallas Dotter"] document_url: null doi: null license: null tags: [] ``` In this report, we describe the value-added model used as part of the state of Oklahoma’s Teacher and Leader Effectiveness Evaluation System. We estimated measures of teacher and school effectiveness based on instruction provided in the 2013–2014 school year. --- --- ### 5311. Accounting for Co-Teaching: A Guide for Policymakers and Developers of Value-Added Models (Journal Article) ```yaml url: "https://www.mathematica.org/publications/journal-article-accounting-for-coteachng-a-guide-for-policymakers-and-developers-of-valueadded" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-01-16 date_source: listing authors: ["Eric Isenberg", "Elias Walsh"] document_url: null doi: null license: null tags: [] ``` We outline the options available to policymakers for addressing co-teaching in a value-added model. Building on earlier work, we propose an improvement to a method of accounting for co-teaching that treats co-teachers as teams, with each teacher receiving equal credit for co-taught students. --- --- ### 5312. Assessing the "Rothstein Falsification Test": Does It Really Show Teacher Value-Added Models Are Biased? ```yaml url: "https://www.mathematica.org/publications/assessingthe-rothstein-falsification-test-does-it-really-show-teacher-valueadded-models-are-biased" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-01-12 date_source: listing authors: ["Dan Goldhaber", "Duncan Dunbar Chaplin"] document_url: null doi: null license: null tags: [] ``` In an influential paper, Jesse Rothstein (2010) shows that standard value-added models (VAMs) suggest implausible and large future teacher effects on past student achievement. --- --- ### 5313. Elementary School Data Issues for Value-Added Models: Implications for Research (Journal Article) ```yaml url: "https://www.mathematica.org/publications/journal-article-elementary-school-data-issues-for-valueadded-models-implications-for-research" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2015-01-12 date_source: listing authors: ["Eric Isenberg", "Bing-ru Teh", "Elias Walsh"] document_url: null doi: null license: null tags: [] ``` Researchers often presume that it is better to use administrative data from grades 4 and 5 than data from grades 6 through 8 for conducting research on teacher effectiveness that uses value-added models because (1) elementary school teachers teach all subjects to their students in self-contained classrooms and (2) classrooms are more homogenous at the elementary school level. --- --- ### 5314. Measuring School Leaders' Effectiveness: An Interim Report from a Multiyear Pilot of Pennsylvania's Framework for Leadership ```yaml url: "https://www.mathematica.org/publications/measuring-school-leaders-effectiveness-an-interim-report-from-a-multiyear-pilot-of-pennsylvanias" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2014-12-17 date_source: listing authors: ["Bing-ru Teh", "Hanley Chiang", "Stephen Lipscomb", "Brian Gill"] document_url: null doi: null license: null tags: [] ``` This study examines the accuracy of performance ratings from the Framework for Leadership (FFL), Pennsylvania’s tool for evaluating the leadership practices of principals and assistant principals. --- --- ### 5315. 2014 Facts and Findings ```yaml url: "https://www.mathematica.org/publications/2014-facts-and-findings-print" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2014-12-16 date_source: listing authors: ["Mathematica Policy Research"] document_url: null doi: null license: null tags: [] ``` Highlights of some of our work released in 2014, which can offer valuable policy guidance for decision makers in the face of complexity. --- --- ### 5316. Teaching Residency Programs: A Multisite Look at a New Model to Prepare Teachers for High-Need Schools ```yaml url: "https://www.mathematica.org/publications/teaching-residency-programs-a-multisite-look-at-a-new-model-to-prepare-teachers-for-highneed-schools" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2014-11-19 date_source: listing authors: ["Tim Silva", "Allison McKie", "Virginia Knechtel", "Philip Gleason", "Libby Makowsky"] document_url: null doi: null license: null tags: [] ``` In 2008, Congress created the Teacher Quality Partnership Grant Program to fund alternative training programs that draw highly qualified teachers to high-need schools. Funded under this grant, teaching residency programs (TRPs) are designed to attract new teachers to the profession. --- --- ### 5317. Companion Document for the Strategic Data Project and Education Pioneers Year 2 Report: Changing Education Agencies from the Inside Out ```yaml url: "https://www.mathematica.org/publications/companion-document-for-the-strategic-data-project-and-education-pioneers-year-2-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2014-10-29 date_source: listing authors: ["Kristin Hallgren", "Alyson Burnett"] document_url: null doi: null license: null tags: [] ``` The profiles in this document are summaries of 12 agencies' experiences with using data and working with Strategic Data Project (SDP) and Education Pioneers (EP) fellows. --- --- ### 5318. Black Engineering Transfer Students: What Explains Their Success? ```yaml url: "https://www.mathematica.org/publications/black-engineering-transfer-students-what-explains-their-success" type: presentation source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2014-10-22 date_source: listing authors: ["C. Cosentino", "M.D. Sulivan", "N.T. Gahlawat", "M.W. Ohland", "R.A. Long"] document_url: null doi: null license: null tags: [] ``` In this paper, we study this somewhat puzzling difference in outcomes for black transfer students. --- --- ### 5319. Pay for Performance: Evaluating the Teacher Incentive Fund (In Focus Brief) ```yaml url: "https://www.mathematica.org/publications/pay-for-performance-evaluating-the-teacher-incentive-fund" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2014-09-16 date_source: listing authors: ["Jeffrey Max", "Jill Constantine", "Alison Wellington", "Kristin Hallgren", "Steven Glazerman", "Hanley Chiang", "Cecilia Speroni"] document_url: null doi: null license: null tags: [] ``` Provides an early look at the experiences of districts implementing the Teacher Incentive Fund in 2010. --- --- ### 5320. Early Implementation Experiences of the 2010 Teacher Incentive Fund Grantees (Snapshot) ```yaml url: "https://www.mathematica.org/publications/early-implementation-experiences-of-the-2010-teacher-incentive-fund-grantees" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2014-09-16 date_source: listing authors: ["Jeffrey Max", "Jill Constantine", "Alison Wellington", "Kristin Hallgren", "Steve Glazerman", "Hanley Chiang", "Cecilia Speroni"] document_url: null doi: null license: null tags: [] ``` The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. This snapshot of the program looks at the early implementation experiences of the 2010 TIF grantees. --- --- ### 5321. Evaluation of the Teacher Incentive Fund: Implementation and Early Impacts of Pay-for-Performance After One Year ```yaml url: "https://www.mathematica.org/publications/evaluation-of-the-teacher-incentive-fund-implementation-and-early-impacts-of-payforperformance-after" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2014-09-16 date_source: listing authors: ["Jeffrey Max", "Jill Constantine", "Alison Wellington", "Kristin Hallgren", "Steven Glazerman", "Hanley Chiang", "Cecilia Speroni"] document_url: null doi: null license: null tags: [] ``` This is the first of four planned reports from a multiyear study focusing on the TIF grants awarded in 2010. --- --- ### 5322. Forming a Team to Ensure High-Quality Measurement in Education Studies ```yaml url: "https://www.mathematica.org/publications/forming-a-team-to-ensure-highquality-measurement-in-education-studies" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2014-09-02 date_source: listing authors: ["Ellen Eliason Kisker", "Kimberly Boller"] document_url: null doi: null license: null tags: [] ``` This brief provides tips for forming a team of staff and consultants with the needed expertise to make key measurement decisions that will ensure high-quality data for answering the study’s research questions. --- --- ### 5325. Measuring School and Teacher Value in Charleston County School District, 2013-2014 School Year ```yaml url: "https://www.mathematica.org/publications/measuring-school-and-teacher-value-added-charleston-county-school-district-2013-2014" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2014-08-13 date_source: listing authors: ["Alexandra Resch", "Jonah Deutsch"] document_url: null doi: null license: null tags: [] ``` This report describes the value-added models that were used to estimate measures of teacher and principal effectiveness in Charleston County School District for the 2013-2014 school year. --- --- ### 5326. How Do Test Scores at the Floor and Ceiling Affect Value-Added Estimates? ```yaml url: "https://www.mathematica.org/publications/how-do-test-scores-at-the-floor-and-ceiling-affect-value-added-estimates" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2014-07-30 date_source: listing authors: ["Alexandra Resch", "Eric Isenberg"] document_url: null doi: null license: null tags: [] ``` Some educators are concerned that students with test scores at the bottom or top of the test score distribution will negatively affect the value-added estimates of teachers of those students. --- --- ### 5327. Longitudinal Analysis of the Effectiveness of DCPS Teachers ```yaml url: "https://www.mathematica.org/publications/longitudinal-analysis-of-the-effectiveness-of-dcps-teachers" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2014-07-08 date_source: listing authors: ["Elias Walsh", "Dallas Dotter"] document_url: null doi: null license: null tags: [] ``` This report addresses the following research questions to help education policymakers and practitioners understand how teacher retention and teacher effectiveness have changed over time in DCPS. --- --- ### 5328. KIPP Leadership Practices through 2010-2011 ```yaml url: "https://www.mathematica.org/publications/kipp-leadership-practices-through-2010-2011-technical-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2014-06-05 date_source: listing authors: ["Joshua Furgeson", "Virginia Knechtel", "Margaret Sullivan", "Christina Clark Tuttle", "Lauren Akers", "Mary Anne Anderson", "Michael Barna", "Ira Nichols-Barrer"] document_url: null doi: null license: null tags: [] ``` The Knowledge Is Power Program (KIPP) is the largest public charter school network in the United States, with 141 elementary, middle, and high schools in the 2013–2014 school year. --- --- ### 5329. Making the Most of Opportunities to Learn What Works: A School District's Guide ```yaml url: "https://www.mathematica.org/publications/making-the-most-of-opportunities-to-learn-what-works-a-school-districts-guide" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2014-06-01 date_source: listing authors: ["Lauren Akers", "Alexandra Resch", "Jillian Berk"] document_url: null doi: null license: null tags: [] ``` This guide for district and school leaders shows how to recognize opportunities to embed randomized controlled trials (RCTs) into planned policies or programs. Opportunistic RCTs can generate strong evidence for informing education decisions—with minimal added cost and disruption. --- --- ### 5330. 508 Compliance: Preparing Presentations, Excel Files, Websites, and Multimedia Products ```yaml url: "https://www.mathematica.org/publications/preparing-presentations-excel-files-websites-and-multimedia-products" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2014-05-30 date_source: listing authors: ["Joanne Pfleiderer"] document_url: null doi: null license: null tags: [] ``` This guide offers tips and tools for making materials, including presentations, websites, and multimedia products, accessible. It is intended for those who have a basic understanding of the 508 process. The guide was prepared for the Institute of Education Sciences’ Regional Education Laboratories. --- --- ### 5332. Measuring Teacher and School Value Added in Oklahoma, 2012-2013 School Year ```yaml url: "https://www.mathematica.org/publications/measuring-teacher-and-school-value-added-in-oklahoma-20122013-school-year" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2014-05-21 date_source: listing authors: ["Elias Walsh", "Albert Y. Liu", "Dallas Dotter"] document_url: null doi: null license: null tags: [] ``` This report describes the value-added model used as part of the state of Oklahoma's Pilot Teacher and Leader Evaluation System. --- --- ### 5333. Impacts of New Leaders on Student Achievement in Oakland ```yaml url: "https://www.mathematica.org/publications/impacts-of-new-leaders-on-student-achievement" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2014-05-19 date_source: listing authors: ["Kevin Booker", "Jaime Thomas"] document_url: null doi: null license: null tags: [] ``` This report presents our examination of impacts of principals trained by New Leaders on student achievement in Oakland Unified School District (OUSD). --- --- ### 5334. Alternative Student Growth Measures for Teacher Evaluation: Profiles of Early-Adopting Districts (Executive Summary) ```yaml url: "https://www.mathematica.org/publications/alternative-student-growth-measures-for-teacher-evaluation-profiles-of-early-adopting-districts-executive-summary" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2014-04-30 date_source: listing authors: ["Brian Gill", "Brittany English", "Joshua Furgeson", "Moira McCullough"] document_url: null doi: null license: null tags: [] ``` This REL Mid-Atlantic study looks at eight districts that have been using alternative measures for teacher evaluations or performance-related compensation systems. --- --- ### 5335. Effectiveness of Supplemental Educational Services ```yaml url: "https://www.mathematica.org/publications/effectiveness-of-supplemental-educational-services" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2014-04-30 date_source: listing authors: ["John Deke", "Brian Gill", "Lisa Dragoset", "Karen Bogen"] document_url: null doi: null license: null tags: [] ``` One of the modifications of the Elementary and Secondary Education Act (known as the No Child Left Behind Act) gave parents of low-income students in low-performing schools a choice of Supplemental Educational Services (SEdS). --- --- ### 5338. Kauffman School Evaluation Long-Term Outcomes: Report Year 2 ```yaml url: "https://www.mathematica.org/publications/kauffman-school-evaluation-longterm-outcomes-report-year-2" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2014-03-06 date_source: listing authors: ["Matthew Johnson", "Eric Lundquist", "Cleo Jacobs Johnson", "Claudia Gentile"] document_url: null doi: null license: null tags: [] ``` The Kauffman School is a charter school in Kansas City, Missouri that opened in 2011 to serve middle and high school students from the city’s most economically disadvantaged neighborhoods. --- --- ### 5340. Do Disadvantaged Students Get Less Effective Teaching Key Findings from Recent Institute of Education Sciences Studies (Technical Appendix) ```yaml url: "https://www.mathematica.org/publications/tech-appen-do-disadvantaged-students-get-less-effective-teaching-key-findings-from-recent" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2014-01-30 date_source: listing authors: ["Jeffrey Max", "Steven Glazerman"] document_url: null doi: null license: null tags: [] ``` Newly emerging research is beginning to shed light on the extent to which disadvantaged students have access to effective teaching, based on value added measures. --- --- ### 5342. Developing a Coherent Plan for Effectively Using Data (In Focus Brief) ```yaml url: "https://www.mathematica.org/publications/developing-a-coherent-plan-for-effectively-using-data" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2013-12-30 date_source: listing authors: ["Various authors"] document_url: null doi: null license: null tags: [] ``` This brief focuses on developing a coherent plan for effectively using data. The other two briefs focus on considerations for developing or enhancing a data system and on supporting the effective use of a data system. --- --- ### 5343. Developing and Enhancing Data Systems (In Focus Brief) ```yaml url: "https://www.mathematica.org/publications/developing-and-enhancing-data-systems" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2013-12-30 date_source: listing authors: ["Mathematica Policy Research"] document_url: null doi: null license: null tags: [] ``` This brief focuses on considerations for developing and enhancing data systems. The other two briefs focus on developing a coherent plan for effectively using data and on supporting the effective use of a data system. --- --- ### 5347. Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Randomized Experiment ```yaml url: "https://www.mathematica.org/publications/transfer-incentives-for-highperforming-teachers-final-results-from-a-multisite-randomized-experiment" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2013-11-30 date_source: listing authors: ["Steven Glazerman", "Ali Protik", "Bing-ru Teh", "Julie Bruch", "Jeffrey Max"] document_url: null doi: null license: null tags: [] ``` This report looks at the Talent Transfer Initiative, which offers a $20,000 incentive to high-performing teachers to move to low-performing schools. --- --- ### 5348. Accounting for Co-Teaching: A Guide for Policymakers and Developers of Value-Added Models (Working Paper) ```yaml url: "https://www.mathematica.org/publications/accounting-for-coteaching-a-guide-for-policymakers-and-developers-of-valueadded-models" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2013-10-30 date_source: listing authors: ["Eric Isenberg", "Elias Walsh"] document_url: null doi: null license: null tags: [] ``` This working paper outlines four options available to policymakers for addressing co-teaching in a value-added model: the partial credit method, the teacher team method, the full roster method, and the full roster-plus method. --- --- ### 5349. Elementary School Data Issues: Implications for Research Using Value-Added Models ```yaml url: "https://www.mathematica.org/publications/elementary-school-data-issues-implications-for-research-using-valueadded-models" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2013-10-30 date_source: listing authors: ["Eric Isenberg", "Bing-ru Teh", "Elias Walsh"] document_url: null doi: null license: null tags: [] ``` This working paper compares teacher/student links that have undergone a roster confirmation process—whereby teachers verify the subjects and students they taught—to teacher/student links from unconfirmed administrative data. --- --- ### 5350. First Impressions: Creating Newsflashes with Impact ```yaml url: "https://www.mathematica.org/publications/first-impressions-creating-newsflashes-with-impact" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2013-09-30 date_source: listing authors: ["Joanne Pfleiderer"] document_url: null doi: null license: null tags: [] ``` Posting a report on the web or sending out a press release used to be all that was needed to help get the word out about one's research findings. But times have changed. Today, effective dissemination depends on getting the right message to the right people at the right time in the right form. --- --- ### 5351. Addressing Teacher Shortages in Disadvantaged Schools: Lessons from Two Institute of Education Sciences Studies ```yaml url: "https://www.mathematica.org/publications/addressing-teacher-shortages-in-disadvantaged-schools-lessons-from-two-institute-of-education-sciences-studies" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2013-09-10 date_source: listing authors: ["Melissa Clark", "Sheena McConnell", "Jill Constantine", "Hanley Chiang"] document_url: null doi: null license: null tags: [] ``` Recent studies from the Institute of Education Sciences evaluated teachers who entered teaching via two highly selective alternative routes—Teach For America and the Teaching Fellows programs— and less selective alternative routes that accept nearly all applicants. --- --- ### 5352. Measurement Error Properties in an Accelerometer Sample of U.S. Elementary School Children ```yaml url: "https://www.mathematica.org/publications/measurement-error-properties-in-an-accelerometer-sample-of-us-elementary-school-children" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2013-08-03 date_source: listing authors: ["Nicholas Beyler", "Susanne James-Burdumy", "Martha Bleeker", "Jane Fortson", "Max Benjamin"] document_url: null doi: null license: null tags: [] ``` Measurement error modeling approaches have been used extensively in nutrition studies to estimate distributions of usual dietary intakes by accounting for and adjusting for day-to-day variability and measurement errors in observed intakes. --- --- ### 5353. Charter School Authorizers and Student Achievement (Journal Article) ```yaml url: "https://www.mathematica.org/publications/charter-school-authorizers-and-student-achievement" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2013-06-30 date_source: listing authors: ["Ron Zimmer", "Brian Gill", "Jonathon Attridge", "Kaitlin Obenauf"] document_url: null doi: null license: null tags: [] ``` This paper uses individual student-level data from Ohio–which permits a wide range of organizations to authorize charter schools—to examine the relationship between type of authorizer and charter-school effectiveness, as measured by students’ achievement trajectories. --- --- ### 5354. Classroom Observations from Phase 2 of the Pennsylvania Teacher Evaluation Pilot: Assessing Internal Consistency, Score Variation, and Relationships with Value Added ```yaml url: "https://www.mathematica.org/publications/classroom-observations-from-phase-2-of-the-pennsylvania-teacher-evaluation-pilot-assessing-internal-consistency-score-variation-and-relationships-with-value-added" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2013-05-31 date_source: listing authors: ["Elias Walsh", "Stephen Lipscomb"] document_url: null doi: null license: null tags: [] ``` This report presents findings from Phase 2 of a three-year teacher evaluation pilot conducted by the Pennsylvania Department of Education. --- --- ### 5355. Systematic Reviews as a Tool in Evidence-Based Decision Making: Improving Research and Informing Practice ```yaml url: "https://www.mathematica.org/publications/systematic-reviews-as-a-tool-in-evidencebased-decision-making-improving-research-and-informing-practice" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2013-05-30 date_source: listing authors: ["Jill Constantine"] document_url: null doi: null license: null tags: [] ``` In this paper the author provides some thoughts on important considerations in the decision to fund or conduct a systematic review. --- --- ### 5358. What Are Error Rates for Classifying Teacher and School Performance Using Value-Added Models? ```yaml url: "https://www.mathematica.org/publications/what-are-error-rates-for-classifying-teacher-and-school-performance-using-value-added-models" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2013-04-30 date_source: listing authors: ["Peter Z. Schochet", "Hanley S. Chiang"] document_url: null doi: null license: null tags: [] ``` This article addresses likely error rates for measuring teacher and school performance in the upper elementary grades using value-added models applied to student test score gain data. --- --- ### 5359. Horseshoes, Hand Grenades, and Treatment Effects? Reassessing Bias in Nonexperimental Estimators ```yaml url: "https://www.mathematica.org/publications/horseshoes-hand-grenades-and-treatment-effects-reassessing-bias-in-nonexperimental-estimators" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2013-03-30 date_source: listing authors: ["Kenneth Fortson", "Philip Gleason", "Emma Kopa", "Natalya Verbitsky-Savitz"] document_url: null doi: null license: null tags: [] ``` Nonexperimental methods, such as regression modeling or statistical matching, produce unbiased estimates if the underlying assumptions hold, but these assumptions are usually not testable. --- --- ### 5360. KIPP Middle Schools: Impacts on Achievement and Other Outcomes (Executive Summary) ```yaml url: "https://www.mathematica.org/publications/kipp-middle-schools-impacts-on-achievement-and-other-outcomes" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2013-02-27 date_source: listing authors: ["Christina Clark Tuttle", "Brian Gill", "Philip Gleason", "Virginia Knechtel", "Ira Nichols-Barrer", "Alexandra Resch"] document_url: null doi: null license: null tags: [] ``` The Knowledge Is Power Program (KIPP) is a rapidly expanding network of public charter schools whose mission is to improve the education of low-income children. --- --- ### 5361. The State of Teacher Induction in Urban America ```yaml url: "https://www.mathematica.org/publications/the-state-of-teacher-induction-in-urban-america" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2012-11-01 date_source: listing authors: ["Martha Bleeker", "Sarah Dolfin", "Amy Johnson", "Steve Glazerman", "Eric Isenberg", "Mary Grider"] document_url: null doi: null license: null tags: [] ``` Provides a comprehensive portrait of typical induction support provided to elementary school teachers in urban districts around the country in their first year. --- --- ### 5362. Supporting Policy and Program Decisions: Recommendations for Conducting High Quality Systematic Evidence Reviews ```yaml url: "https://www.mathematica.org/publications/supporting-policy-and-program-decisions-recommendations-for-conducting-high-quality-systematic-evidence-reviews" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2012-10-30 date_source: listing authors: ["Susan Zief", "Roberto Agodini"] document_url: null doi: null license: null tags: [] ``` Systematic reviews are a useful tool for decision makers because they identify relevant studies about the effectiveness of a policy or program of interest, assess the quality of the evidence from the relevant studies, and summarize the valid findings. --- --- ### 5363. Student Selection, Attrition, and Replacement in KIPP Middle Schools ```yaml url: "https://www.mathematica.org/publications/student-selection-attrition-and-replacement-in-kipp-middle-schools" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2012-09-01 date_source: listing authors: ["Ira Nichols-Barrer", "Brian P. Gill", "Philip Gleason", "Christina Clark Tuttle"] document_url: null doi: null license: null tags: [] ``` Using longitudinal, student-level data, this working paper examines the entry and exit of students in KIPP middle schools, comparing KIPP’s rates of attrition and replacement with rates in nearby district-run schools. --- --- ### 5365. Methods for Accounting for Co-Teaching in Value-Added Models ```yaml url: "https://www.mathematica.org/publications/methods-for-accounting-for-coteaching-in-valueadded-models" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2012-06-30 date_source: listing authors: ["Heinrich Hock", "Eric Isenberg"] document_url: null doi: null license: null tags: [] ``` This working paper helps to address the issue of isolating the effect of each teacher on student achievement when the student is taught the same subject by more than one teacher. --- --- ### 5366. Statistical Power for Regression Discontinuity Designs in Education: Empirical Estimates of Design Effects Relative to Randomized Controlled Trials ```yaml url: "https://www.mathematica.org/publications/statistical-power-for-regression-discontinuity-designs-in-education-empirical-estimates-of-design-effects-relative-to-randomized-controlled-trials" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2012-06-30 date_source: listing authors: ["John Deke", "Lisa Dragoset"] document_url: null doi: null license: null tags: [] ``` Using data from four previously published education studies, this working paper finds that a study using a regression discontinuity design needs between 9 and 17 times as many schools or students as a randomized controlled trial to produce an impact with the same level of statistical precision. --- --- ### 5367. Examining Charter Student Achievement Effects Across Seven States ```yaml url: "https://www.mathematica.org/publications/examining-charter-student-achievement-effects-across-seven-states" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2012-04-30 date_source: listing authors: ["Ron Zimmer", "Brian Gill", "Kevin Booker", "Stéphane Lavertu", "John Wittle"] document_url: null doi: null license: null tags: [] ``` Previous charter school research has shown mixed results for student achievement, which could be the consequence of different policy environments or methodological approaches with differing assumptions across studies. --- --- ### 5368. Random Assignment Within Schools: Lessons Learned from the Teach For America Experiment ```yaml url: "https://www.mathematica.org/publications/random-assignment-within-schools-lessons-learned-from-the-teach-for-america-experiment" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2012-04-30 date_source: listing authors: ["Steven Glazerman"] document_url: null doi: null license: null tags: [] ``` This article discusses the trade-offs associated with study designs that involve random assignment of students within schools and describes the experience from one such study of Teach For America (TFA). --- --- ### 5369. Moving High-Performing Teachers: Implementation of Transfer Incentives in Seven Districts ```yaml url: "https://www.mathematica.org/publications/moving-highperforming-teachers-implementation-of-transfer-incentives-in-seven-districts" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2012-04-30 date_source: listing authors: ["Steven Glazerman", "Ali Protik", "Bing-ru Teh", "Julie Bruch", "Neil Seftor"] document_url: null doi: null license: null tags: [] ``` By offering $20,000 per teacher, seven school districts piloting a transfer-incentive strategy, known as the Talent Transfer Initiative (TTI), filled 90 percent of their targeted vacancies in hard-to-staff schools with some of the districts' highest-performing teachers. --- --- ### 5371. Findings from a Randomized Experiment of Playworks: Selected Results from Cohort 1 ```yaml url: "https://www.mathematica.org/publications/findings-from-a-randomized-experiment-of-playworks-selected-results-from-cohort-1" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2012-04-17 date_source: listing authors: ["Martha Bleeker", "Susanne James-Burdumy", "Nicholas Beyler", "Allison Hedley Dodd", "Rebecca A. London", "Lisa Westrich", "Katie Stokes-Guinan", "Sebastian Castrechini"] document_url: null doi: null license: null tags: [] ``` The Playworks program, an initiative of the Robert Wood Johnson Foundation, places full-time coaches in low-income schools to provide opportunities for organized play during recess and throughout the school day. --- --- ### 5372. Value-Added Estimates for Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot ```yaml url: "https://www.mathematica.org/publications/valueadded-estimates-for-phase-1-of-the-pennsylvania-teacher-and-principal-evaluation-pilot" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2012-04-05 date_source: listing authors: ["Stephen Lipscomb", "Hanley Chiang", "Brian Gill"] document_url: null doi: null license: null tags: [] ``` This report describes the development of value-added models for estimating the contributions of Pennsylvania teachers and principals toward the achievement growth of their students. --- --- ### 5373. Value-Added Models for the Pittsburgh Public Schools ```yaml url: "https://www.mathematica.org/publications/valueadded-models-for-the-pittsburgh-public-schools" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2012-02-28 date_source: listing authors: ["Matthew Johnson", "Stephen Lipscomb", "Brian Gill", "Kevin Booker", "Julie Bruch"] document_url: null doi: null license: null tags: [] ``` This report describes the value-added models (VAMs) created for the Pittsburgh Public Schools and the Pittsburgh Federation of Teachers. --- --- ### 5374. The Effectiveness of Mandatory-Random Student Drug Testing: A Cluster Randomized Trial (Journal Article) ```yaml url: "https://www.mathematica.org/publications/ja-the-effectiveness-of-mandatoryrandom-student-drug-testing-a-cluster-randomized-trial" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2012-02-28 date_source: listing authors: ["Susanne James-Burdumy", "Brian Goesling", "John Deke", "Eric Einspruch"] document_url: null doi: null license: null tags: [] ``` This article presents findings from the largest experimental evaluation to date of school-based mandatory-random student drug testing (MRSDT) and its effectiveness in reducing substance use among high school students. --- --- ### 5375. Assessing the Rothstein Test: Does it Really Show Teacher Value-Added Models Are Biased? ```yaml url: "https://www.mathematica.org/publications/assessing-the-rothstein-test-does-it-really-show-teacher-valueadded-models-are-biased" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2012-01-31 date_source: listing authors: ["Dan Goldhaber", "Duncan Chaplin"] document_url: null doi: null license: null tags: [] ``` In a provocative and influential paper, Jesse Rothstein (2010) finds that standard value-added models (VAMs) suggest implausible future teacher effects on past student achievement, a finding that obviously cannot be viewed as causal. --- --- ### 5376. False Performance Gains: A Critique of Successive Cohort Indicators ```yaml url: "https://www.mathematica.org/publications/false-performance-gains-a-critique-of-successive-cohort-indicators" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2011-12-30 date_source: listing authors: ["Steven M. Glazerman", "Liz Potamites"] document_url: null doi: null license: null tags: [] ``` There are many ways to use student test scores to evaluate schools. This paper defines and examines different estimators including regression-based value-added indicators, average gains, and successive cohort differences in achievement levels. --- --- ### 5377. Do Charter Schools Improve Student Achievement? Evidence from a National Randomized Study ```yaml url: "https://www.mathematica.org/publications/do-charter-schools-improve-student-achievement-evidence-from-a-national-randomized-study" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2011-12-30 date_source: listing authors: ["Melissa A. Clark", "Philip Gleason", "Christina Clark Tuttle", "Marsha K. Silverberg"] document_url: null doi: null license: null tags: [] ``` This paper looks at findings from the first national randomized study of the impacts of charter schools on student achievement. --- --- ### 5378. Closing Schools in a Shrinking District Do Student Outcomes Depend on Which Schools are Closed ```yaml url: "https://www.mathematica.org/publications/closing-schools-in-a-shrinking-district-do-student-outcomes-depend-on-which-schools-are-closed" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2011-09-08 date_source: listing authors: ["John Engberg", "Brian Gill", "Gema Zamarro", "Ron Zimmer"] document_url: null doi: null license: null tags: [] ``` Examines an urban district that had to close schools as a result of shrinking enrollment and made student achievement a factor in decision making. --- --- ### 5379. Using Lotteries to Evaluate Schools of Choice: Evidence from a National Study of Charter Schools ```yaml url: "https://www.mathematica.org/publications/using-lotteries-to-evaluate-schools-of-choice-evidence-from-a-national-study-of-charter-schools" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2011-07-08 date_source: listing authors: ["Christina Clark Tuttle", "Philip Gleason", "Melissa Clark"] document_url: null doi: null license: null tags: [] ``` This article draws on data and experiences observing and analyzing school lotteries from the National Evaluation of Charter School Impacts to describe challenges associated with lottery-based research. --- --- ### 5380. Design of Value-Added Models for IMPACT and TEAM in DC Public Schools, 2010-2011 School Year ```yaml url: "https://www.mathematica.org/publications/design-of-valueadded-models-for-impact-and-team-in-dc-public-schools-20102011-school-year" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2011-05-13 date_source: listing authors: ["Eric Isenberg", "Heinrich Hock"] document_url: null doi: null license: null tags: [] ``` This report presents the value-added models used to measure school and teacher effectiveness in the District of Columbia Public Schools in the 2010–2011 school year. --- --- ### 5381. Do Low-Income Students have Equal Access to the Highest-Performing Teachers? (Technical Appendix) ```yaml url: "https://www.mathematica.org/publications/do-lowincome-students-have-equal-access-to-the-highestperforming-teachers-technical-appendix" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2011-04-30 date_source: listing authors: ["Steven Glazerman", "Jeffrey Max"] document_url: null doi: null license: null tags: [] ``` This appendix describes the methods and provides further detail to support the evaluation brief, “Do Low-Income Students Have Equal Access to the Highest-Performing Teachers?” --- --- ### 5382. Do Low-Income Students have Equal Access to the Highest-Performing Teachers? ```yaml url: "https://www.mathematica.org/publications/do-low-income-students-have-equal-access-to-the-highest-performing-teachers" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2011-04-30 date_source: listing authors: ["Steven Glazerman", "Jeffrey Max"] document_url: null doi: null license: null tags: [] ``` Most research on equal educational opportunity has focused on inputs like teacher experience and degrees. This brief estimated teachers’ value added (contribution to student achievement growth) and measured access to highest-performing teachers in high- and low-poverty schools. --- --- ### 5383. Passing Muster: Evaluating Teacher Evaluation Systems ```yaml url: "https://www.mathematica.org/publications/passing-muster-evaluating-teacher-evaluation-systems" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2011-04-26 date_source: listing authors: ["Steven Glazerman", "Dan Goldhaber", "Susanna Loeb", "Stephen Raudenbush", "Douglas O. Staiger", "Grover J. Whitehurst", "Michelle Croft"] document_url: null doi: null license: null tags: [] ``` This report addresses the comparison of teacher evaluation systems and proposes ways to achieve a uniform standard for dispensing funds to districts to recognize exceptional teachers without imposing a uniform evaluation system on those districts. --- --- ### 5384. Student Selection, Attrition, and Replacement at KIPP Middle Schools (Presentation) ```yaml url: "https://www.mathematica.org/publications/student-selection-attrition-and-replacement-at-kipp-middle-schools" type: presentation source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2011-04-09 date_source: listing authors: ["Ira Nichols-Barrer", "Christina Clark Tuttle", "Brian Gill", "Philip Gleason"] document_url: null doi: null license: null tags: [] ``` This PowerPoint presentation was made at the American Educational Research Association Annual Meeting. --- --- ### 5385. Charter School Authorizers and Student Achievement (Working Paper) ```yaml url: "https://www.mathematica.org/publications/charter-school-authorizers-and-student-achievement-working-paper" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2010-12-30 date_source: listing authors: ["Ron Zimmer", "Brian Gill", "Kaitlin Obenauf"] document_url: null doi: null license: null tags: [] ``` This paper examines the charter school authorizing process using student-level data from Ohio, a state with a range of public and private authorizers. --- --- ### 5386. Evaluating Teachers: The Important Role of Value-Added ```yaml url: "https://www.mathematica.org/publications/evaluating-teachers-the-important-role-of-valueadded" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2010-11-17 date_source: listing authors: ["Steven Glazerman", "Susanna Loeb", "Dan Goldhaber", "Douglas Staiger", "Stephen Raudenbush", "Grover Whitehurst"] document_url: null doi: null license: null tags: [] ``` This paper clarifies four areas of confusion about value-added methodology and its role in teacher evaluation: (1) use of value-added information; (2) consequences for teachers versus those for students of classifying and misclassifying teachers as effective or ineffective; (3) reliability of value-added measures of teacher performance and standards for evaluations in other fields; and (4) reliability of teacher evaluation systems that include value-added versus those that do not. --- --- ### 5387. Precision Gains from Publically Available School Proficiency Measures Compared to Study-Collected Test Scores in Education Cluster-Randomized Trials ```yaml url: "https://www.mathematica.org/publications/precision-gains-from-publically-available-school-proficiency-measures-compared-to-studycollected-test-scores-in-education-clusterrandomized-trials" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2010-10-30 date_source: listing authors: ["John Deke", "Lisa Dragoset", "Ravaris Moore"] document_url: null doi: null license: null tags: [] ``` This paper compares the precision gains from adjusting impact estimates for student-level pretest scores (which can be costly to collect) with the gains associated with using publically available school-level proficiency data (available at low cost), using data from five large-scale randomized control trials conducted for the U.S. Department of Education’s Institute of Education Sciences. --- --- ### 5388. Connecting Education Research to Practitioners and Practitioners to Education Research ```yaml url: "https://www.mathematica.org/publications/connecting-education-research-to-practitioners-and-practitioners-to-education-research" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2010-09-30 date_source: listing authors: ["Mark Dynarski"] document_url: null doi: null license: null tags: [] ``` This article examines how educators can more effectively engage with researchers to advance practice, using the What Works Clearinghouse and other sources of research findings as a base. --- --- ### 5389. Teacher and Principal Value-Added: Research Findings and Implementation Practices ```yaml url: "https://www.mathematica.org/publications/teacher-and-principal-valueadded-research-findings-and-implementation-practices" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2010-09-14 date_source: listing authors: ["Stephen Lipscomb", "Bing-ru Teh", "Brian Gill", "Hanley Chiang", "Antoniya Owens"] document_url: null doi: null license: null tags: [] ``` This report summarizes research findings and implementation practices for teacher and principal value-added models (VAM) as a first step in the Team Pennsylvania Foundation’s pilot project to inform the development of a full, statewide model evaluation system. --- --- ### 5390. Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains ```yaml url: "https://www.mathematica.org/publications/error-rates-in-measuring-teacher-and-school-performance-based-on-student-test-score-gains" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2010-07-30 date_source: listing authors: ["Peter Z. Schochet", "Hanley S. Chiang"] document_url: null doi: null license: null tags: [] ``` This paper addresses likely error rates for measuring teacher and school performance in the upper elementary grades using value-added models applied to student test score gain data. --- --- ### 5391. The Effectiveness of Mandatory-Random Student Drug Testing (Executive Summary) ```yaml url: "https://www.mathematica.org/publications/es-the-effectiveness-of-mandatoryrandom-student-drug-testing" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2010-07-30 date_source: listing authors: ["Susanne James-Burdumy", "Brian Goesling", "John Deke", "Eric Einspruch"] document_url: null doi: null license: null tags: [] ``` Despite a decline in adolescent substance use over the past 10 years, the prevalence of illicit substance use among youth remains high and a cause of concern. --- --- ### 5392. Student Achievement in New York City Middle Schools Affiliated with Achievement First and Uncommon Schools ```yaml url: "https://www.mathematica.org/publications/student-achievement-in-new-york-city-middle-schools-affiliated-with-achievement-first-and-uncommon-schools" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2010-07-30 date_source: listing authors: ["Bing-ru Teh", "Moria McCullough", "Brian P. Gill"] document_url: null doi: null license: null tags: [] ``` This report presents findings from a nonexperimental analysis estimating the effect on student achievement of a small number of New York City charter middle schools affiliated with two charter management organizations, Achievement First and Uncommon. --- --- ### 5393. The Effectiveness of Mandatory-Random Student Drug Testing ```yaml url: "https://www.mathematica.org/publications/the-effectiveness-of-mandatoryrandom-student-drug-testing" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2010-07-30 date_source: listing authors: ["Susanne James-Burdumy", "Brian Goesling", "John Deke", "Eric Einspruch"] document_url: null doi: null license: null tags: [] ``` This report presents findings from an evaluation of the mandatory-random student drug testing (MRSDT) programs in 36 high schools from seven districts that received grants from the U.S. Department of Education’s Office of Safe and Drug-Free Schools in 2006. --- --- ### 5394. Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study ```yaml url: "https://www.mathematica.org/publications/impacts-of-comprehensive-teacher-induction-final-results-from-a-randomized-controlled-study" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2010-06-30 date_source: listing authors: ["Steven Glazerman", "Eric Isenberg", "Sarah Dolfin", "Martha Bleeker", "Amy Johnson", "Mary Grider", "Matthew Jacobus"] document_url: null doi: null license: null tags: [] ``` Teacher induction programs are designed to support new teachers and reduce teacher turnover. --- --- ### 5395. The Evaluation of Charter School Impacts ```yaml url: "https://www.mathematica.org/publications/the-evaluation-of-charter-school-impacts" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2010-06-30 date_source: listing authors: ["Philip Gleason", "Melissa Clark", "Christina Clark Tuttle", "Emily Dwoyer"] document_url: null doi: null license: null tags: [] ``` This report provides findings from the largest charter school study of its kind to date to use an experimental design. --- --- ### 5396. The National Study of Charter Management Organization (CMO) Effectiveness: Report on Interim Findings ```yaml url: "https://www.mathematica.org/publications/the-national-study-of-charter-management-organization-cmo-effectiveness-report-on-interim-findings" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2010-06-30 date_source: listing authors: ["Robin Lake", "Brianna Dusseault", "Melissa Bowen", "Allison Demeritt", "Paul Hill"] document_url: null doi: null license: null tags: [] ``` Interim report on charter school outcomes, such as test scores and measures of charter school benefit. --- --- ### 5397. America's Teacher Corps ```yaml url: "https://www.mathematica.org/publications/americas-teacher-corps" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2010-03-15 date_source: listing authors: ["Steven Glazerman", "Dan Goldhaber", "Susanna Loeb", "Douglas O. Staiger", "Grover J. Whitehurst"] document_url: null doi: null license: null tags: [] ``` We propose the creation through federal legislation of America’s Teacher Corps (ATC). Highly effective K-12 public school teachers, as documented through district or state evaluation systems that comply with federal standards, would qualify for membership in the ATC. --- --- ### 5398. Is Regression Adjustment Supported By the Neyman Model for Causal Inference? ```yaml url: "https://www.mathematica.org/publications/is-regression-adjustment-supported-by-the-neyman-model-for-causal-inference" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2010-01-30 date_source: listing authors: ["Peter Z. Schochet"] document_url: null doi: null license: null tags: [] ``` This paper examines both theoretically and empirically whether using ordinary least squares (OLS) multivariate regression models to estimate average treatment effects under experimental designs is justified by the Neyman model for causal inference. --- --- ### 5399. An Approach for Addressing the Multiple Testing Problem in Social Policy Impact Evaluations ```yaml url: "https://www.mathematica.org/publications/an-approach-for-addressing-the-multiple-testing-problem-in-social-policy-impact-evaluations" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2009-12-30 date_source: listing authors: ["Peter Z. Schochet"] document_url: null doi: null license: null tags: [] ``` In social policy evaluations, the multiple testing problem occurs due to the many hypothesis tests typically conducted across multiple outcomes and subgroups, which can lead to spurious impact findings. --- --- ### 5400. An Empirical Study of Nonresponse Adjustment Methods for the Survey of Doctorate Recipients ```yaml url: "https://www.mathematica.org/publications/an-empirical-study-of-nonresponse-adjustment-methods-for-the-survey-of-doctorate-recipients" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2009-12-30 date_source: listing authors: ["Fan Zhang", "Stephen Cohen", "Donsig Jang", "Amang Sukasih", "Sonya Vartivarian"] document_url: null doi: null license: null tags: [] ``` In the Survey of Doctorate Recipients at National Science Foundation, adjustments were made to the design weights to compensate three types of missing units: un-located, eligibility-unknown, and refusals. --- --- ### 5402. Using State Tests in Education Experiments: A Discussion of the Issues ```yaml url: "https://www.mathematica.org/publications/using-state-tests-in-education-experiments-a-discussion-of-the-issues" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2009-11-30 date_source: listing authors: ["Henry May", "Irma Perez-Johnson", "Joshua Haimson", "Samina Sattar", "Phil Gleason"] document_url: null doi: null license: null tags: [] ``` Securing data on students’ academic achievement is typically one of the most important and costly aspects of conducting education experiments. --- --- ### 5403. Making Connections: Using Social Network Analysis for Program Evaluation ```yaml url: "https://www.mathematica.org/publications/making-connections-using-social-network-analysis-for-program-evaluation" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2009-11-30 date_source: listing authors: ["Todd Honeycutt"] document_url: null doi: null license: null tags: [] ``` Social network analysis, a methodological approach to measuring and mapping relationships, can be used to study whole networks, all of the ties within a defined group, or connections that individuals have in their personal communities. --- --- ### 5405. How Accountability Pressure on Failing Schools Affects Student Achievement ```yaml url: "https://www.mathematica.org/publications/how-accountability-pressure-on-failing-schools-affects-student-achievement" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2009-10-30 date_source: listing authors: ["Hanley Chiang"] document_url: null doi: null license: null tags: [] ``` Although the threat of sanctions on low-performing schools can raise student test scores in the short run, the extent to which these test score improvements are due to schools' manipulation of the accountability system has remained uncertain. --- --- ### 5406. Measuring School and Teacher Effectiveness in the EPIC Charter School Consortium—Year 2 ```yaml url: "https://www.mathematica.org/publications/measuring-school-and-teacher-effectiveness-in-the-epic-charter-school-consortium-year-2" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2009-10-23 date_source: listing authors: ["Liz Potamites", "Kevin Booker", "Duncan Chaplin", "Eric Isenberg"] document_url: null doi: null license: null tags: [] ``` This report presents the methods used to identify effective schools and teachers for a consortium of over 140 charter schools in 17 states and the District of Columbia during the second year of the project. --- --- ### 5407. Measuring School Effectiveness in Memphis—Year 2 ```yaml url: "https://www.mathematica.org/publications/measuring-school-effectiveness-in-memphis-year-2" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2009-10-23 date_source: listing authors: ["Liz Potamites", "Duncan Chaplin", "Eric Isenberg", "Kevin Booker"] document_url: null doi: null license: null tags: [] ``` This report presents the methods used to identify effective schools in the Memphis City Schools during the second year of the project. --- --- ### 5408. Impacts of Comprehensive Teacher Induction: Results from the Second Year of a Randomized Controlled Study ```yaml url: "https://www.mathematica.org/publications/impacts-of-comprehensive-teacher-induction-results-from-the-second-year-of-a-randomized-controlled-study" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2009-08-30 date_source: listing authors: ["Eric Isenberg", "Steven Glazerman", "Martha Bleeker", "Amy Johnson", "Julieta Lugo-Gil", "Mary Grider", "Sarah Dolfin", "Edward Britton"] document_url: null doi: null license: null tags: [] ``` Teacher induction programs are designed to support new teachers and reduce teacher turnover. --- --- ### 5409. An Exploratory Analysis of Adequate Yearly Progress, Identification for Improvement, and Student Achievement in Two States and Three Cities ```yaml url: "https://www.mathematica.org/publications/an-exploratory-analysis-of-adequate-yearly-progress-identification-for-improvement-and-student-achievement-in-two-states-and-three-cities" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2009-08-30 date_source: listing authors: ["Brian Gill", "J.R. Lockwood III", "Francisco Martorell", "Claude Messan Setodji", "Kevin Booker"] document_url: null doi: null license: null tags: [] ``` This report presents the results of exploratory quasi-experimental analyses that use a regression discontinuity design to examine the relationships between certain features of No Child Left Behind accountability and subsequent student achievement in Title I schools in two states and three school districts. --- --- ### 5410. Evaluation of Teachers Trained Through Different Routes to Certification ```yaml url: "https://www.mathematica.org/publications/evaluation-of-teachers-trained-through-different-routes-to-certification" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2009-06-07 date_source: listing authors: ["Jill Constantine"] document_url: null doi: null license: null tags: [] ``` This PowerPoint presentation is from the annual Institute of Education Sciences Research Conference in Washington, DC. --- --- ### 5411. Rigorous Evaluation of Roads to Success: Design Report ```yaml url: "https://www.mathematica.org/publications/rigorous-evaluation-of-roads-to-success-design-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2009-05-14 date_source: listing authors: ["Duncan Chaplin", "Martha Bleeker", "Claire Smither"] document_url: null doi: null license: null tags: [] ``` The Roads to Success program was launched in early 2005 to forge connections between students’ school experiences and their aspirations for adulthood, as an ongoing part of middle and high school. --- --- ### 5412. Technical Methods Report: Estimation and Identification of the Complier Average Causal Effect Parameter in Education RCTs ```yaml url: "https://www.mathematica.org/publications/technical-methods-report-estimation-and-identification-of-the-complier-average-causal-effect-parameter-in-education-rcts" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2009-04-30 date_source: listing authors: ["Peter Z. Schochet", "Hanley Chiang"] document_url: null doi: null license: null tags: [] ``` Randomized control trials (RCTs) in the education field typically examine the intention-to-treat parameter, which is estimated by comparing the mean outcomes of treatment group members to those of the control group. --- --- ### 5413. Charter Schools in Eight States: Effects on Achievement, Attainment, Integration, and Competition ```yaml url: "https://www.mathematica.org/publications/charter-schools-in-eight-states-effects-on-achievement-attainment-integration-and-competition" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2009-03-30 date_source: listing authors: ["Ron Zimmer", "Brian Gill", "Kevin Booker", "Stephane Lavertu", "Tim Sass", "John Witte"] document_url: null doi: null license: null tags: [] ``` Although charter schools are growing in number, debate continues about whether they provide a better education than traditional public schools. --- --- ### 5414. 2008 Principal/Vice Principal Survey Results for Evaluation of the Effective Practice Incentive Community (EPIC) ```yaml url: "https://www.mathematica.org/publications/2008-principalvice-principal-survey-results-for-evaluation-of-the-effective-practice-incentive-community-epic" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2009-03-30 date_source: listing authors: ["Duncan Chaplin", "Hanley Chiang", "Margaret Sullivan", "Virginia Knechtel", "Dominic Harris", "Shinu Verghese", "Kathy Sonnenfeld", "Barbara Kennen", "John Hall"] document_url: null doi: null license: null tags: [] ``` This report presents findings from a baseline survey of principals and vice principals in three sites—the Memphis and Washington, DC, school districts, and a consortium of charter schools—partnered with New Leaders for New Schools in the EPIC. --- --- ### 5415. Design of the Evaluation of the Effective Practice Incentive Community Initiative ```yaml url: "https://www.mathematica.org/publications/design-of-the-evaluation-of-the-effective-practice-incentive-community-epic-initiative" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2009-03-17 date_source: listing authors: ["Scott Cody", "Alison Wellington", "Duncan Chaplin"] document_url: null doi: null license: null tags: [] ``` This report details our estimation procedures, documents what is currently known about how EPIC operates within the various partners, and provides a work plan for the evaluation. --- --- ### 5416. State and Local Implementation of the No Child Left Behind Act, Volume VII: Title I School Choice and Supplemental Educational Services ```yaml url: "https://www.mathematica.org/publications/state-and-local-implementation-of-the-no-child-left-behind-act-volume-vii-title-i-school-choice-and-supplemental-educational-services" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2009-01-30 date_source: listing authors: ["Georges Vernex", "Scott Naftel", "Karen Ross", "Kerstin Carlson Le Floch", "Christopher Beighley", "Brian Gill"] document_url: null doi: null license: null tags: [] ``` This report presents trends on the implementation of Title I parental choice options from the National Longitudinal Study of No Child Left Behind and the Study of State Implementation of Accountability and Teacher Quality Under No Child Left Behind. --- --- ### 5417. Title I School Choice and Supplemental Educational Services ```yaml url: "https://www.mathematica.org/publications/title-i-school-choice-and-supplemental-educational-services" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2008-12-30 date_source: listing authors: ["Brian Gill", "Jennifer Sloan McCombs", "Scott Naftel", "Karen Ross", "Mengli Song", "Jennifer Harmon", "Georges Vernez"] document_url: null doi: null license: null tags: [] ``` This report presents findings on the implementation of parental choice options from the first year of two national studies of No Child Left Behind. --- --- ### 5418. Technical Methods Report: Statistical Power for Regression Discontinuity Designs in Education Evaluations ```yaml url: "https://www.mathematica.org/publications/technical-methods-report-statistical-power-for-regression-discontinuity-designs-in-education-evaluations" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2008-08-30 date_source: listing authors: ["Peter Z. Schochet"] document_url: null doi: null license: null tags: [] ``` This paper examines theoretical and empirical issues related to the statistical power of impact estimates under clustered regression discontinuity (RD) designs. --- --- ### 5419. High School Reform in Boston Public Schools: The Effect of Focus on High Schools on Student Academic Outcomes ```yaml url: "https://www.mathematica.org/publications/high-school-reform-in-boston-public-schools-the-effect-of-focus-on-high-schools-on-student-academic-outcomes" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2008-06-06 date_source: listing authors: ["Susanne James-Burdumy", "Irma Perez-Johnson", "Sonya Vartivarian"] document_url: null doi: null license: null tags: [] ``` The Focus on High Schools initiative is intended to transform Boston’s 12 comprehensive high schools into more effective institutions by breaking them down into smaller, more intimate learning communities and reforming their English and language arts programs. --- --- ### 5420. Measuring School Effectiveness in Memphis ```yaml url: "https://www.mathematica.org/publications/measuring-school-effectiveness-in-memphis" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2008-04-22 date_source: listing authors: ["Kevin Booker", "Eric Isenberg"] document_url: null doi: null license: null tags: [] ``` New Leaders for New Schools, a nonprofit organization committed to training school principals, is heading an initiative that offers financial awards to effective educators. --- --- ### 5421. Statistical Power for Random Assignment Evaluations of Education Programs (Journal Article) ```yaml url: "https://www.mathematica.org/publications/journal-article-statistical-power-for-random-assignment-evaluations-of-education-programs" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2008-03-30 date_source: listing authors: ["Peter Z. Schochet"] document_url: null doi: null license: null tags: [] ``` This article examines theoretical and empirical issues related to the statistical power of impact estimates for experimental evaluations of education programs. --- --- ### 5422. Evaluating the Performance of Philadelphia's Charter Schools ```yaml url: "https://www.mathematica.org/publications/evaluating-the-performance-of-philadelphias-charter-schools" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2008-03-30 date_source: listing authors: ["Ron Zimmer", "Suzanne Blanc", "Brian Gill", "Jolley Christman"] document_url: null doi: null license: null tags: [] ``` Charter schools are publicly funded schools that operate autonomously, outside the direct control of local school districts, and generally enroll students through the choices of their parents rather than through residential assignment. These schools have proved popular nationwide. --- --- ### 5423. Kauffman Firm Survey (KFS) Baseline Methodology Report ```yaml url: "https://www.mathematica.org/publications/kauffman-firm-survey-kfs-baseline-methodology-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2008-01-23 date_source: listing authors: ["David DesRoches", "Tom Barton", "Janice Ballou", "Frank Potter", "Zhanyun Zhao", "Betsy Santos", "Jaceey Sebastian"] document_url: null doi: null license: null tags: [] ``` Although entrepreneurial activity is an important part of a capitalist economy, only a small amount of data is available about U.S. businesses in their first years of operation. --- --- ### 5424. Evaluation of the Teacher Advancement Program (TAP) in the Chicago Public Schools: Study Design Report ```yaml url: "https://www.mathematica.org/publications/evaluation-of-the-teacher-advancement-program-tap-in-the-chicago-public-schools-study-design-report" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2007-11-14 date_source: listing authors: ["Steven Glazerman", "Allison McKie", "Nancy Carey", "Dominic Harris"] document_url: null doi: null license: null tags: [] ``` Recent evidence has confirmed that teacher quality is a critical component in student achievement. --- --- ### 5425. Governing the Family Through Education: A Genealogy on the Home/School Relation ```yaml url: "https://www.mathematica.org/publications/governing-the-family-through-education-a-genealogy-on-the-homeschool-relation" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2007-10-30 date_source: listing authors: ["Kirsten Kainz", "Nikki L. Aikens"] document_url: null doi: null license: null tags: [] ``` The authors examine a century of rhetoric on the home/school relation and associated parent involvement. The review investigates how current ideas about this relationship and parent involvement might inhibit the realization of justice, equity, and excellence in education. --- --- ### 5426. Rhetoric Versus Reality: What We Know and What We Need to Know About Vouchers and Charter Schools ```yaml url: "https://www.mathematica.org/publications/rhetoric-vs-reality-what-we-know-and-what-we-need-to-know-about-vouchers-and-charter-schools" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2007-08-30 date_source: listing authors: ["Brian Gill", "P. Mike Timpane", "Karen E. Ross", "Dominic J. Brewer", "Kevin Booker"] document_url: null doi: null license: null tags: [] ``` Vouchers and charters are two of the most ambitious attempts to improve school performance through parental choice and privatization of governance. --- --- ### 5427. Title I School Choice, Supplemental Educational Services, and Student Achievement ```yaml url: "https://www.mathematica.org/publications/title-i-school-choice-supplemental-educational-services-and-student-achievement" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2007-07-30 date_source: listing authors: ["Ron Zimmer", "Brian Gill", "Paula Razquin", "Kevin Booker", "J.R. Lockwood, III"] document_url: null doi: null license: null tags: [] ``` A key aim of the federal No Child Left Behind Act (NCLB) is to provide new educational options to parents whose children attend Title I schools identified for improvement, corrective action, or restructuring because of a lack of yearly progress. --- --- ### 5428. What Have We Learned About Homeschooling? ```yaml url: "https://www.mathematica.org/publications/what-have-we-learned-about-homeschooling" type: paper source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2007-06-30 date_source: listing authors: ["Eric J. Isenberg"] document_url: null doi: null license: null tags: [] ``` This article discusses quantitative research on homeschooling, including the available data, pitfalls of using the data, estimates of the number of homeschooled children, part-time homeschooling, and reasons why families homeschool. --- --- ### 5429. School Principals' Perspectives on the Passport to Teaching ```yaml url: "https://www.mathematica.org/publications/school-principals-perspectives-on-the-passport-to-teaching" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2006-06-28 date_source: listing authors: ["Steven Glazerman", "Christina Tuttle", "Gail Baxter"] document_url: null doi: null license: null tags: [] ``` State governments use a wide variety of requirements to regulate entry into the teaching profession, but education researchers have not succeeded in isolating measures that cost-effectively and reliably predict teacher performance. --- --- ### 5430. An Evaluation of American Board Teacher Certification: Progress and Plans ```yaml url: "https://www.mathematica.org/publications/an-evaluation-of-american-board-teacher-certification-progress-and-plans" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2006-05-03 date_source: listing authors: ["Steven Glazerman", "Christina Tuttle"] document_url: null doi: null license: null tags: [] ``` Alternative routes to teaching have been promoted during the past decade because of concerns about teacher shortages and teacher quality. --- --- ### 5432. Design of an Impact Evaluation of Teacher Induction Programs ```yaml url: "https://www.mathematica.org/publications/design-of-an-impact-evaluation-of-teacher-induction-programs" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2006-01-11 date_source: listing authors: ["Steven Glazerman", "Sarah Senesky", "Neil Seftor", "Amy Johnson"] document_url: null doi: null license: null tags: [] ``` In recent years, researchers have argued that the shortage of highly qualified teachers in poor school districts may have less to do with attracting new teachers than with retaining them. --- --- ### 5433. The NIH Intramural Research Loan Repayment Program: Synthesis of Findings from Process and Outcomes Analyses ```yaml url: "https://www.mathematica.org/publications/the-nih-intramural-research-loan-repayment-program-synthesis-of-findings-from-process-and-outcomes-analyses" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2005-11-30 date_source: listing authors: ["Steven Glazerman", "Tim Silva", "Neil Seftor"] document_url: null doi: null license: null tags: [] ``` This report provides an executive summary of the findings from the evaluation, including an outcomes evaluation and a process analysis, for which we gathered information from participant focus groups, program staff, other NIH staff, and administrative data to understand how the program has been implemented, especially in recent years. --- --- ### 5434. Statistical Power for Random Assignment Evaluations of Education Programs ```yaml url: "https://www.mathematica.org/publications/statistical-power-for-random-assignment-evaluations-of-education-programs" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2005-06-22 date_source: listing authors: ["Peter Z. Schochet"] document_url: null doi: null license: null tags: [] ``` This paper examines theoretical and empirical issues related to the statistical power of impact estimates for experimental evaluations of education programs. --- --- ### 5458. ATS Field Note — Using AI in Prototyping ```yaml url: "https://digitalpromise.dspacedirect.org/items/abe23f8e-9254-496b-b76f-676f50601c58" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-06-15 published_date: 2026-06 date_source: listing authors: ["McGurl, Cynthia", "Maisscotte, Bob"] document_url: null doi: null license: null tags: [digital-promise] ``` Education Research and Development (R&D) demands efficient methods to bridge the gap between conceptualization and district-, school-, or classroom-ready solutions. This field note examines how AI-supported prototyping accelerates development, enabling R&D teams to transition from ideas to functional, testable tools. By integrating AI into structured workflows, teams can systematically incorporate real-time educator feedback to uncover usability issues early and iteratively refine designs. The authors outline four critical lessons for leveraging AI effectively: establishing clear team workflows with consistent review cycles, utilizing intentional and well-prompted AI inputs, prioritizing the development of interactive "working" prototypes over static wireframes, and maintaining visible logs of design decisions. These strategies provide a roadmap for teams to minimize costly rework, reduce reliance on opinion, and ensure that AI-enabled educational technologies are grounded in evidence, collaborative structures, and the genuine needs of educators and learners. --- --- ### 5556. Classroom Composition Affects Teacher Performance Ratings ```yaml url: "https://consortium.uchicago.edu/publications/classroom-composition-affects-teacher-performance-ratings" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026-07 date_source: listing authors: ["William Delgado", "Lauren Sartain"] document_url: null doi: null license: null tags: [sel, writing-instruction] ``` School districts rely heavily on teacher performance ratings—especially classroom observations—to make high-stakes decisions about tenure, promotion, and dismissal. These ratings are intended to reflect teaching quality. But what if they also reflect the students teachers are assigned? Understanding whether evaluations measure teacher effectiveness or classroom context is critical for designing fair and effective accountability systems.Exploiting naturally occurring year-to-year variation in classroom composition within teachers, this article examines whether teacher performance ratings assigned by evaluators and students are influenced by classroom context. We find that teachers with higher-achieving and less disruptive students, holding constant the teacher and school, receive systematically higher performance ratings. These effects are robust across model specifications, placebo tests, and multiple dimensions of teaching practice. By contrast, classroom demographics show no consistent association with performance ratings. A policy that adjusts evaluator scores for classroom characteristics, analogous to value-added models, increases the relative ranking of Black teachers by 8 percentage points, highlighting equity impacts of considering classroom context. --- --- ### 5557. Infographic: Adopting and Adapting ```yaml url: "https://consortium.uchicago.edu/publications/infographic-adopting-and-adapting" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026-06 date_source: listing authors: ["Laura Davis", "Julia A. Gwynne"] document_url: null doi: null license: null tags: [literacy] ``` In partnership with Chicago Public Schools, the Consortium studied the 2021 launch of the Skyline literacy (ELA) curriculum for grades K-2, looking at how investing in certain resources can lead to instructional change. This infographic, created in collaboration with the RESTART Network, spotlights findings on the organizational resources that supported implementation, including championing professional learning and promoting collaboration structures. --- --- ### 5558. Family Playbook: Centering Student Voice and Experience ```yaml url: "https://consortium.uchicago.edu/publications/family-playbook-centering-student-voice-and-experience" type: framework source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026-06 date_source: listing authors: ["Shanette Porter", "Jessica Tansey", "Nina Ryan", "Rosa Ramirez Richter", "Andria Shyjka", "Vanessa Gutiérrez"] document_url: null doi: null license: null tags: [] ``` Research shows that students’ experiences of classroom learning conditions predict students’ beliefs about themselves as learners, which then predict their students’ learning & well-being.Educators can use student feedback to create strong learning environments that benefit all students.The Family Playbook: Centering Student Voice and Experience is designed to help families, caregivers, and school communities understand how student feedback drives better learning environments and outcomes. Based on research from the UChicago Consortium, this playbook shares actionable steps to engage in school improvement, partner with educators, and center student voice and experience.The UChicago Consortium conducts research that helps educators, parents, and leaders build better schools for all Chicago students. The Family Playbook series is part of our effort to make research accessible, actionable, and aligned with the lived experiences of families.Puede leer este playbook en español aquí. --- --- ### 5559. Change That Matters ```yaml url: "https://consortium.uchicago.edu/publications/change-that-matters" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2024-02 date_source: listing authors: ["Sharon Greenberg", "Anthony S. Bryk"] document_url: null doi: null license: null tags: [] ``` Progress made by Chicago Public Schools shows that successful change takes time, focus, and patience. --- --- ### 5560. Q&A: Grades & Test Scores ```yaml url: "https://consortium.uchicago.edu/publications/q-a-gpa-and-test-scores" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2024-01 date_source: listing authors: ["Elaine Allensworth"] document_url: null doi: null license: null tags: [] ``` What do standardized test scores and grades tell us? What don’t they tell us? How might they best be used?These questions are frequently discussed and debated among teachers, principals, parents, policymakers, and researchers.Maureen Kelleher of FutureEd talks with the UChicago Consortium’s Elaine Allensworth about what the research says about standardized tests and grades. --- --- ### 5561. The Educational Attainment of Chicago Public Schools Students ```yaml url: "https://consortium.uchicago.edu/publications/the-educational-attainment-of-Chicago-Public-Schools-students-2022" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2023-10 date_source: listing authors: ["Alexandra Usher", "Shelby Mahaffie", "Jenny Nagaoka"] document_url: null doi: null license: null tags: [college-access, dropout-prevention, math-education] ``` This annual report looks closely at how CPS students are progressing on the path to and through high school and college. In particular, we examine three key milestones: high school graduation, college enrollment, and college completion, and track how rates on these milestones have changed across time. These rates are then used to calculate an updated Post-secondary Attainment Index (PAI) which represents the proportion of current CPS ninth-graders who would complete any degree or certificate from a two-year or four-year college within 10 years, if current rates of attainment were to hold constant over the next decade. The 2021 PAI is calculated using the most recent available data: 2021 high school graduation rates, college enrollment rates for 2021 high school graduates, and rates of college completion for 2014 high school graduates.This year’s educational attainment updates are shared via a webpage that links to additional data on the To&Through Project’s data tool. --- --- ### 5562. Forced to Choose ```yaml url: "https://consortium.uchicago.edu/publications/forced-to-choose" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2023-09 date_source: listing authors: ["Jennifer R. Cowhy", "Molly F. Gordon", "Marisa de la Torre"] document_url: null doi: null license: null tags: [inclusive-design] ``` Research has shown that students with individualized education programs (IEPs) and their families are less likely to engage in school choice, but we know little about why and about how a child’s disability factors into families’ decisions. If school choice is to work for students with IEPs, as proponents argue, policymakers and school leaders need to know how families of students with IEPs navigate their process and decisions, including:The factors they desire and need in schools,How they prioritize school and program qualities, andWhat barriers they face in enrolling their children within desired schools.This study specifically looked at school choice for 29 families after Chicago Public Schools (CPS) closed 49 elementary schools in 2013, and asked:How did parents of students with IEPs navigate the forced school choice that came with school closings?What were their reasons for choosing schools, and what barriers did they face? --- --- ### 5563. Moving the Needle on Bullying and Educational Outcomes ```yaml url: "https://consortium.uchicago.edu/publications/moving-the-needle-on-bullying-and-educational-outcomes" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2023-09 date_source: listing authors: ["Sebastián Kiguel"] document_url: null doi: null license: null tags: [attendance, dropout-prevention] ``` This research helps school communities and policymakers better understand the cost of bullying and what type of school policies and practices can help to address it. The study used administrative data from 78,951 first-time ninth-graders in Chicago Public Schools from school years 2013–14 to 2016–17, including student enrollment, attendance, disciplinary incidents, grade progression, dropouts and graduation, and 5Essentials Survey data, including supplemental measures. Policymakers can use these findings to identify schools that increase or reduce the fear of bullying and extend resources accordingly. School teams in Illinois can use these insights to dig into their annual 5Essentials Survey data to uncover which aspects of their school environment are strengths on which to build, and which aspects would benefit from additional attention and improvement to reduce and prevent bullying and help their students feel safer. --- --- ### 5564. Is the Best Teacher the Best for Everyone? ```yaml url: "https://consortium.uchicago.edu/publications/is-the-best-teacher-the-best-for-everyone" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2023-09 date_source: listing authors: ["William Delgado"] document_url: null doi: null license: null tags: [college-access, professional-development, sel] ``` Students of different races continue to have different academic outcomes—a persistent issue across the United States, and one that contributes to an array of disparities in adult outcomes, including the racial gap in college enrollment and earnings. Teachers play an important role in improving student achievement and later-life outcomes, but there is little understanding about whether teachers have different effects on students from different racial backgrounds. A teacher who is effective with one group of students but ineffective with another could either reduce or exacerbate educational inequality. Understanding disparate impacts of teachers based on students’ race can help design policies and practices to improve the efficiency and equity of education systems. School districts and school principals could incorporate teachers’ variation in effectiveness for students of different races into their policy decisions. This new measure complements typical value-added measures of teacher quality. Policymakers and researchers could identify teachers who are contributing to equity—those with greater comparative advantage for Black students—to learn more about their teaching practices and characteristics. District and school leaders could target professional development to teachers who are not as effective for Black students and are thus widening achievement gaps....and more. See the full research summary snapshot for details. --- --- ### 5565. Beyond the Student ```yaml url: "https://consortium.uchicago.edu/publications/beyond-the-student" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2023-09 date_source: listing authors: ["Sireen Irsheid"] document_url: null doi: null license: null tags: [dropout-prevention, learning-engineering, sel] ``` When students are held back in a grade (or retained), they are less likely to complete high school, according to both national and Chicago-specific research. Most efforts to respond to the risk of grade retention have focused on the individual characteristics of the student. There has been little attention to systemic-level factors that affect student retention—an important lens because: High school graduation is highly predictive of many later-life outcomes, including health, employment, income, and incarceration. Structural racism—manifested in racially segregated neighborhoods and high-poverty schools—results in different lived experiences and grade retention rates by race and gender. Understanding how structural factors are related to student retention can help us: a. Learn how and where to intervene with education, neighborhood, and housing policies at the federal, state, and district level, and; b. Help reimagine schools and classrooms as sites that disrupt mechanisms of inequity and protect students against factors associated with not graduating from high school. Knowing that students’ neighborhood and school environments influence grade retention, educators, city leaders, policymakers & advocates could consider strategies to reduce retention rates and increase high school graduation rates by: Using data-driven discussions to understand what additional supports students need to avoid being retained in grade (e.g., transportation, access to housing, accessible academic supports, school practices, etc.). Working to decrease financial strain and promote more positive neighborhood conditions for families, making connections across policy areas: Increasing housing affordability programs that support rental affordability and home ownership; Adding more green space such as building parks, planting trees, bushes, and grass; and Investing in programs like Chi Block Builder (previously known as Large Lot Program) to reclaim abandoned or vacant lots for community organizations and neighbors to repurpose....and more. See the full research summary snapshot for details. --- --- ### 5566. Training and Retaining Effective School Leaders ```yaml url: "https://consortium.uchicago.edu/publications/training-retaining-effective-school-leaders" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2023-09 date_source: listing authors: ["Steven Rivkin", "Lauren Sartain", "Jeffrey Schiman"] document_url: null doi: null license: null tags: [professional-development] ``` Principals are widely seen as central to school improvement. But it is challenging to measure their impact on the development of students’ cognitive and noncognitive skills because their effects are indirect—often operating through personnel decisions, teacher mentoring, their influences on school climate, and their use of resources. --- --- ### 5567. Local Success in the Standards Era ```yaml url: "https://consortium.uchicago.edu/publications/local-success-in-the-standards-era" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2023-08 date_source: listing authors: ["Elaine Allensworth", "Laura M. Desimone", "Latrice Marianno"] document_url: null doi: null license: null tags: [] ``` The Common Core State Standards and Next Generation Science Standards were adopted in the early 2010s in most U.S. states across to high hopes of improving educational achievement and equity. Almost a decade later, there is little evidence of the hoped-for improvements at the state and national level. However, state and national averages obscure gains that occurred in particular schools and districts. This article shares findings from studies of successes in multiple states and in Chicago. The research shows that improvement was most likely when teachers engage in professional learning that is both flexible and specific, incorporates collaboration, focuses on practice, and offers guidance in using resources. --- --- ### 5568. Lasting Differences ```yaml url: "https://consortium.uchicago.edu/publications/lasting-differences" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2023-06 date_source: listing authors: ["John Q. Easton", "Briana Diaz"] document_url: null doi: null license: null tags: [math-education] ``` Students' course grades matter. Research studies show that students' grades are more predictive than test scores of their future academic success, including high school and post-secondary outcomes. Yet nationally and within Chicago Public Schools (CPS), boys' grades are consistently lower than girls' grades. CPS leaders and educators want to meet their goal of "Bs or better" and strong educational outcomes for all students, and they are in conversation about how they're supporting boys.This study aims to provide insights into this difference in boys’ and girls’ grades in Chicago by looking first at one grade level and one subject area—ninth-grade math (algebra and geometry)—using two school years of data, 2016–17 and 2017–18. Our findings are specific to math students in these years, and also suggest what may (and may not) be driving differences in other grades and subjects. --- --- ### 5569. How a City Learned to Improve Its Schools ```yaml url: "https://consortium.uchicago.edu/publications/how-a-city-learned-to-improve-its-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2023-04 date_source: listing authors: ["Anthony S. Bryk", "Sharon Greenberg", "Albert Bertani", "Penny Bender Sebring", "Steven Tozer", "Timothy Knowles"] document_url: null doi: null license: null tags: [] ``` A comprehensive analysis of the astonishing changes that elevated the Chicago public school system from one of the worst in the nation to one of the most improved. --- --- ### 5570. Investing in Adolescents ```yaml url: "https://consortium.uchicago.edu/publications/investing-in-adolescents" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2023-04 date_source: listing authors: ["Shanette Porter", "Kirabo Jackson", "Sebastián Kiguel", "John Q. Easton"] document_url: null doi: null license: null tags: [] ``` This report shines light on what schools can do well to positively affect students’ long-term trajectories. The findings show the value of taking a holistic view of adolescents, and that fostering students' engagement and a challenging, supportive environment for them are the most important things schools can do.The findings and interpretive summary offer notable insights on some of the most-discussed K-12 policies and practices today, including test scores, school quality metrics, school climate, and student voice. --- --- ### 5571. Exploring Chicago Connected ```yaml url: "https://consortium.uchicago.edu/publications/exploring-chicago-connected" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2023-04 date_source: listing authors: ["Marisa de la Torre"] document_url: null doi: null license: null tags: [computer-assisted-learning, literacy] ``` Internet access is increasingly considered a necessity, not a luxury, as it facilitates reading news, banking, paying taxes, learning, applying for jobs, and much more. It became evident during the COVID-19 pandemic that having internet access was vital, especially for children whose main way to continue their education was through online school.Recognizing that not having reliable internet access was a barrier to remote learning, the City of Chicago, CPS, Kids First Chicago, philanthropic partners, community-based organizations, and internet service providers came together to launch Chicago Connected in June of 2020.It is important to understand whether Chicago Connected helped bridge the gap of the digital divide among CPS students who did and did not have reliable internet access.Findings from this study can help better understand the need for internet access for CPS students and where future efforts to offer free internet should be focused, to address inequities in this area. Ultimately, lessons from Chicago Connected can help guide other similar programs across the nation. --- --- ### 5572. The Educational Attainment of Chicago Public Schools Students ```yaml url: "https://consortium.uchicago.edu/publications/the-educational-attainment-of-chicago-public-schools-students-2021" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2023-02 date_source: listing authors: ["Shelby Mahaffie", "May Malone", "Alexandra Usher", "Drew Mukherjee", "Jenny Nagaoka"] document_url: null doi: null license: null tags: [college-access, dropout-prevention, math-education] ``` This annual report looks closely at how CPS students are progressing on the path to and through high school and college. In particular, we examine three key milestones: high school graduation, college enrollment, and college completion, and track how rates on these milestones have changed across time. These rates are then used to calculate an updated Post-secondary Attainment Index (PAI) which represents the proportion of current CPS ninth-graders who would complete any degree or certificate from a two-year or four-year college within 10 years, if current rates of attainment were to hold constant over the next decade. The 2021 PAI is calculated using the most recent available data: 2021 high school graduation rates, college enrollment rates for 2021 high school graduates, and rates of college completion for 2014 high school graduates. This year’s educational attainment updates are shared for the first time via a webpage that links to additional data on the To&Through Project’s data tool. --- --- ### 5573. Chicago Public School Principals' Prior Experiences ```yaml url: "https://consortium.uchicago.edu/publications/Chicago-Public-School-principals-prior-experiences" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2023-01 date_source: listing authors: ["Molly F. Gordon", "Angel X. Bohannon", "John Q. Easton", "Alyssa Blanchard", "Lauren Sartain"] document_url: null doi: null license: null tags: [career-readiness, college-access] ``` Researchers from NORC, the University of Chicago Consortium on School Research, and the University of North Carolina at Chapel Hill conducted an innovative analysis of demographic, career history, and job tenure data of hundreds of CPS principals over eight years and interviewed 20 early career school principals in CPS from 2020-21, with funding from the Institute of Education Sciences at the U.S. Department of Education. In one report, researchers examined the landscape of the CPS principalship over time. In the companion brief, researchers asked principals what it takes to be a successful school leader, what critical experiences they had before they became principals and where they learned essential skills, and what skills and supports they wished they had before taking the position. For additional details, see On the Path to Becoming a Chicago Public School Principal and New Principals in Chicago Public Schools. --- --- ### 5574. Learning Conditions Are an Actionable, Early Indicator of Math Learning ```yaml url: "https://consortium.uchicago.edu/publication/learning-conditions-are-an-actionable-early-indicator-of-math-learning" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-12 date_source: listing authors: ["Sarah Gripshover", "Allison Londerée", "Isaac Ahuvia", "Andria Shyjka", "Faye S. Kroshinsky", "Nina Ryan", "Camille Farrington", "David Paunesku"] document_url: null doi: null license: null tags: [learning-engineering, math-education] ``` The Elevate framework provides evidence-based recommendations for improving learning conditions side-by-side with practical measures that educators can use to monitor those conditions in real time. The learning conditions measures play a crucial role in the framework because they equip educators to make data-driven decisions about what practices to adopt, adapt, or abandon in the service of building an optimal environment for students. An educator, for example, could use Elevate’s meaningful work measure to learn that only 40% of their students find assignments to be meaningful. The same educator could then reassess meaningful work to test the impact of a new practice that was implemented to make work relevant. This research brief quantifies the relationship between math achievement and the Elevate learning conditions, as well as variability in conditions over time. --- --- ### 5575. Elementary On-Track ```yaml url: "https://consortium.uchicago.edu/publications/elementary-on-track" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-10 date_source: listing authors: ["Alex Seeskin", "Thomas Massion", "Alexandra Usher"] document_url: null doi: null license: null tags: [attendance, college-access] ``` The elementary and middle years give educators a profound opportunity to impact students’ long-term outcomes: in our research, students with strong grades and attendance in elementary school were more likely to graduate high school and enroll in college than their peers. Although some Chicago Public Schools (CPS) elementary schools use CPS’s existing Elementary On-Track (EOT) indicator to identify and intervene with students, the practices around this indicator are still emerging, and there is an opportunity to accelerate on-track work in elementary schools. In this research report, we offer a simplified version of CPS’s EOT metric that we call the “Condensed Elementary On-Track” (Condensed EOT). In order to be on-track in our Condensed EOT indicator system, students in grades 3-8 need to have: At least a 3.0 GPA and At least 90 percent attendance --- --- ### 5576. Student Engagement in Learning during COVID-19 ```yaml url: "https://consortium.uchicago.edu/publications/student-engagement-in-learning-during-COVID-19" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-09 date_source: listing authors: ["Julia A. Gwynne", "Elaine Allensworth", "Yunzhen (Amy) Liang"] document_url: null doi: null license: null tags: [attendance, computer-assisted-learning, english-learners, literacy] ``` How much did students’ grades in spring 2020 and spring 2021 differ from grades during pre-pandemic years? We used course grades data for students in grades 4-12 in Chicago Public Schools in spring 2020 and spring 2021, and compared them to course grades in spring terms from 2017–19. This study also considered differences in the proportion of grades that were Fs or, in spring 2020, Incompletes—including for different student groups and school serving higher percentages of student groups (i.e., students with different races/ethnicities, genders, free or reduced-price lunch statuses, English learner statuses, housing statuses, and prior test scores).This report’s findings are particularly notable for two reasons. The first is that educators, families, and students themselves raised concerns about students’ ability to engage in remote learning. They noted challenges around access to technology, digital literacy, consistent attendance, and motivation, especially for students in communities with high rates of illness, greater job risks or insecurity among parents/guardians, and other stressors that made remote learning more difficult. Yet, strong grades data indicate that most students were able to continue their engagement in school despite these challenges. The second is that the widely-reported test score data pointing to unfinished learning is important—but it doesn’t tell the whole story. --- --- ### 5577. Standards-Driven Instructional Improvement ```yaml url: "https://consortium.uchicago.edu/publications/standards-driven-instructional-improvement" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-05 date_source: listing authors: ["Elaine Allensworth", "Sarah Cashdollar", "Amy Cassata", "Julia A. Gwynne", "Jeanne Century", "Debbie Leslie", "Lisa Sall", "Nick Tallant"] document_url: null doi: null license: null tags: [career-readiness, college-access, math-education] ``` The Common Core State Standards in Mathematics (CCSS-M) were released in 2010 with a goal to improve critical thinking skills and prepare all students to thrive in college, careers, and as informed citizens. The Next Generation Science Standards (NGSS) followed in 2013. Most states across the country adopted the standards, which brought ambitious new targets for both students and teachers, but there has been little evidence about whether instructional practices improved. --- --- ### 5578. Reaching for Improvement ```yaml url: "https://consortium.uchicago.edu/publications-reaching-for-improvement" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-05 date_source: listing authors: ["Andria Shyjka", "John Q. Easton"] document_url: null doi: null license: null tags: [] ``` We interviewed 44 teachers and 7 administrators in 7 Chicago Public Schools (CPS) at three time points from 2017–18. We looked specifically at whether and how the state-mandated teacher evaluation system in CPS—Recognizing Educators Advancing Chicago’s (REACH) Students—prompted teachers’ instructional improvement. This study found three categories of organizational elements that influenced instructional improvement efforts in schools: Colleagues were the most cited influential resource supporting instructional improvement efforts. School leaders shaped teachers’ perceptions and attitudes toward REACH, and impacted teachers’ use of REACH data to guide improvement via the expectations, culture, and structural supports they establish in their schools. School culture and context, especially related to formal collaboration opportunities and programmatic stability (or programmatic instability), functioned as a support (or hindrance) to instructional improvement efforts. This study and its findings raise a key question for district, school, and teacher leaders: how can they best support developing the complex organizational conditions captured in the research findings in all schools—especially schools with limited instructional support systems—so that all teachers have access to important instructional support and resources? --- --- ### 5579. Improving School-Family Communication and Engagement ```yaml url: "https://consortium.uchicago.edu/publications/improving-school-family-communication-and-engagement" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-04 date_source: listing authors: ["David Orta", "Vanessa Gutiérrez"] document_url: null doi: null license: null tags: [] ``` The initial shift to remote schooling that occurred in response to the COVID-19 pandemic presented unprecedented challenges to school communities across the country. Among the many challenges, searching for ways to collaborate more closely with families to sustain student learning and development under the new context became paramount for educators. --- --- ### 5580. Supporting Change in Instructional Practices to Meet the Common Core Mathematics and Next Generation Science Standards ```yaml url: "https://consortium.uchicago.edu/publications/supporting-change-in-instructional-practices-to-meet-the-Common-Core-Mathematics-and-Next-Generation-Science-Standards" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-04 date_source: listing authors: ["Elaine Allensworth", "Sarah Cashdollar", "Amy Cassata"] document_url: null doi: null license: null tags: [k-12, math-education] ``` The Common Core State Standards in Mathematics and Next Generation Science Standards encourage substantial shifts in teaching, but how to enact change is not specified. This mixed-methods exploratory study shows how different implementation supports were related to teachers’ use of standards-aligned instructional practices in the Chicago Public Schools. It provides comparative evidence that professional learning opportunities were strongly related to instructional practices, whereas curriculum and instructional resources had more modest and mixed relationships. In particular, collaboration with colleagues around instruction had consistently positive relationships with instructional practices in math and science, and these relationships were as strong among teachers who perceived many barriers to standards implementation as those who did not. We discuss implications for education leaders as they make decisions about how to best support teachers in standards-aligned math and science instruction. --- --- ### 5581. Meeting Families' Needs ```yaml url: "https://consortium.uchicago.edu/publications/meeting-families-needs" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-02 date_source: listing authors: ["Stacy B. Ehrlich", "Elaine Allensworth", "Jessica Tansey"] document_url: null doi: null license: null tags: [attendance, early-childhood] ``` This research summary of two UChicago Consortium studies shows that when more full-day pre-k programs were available to families, students were more likely to enroll in full-day programs and student attendance rates increased. Using pre-pandemic data (2013–17), these studies used policy changes in Chicago to examine the relationship between half- vs. full-day pre-k and students’ attendance. --- --- ### 5582. CPS Gradebook Technical Report ```yaml url: "https://consortium.uchicago.edu/publications/CPS-gradebook-technical-report" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-01 date_source: listing authors: ["Briana Diaz", "John Q. Easton"] document_url: null doi: null license: null tags: [math-education] ``` In this short report, we explore teachers’ use of Gradebook—Chicago Public Schools (CPS)’s electronic grade tracking system—in ninth-grade math classes in CPS in the 2016–17 school year. This technical report concludes one phase of a larger Consortium study of gender differences in CPS ninth-grade math courses. The results of that study will be published separately in summer 2022. --- --- ### 5583. How Strong Principals Succeed ```yaml url: "https://consortium.uchicago.edu/publications/how-strong-principals-succeed" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-01 date_source: listing authors: ["Molly F. Gordon", "Holly Hart"] document_url: null doi: null license: null tags: [sel] ``` The purpose of this paper is to provide concrete examples of what leadership behaviors and strategies look like in high-poverty urban schools in Chicago that are successful at improving student outcomes. The authors compared the strategies used by principals who were rated by their teachers on annual surveys as being strong instructional leaders but had varying success in improving student outcomes for comparison. --- --- ### 5584. The Educational Attainment of Chicago Public Schools Students ```yaml url: "https://consortium.uchicago.edu/publications/the-educational-attainment-of-Chicago-Public-Schools-students-2020" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-12 date_source: listing authors: ["May Malone", "Shelby Mahaffie", "Gisselle Hernandez", "Alexandra Usher", "Jenny Nagaoka"] document_url: null doi: null license: null tags: [college-access] ``` This annual report looks closely at how CPS students are progressing on the path to and through high school and college. In particular, we examine five key milestones: Freshman OnTrack, high school graduation, college enrollment, college persistence, and college completion, and track how rates on these milestones have changed across time. --- --- ### 5585. 5Essentials Survey in CPS ```yaml url: "https://consortium.uchicago.edu/publications/5Essentials-survey-in-CPS-2021" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-12 date_source: listing authors: ["Laura Davis", "Andria Shyjka", "Holly Hart", "Vanessa Gutiérrez", "Naureen Kheraj", "Christopher Young", "Alicia Chen", "Elaine Allensworth", "Andrew Zou"] document_url: null doi: null license: null tags: [attendance, college-access] ``` The 5Essentials Survey has been administered in CPS since the 1990s and measures a school’s strength in five essential organizational conditions that influence student learning: Effective Leaders, Collaborative Teachers, Involved Families, Supportive Environment, and Ambitious Instruction. This study uses both quantitative and qualitative methods to address questions about the survey’s predictiveness and how schools utilize the data generated by the survey.The early reexamination study uses data from 2014–19 seeks to understand the validity of the 5Essentials Survey at the present stage of educational practice in both elementary and high schools, and under present conditions in CPS.By revalidating the 5Essentials Survey, and expanding the validation to more grade levels and student outcomes (test scores, attendance, GPAs, Freshman OnTrack rates, and college enrollment), this study seeks to provide school leaders, teachers, researchers, and other education practitioners the needed data to guide their work building schools in which adults and children can learn and thrive.The extended reexamination study used pre-pandemic data from 2011-12 through 2018-19 to examine whether the 5Essentials predict school improvement in high- and low-poverty schools, and whether every school has a similar likelihood to develop or maintain strong 5Essentials, regardless of poverty level.Using interviews conducted throughout 2019, the qualitative study examines how schools understand and utilize data from the 5Essentials Survey in the context of improvement efforts, and what factors facilitate or impede schools’ engagement with their 5Essentials results.Read our Chicago Sun-Times op-ed, Let’s pay attention when students, teachers tell us what they think about their school, to hear from our Lewis-Sebring Director, Elaine Allensworth, on the importance of these findings. --- --- ### 5586. Approaching Chicago Student Attainment from a Community Perspective ```yaml url: "https://consortium.uchicago.edu/publications/approaching-chicago-student-attainment-from-a-community-perspective" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-11 date_source: listing authors: ["Dominique McKoy", "Alexandra Usher", "Jenny Nagaoka", "Sanya Khatri"] document_url: null doi: null license: null tags: [college-access] ``` Ensuring that each and every student reaches their goals for high school and college graduation is central to educational equity. However, while attainment outcomes are reported for every high school in Chicago Public Schools (CPS), it is not known how many students who live in any given geographic community area of Chicago end up completing high school and college. This report provides new, descriptive analyses that use the lens of where CPS students live, rather than where they attend high school, to understand high school graduation, college enrollment, and college completion rates. --- --- ### 5587. The Information Content of Employee Awards ```yaml url: "https://consortium.uchicago.edu/publications/the-information-content-of-employee-awards" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-10 date_source: listing authors: ["Jeffrey Schiman"] document_url: null doi: null license: null tags: [personalized-learning] ``` Employers often provide awards to employees to induce greater effort. Although a merit award system may increase effort and productivity, it may also produce unintended consequences if it provides new information to the labor market that enables outside employers to differentiate workers more accurately by their effectiveness. In this paper, the author presents evidence on the signaling effects of merit awards received by school principals in Chicago using regression discontinuity design methods. The article finds that principals who just exceeded the threshold for a merit award are over twice as likely to exit their school the year after winning compared to principals who fell just short of the award threshold, consistent with the notion that the labor market views the award as a signal of principal effectiveness. Difference-in-differences estimates show that the award program incentives increased achievement, highlighting the importance of program modifications that reduce the loss of more effective school leaders. --- --- ### 5588. English Learners in Chicago Public Schools ```yaml url: "https://consortium.uchicago.edu/publications/English-learners-in-Chicago-Public-Schools-an-exploration-of-the-influence-of-pre-K" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-09 date_source: listing authors: ["Marisa de la Torre", "Silvana Freire", "Alyssa Blanchard"] document_url: null doi: null license: null tags: [early-childhood, english-learners, sel] ``` English Learners (ELs) are students from whom much is expected: they are tasked with mastering grade-level content while also learning English, a language in which they are not fully proficient. Because so much is expected from these students, it is important to remember that the responsibility for providing them with a strong and equitable education lies with adults—teachers, school leaders, and policymakers. ELs have unique educational needs, and teachers and schools must provide strong support to help them succeed. To provide new and needed knowledge about what student and school characteristics are associated with EL success, this study examines outcomes from two samples of CPS ELs in pre-k and the early grades. --- --- ### 5589. The Preventable Failure ```yaml url: "https://consortium.uchicago.edu/publications/the-preventable-failure" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-09 date_source: listing authors: ["Melissa Roderick", "Thomas Kelley-Kemple", "David W. Johnson", "Susan Ryan"] document_url: null doi: null license: null tags: [attendance, dropout-prevention, learning-engineering] ``` Chicago Public Schools (CPS) began using the Freshman OnTrack indicator when, early in his administration, CEO Arne Duncan included the percentage of ninth-graders on-track for graduation in the high school accountability system. In this paper, we focus on evaluating the impact of improvements in Freshman OnTrack rates in a set of schools that showed significant improvement during the first two years of the Graduation Pathways initiative, a unit of CPS, which pioneered a data-driven approach to monitoring ninth-grade performance, beginning with flagging students who might be at risk for failing even before the school year started, identifying attendance problems, flagging poor course performance each quarter, and finally, providing timely guidance about which students could best benefit from limited credit recovery slots available. --- --- ### 5590. Student Experience with the High School Choice Process in Chicago Public Schools ```yaml url: "https://consortium.uchicago.edu/publications/student-experience-with-the-high-school-choice-process-in-Chicago-Public-Schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-07 date_source: listing authors: ["Andria Shyjka"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` Students and families in Chicago are increasingly taking up school choice options offered by the school district. In the last five years, about 75 percent of eighth-grade students have decided to attend a high school other than the one designated by their neighborhood of residence. Prospective high school students and their families have 160 high schools to choose from. These options include a broad variety of schools in governance, size, academic approach, and programs offered. To streamline the school application process, Chicago Public Schools (CPS) launched GoCPS, an online application platform for high schools, in the fall of 2017. If we hope to understand the process of high school choice, it is essential to include student voices and experiences. This brief offers key insights from focus groups with eighth-grade students in three CPS elementary/middle schools about their experiences with the school choice process in Chicago, shortly after GoCPS was implemented. These student experiences offer important considerations about school choice policies and practices for educators, policymakers, and researchers. --- --- ### 5591. A Path to Equity ```yaml url: "https://consortium.uchicago.edu/publications/a-path-to-equity" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-06 date_source: listing authors: ["Maia C. Connors", "Stacy B. Ehrlich", "Amanda G. Stein", "John Francis", "John Q. Easton", "Sarah E. Kabourek"] document_url: null doi: null license: null tags: [college-access, early-childhood, literacy, math-education] ``` This study, with NORC at the University of Chicago and Start Early, investigates if and how the geographic placement of full-day pre-k classrooms within a school district matters for later student outcomes. It found that Chicago policies intended to increase access and enrollment to full-day, school-based pre-k were also related to higher kindergarten entry skills and ultimately better academic outcomes in second grade, particularly for high-priority students. Average second-grade math and reading test scores and academic grades increased the most for some high-priority student groups, including Black students, students in the lowest-income group, and students living in mostly Black neighborhoods. --- --- ### 5592. Scaling Standards-Aligned Instruction through Teacher Leadership ```yaml url: "https://consortium.uchicago.edu/publications/scaling-standards-aligned-instruction-through-teacher-leadership" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-06 date_source: listing authors: ["Amy Cassata", "Elaine Allensworth"] document_url: null doi: null license: null tags: [career-readiness, college-access, math-education] ``` The Common Core Standards for Mathematics and Next Generation Science Standards were adopted by states with the goal of preparing students with knowledge and skills needed for college, careers, and citizenry. Adopting these standards necessitated considerable changes in instructional practice. While teacher leadership is known to be important for instructional change, there is little research that articulates the processes through which that influence occurs, and how contextual factors constrain or support those processes. This paper provides a case study of efforts in the Chicago Public Schools to promote widespread instructional change around standards reform through a teacher leader model using retrospective from 2013 to 2017 interviews with 16 math and science teacher leaders serving grades 6–12, along with quantitative analysis of district-wide data showing patterns of change and professional learning. It builds off prior research to articulate a framework of how teacher leaders promote instructional change. --- --- ### 5593. Navigating the Maze ```yaml url: "https://consortium.uchicago.edu/publications/navigating-the-maze" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-05 date_source: listing authors: ["Jenny Nagaoka", "Jee Sun Lee", "Alexandra Usher", "Alex Seeskin"] document_url: null doi: null license: null tags: [college-access] ``` Over the past decade, the college enrollment rate for Chicago Public Schools (CPS) graduates has steadily increased, but the college completion rate has remained relatively flat. At the same time, practitioners have realized that the “traditional” path through college—enrolling in one institution and remaining enrolled through graduation—is not the norm for most CPS graduates. In order to ensure more students who begin college finish with a diploma, we need to have a better understanding of what happens to students between the point at which they first enroll and the point at which they exit post-secondary education. --- --- ### 5594. College During the Pandemic ```yaml url: "https://consortium.uchicago.edu/publications/college-during-the-pandemic" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-04 date_source: listing authors: ["Jenny Nagaoka", "Shelby Mahaffie", "Alexandra Usher", "Alex Seeskin"] document_url: null doi: null license: null tags: [college-access] ``` This brief provides data on the extent to which the patterns in college enrollment and retention for Chicago Public Schools (CPS) graduates changed in 2020, after the COVID-19 pandemic caused a shift to a remote setting for high school and college students during the spring. Despite these challenges, the impact of the COVID-19 pandemic on the enrollment and retention rates of CPS graduates appeared to be smaller than the national rates reported by the National Student Clearinghouse (NSC), particularly for four-year college outcomes. --- --- ### 5595. Improvements in Math Instruction and Student Achievement Through Professional Learning Around the Common Core State Standards in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/improvements-in-math-instruction-and-student-achievement-through-professional-learning-around-the-common-core-state-standards-in-chicago" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-02 date_source: listing authors: ["Elaine Allensworth", "Sarah Cashdollar", "Julia A. Gwynne"] document_url: null doi: null license: null tags: [math-education] ``` Existing literature on the impact of Common Core State Standards in Math has shown little benefit, but it has not examined variation in outcomes based on implementation strategies, student subgroups, or outcomes other than test scores. We use a difference-in-differences approach with school fixed effects to compare outcomes in pre- and post-standards years across schools with different levels of participation in professional learning around the standards in the middle grades in Chicago. Post-implementation, there were significantly greater improvements in student reports of standards-aligned instructional practices, math grades, pass rates, and test scores in schools with more extensive professional learning around the standards, among students with low and average initial achievement. Relationships were largely not significant for students with high initial achievement. We discuss why Chicago might have seen positive results, including the district emphasis on professional learning around the practice standards and differential impacts based on student prior achievement. --- --- ### 5596. Consortium Research Agenda 2021-25 ```yaml url: "https://consortium.uchicago.edu/publications/Consortium-Research-Agenda-2021-25" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-01 date_source: listing authors: null document_url: null doi: null license: null tags: [] ``` This document outlines our vision for the UChicago Consortium’s Research and Engagement Agenda, 2021–25. Four strands of research encompass the agenda: 1) Student Experiences; 2) Curriculum and Instruction; 3) School and District Policies; and 4) Families and Communities as Partners. --- --- ### 5597. Principal Leadership Practices, Organizational Improvement, and Student Achievement ```yaml url: "https://consortium.uchicago.edu/publications/principal-leadership-practices-organizational-improvement-and-student-achievement" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-12 date_source: listing authors: ["Elaine Allensworth", "James Sebastian", "Molly F. Gordon"] document_url: null doi: null license: null tags: [sel] ``` Principal leadership is considered one of the critical levers for school improvement and student learning, but principals have very complex, demanding roles, and could put their efforts in many different areas. Furthermore, the effects of leadership are largely indirect--mediated through school organizational processes. It is critical to know through which processes school leaders have the most influence on student achievement, and whether this differs based on conditions of the school. This chapter describes the results of a longitudinal multi-method study of hundreds of schools that examined the influence of principals on school organizational processes—including parent-teacher trust, school climate, professional capacity, instructional guidance, and teacher leadership—and the ways in which those processes mediated growth in student achievement. The findings highlight the importance of building a strong learning climate by supporting and guiding teacher collaboration around common goals. The stronger the climate, characterized by safe learning environments and high expectations of students, the easier for teaching and learning for everyone in the school. --- --- ### 5598. The Educational Attainment of Chicago Public Schools Students ```yaml url: "https://consortium.uchicago.edu/publications/the-educational-attainment-of-Chicago-Public-Schools-students-2019" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-12 date_source: listing authors: ["Jenny Nagaoka", "Shelby Mahaffie", "Alexandra Usher", "Alex Seeskin"] document_url: null doi: null license: null tags: [college-access] ``` This report looks closely at how CPS students are progressing on the path to and through high school and college. In particular, we examine five key milestones: Freshman OnTrack, high school graduation, college enrollment, college persistence, and college completion, and track how rates on these milestones have changed across time. --- --- ### 5599. Tracking Two-Year College Outcomes ```yaml url: "https://consortium.uchicago.edu/publications/tracking-two-year-college-outcomes" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-12 date_source: listing authors: ["Jenny Nagaoka", "Shelby Mahaffie"] document_url: null doi: null license: null tags: [college-access] ``` Over the past few decades, data have played a central role in guiding research, policy, and practice efforts to increase students’ likelihood of enrolling in and completing college. The foundation for many college outcome numbers in states, districts, and schools across the nation, including in Chicago, is data from the National Student Clearinghouse (NSC). More recently, the development of longitudinal data systems in many states has provided a new source of information about college enrollment and completion among high school graduates by linking administrative data from various state agencies. In this technical paper, we compare NSC data with two-year college data obtained through the Illinois Longitudinal Data System (ILDS) and summarize key insights for users of these data. --- --- ### 5600. Supporting Neighborhood Schools from Pre-K through High School ```yaml url: "https://consortium.uchicago.edu/publications/supporting-neighborhood-schools-from-pre-k-through-high-school" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-12 date_source: listing authors: ["Elaine Allensworth", "Andrew Zou"] document_url: null doi: null license: null tags: [attendance, early-childhood, formative-assessment, writing-instruction] ``` The North Lawndale Cluster Initiative (NLCI) sought to improve academic achievement and educational attainment in a cluster of neighborhood schools in Chicago from 2013–14 through 2018–19, providing funding for four elementary schools and their neighborhood high school to provide vertically-integrated services from pre-k through high school. This evaluation describes the changes in student outcomes that occurred in the years of the initiative. All outcomes improved, and many outcomes showed substantial improvements, although only pre-k attendance was significantly higher compared to matched schools that served similar students. The analysis assessed the impact of funding a vertical integration cluster strategy in one neighborhood and should not be taken as an assessment of the effectiveness of the schools overall, or of individual programs. The bulk of the funding was used to expand pre-k from half-day to full-day programs, which showed significantly more improvement over time, relative to comparison schools. Outcomes in the elementary, middle, and high school grades generally improved at a similar rate as other district schools serving similar students. Furthermore, as described in the report, the potential gains that NLCI schools could have realized were limited by high student mobility rates and variability in the size and composition of the student population from year-to-year at the high school level. --- --- ### 5601. Early Warning Indicators in Education ```yaml url: "https://consortium.uchicago.edu/publications/early-warning-indicators-in-education" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-11 date_source: listing authors: ["Laura Wentworth", "Jenny Nagaoka"] document_url: null doi: null license: null tags: [] ``` In the last decade, research and practices related to early warning indicators—indicators that identify when students are at risk of dropping out of school—have made great advances. This article summarizes the emerging research and practice examining the development, use, and conditions influencing the use of early warning indicators. --- --- ### 5602. Measure Learning Environments, Not Just Students, to Support Learning and Development ```yaml url: "https://consortium.uchicago.edu/publications/measuring-learning-environments-not-just-students-to-support-learning-and-development" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-11 date_source: listing authors: ["David Paunesku", "Camille Farrington"] document_url: null doi: null license: null tags: [] ``` Young people are more likely to develop into effective learners when their learning environments afford them certain kinds of experiences, but how can schools systematically ensure they provide those important developmental experiences to all of their students? We offer a conceptual framework that aims to answer this question by integrating insights from empirical literatures in education, psychology, and developmental science; innovations from early warning indicator methods; and our own experiences as researchers working in partnership with practitioners to build more equitable and developmentally supportive learning environments. --- --- ### 5603. Linking Social-Emotional Learning to Long-Term Success ```yaml url: "https://consortium.uchicago.edu/publications/linking-social-emotional-learning-to-long-term-success" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-10 date_source: listing authors: ["Kirabo Jackson", "Shanette Porter", "John Q. Easton", "Alyssa Blanchard", "Sebastián Kiguel"] document_url: null doi: null license: null tags: [attendance, college-access, formative-assessment, sel] ``` This study examines results from a detailed annual survey about social-emotional development and school climate administered to students in the Chicago Public Schools. Through value-added analysis, the authors identify individual high schools’ impacts on ninth-grade students’ social-emotional development and test scores. They then trace the effects of attending a school that excels along each of these dimensions on short-term outcomes, such as absenteeism and school-based arrests, as well as on longer-term outcomes, like high-school graduation and college enrollment. Analysis confirms that some schools are better at supporting students’ social-emotional development than others. But these effects are not all the same. School effects cluster in two domains, social well-being and work habits, and some schools are better at one than at the other. Results show that students’ own assessments of their social well-being and work habits provide valuable information about their development. They also show that these surveys can be used alongside traditional indicators like test scores to provide a more complete picture of how schools prepare students for the future. This analysis represents an important early step toward understanding how schools influence the social-emotional development of adolescents, how that can be measured, and how this can be useful for policy. --- --- ### 5604. Closer to Home ```yaml url: "https://consortium.uchicago.edu/publications/closer-to-home" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-10 date_source: listing authors: ["Stacy B. Ehrlich", "Maia C. Connors", "Amanda G. Stein", "John Francis", "John Q. Easton", "Sarah E. Kabourek", "Isabel C. Farrar"] document_url: null doi: null license: null tags: [early-childhood] ``` As pre-kindergarten (pre-k) expands across the country, school districts are making choices about where to place pre-k classrooms and developing policies for how families can apply and who is enrolled. In doing so, districts are pulling policy levers that influence students’ access to pre-k. Research shows that some families have less access to pre-k than others, which contributes to inequitable enrollment within districts. This study explores whether and how Chicago’s school-based pre-k system was more equitable after the district implemented a set of policies focused on changing access to and enrollment in school-based pre-k. The outcomes from Chicago’s efforts offer key insights for other school districts implementing similar efforts nationwide. --- --- ### 5605. A New Method for Describing Chicago Neighborhoods ```yaml url: "https://consortium.uchicago.edu/publications/a-new-method-for-describing-Chicago-neighborhoods" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-10 date_source: listing authors: ["Maia C. Connors", "Isabel C. Farrar", "Amanda G. Stein", "Stacy B. Ehrlich", "John Francis", "Sarah E. Kabourek", "John Q. Easton"] document_url: null doi: null license: null tags: [learning-engineering, sel] ``` Understanding the characteristics of neighborhoods is important for informing policy decisions about how to most equitably and efficiently allocate services, supports, and resources, but determining how to characterize neighborhoods is not a straightforward task. This brief describes a data-driven method for characterizing neighborhoods in Chicago that leveraged publicly available census data and allowed researchers to consider many neighborhood characteristics simultaneously resulting in a set of five neighborhood groupings. --- --- ### 5606. Increasing Access to Selective High Schools through Place-Based Affirmative Action ```yaml url: "https://consortium.uchicago.edu/publications/increasing-access-to-selective-high-schools-through-place-based-affirmative-action" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-10 date_source: listing authors: ["Lisa Barrow", "Lauren Sartain", "Marisa de la Torre"] document_url: null doi: null license: null tags: [college-access] ``` We investigate whether elite Chicago public high schools differentially benefit high-achieving students from more and less affluent neighborhoods. Chicago's place-based affirmative action policy allocates seats based on achievement and neighborhood socioeconomic status (SES). Using regression discontinuity design (RDD), we find that these schools do not raise test scores overall, but students are generally more positive about their high school experiences. For students from low-SES neighborhoods, we estimate negative effects on grades and the probability of attending a selective college. We present suggestive evidence that these findings for students from low-SES neighborhoods are driven by the negative effect of relative achievement ranking. --- --- ### 5607. The Forgotten Year ```yaml url: "https://consortium.uchicago.edu/publications/the-forgotten-year" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-08 date_source: listing authors: ["Alex Seeskin", "Shelby Mahaffie", "Alexandra Usher"] document_url: null doi: null license: null tags: [] ``` For many students, sophomore year can be a forgotten year, a time sandwiched between high school’s more momentous milestones. As a result, sophomore year lacks a clear identity, but is also well positioned to be a time of intentional development for high school students. The purpose of this report is to help build an organizing purpose for sophomore year by developing a research-based organizing set of indicators for sophomore educators. --- --- ### 5608. Supporting School Improvement ```yaml url: "https://consortium.uchicago.edu/publications/supporting-school-improvement" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-08 date_source: listing authors: ["Holly Hart", "Christopher Young", "Alicia Chen", "Andrew Zou", "Elaine Allensworth"] document_url: null doi: null license: null tags: [attendance, college-access, literacy, math-education] ``` The 5Essentials Survey is one of the few validated instruments to measure school climate. Schools that are strong in at least three of the five essential supports are up to 10 times more likely to experience substantial gains in students’ math and reading scores. More than 6,000 schools nationwide have administered the 5Essentials Survey. Due to changes in education, including an increased emphasis on accountability policy and the role of the 5Essentials data in accountability, it is time to re-examine the validity of the 5Essentials in predicting school improvement and student outcomes.This study adds an important additional outcome for elementary schools—students’ GPAs—and, even more importantly, also assesses the validity of the 5Essentials Survey in high schools. The high school analyses encompass a range of outcomes: test scores, attendance, GPAs, Freshman OnTrack rates, and college enrollment. --- --- ### 5609. Trends in Computer Science Education ```yaml url: "https://consortium.uchicago.edu/publications/trends-in-computer-science-education" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-06 date_source: listing authors: ["Lisa Barrow", "Silvana Freire", "Marisa de la Torre"] document_url: null doi: null license: null tags: [computer-assisted-learning, k-12] ``` The last several years have seen high-profile efforts by districts, states, and not-for-profit organizations to expand Computer Science (CS) education in K–12 schools in the United States. At the federal level, President Obama’s 2016 budget proposal included four billion dollars for state grants and 100 million dollars for district grants for Computer Science for All (CS4All) plans. Chicago Public Schools (CPS) led the nation in the expansion of CS education with their CS4ALL initiative in 2013 and later on announcing that computer science would be a graduation requirement starting with the class of 2020. --- --- ### 5610. School Practices to Address Student Learning Loss ```yaml url: "https://consortium.uchicago.edu/publications/school-practices-to-address-student-learning-loss" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-06 date_source: listing authors: ["Elaine Allensworth", "Nate Schwartz"] document_url: null doi: null license: null tags: [college-access, response-to-intervention] ``` This brief, written in partnership with the Annenberg Institute at Brown University and Results for America, is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. This brief looks at potential interventions for students who have fallen out of typical grade range—particularly those who were struggling before the pandemic. --- --- ### 5611. Expanding Visions of Success in Mathematics for Marginalized Students ```yaml url: "https://consortium.uchicago.edu/publications/expanding-visions-of-success-in-mathematics-for-marginalized-students" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-06 date_source: listing authors: ["Nicole Williams Beechum"] document_url: null doi: null license: null tags: [career-readiness, inclusive-design, math-education] ``` This brief brings together insights from 10 early career scholars, two faculty contributors, and a network of senior scholars who served as mentors in the Inclusive Mathematics Environments Early Career Fellowship. Research insights are mapped onto the Building Equitable Learning Environments (BELE) framework and levers for systems change are suggested. The summary identifies new possibilities for defining, recognizing, and eliciting success in mathematics environments. --- --- ### 5612. Teacher Evaluation in Chicago Public Schools ```yaml url: "https://consortium.uchicago.edu/publications/teacher-evaluation-in-CPS-REACH-five-years-in" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-03 date_source: listing authors: ["Lauren Sartain", "Andrew Zou", "Vanessa Gutiérrez", "Andria Shyjka", "Ebony Hinton", "Eric R. Brown", "John Q. Easton"] document_url: null doi: null license: null tags: [] ``` In response to the 2010 Illinois Performance Evaluation Reform Act and amid a national movement to reform how teachers are evaluated, CPS implemented the REACH (Recognizing Educators Advancing Chicago’s Students) teacher evaluation system in 2012-13. Evaluations can be expensive and time consuming for districts to implement, but are they achieving policy goals and leading to improved instruction and student learning? Our findings show that most CPS teachers and administrators agree that teacher evaluation improved instructional practice and student learning, which suggests that teacher evaluations can be effective given the right conditions. This series of three briefs extends previous Consortium research on early REACH implementation and investigates the REACH evaluation system five years after the 2012-13 rollout. The series addresses: Teachers' and administrators’ perceptions and opinions of REACH Evaluator feedback and teachers’ instructional change Evaluation ratings and teacher mobility --- --- ### 5613. School Effects on Socio-emotional Development, School-Based Arrests, and Educational Attainment ```yaml url: "https://consortium.uchicago.edu/publications/school-effects-on-socio-emotional-development-school-based-arrests-and-educational-attainment" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-02 date_source: listing authors: ["Kirabo Jackson", "Shanette Porter", "John Q. Easton", "Alyssa Blanchard", "Sebastián Kiguel"] document_url: null doi: null license: null tags: [attendance, college-access, formative-assessment, math-education, sel] ``` Using value-added models, we find that high schools impact students’ self-reported socio-emotional development (SED) by enhancing social well-being and promoting hard work. Conditional on schools’ test score impacts, schools that improve SED, reduce school-based arrests, and increase high-school completion, college-going, and college persistence. Schools that improve social well-being have larger effects on attendance and behavioral infractions in high school, while those that promote hard work have larger effects on GPA. Results suggest that adolescence can be a formative period for socio-emotional growth, high-school impacts on SED can be captured using self-report surveys, and SED can be fostered by schools to improve longer-run outcomes. These findings are robust to tests for plausible forms of selection. --- --- ### 5614. High School GPAs and ACT Scores as Predictors of College Completion ```yaml url: "https://consortium.uchicago.edu/publications/high-school-GPAs-and-ACT-scores-as-predictors-of-college-completion-er-article" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-01 date_source: listing authors: ["Elaine Allensworth", "Kallie Clark"] document_url: null doi: null license: null tags: [college-access] ``` High school GPAs (HSGPAs) are often perceived to represent inconsistent levels of readiness for college across high schools, whereas test scores (e.g., ACT scores) are seen as comparable. This study tests those assumptions, examining variation across high schools of both HSGPAs and ACT scores as measures of academic readiness for college. We found students with the same HSGPA or the same ACT score graduate at very different rates based on which high school they attended. Yet, the relationship of HSGPAs with college graduation is strong and consistent and larger than school effects. In contrast, the relationship of ACT scores with college graduation is weak and smaller than high school effects, and the slope of the relationship varies by high school. --- --- ### 5615. How Arts Education Supports Social-Emotional Development ```yaml url: "https://consortium.uchicago.edu/publications/how-arts-education-supports-social-emotional-development" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-01 date_source: listing authors: ["Camille Farrington", "Steve Shewfelt"] document_url: null doi: null license: null tags: [college-access, sel] ``` Advocates have long fought for equity in arts learning, making the case for arts as core and not “special” curriculum. These cries were heard when the Every Student Succeeds Act (ESSA) gave states the opportunity to expand student access to quality instruction in the visual and performing arts. The latest issue of NASBE’s State Education Standard gives state policymakers good reasons to pay attention to the depth and breadth of instruction their schools offer in music, drama, theater, dance, and media arts—all key components of students’ well-rounded education. In one of several articles in this issue, University of Chicago researcher Camille Farrington and Steve Shewfelt, director of data and research at the Chicago-based arts nonprofit Ingenuity, explain their theory on the interplay of arts and social emotional development. --- --- ### 5616. English Learners in Chicago Public Schools ```yaml url: "https://consortium.uchicago.edu/publications/English-learners-in-Chicago-public-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019-12 date_source: listing authors: ["Marisa de la Torre", "Alyssa Blanchard", "Elaine Allensworth", "Silvana Freire"] document_url: null doi: null license: null tags: [english-learners] ``` Previous studies about ELs have reported data on active English Learners—defined as those students who have not yet reached proficiency on a state English test—at a specific moment in time. This study, for the first time, analyzed the long-term trajectories of 18,000 CPS students who began kindergarten as ELs and followed their progress all the way through eighth grade. --- --- ### 5617. Relational trust in Valparaíso, Chile and Illinois schools ```yaml url: "https://consortium.uchicago.edu/publications/relational-trust-in-Valpara%C3%ADso-Chile-and-Illinois-schools" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019-11 date_source: listing authors: ["Dagmar Raczynski", "Penny Bender Sebring", "José Weinstein", "Molly F. Gordon"] document_url: null doi: null license: null tags: [] ``` In an unusual research collaboration, scholars in Chile and the US collected similar empirical data across their two countries to investigate and contrast relational trust in schools in Valparaíso, Chile and Illinois, US. The most salient finding was that, when asked about constructs associated with relational trust, teachers and students responded similarly and positively across the two regions with respect to trust among teachers, between teachers and principals, and between students and teachers. Similarities emerged regardless of differences in geography; nationality, language and culture; and structure of education systems. Relational trust, which involves respecting, caring for, and believing in the honesty and competence of one’s colleagues, seems to materialize in schools, regardless of vast differences in environments. Given that trust is a vital force for school improvement, this is encouraging news for both regions. Nevertheless we observed that teacher-parent trust was much lower in Valparaíso and that there were differences in the operation of factors that condition levels of trust, specifically size of schools and socioeconomic status of the student body. --- --- ### 5618. The Educational Attainment of Chicago Public Schools Students ```yaml url: "https://consortium.uchicago.edu/publications/the-educationa-attainment-of-chicago-public-schools-students-2018" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019-11 date_source: listing authors: ["Jenny Nagaoka", "Alex Seeskin"] document_url: null doi: null license: null tags: [] ``` This snapshot provides 2018 data on CPS students' educational attainment, noting how it has changed over time and where it has been uneven. In particular, critical gaps in attainment remain between young men and young women in CPS, as well as among students of different race/ethnicity. --- --- ### 5619. Do Classroom Environments Matter for Noncognitive Aspects of Student Performance and Students' Course Grades? ```yaml url: "https://consortium.uchicago.edu/publications/do-classroom-environments-matter-for-noncognitive-aspects-of-student-performance-and-students-course-grades" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019-10 date_source: listing authors: ["Camille Farrington", "Shanette Porter", "Joshua Klugman"] document_url: null doi: null license: null tags: [] ``` Recent years have seen a backlash against the prevalence of standardized tests in K-12 schools, coinciding with a growing appreciation for the many “noncognitive” factors that matter for young people’s school and life success, but that are not measured by cognitive tests. A growing body of evidence has shown that noncognitive factors, such as motivation, interest, effort, perseverance, attitude, and belief, play an integral role in shaping people’s educational and life outcomes and that these all develop alongside academic learning. Further, research shows that students’ course grades are more reflective of these noncognitive factors than are test scores. --- --- ### 5620. Linking Principal Leadership to Organizational Growth and Student Achievement ```yaml url: "https://consortium.uchicago.edu/publications/linking-principal-leadership-to-organizational-growth-and-student-achievement" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019-09 date_source: listing authors: ["James Sebastian", "Elaine Allensworth"] document_url: null doi: null license: null tags: [] ``` In the 2013-14 school year, researchers visited 12 schools in Chicago where teachers reported strong principal instructional leadership based on the annual 5Essentials surveys from 2011-13. The four case studies provided here come from interviews conducted at four of those schools. The goal of the study was to identify specific strategies successful principals used to influence instruction and learning. Although teachers in each of these schools reported their principal was a strong instructional leader, in half of the schools, student test scores were continuously growing, while in the other half, test scores were not improving during the same time period. By using a contrasting case study design, our purpose was to identify subtle leadership differences in schools with improving student achievement from other schools. --- --- ### 5621. High School GPAs and ACT Scores as Predictors of College Completion ```yaml url: "https://consortium.uchicago.edu/publications/high-school-GPAs-and-ACT-scores-as-predictors-of-college-completion" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019-08 date_source: listing authors: ["Elaine Allensworth", "Kallie Clark"] document_url: null doi: null license: null tags: [college-access] ``` High school GPAs (HSGPAs) are often perceived to represent inconsistent levels of readiness for college across high schools, while test scores (e.g., ACT scores) are seen as comparable. This study tests those assumptions, examining variation across high schools of both HSGPAs and ACT scores as measures of academic readiness for college. We find students with the same HSGPA or the same ACT score graduate at very different rates based on which high school they attended. Yet, the relationship of HSGPAs with college graduation is strong and consistent, and larger than school effects. In contrast, the relationship of ACT scores with college graduation is weak, smaller than high school effects, and the slope of the relationship varies by high school. --- --- ### 5622. Ten Criteria for Describing and Selecting SEL Frameworks ```yaml url: "https://consortium.uchicago.edu/publications/ten-criteria-for-describing-and-selecting-SEL-frameworks" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019-08 date_source: listing authors: ["Camille Farrington"] document_url: null doi: null license: null tags: [early-childhood, formative-assessment, sel] ``` Recognizing the value and importance of frameworks in guiding social and emotional learning (SEL) efforts and their measurement, a team of organizations convened a group of leaders, informally called the Assessment Work Group (AWG), to create the Establishing Practical Social-Emotional Competence Assessments of Preschool to High School Students Project. The project recognized the importance of solid SEL frameworks to guide not only how you measure SEL but also how you think about it, communicate it, and act upon it. --- --- ### 5623. Arts Education and Social-Emotional Learning Outcomes Among K-12 Students ```yaml url: "https://consortium.uchicago.edu/publications/arts-education-and-social-emotional-learning-outcomes" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019-06 date_source: listing authors: ["Camille Farrington", "Joseph Maurer", "Meredith R. Aska McBride", "Jenny Nagaoka", "Jessica Puller", "Steve Shewfelt", "Elizabeth Weiss", "Lindsay Wright"] document_url: null doi: null license: null tags: [sel] ``` Social and emotional learning is a topic of increasing focus in the education sector. Though definitions and terminology vary, at its core this trend reflects an increased interest among educators, administrators, parents, and other stakeholders in students’ development of individual and interpersonal skills beyond the realm of academic achievement. --- --- ### 5624. GoCPS ```yaml url: "https://consortium.uchicago.edu/publications/gocps-a-first-look-at-ninth-grade-applications-offers-and-enrollment" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019-05 date_source: listing authors: ["Lisa Barrow", "Lauren Sartain"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` In April 2017, the Chicago Board of Education adopted a common application for all high school choice programs, including charter schools, with one deadline and a single best offer. GoCPS, CPS’s online hub for exploring and applying to high schools, launched in the fall of 2017. This report, written with the Federal Reserve Bank of Chicago, analyzes the first year of GoCPS implementation for students who enrolled in ninth grade in the fall of 2018. --- --- ### 5625. The Challenges Facing CPS Administrators ```yaml url: "https://consortium.uchicago.edu/publications/challenges-facing-cps-administrators" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019-04 date_source: listing authors: ["Anna Bruzgulis", "Holly Hart", "Christopher Young"] document_url: null doi: null license: null tags: [college-access] ``` This brief provides insights in to what administrators in Chicago Public Schools (CPS) see as the greatest roadblocks to school improvement, based on surveys developed and administered by the University of Chicago Consortium on School Research (UChicago Consortium). Responses from the 2017 survey were analyzed and compared to previous years to determine how such roadblocks have changed over time. While no two administrators’ responses were the same, clear districtwide trends surfaced: the emergence of financial concerns as new top roadblocks for schools; the increased saliency of roadblocks concerning human resources in both charter and non-charter schools; and increased concern over social challenges in the community. In addition, patterns of administrators’ responses to roadblock items indicate that respondents fell into three roughly equally-sized groups that differ distinctly in breadth and depth of concerns, from those facing limited roadblocks to those facing considerable roadblocks. We identify factors that increase a leaders’ chances of falling into the “considerable roadblocks” group, and conclude by sharing what implications our findings may have for practice and policy. --- --- ### 5626. Integrating Social, Emotional, and Academic Development (SEAD) ```yaml url: "https://consortium.uchicago.edu/publications/integrating-social-emotional-and-academic-development" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019-03 date_source: listing authors: ["Nicole Williams Beechum", "Camille Farrington"] document_url: null doi: null license: null tags: [college-access, sel] ``` To help principals and school leadership teams see how social and emotional learning can enhance academic performance, and how to weave social-emotional development into every aspect of school, the Aspen Institute and its partners created Integrating Social, Emotional, and Academic Development (SEAD): An Action Guide for School Leadership Teams. The guide provides practical advice, curated resources, and action steps for school leaders to improve the student experience, calling out specific equity implications in every section to give these issues priority in planning. Co-developed with practitioner-leaders from Minneapolis and Nashville public schools, and experts from University of Chicago, Student Achievement Partners, Dana Center at UT-Austin, Education Resource Strategies, and Education First, the SEAD School Action Guide is a resource that empowers and challenges principals and their teams to address the social, emotional, and academic dimensions of learning together to advance equity. --- --- ### 5627. Noncognitive Outcomes of Liberal Arts Education ```yaml url: "https://consortium.uchicago.edu/publications/noncognitive-outcomes-of-liberal-arts-education" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019-01 date_source: listing authors: ["Camille Farrington"] document_url: null doi: null license: null tags: [attendance, college-access] ``` As part of the Mellon Research Forum initiative on the value of a liberal arts education, scholars are considering a range of potential outcomes of such an education, including knowledge development and critical thinking, health and well-being, civic engagement, and the economic returns to college attendance. --- --- ### 5628. Early Education Essentials ```yaml url: "https://consortium.uchicago.edu/publications/early-education-essentials-validation-surveys-measuring-early-education-organizational" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-12 date_source: listing authors: ["Stacy B. Ehrlich", "Debra M. Pacchiano", "Amanda G. Stein", "Maureen R. Wagner", "Sangyoon Park", "Elizabeth Frank", "Stuart Luppescu", "Christopher Young"] document_url: null doi: null license: null tags: [attendance, early-childhood] ``` The Early Education Essentials surveys, created in partnership with Start Early, use teacher and parent perceptions to measure six organizational conditions of early childhood education programs, extending and complementing existing measures of early childhood care and education (ECE) quality constructs. This study tests the reliability and concurrent validity of the Early Education Essentials in 81 school- and community-based ECE sites in a large Midwestern city selected using a stratified random sampling method. Using a Rasch item response theory model, scales were created; theory and exploratory factor analyses combined scales into higher level constructs called essentials. Multilevel models took into account individual measurement error to create site-level essential scores and assessed relationships between programs’ essential scores and site-level teacher–child interactions scores and student attendance. Findings suggest that the Early Education Essentials is reliable in multiple ECE settings; it is sensitive to site-level differences; and some, but not all, organizational conditions measured are associated in expected directions with site-level metrics indicative of center-based ECE quality. The Early Education Essentials has the potential to provide leaders and practitioners with actionable data about organizational supports that enable ECE practitioners to be more effective in their daily work with children and families. Note: the Early Education Essentials is now called The Essential 0-5 Survey. --- --- ### 5629. Early Education Essentials ```yaml url: "https://consortium.uchicago.edu/publications/early-education-essentials-illustrations-strong-organizational-practices-programs" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-12 date_source: listing authors: ["Debra M. Pacchiano", "Maureen R. Wagner", "Holly Lewandowski", "Stacy B. Ehrlich", "Amanda G. Stein"] document_url: null doi: null license: null tags: [early-childhood, learning-engineering] ``` Extensive evidence demonstrates that high-quality early childhood education (ECE) positively impacts the learning trajectories of children. Yet many early childhood programs struggle to implement high-quality programming, failing to sufficiently advance children’s early learning. A growing body of research demonstrates that strong organizational conditions are necessary to lift stagnant levels of quality in ECE settings. The Early Education Essentials measurement system, created in partnership with Start Early, including teacher/staff and parent surveys and data-use and improvement tools, is now available nationwide for use in early childhood school- and community-based settings. The new research in Early Education Essentials: Illustrations of Strong Organizational Practices in Programs Poised for Improvement provides valuable qualitative descriptions of strong organizational environments and how they empowered leaders, teachers, and families to aspire to and realize higher-quality practices and better outcomes for young children. Note: the Early Education Essentials is now called The Essential 0-5 Survey. --- --- ### 5630. From High School to the Future ```yaml url: "https://consortium.uchicago.edu/publications/high-school-future-delivering-dream-college-graduation" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-11 date_source: listing authors: ["Melissa Roderick", "Matthew A. Holsapple", "Kallie Clark", "Thomas Kelley-Kemple"] document_url: null doi: null license: null tags: [career-readiness, college-access] ``` Despite the concerted focus on preparing students to graduate high school ready for college and careers, the gap between college aspirations and degree attainment persists for students at all achievement levels. To better address this gap, educators need reliable information on the most effective strategies for improving student outcomes. This study uses a series of statistical simulations to test which one of three common strategies—improving ACT scores, improving GPA, or improving college choice strategies—would have the greatest effect on students' likelihood of graduating from college. --- --- ### 5631. The Educational Attainment of Chicago Public Schools Students ```yaml url: "https://consortium.uchicago.edu/publications/educational-attainment-chicago-public-schools-students-2017" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-10 date_source: listing authors: ["Jenny Nagaoka", "Alex Seeskin"] document_url: null doi: null license: null tags: [inclusive-design] ``` The report notes where the progress in educational attainment has been uneven, with many CPS graduates still struggling to meet their aspirations and complete a post-secondary degree or certificate. In particular, critical gaps in attainment remain between young men and young women in CPS; among students with different race/ethnicity; and among students with disabilities. --- --- ### 5632. Hidden Risk ```yaml url: "https://consortium.uchicago.edu/publications/hidden-risk-changes-gpa-across-transition-high-school" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-10 date_source: listing authors: ["Alex Seeskin", "Jenny Nagaoka", "Shelby Mahaffie"] document_url: null doi: null license: null tags: [] ``` This report builds on prior Consortium research on GPA loss across the transition from eighth to ninth grade. It explores how CPS students’ grades declined during the transition to high school in more detail, and considers how both eighth- and ninth-grade grades have changed since the original report was written. It examines GPA declines in arts and PE/health grades, in addition to grades in the core subject areas, and breaks down these declines by race/ethnicity, gender, and eighth-grade achievement, and looks at how these patterns vary across schools. It also explores the relationships between failures in ninth-grade core and non-core courses, credit accumulation, and high school graduation. --- --- ### 5633. Practice-Driven Data ```yaml url: "https://consortium.uchicago.edu/publications/practice-driven-data-lessons-chicagos-approach-research-data-and-practice-education" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-10 date_source: listing authors: ["Eliza Moeller", "Alex Seeskin", "Jenny Nagaoka"] document_url: null doi: null license: null tags: [college-access] ``` This new paper, from the UChicago Consortium, Network for College Success, and the To&Through Project, shares key lessons learned from Chicago’s approach to using data to foster ongoing improvement in students’ educational attainment. --- --- ### 5634. Principal Leadership and School Performance ```yaml url: "https://consortium.uchicago.edu/publications/principal-leadership-and-school-performance-examination-instructional-leadership-and" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-10 date_source: listing authors: ["James Sebastian", "Elaine Allensworth", "Wolfgang Wiedermann", "Craig Hochbein", "Matthew Cunningham"] document_url: null doi: null license: null tags: [] ``` Recent research work in school leadership highlighting the importance of principals’ organizational management skills has prompted scholars to consider their importance in relation to instructional leadership skills. However, there is limited empirical work that directly compares these leadership skills and their importance for school outcomes. In this study, we use principals’ self-ratings to construct typologies of effectiveness in both domains and compare their relationship to student achievement. Our results show that principals view themselves as either strong or weak on instructional leadership and organizational management skills simultaneously. We also find that learning gains vary significantly across the principal profiles. --- --- ### 5635. Changes in Math Instruction and Student Outcomes since the Implementation of Common Core State Standards in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/changes-math-instruction-and-student-outcomes-implementation-common-core-state" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-09 date_source: listing authors: ["Julia A. Gwynne", "Sarah Cashdollar"] document_url: null doi: null license: null tags: [math-education, professional-development] ``` This new working paper uses survey responses and student grades and test scores to examine how math instruction and student outcomes have changed in schools with differing levels of CCSS professional development since the implementation of the new Common Core Mathematics standards (CCSS-M) in Chicago Public Schools (CPS) in 2014-15. It found that elementary students and high school students reported increasingly higher average levels of academic demand, rigor, instructional clarity, and also teacher support from the pre-implementation period (2010-11 and 2011-12) to the early implementation period (2014-15, 2015-16, and 2016-17) in schools with limited, average, and extensive professional development. At both the high school and elementary school levels, improvements in instruction were significantly larger in schools with extensive standards-related professional development than in schools with limited professional development; however, patterns of improvement were different for elementary vs. high schools --- --- ### 5636. On the Path to Becoming a Teacher ```yaml url: "https://consortium.uchicago.edu/publications/path-becoming-teacher-landscape-student-teaching-chicago-public-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-08 date_source: listing authors: ["Molly F. Gordon", "Jennie Y. Jiang", "Kavita Kapadia Matsko", "Matthew Ronfeldt", "Hillary Greene Nolan", "Michelle Reininger"] document_url: null doi: null license: null tags: [college-access] ``` The UChicago Consortium's first comprehensive brief on student teachers and the student teaching experience in Chicago Public Schools (CPS), the nation’s third-largest school district, is available today. This brief synthesizes findings from research done in partnership with researchers from National Louis University, University of Michigan, and Stanford University, which uses CPS teacher data, along with surveys of student teachers and their mentor teachers (2015 & 2016) to understand: Where student teachers were placed, who serves as mentor teachers, and what factors were good indicators of first-year teacher performance. --- --- ### 5637. GoCPS: A First Look at Applications and Offers ```yaml url: "https://consortium.uchicago.edu/publications/gocps-first-look-applications-and-offers" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-08 date_source: listing authors: ["Lisa Barrow", "Lauren Sartain", "Marisa de la Torre"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` Chicago Public Schools (CPS) offers many high school choices for students. Yet, applying to high school is complicated. CPS offers more than 250 choice programs and 11 selective enrollment high schools (SEHS) in 132 high schools. In 2017, the Chicago Board of Education adopted a common application across all high school choice programs, including charter high schools, in order to streamline the high school application process. For incoming ninth-grade students, the Board also adopted a single best offer model for choice programs. Under this type of system, students receive only one offer from among the choice programs to which they apply. The choice program application, the SEHS application, and many elementary school applications were all moved to an online platform known as GoCPS. --- --- ### 5638. A Community Effort to Support the Transition from Pre-K to Kindergarten ```yaml url: "https://consortium.uchicago.edu/publications/community-effort-support-transition-pre-k-kindergarten" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-07 date_source: listing authors: ["Angeline K. Spain", "Stacy B. Ehrlich", "Jennifer R. Cowhy", "Denali K. Dasgupta", "Tracey Lockaby"] document_url: null doi: null license: null tags: [early-childhood] ``` The Pre-Kindergarten to Kindergarten Transition Project (PKTP) is a teacher co-designed, community-wide approach to strengthening early educational transitions in Chicago’s Altgeld-Riverdale neighborhood. The program engages preschool and kindergarten teachers at all community-based centers and elementary schools in the neighborhood. A Community Effort to Support the Transition from Pre-K to Kindergarten is a study of PKTP’s first full year of implementation. In this study researchers found that that participating teachers and family members reported a greater sense of community as a result of their participation. --- --- ### 5639. Online Credit Recovery and the Path to On-Time High School Graduation ```yaml url: "https://consortium.uchicago.edu/publications/online-credit-recovery-and-path-time-high-school-graduation" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-07 date_source: listing authors: ["Jordan Rickles", "Jessica B. Heppen", "Elaine Allensworth", "Nicholas Sorensen", "Kirk Walters"] document_url: null doi: null license: null tags: [computer-assisted-learning, dropout-prevention, math-education] ``` Many high schools use online courses to allow students to retake failed classes in an effort to help get students back on track and graduate. However, there is limited evidence available on the effectiveness of online credit recovery in improving students' long-term outcomes compared with traditional face-to-face credit recovery courses. In this paper, we examine longer term outcomes for ninth graders who failed Algebra I and were randomly assigned to an online or face-to-face algebra credit recovery course. In particular, we look at math credits earned through four years of high school and rates of on-time graduation. We find no statistically significant differences in longer term outcomes between students in the online and face-to-face courses. Implications of these null findings are discussed. --- --- ### 5640. School Closings in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/school-closings-chicago-staff-and-student-experiences-and-academic-outcomes" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-05 date_source: listing authors: ["Molly F. Gordon", "Marisa de la Torre", "Jennifer R. Cowhy", "Paul T. Moore", "Lauren Sartain", "David Knight"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` The qualitative portion of this mixed-methods study used data from interviews with staff and students at six designated welcoming schools, selected to represent a range of transition experiences. In interviews, staff and students from both closed and welcoming schools reported that the planning process for merging schools was not sufficient, resulting in feeling unprepared for the start of the school year. In addition, interviewees used the word “chaotic” to describe the process of moving schools, saying it was difficult to adequately prepare schools in time to receive students. Staff and students reported experiencing a period of mourning, not only because the closings process severed longstanding social connections, but also because the merging of school cultures created challenging social dynamics. Staff and students said they appreciated the expansion of Safe Passage routes, and new investments in technology and resources. --- --- ### 5641. Pre-kindergarten Attendance Matters ```yaml url: "https://consortium.uchicago.edu/publications/pre-kindergarten-attendance-matters-early-chronic-absence-patterns-and-relationships" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-04 date_source: listing authors: ["Stacy B. Ehrlich", "Julia A. Gwynne", "Elaine Allensworth"] document_url: null doi: null license: null tags: [attendance] ``` Consistent school attendance is a critical component of education. Although research suggests that high rates of absenteeism is a significant issue for many students, minimal evidence exists focusing on absences among the nation’s youngest students—those in pre-kindergarten. --- --- ### 5642. Why Do Students Get Good Grades, or Bad Ones? The Influence of the Teacher, Class, School, and Student ```yaml url: "https://consortium.uchicago.edu/publications/why-do-students-get-good-grades-or-bad-ones-influence-teacher-class-school-and-student" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-04 date_source: listing authors: ["Elaine Allensworth", "Stuart Luppescu"] document_url: null doi: null license: null tags: [writing-instruction] ``` High school course grades are a primary source of information about students’ academic readiness, yet they are often viewed as inconsistent measures of student achievement—influenced by idiosyncratic practices across schools and teachers, systematic differences in course content and structure, compositional effects of peers, and student demographics. Prior research has not quantified the extent of this variation relative to the influence of students’ academic skills and effort, or examined multiple sources of influence simultaneously. --- --- ### 5643. Are GPAs an Inconsistent Measure of Achievement across High Schools? Examining Assumptions about Grades versus Standardized Test Scores ```yaml url: "https://consortium.uchicago.edu/publications/are-gpas-inconsistent-measure-achievement-across-high-schools-examining-assumptions" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-04 date_source: listing authors: ["Elaine Allensworth", "Kallie Clark"] document_url: null doi: null license: null tags: [college-access, formative-assessment] ``` Existing research suggests high school GPAs are a strong indicator of college readiness. But schools, districts, and states overwhelmingly rely on standardized assessments as measures of college readiness for program and policy decisions, due to perceptions that they are strongly predictive of college outcomes, and more consistent measures across schools than GPAs. This study examines variation across high schools in the validity of GPAs as measures of high school achievement and college readiness, relative to ACT scores, using more rigorous methods than in prior studies which have often relied on self-reported grades, and inadequate consideration of spurious factors and school effects. --- --- ### 5644. High School Graduation and College Readiness Indicator Systems ```yaml url: "https://consortium.uchicago.edu/publications/high-school-graduation-and-college-readiness-indicator-systems-what-we-know-what-we" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-04 date_source: listing authors: ["Elaine Allensworth", "Jenny Nagaoka", "David W. Johnson"] document_url: null doi: null license: null tags: [college-access] ``` In districts across the country, school practitioners rely on early warning indicator systems (EWI) to identify students in need of support to graduate high school and be prepared for college. By organizing pieces of data on student performance into indicators, practitioners can develop and test school strategies to improve students’ educational attainment with data that are readily available, making indicator systems a potentially powerful tool for supporting student outcomes. --- --- ### 5645. Organizing Early Education for Improvement ```yaml url: "https://consortium.uchicago.edu/publications/organizing-early-education-improvement-testing-new-survey-tool" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-03 date_source: listing authors: ["Stacy B. Ehrlich", "Debra M. Pacchiano", "Amanda G. Stein", "Maureen R. Wagner", "Stuart Luppescu", "Sangyoon Park", "Elizabeth Frank", "Holly Lewandowski", "Christopher Young"] document_url: null doi: null license: null tags: [early-childhood] ``` High-quality, well-implemented early childhood education (ECE) positively affects the learning trajectories of children who start school with lower skills than their peers, according to decades of evidence. Yet studies on ECE programs across the country reveal that too few offer high-quality programming. To date, the ECE field has focused most improvement efforts on classroom materials and interactions. Broadening these efforts to an organization-wide focus could better support quality improvement. The UChicago Consortium and Start Early designed teacher and parent surveys, the “Early Education Essential Organizational Supports Measurement System” (Early Education Essentials), to help ECE sites diagnose organizational strengths and weaknesses. The current study tested whether the newly-adapted and designed Early Ed Essentials teacher and parent surveys captured reliable and valid information about the organization of ECE programs—information that is also associated with existing indicators of program quality.Note: the Early Education Essentials is now called The Essential 0-5 Survey. --- --- ### 5646. How Do Principals Influence Student Achievement? ```yaml url: "https://consortium.uchicago.edu/publications/how-do-principals-influence-student-achievement" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-03 date_source: listing authors: ["Elaine Allensworth", "Holly Hart"] document_url: null doi: null license: null tags: [] ``` Principals are often seen as the primary agents of change to improve student achievement in their schools. Yet the role of the principal is complex, and there are many ways that principals might potentially influence classroom instruction and student learning. What matters most? Researchers used data from hundreds of schools to learn how principals were most effective at achieving higher learning gains on standardized tests. Then, they visited 12 schools, interviewing principals and teachers, to see firsthand what principals in schools with improving learning gains were doing that principals in schools without improving learning gains were not. --- --- ### 5647. Selective Enrollment High Schools in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/selective-enrollment-high-schools-chicago-admission-and-impacts" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-02 date_source: listing authors: ["Lisa Barrow", "Lauren Sartain", "Marisa de la Torre"] document_url: null doi: null license: null tags: [] ``` In the 2015-16 school year, 75 percent of Chicago Public Schools (CPS) ninth-graders opted out of their assigned high school. These students could choose from more than 300 programs at 138 public high schools. SEHS were among the most high-profile and most sought-out options: 13,400 students applied for 3,600 seats in 11 SEHS. --- --- ### 5648. Making Sense out of Incentives ```yaml url: "https://consortium.uchicago.edu/publications/making-sense-out-incentives-framework-considering-design-use-and-implementation" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-02 date_source: listing authors: ["Rekha Balu", "Stacy B. Ehrlich"] document_url: null doi: null license: null tags: [attendance] ``` Accumulating evidence indicates that student attendance is closely tied to a range of educational outcomes, and yet millions of students are chronically absent each year. Under the Every Student Succeeds Act (ESSA), schools are now held accountable for their students' attendance at a scale this country has never before seen. As such, this is a crucial time to understand what research and evaluations suggest about what schools can do to move the needle on student attendance. --- --- ### 5649. Rethinking Universal Suspension for Severe Student Behavior ```yaml url: "https://consortium.uchicago.edu/publications/rethinking-universal-suspension-severe-student-behavior" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018-02 date_source: listing authors: ["Rebecca Hinze-Pifer", "Lauren Sartain"] document_url: null doi: null license: null tags: [sel] ``` Recent education reforms encourage schools to reduce their use of suspensions. Schools, districts, states, and the U.S. Department of Education, concerned by historically high suspension rates and disproportionate reliance on suspensions for students of color, have changed codes of conduct, guidelines, and laws. In Chicago, the Chicago Public Schools (CPS) made multiple changes to its suspension policy, student code of conduct, and related guidance to school leaders between 2009-10 and 2013-14. During this reform period, the percent of high school students with an out-of-school suspension dropped from 24 percent to 16 percent over four years. --- --- ### 5650. Illuminating the Mechanisms of Character Development ```yaml url: "https://consortium.uchicago.edu/publications/illuminating-mechanisms-character-development" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017-12 date_source: listing authors: ["Camille Farrington"] document_url: null doi: null license: null tags: [sel] ``` This paper responds to Berkowitz, Bier, and McCauley's description of effective features and practices that support character development by pushing on the question of how child and youth environments might "build character." Acknowledging the challenges of drawing on program evaluations and extant studies of character development to identify promising practices, the author suggests a more thorough leveraging of both theoretical work and empirical studies in other disciplines (e.g., neuroscience, cognitive science, social psychology, developmental psychology, sociology, philosophy) to theorize about potential mechanisms whereby school practices develop character in children and adolescents. Utilizing a recent developmental framework, the Foundations for Young Adult Success (Nagaoka, Farrington, Ehrlich, & Heath, 2015), the author proposes that 10 particular "developmental experiences," specific opportunities provided for young people to act and reflect, are key mechanisms whereby settings influence the development of character and equip children and youth to build toward agency, an integrated identity, and a set of competencies that support success in young adulthood. These developmental experiences are briefly summarized and some potential alignments with Berkowitz and colleagues' PRIMED framework are noted. --- --- ### 5651. Chicago's Charter High Schools ```yaml url: "https://consortium.uchicago.edu/publications/chicago%E2%80%99s-charter-high-schools-organizational-features-enrollment-school-transfers-and" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017-11 date_source: listing authors: ["Julia A. Gwynne", "Paul T. Moore"] document_url: null doi: null license: null tags: [sel] ``` An in-depth look into Chicago charter schools through four key dimensions of charter high schools in Chicago Public Schools (CPS): school organization and policies; incoming skills and characteristics of charter high school enrollees; school transfers; and student performance. --- --- ### 5652. The Educational Attainment of Chicago Public Schools Students ```yaml url: "https://consortium.uchicago.edu/publications/educational-attainment-chicago-public-schools-students-2016" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017-10 date_source: listing authors: ["Jenny Nagaoka", "Alex Seeskin", "Vanessa M. Coca"] document_url: null doi: null license: null tags: [inclusive-design] ``` The report notes where the progress in educational attainment has been uneven, with many Chicago Public Schools (CPS) graduates still struggling to meet their aspirations and complete a post-secondary degree or certificate. In particular, critical gaps in attainment remain between young men and young women in CPS; among students with different race/ethnicity; and among students with disabilities. --- --- ### 5653. Patterns of Two-Year and Four-Year College Enrollment Among Chicago Public Schools Graduates ```yaml url: "https://consortium.uchicago.edu/publications/patterns-two-year-and-four-year-college-enrollment-among-chicago-public-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017-10 date_source: listing authors: ["Vanessa M. Coca", "Jenny Nagaoka", "Alex Seeskin"] document_url: null doi: null license: null tags: [college-access] ``` As a college degree is increasingly seen as an essential step in a student’s path to a successful future, this new report from the UChicago Consortium and the To&Through Project provides a descriptive examination of two- and four-year college enrollment patterns among Chicago Public Schools (CPS) graduates over the last 10 years. The study finds CPS graduates' immediate college enrollment rates increased over the last decade, with 63 percent of 2015 graduates enrolling in either a two- or four-year college immediately after high school, compared to 50 percent of graduates in 2006. However, many students delay enrollment. Nineteen percent of 2009 CPS high school graduates delayed enrollment, with 40 percent of those who delayed eventually enrolling in two-year colleges and 12 percent of delayed enrollees eventually enrolling in a four-year college. Further, immediate enrollment only tells part of the story. The study finds that 26 percent of CPS graduates who first enrolled in a four-year college transferred to a two-year college within four years of high school graduation, suggesting a need to better understand the factors driving this trend. Sixteen percent of immediate two-year college enrollees transferred to a four-year college within four years. --- --- ### 5654. The Success Project ```yaml url: "https://consortium.uchicago.edu/publications/success-project-implementation-and-early-outcomes-middle-grade-program" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017-10 date_source: listing authors: ["Jennifer R. Cowhy", "Marisa de la Torre"] document_url: null doi: null license: null tags: [formative-assessment] ``` This report is the result of a formative evaluation of the 10 Success schools to provide data to inform programmatic improvements over the course of the three-year implementation. --- --- ### 5655. The Predictive Power of Ninth-Grade GPA ```yaml url: "https://consortium.uchicago.edu/publications/predictive-power-ninth-grade-gpa" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017-09 date_source: listing authors: ["John Q. Easton", "Esperanza Johnson", "Lauren Sartain"] document_url: null doi: null license: null tags: [] ``` As parents and teachers know, and research has demonstrated, ninth grade is a critical year for students. It is when students’ high school habits and mindsets are formed and their ninth- through twelfth-grade trajectory begins to take shape. This study provides evidence that students' course performance in ninth grade is strongly related to grades later in high school, as well as the likelihood that they graduate from high school and pursue post-secondary education. The report shows that grades are a better predictor of future academic success than test scores. This suggests that students who have strong freshman grades are likely to do well academically in the future. These findings indicate that policymakers and practitioners can generally trust grades as a good indicator of skill and knowledge acquisition and academic success. --- --- ### 5656. The Expansion of High School Choice in Chicago Public Schools ```yaml url: "https://consortium.uchicago.edu/publications/expansion-high-school-choice-chicago-public-schools" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017-07 date_source: listing authors: ["Lauren Sartain", "Lisa Barrow"] document_url: null doi: null license: null tags: [writing-instruction] ``` Public school choice in Chicago has been in existence for more than 30 years and has noticeably expanded over the past 15 years. Since the late 1980s, Chicago Public Schools has implemented a number of policies aimed at improving school performance, some of which led to a dramatic increase in public high school options. The expansion of school choice within CPS raises a number of questions: Who enrolls in these different types of schools? How does choice change the racial and academic composition of schools? What are the time costs students face when exercising choice? Are these additional choices improving the quality of education available to Chicago’s students? --- --- ### 5657. Examining Integrated Leadership Systems in High Schools ```yaml url: "https://consortium.uchicago.edu/publications/examining-integrated-leadership-systems-high-schools-connecting-principal-and-teacher" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017-04 date_source: listing authors: ["Elaine Allensworth", "Haigen Huang", "James Sebastian"] document_url: null doi: null license: null tags: [] ``` Research on school leadership suggests that both principal and teacher leadership are important for school improvement. However, few studies have examined the interaction of principal and teacher leadership as separate but linked systems in how they relate to student outcomes. --- --- ### 5658. Getting Ready for the Common Core State Standards ```yaml url: "https://consortium.uchicago.edu/publications/getting-ready-common-core-state-standards-experiences-cps-teachers-and-administrators" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017-03 date_source: listing authors: ["Jennifer R. Cowhy", "Julia A. Gwynne"] document_url: null doi: null license: null tags: [math-education] ``` As schools across the country begin implementing the Common Core State Standards (CCSS), this study shows that teachers in Chicago Public Schools (CPS) with high levels of organizational capacity, such as teacher collaboration, instructional leadership, and teacher influence, are more likely to report feeling prepared to teach the new standards. Elementary teachers also feel more prepared than high school teachers. In 2015, 56 percent of elementary school teachers and 41 percent of high school teachers in CPS reported feeling "very" prepared to teach the new standards. Only 1 percent of elementary and 5 percent of high school teachers reported feeling "not at all" prepared to teach the new standards. CPS began implementing the CCSS in K-12 classrooms in 2013-14 for ELA and 2014-15 for math. --- --- ### 5659. How the Organization of Schools and Local Communities Shape Educational Improvement ```yaml url: "https://consortium.uchicago.edu/publications/how-organization-schools-and-local-communities-shape-educational-improvement" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017-03 date_source: listing authors: ["Elaine Allensworth"] document_url: null doi: null license: null tags: [inclusive-design] ``` Teaching and learning are social enterprises which are embedded within school and community contexts. Despite this, school reform efforts often narrowly focus on instruction, curriculum, and pedagogy, on the assumption that strength in these areas will lead to school improvement, not recognizing that teachers’ ability to deliver strong instruction is dependent to a great extent on the school context in which they work, as well as the resources and challenges of the families they serve and the larger community. Drawing on research from Chicago, this chapter examines the role of community context, teacher collaboration, and family involvement in school improvement, as well as the critical role inclusive school leadership plays in building teachers’ capacity. --- --- ### 5660. Reflections from a Professional Learning Community for Researchers Working in Research Alliances ```yaml url: "https://consortium.uchicago.edu/publications/reflections-professional-learning-community-researchers-working-research-alliances" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017-03 date_source: listing authors: ["Carrie Scholz", "Stacy B. Ehrlich", "Erin Roth"] document_url: null doi: null license: null tags: [] ``` This report describes the lessons learned about the common challenges that Regional Educational Laboratory program Midwest researchers brought to the professional learning community, the strategies they identified to address the challenges, and the tools they used to overcome the challenges --- --- ### 5661. Beyond Academic Readiness ```yaml url: "https://consortium.uchicago.edu/publications/beyond-academic-readiness-building-broader-range-skills-success-college" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017-02 date_source: listing authors: ["Jenny Nagaoka", "Matthew A. Holsapple"] document_url: null doi: null license: null tags: [college-access] ``` Going beyond the traditional academic definition of college readiness, this article draws on Consortium research to consider the role of noncognitive factors in preparing students for post-secondary success. --- --- ### 5662. Foundations for Success ```yaml url: "https://consortium.uchicago.edu/publications/foundations-success-young-people-learn-best-through-active-and-reflective-experiences" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016-12 date_source: listing authors: ["Jenny Nagaoka"] document_url: null doi: null license: null tags: [sel] ``` Succeeding at learning, and at life, takes more than academic ability. This article draws on our 2015 report, Foundations for Young Adult Success, which synthesized decades of research, theory, and practice from the fields of youth development, psychology, sociology, economics, education, and the cognitive sciences to describe the personal qualities that underlie a productive and fulfilling adulthood and describes the kind of experiences that adults can create for children, in or out of school, to lead them there. The article examines what a well-designed developmental experience looks like and describes how adults can support the two essential characteristics of developmental experiences: They must be active—allowing students to design, create, practice, puzzle, experiment, do—and they must also be reflective—helping young people draw meaning from their experiences. --- --- ### 5663. The Role of Selective High Schools in Equalizing Educational Outcomes ```yaml url: "https://consortium.uchicago.edu/publications/role-selective-high-schools-equalizing-educational-outcomes-heterogeneous-effects" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016-11 date_source: listing authors: ["Lauren Sartain", "Lisa Barrow", "Marisa de la Torre"] document_url: null doi: null license: null tags: [college-access] ``` While much attention has been paid to racial achievement gaps, the test score gaps between students from low-income and high-income families are actually much larger. Improving access to high-quality public schools for low-income students may act as a lever for closing the gap by providing equitable educational opportunities for students who have fewer economic resources at home. In this study, researchers from the UChicago Consortium and the Federal Reserve Bank of Chicago use data from Chicago Public Schools (CPS) to compare outcomes for students who do and do not attend SEHSs, using a regression discontinuity design. It studies first-time ninth graders in CPS cohorts entering high school from 2010-2013. Specific attention is given to differences between students from low- and high-income neighborhoods (i.e., tier 1, tier 4 in the CPS admissions process). All SEHS students report more positive high school experiences (e.g. safety and relationships with teachers and peers). Overall, there are no benefits to test scores, high school graduation, college enrollment, and college selectivity. However, students from low-income neighborhoods who attend SEHSs may have lower GPAs and be less likely to attend a selective college. Additional research is needed to understand the mechanisms driving these findings. --- --- ### 5664. The Network for College Success ```yaml url: "https://consortium.uchicago.edu/publications/network-college-success-capacity-building-model-school-improvement" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016-11 date_source: listing authors: ["Eliza Moeller", "Jenny Nagaoka", "Latesha Dickerson", "Mary Ann Pitcher", "Nicole Williams Beechum", "Sarah J. Duncan"] document_url: null doi: null license: null tags: [college-access, professional-development] ``` This paper describes the Network for College Success (NCS) model and organizes chapters around its four key elements: 1) creating professional learning networks; 2) applying research-based data to practice; 3) coaching and capacity building; and 4) distributing leadership and building high-functioning teams. --- --- ### 5665. Tackling Absenteeism in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/tackling-absenteeism-chicago" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016-10 date_source: listing authors: ["Elaine Allensworth", "Shayne Evans"] document_url: null doi: null license: null tags: [attendance, college-access, dropout-prevention, learning-engineering] ``` Incisive research from the University of Chicago Urban Education Institute on the prevalence and consequences of absenteeism in Chicago schools has highlighted the dramatic effects of even moderate amounts of absences on grades, graduation rates, and student success in college. These insights spurred not only an ambitious 98 percent attendance goal for the university’s four charter school campuses but also a deeper collaboration between researchers and practitioners. Data-driven integration of research and practice is informing both the schools’ strategies and the researchers’ studies—and the early result is a steady uptick in student attendance. --- --- ### 5666. The Role of Teacher Leadership in How Principals Influence Classroom Instruction and Student Learning ```yaml url: "https://consortium.uchicago.edu/publications/role-teacher-leadership-how-principals-influence-classroom-instruction-and-student" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016-10 date_source: listing authors: ["Elaine Allensworth", "Haigen Huang", "James Sebastian"] document_url: null doi: null license: null tags: [professional-development] ``` School principals can play an important role in promoting teacher leadership by delegating authority and empowering teachers in ways that allow them influence in key organizational decisions and processes. However, it is unclear whether instruction and student learning are enhanced by promoting teacher influence in all aspects of school organization or whether it is better for principals to directly work on certain processes while delegating influence on others. We compare pathways from principal leadership through school organizational processes to student outcomes that include teacher influence as a mediating factor to pathways that do not include teachers’ influence. Our results suggest that effective principals use teacher leadership to improve the school learning climate while they work directly on professional development and school program coherence. --- --- ### 5667. The Educational Benefits of Attending Higher Performing Schools ```yaml url: "https://consortium.uchicago.edu/publications/educational-benefits-attending-higher-performing-schools-evidence-chicago-high-schools" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016-10 date_source: listing authors: ["Elaine Allensworth", "Lauren Sartain", "Marisa de la Torre", "Paul T. Moore"] document_url: null doi: null license: null tags: [dropout-prevention] ``` Policymakers are implementing reforms with the assumption that students do better when attending high-achieving schools. In this article, we use longitudinal data from Chicago Public Schools to test that assumption. We find that the effects of attending a higher performing school depend on the school’s performance level. At elite public schools with admission criteria, there are no academic benefits—test scores are not better, grades are lower—but students report better environments. In contrast, forgoing a very low-performing school for a non-selective school with high test scores and graduation rates improves a range of academic and nonacademic outcomes. --- --- ### 5668. The College Match Indicator ```yaml url: "https://consortium.uchicago.edu/publications/college-match-indicator-linking-research-practice" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016-09 date_source: listing authors: ["Jenny Nagaoka", "Matthew A. Holsapple", "Melissa Roderick"] document_url: null doi: null license: null tags: [college-access] ``` The college match indicator, originally developed by researchers at the UChicago Consortium, is a simple way to measure the extent to which students are struggling on the path to college enrollment. This chapter describes the origins of the college match indicator and uses it as an example of how indicators can be used to shape practice. The authors discuss the origins of the indicator, the role of Consortium research in its development, and related efforts in the Chicago Public Schools. They also examine the role of indicator development more generally, and match specifically, as a critical mechanism for bridging research and practice. Finally, they discuss three limitations of the college match indicator. --- --- ### 5669. Teacher Evaluation in Practice ```yaml url: "https://consortium.uchicago.edu/publications/teacher-evaluation-practice-year-3-teacher-and-administrator-perceptions-reach" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016-08 date_source: listing authors: ["Susan E. Sporte", "Jennie Y. Jiang"] document_url: null doi: null license: null tags: [] ``` This brief builds on the prior two reports of how Chicago Public School (CPS) teachers and administrators perceive this system since its implementation by summarizing their responses collected near the end of REACH’s third year. --- --- ### 5670. Teachers' Labor Market Responses to Performance Evaluation Reform ```yaml url: "https://consortium.uchicago.edu/publications/teachers%E2%80%99-labor-market-responses-performance-evaluation-reform-experimental-evidence" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016-08 date_source: listing authors: ["Lauren Sartain", "Matthew P. Steinberg"] document_url: null doi: null license: null tags: [] ``` Traditional teacher evaluation systems have come under scrutiny for not identifying, supporting, and, if necessary, removing low-performing teachers from the classroom. Leveraging the experimental roll-out of a pilot evaluation system in Chicago, we find that, while there was no main effect of the pilot on teacher exit, the pilot system increased exit for low-rated and nontenured teachers. Furthermore, teachers who exited were lower performing than those who stayed and those who replaced them. These findings suggest that reformed evaluation systems can induce low-performing teachers to exit schools and may also improve the overall quality of the teacher labor force. --- --- ### 5671. Navigating the Shift to Intensive Principal Preparation in Illinois ```yaml url: "https://consortium.uchicago.edu/publications/navigating-shift-intensive-principal-preparation-illinois-depth-look-stakeholder" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016-07 date_source: listing authors: ["Amber Stitziel Pareja", "Bradford R. White", "Brenda K. Klostermann", "Holly Hart", "Janet K. Holt", "Mary Frazier-Meyers", "Michelle Hanh Huynh"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` In this report, we examine findings of analyses conducted of data collected from in-depth site visits, a syllabus review, and an online survey of program coordinators to identify the successes and challenges Illinois programs and their district partners have experienced in the implementation this policy. In 2010, Illinois passed sweeping legislation to redesign the way the school principals are prepared, with the goal of improving schools statewide through higher quality leadership. This study, done in partnership with the Illinois Education Research Council, assesses the progress of these reforms and describes the changes that occurred as a result of the new policy. --- --- ### 5672. Essential Organizational Supports for Early Education ```yaml url: "https://consortium.uchicago.edu/publications/essential-organizational-supports-early-education-development-new-survey-tool-measure" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016-07 date_source: listing authors: ["Amanda G. Stein", "Debra M. Pacchiano", "Stacy B. Ehrlich", "Stuart Luppescu"] document_url: null doi: null license: null tags: [] ``` This brief documents the first phase of work to develop and pilot test the Early Education Essentials surveys, created in partnership with Start Early, such as the framework underlying the surveys, describes our survey development process, defines the specific constructs measured by the surveys, and presents initial survey reliability results from a pilot study conducted in spring 2015. Note: the Early Education Essentials is now called The Essential 0-5 Survey. --- --- ### 5673. High School Graduation Rates through Two Decades of District Change ```yaml url: "https://consortium.uchicago.edu/publications/high-school-graduation-rates-through-two-decades-district-change-influence-policies" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016-06 date_source: listing authors: ["Elaine Allensworth", "Julia A. Gwynne", "Kaleen Healey", "René Crespin"] document_url: null doi: null license: null tags: [dropout-prevention] ``` This study uses age cohorts – following students from freshman year in CPS until they turn 19. This allows the cohorts to be comparable over time, regardless of changes in grade promotion criteria. It finds graduation rates have increased by 22 percentage points over the last 16 years, from 52.4 percent among students who turned 19 in 1998, to 74.8 percent in 2014, with the most rapid increase occurring in the last six years. Freshman OnTrack rates have also risen during the same period, from 48 percent among students who were 19 years old in 1998 to 81 percent for students who will turn 19 in 2017, suggesting graduation rates will continue to rise. --- --- ### 5674. The Educational Attainment of Chicago Public Schools Students ```yaml url: "https://consortium.uchicago.edu/publications/educational-attainment-chicago-public-schools-students-2015-focus-four-year-college" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016-06 date_source: listing authors: ["Jenny Nagaoka", "Kaleen Healey"] document_url: null doi: null license: null tags: [college-access] ``` In 2006, the UChicago Consortium estimated that just 8 percent of CPS freshmen would graduate high school, immediately enroll in a four-year college, and go on to earn a bachelor’s degree by their mid-20s. By 2014, that number had risen to 14 percent. This brief updates that number using 2015 data, and finds an estimated 16 percent of ninth-graders in CPS will take this direct route to earn a four-year college degree within 10 years of starting high school. --- --- ### 5675. Making a Success of "Algebra for All" ```yaml url: "https://consortium.uchicago.edu/publications/making-success-algebra-all-impact-extended-instructional-time-and-classroom-peer-skill" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016-06 date_source: listing authors: ["Stephen W. Raudenbush", "Takako Nomi"] document_url: null doi: null license: null tags: [math-education, writing-instruction] ``` In 2003, Chicago launched “Double-Dose Algebra,” requiring students with pretest scores below the national median to take two periods of math–algebra and supplemental coursework. In many schools, assignment to Double Dose changed the peer composition of the algebra classroom. Using school-specific instrumental variables within a regression-discontinuity design (RDD), we find that attending a lower skill classroom reduced math achievement for median-skill students. As a result, the Double-Dose policy had little or no effect for median-skill students in schools that exposed them to low-skill classrooms. However, the effects of Double Dose were substantially positive in schools that did not do so. We consider policy implications and interpretations of the results from RDDs. --- --- ### 5676. The Back on Track Study ```yaml url: "https://consortium.uchicago.edu/publications/back-track-study-using-online-courses-credit-recovery" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016-04 date_source: listing authors: ["Elaine Allensworth", "Jessica B. Heppen", "Jordan Rickles", "Kirk Walters", "Nicholas Sorensen", "Peggy Clements", "Suzanne Stachel Taylor", "Valerie Michelman"] document_url: null doi: null license: null tags: [computer-assisted-learning, dropout-prevention] ``` Failing core academic courses during the first year of high school is a strong signal of trouble to come; course failures during ninth grade are associated with notable declines in four-year graduation rates. To get back on track, students who fail classes need opportunities to recover credit. Historically, students retook required classes in summer school or during the school year in a face-to-face setting. Recently, online learning has emerged as a popular strategy for credit recovery. Providing credit recovery opportunities is now one of the most common purposes for offering online courses in K–12 educational settings. Offering online credit recovery can provide flexibility for schools and students, and online courses are promoted as more engaging and interactive than face-to-face classes and providing individualized feedback and pacing. However, evidence about the efficacy of online credit recovery is lacking.The “Back on Track” study, funded through a grant by the U.S. Department of Education’s Institute of Education Sciences, was conducted by AIR and the UChicago Consortium. --- --- ### 5677. The Struggle to Pass Algebra ```yaml url: "https://consortium.uchicago.edu/publications/struggle-pass-algebra-online-vs-face-face-credit-recovery-risk-urban-students" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016-03 date_source: listing authors: ["Elaine Allensworth", "Jessica B. Heppen", "Jordan Rickles", "Kirk Walters", "Nicholas Sorensen", "Suzanne Stachel Taylor", "Valerie Michelman"] document_url: null doi: null license: null tags: [computer-assisted-learning, dropout-prevention, math-education] ``` Students who fail algebra are significantly less likely to graduate on time, and algebra failure rates are consistently high in urban districts. Identifying effective credit recovery strategies is critical for getting students back on track. Online courses are now widely used for credit recovery, yet there is no rigorous evidence about the relative efficacy of online versus face-to-face credit recovery courses. --- --- ### 5678. Teacher Evaluation in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/teacher-evaluation-chicago-differences-observation-and-value-added-scores-teacher" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016-01 date_source: listing authors: ["Jennie Y. Jiang", "Susan E. Sporte"] document_url: null doi: null license: null tags: [] ``` This report finds teachers with the lowest scores on the REACH Students teacher evaluation system are overrepresented in schools serving the most disadvantaged students, while teachers with the highest observation scores are underrepresented in these schools. --- --- ### 5679. Teacher Evaluation in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/teacher-evaluation-chicago-key-findings-consortium-research" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016-01 date_source: listing authors: ["Jennie Y. Jiang", "Susan E. Sporte"] document_url: null doi: null license: null tags: [] ``` This retrospective highlights key findings and lessons learned from our analyses of both the Excellence in Teaching Project (EITP) and Recognizing Educators Advancing Chicago’s Students (REACH Students). --- --- ### 5680. My View ```yaml url: "https://consortium.uchicago.edu/publications/my-view-foundations-young-adult-success" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2015-12 date_source: listing authors: ["Jenny Nagaoka"] document_url: null doi: null license: null tags: [] ``` When it comes to the big questions in education, what should the mission of schools be? What do we want our students to be able to accomplish as adults? How do we make success a reality for all children, regardless of socioeconomic status or other factors? --- --- ### 5681. Dropout Prevention ```yaml url: "https://consortium.uchicago.edu/publications/dropout-prevention-previously-intractable-problem-addressed-through-systems-monitoring" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2015-11 date_source: listing authors: ["Elaine Allensworth"] document_url: null doi: null license: null tags: [dropout-prevention] ``` A decade ago, high school dropout was viewed as a problem that was almost impossible to address, particularly by the time students were in high school. Its causes were located in myriad factors affecting students outside of school and in the years prior to high school. In recent years, research has shown that students show signs of dropout risk early on in high school, and schools that reach out to students early—in the ninth-grade year—can keep them on track to graduate. Schools can develop policies and practices that make it less likely students will struggle in school, and that make it easier for school staff to establish supportive relationships with students. Chicago provides a case study of a district that has shown substantial progress in improving its graduation rates by developing systems at the school level for using data to identify which students need what types of support. --- --- ### 5682. Does Teacher Evaluation Improve School Performance? Experimental Evidence from Chicago's Excellence in Teaching Project ```yaml url: "https://consortium.uchicago.edu/publications/does-teacher-evaluation-improve-school-performance-experimental-evidence-chicagos" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2015-10 date_source: listing authors: ["Lauren Sartain", "Matthew P. Steinberg"] document_url: null doi: null license: null tags: [] ``` Chicago Public Schools initiated the Excellence in Teaching Project, a teacher evaluation program designed to increase student learning by improving classroom instruction through structured principal–teacher dialogue. --- --- ### 5683. Suspending Chicago's Students ```yaml url: "https://consortium.uchicago.edu/publications/suspending-chicagos-students-differences-discipline-practices-across-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2015-09 date_source: listing authors: ["Lauren Sartain", "Elaine Allensworth", "Shanette Porter", "Rachel Levenstein", "David W. Johnson", "Michelle Hanh Huynh", "Eleanor Anderson", "Nick Mader", "Matthew P. Steinberg"] document_url: null doi: null license: null tags: [] ``` Students' risk of suspension is more strongly determined by which school they attend than by their backgrounds—including their race, gender or income. A subset of Chicago schools—about a quarter of high schools and 10 percent of schools with middle grades—have very high suspension rates, and almost all of these schools predominantly serve Black students. These schools' students come from the poorest neighborhoods with the lowest incoming achievement; many have been victims of abuse or neglect. At high-suspending high schools, about half of students received a suspension in the 2013-14 school year. --- --- ### 5684. Restructuring Principal Preparation in Illinois ```yaml url: "https://consortium.uchicago.edu/publications/restructuring-principal-preparation-illinois-perspectives-implementation-successes" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2015-09 date_source: listing authors: ["Amber Stitziel Pareja", "Bradford R. White", "Brenda K. Klostermann", "Holly Hart", "Michelle Hanh Huynh"] document_url: null doi: null license: null tags: [] ``` The goals of the current mixed methods study—the Illinois Principal Preparation Implementation Review Project (I-PREP)—are to describe how the new policy is being implemented, learning which aspects of the implementation have been challenging and why they present challenges, and how programs are addressing challenges and realizing improvements in the preparation of their candidates. --- --- ### 5685. A First Look at the 5Essentials in Illinois Schools ```yaml url: "https://consortium.uchicago.edu/publications/first-look-5essentials-illinois-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2015-06 date_source: listing authors: ["Joshua Klugman", "Molly F. Gordon", "Penny Bender Sebring", "Susan E. Sporte"] document_url: null doi: null license: null tags: [attendance] ``` In the first comprehensive analysis of Illinois’ statewide survey of school climate and learning conditions, this report finds systematic differences among schools in the degree to which students and teachers report strength in the five essential supports. Previous Consortium research has linked strength on the five essentials—effective leadership, collaborative teachers, involved families, supportive environments, and ambitious instruction—to engaging instruction and learning and ultimately to improvements in test score gains and attendance trends. --- --- ### 5686. Discipline Practices in Chicago Schools ```yaml url: "https://consortium.uchicago.edu/publications/discipline-practices-chicago-schools-trends-use-suspensions-and-arrests" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2015-03 date_source: listing authors: ["Elaine Allensworth", "Lauren Sartain", "Michelle Hanh Huynh", "Nick Mader", "Rachel Levenstein", "Shanette Porter", "Shannon Guiltinan", "W. David Stevens"] document_url: null doi: null license: null tags: [inclusive-design] ``` Suspension rates in CPS have declined markedly but still remain very high, particularly among the system’s most vulnerable students. In the 2013-14 school year, 16 percent of CPS high school students received an out-of-school suspension (OSS), down from 23 percent in 2008-9. Still, 24 percent of high school students with an identified disability and 27 percent of high school students in the bottom quartile of achievement received out-of-school suspensions in 2013-14. Suspension rates for Black boys in high school remain particularly high, with one-third receiving at least one out-of-school suspension. --- --- ### 5687. Teacher Perspectives on Evaluation Reform ```yaml url: "https://consortium.uchicago.edu/publications/teacher-perspectives-evaluation-reform-chicago%E2%80%99s-reach-students" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2015-03 date_source: listing authors: ["Jennie Y. Jiang", "Susan E. Sporte", "Stuart Luppescu"] document_url: null doi: null license: null tags: [inclusive-design, sel] ``` In the 2012–13 school year, Chicago Public Schools unveiled its new teacher evaluation system in all of its almost 600 schools. This study draws on 32 interviews from a random sample of teachers and two years of survey data from more than 12,000 teachers per year to measure their perceptions of the clarity, practicality, and cost of the new system. Relationships between these measures and teacher characteristics and indicators of leadership and school community are also explored. We find teachers are positive about the new system—especially the observation process. However, they have concerns about the inclusion of student growth in their evaluation. We find teacher perceptions about evaluation are positively correlated with their perceptions of leadership and professional community. --- --- ### 5688. School Closings in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/school-closings-chicago-understanding-families-choices-and-constraints-new-school" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2015-01 date_source: listing authors: ["Jennifer R. Cowhy", "Marisa de la Torre", "Michelle Hanh Huynh", "Molly F. Gordon", "Paul T. Moore", "Sanja Jagesic"] document_url: null doi: null license: null tags: [] ``` Nearly all students displaced by Chicago's 2013 mass school closure enrolled in schools with better academic ratings than their closed school. However, only one-fifth landed at top-tier schools and nearly one-quarter went to schools that were lower-performing than the welcoming schools assigned to them by the district. This report tracks the enrollment patterns of nearly 11,000 students required to transition to a new elementary schools after the closings. It also draws on interviews with parents to understand how they navigated the enrollment process and why some students ended up in their assigned school while others ended up in schools that were higher- or lower-rated than those assigned to them by the district. --- --- ### 5689. The Educational Attainment of Chicago Public Schools Students ```yaml url: "https://consortium.uchicago.edu/publications/educational-attainment-chicago-public-schools-students-focus-four-year-college-degrees" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2014-12 date_source: listing authors: ["Jenny Nagaoka", "Kaleen Healey", "Valerie Michelman"] document_url: null doi: null license: null tags: [college-access] ``` This research brief looks at how CPS students’ high school graduation, four-year college enrollment, and bachelor’s degree completion have changed since 2006, when the UChicago Consortium estimated that just 8 percent of Chicago Public Schools (CPS) freshmen would graduate high school, immediately enroll in a four-year college, and go on to earn a bachelor’s degree by their mid-20s. According to this new analysis, an estimated 14 percent of ninth-graders in CPS will take this direct route to earn a four-year college degree within 10 years of starting high school. The figure is an index of the percentage of CPS students who graduate high school, immediately enroll in a four-year college, and earn a bachelor’s degree within six years of beginning college. An additional 3 percent of high school graduates who do not immediately enroll in a four-year college go on to earn a bachelors’ degree within six years, bringing the estimated percent of CPS ninth graders who will earn a bachelor’s degree to 17 percent. --- --- ### 5690. Teacher Evaluation in Practice ```yaml url: "https://consortium.uchicago.edu/publications/teacher-evaluation-practice-year-2-teacher-and-administrator-perceptions-reach" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2014-11 date_source: listing authors: ["Jennie Y. Jiang", "Susan E. Sporte"] document_url: null doi: null license: null tags: [] ``` As part of the UChicago Consortium's ongoing study of Chicago Public Schools (CPS) new teacher evaluation system, this report looks at teacher and principal perceptions in the second year of implementation. It finds teachers and principals remain positive about the new evaluation system, though less so than in Year 1. --- --- ### 5691. Analytic Memo ```yaml url: "https://consortium.uchicago.edu/publications/analytic-memo-evaluation-data-first-year-reach" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2014-11 date_source: listing authors: ["Jennie Y. Jiang", "Susan E. Sporte", "Stuart Luppescu"] document_url: null doi: null license: null tags: [] ``` This analytic memo presents an analysis of ratings data from the first year of Chicago's new REACH teacher evaluation system. The primary purpose of this memo is to provide implementation support for key stakeholders in Chicago. The data and analysis presented here can also provide context for the findings in Teacher Evaluation in Practice: Year 2 Teacher and Principal Perceptions of REACH. A more in-depth report analyzing both Year 1 and Year 2 ratings data will be released in 2015. --- --- ### 5692. Does Better Observation Make Better Teachers? ```yaml url: "https://consortium.uchicago.edu/publications/does-better-observation-make-better-teachers-new-evidence-teacher-evaluation-pilot" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2014-11 date_source: listing authors: ["Lauren Sartain", "Matthew P. Steinberg"] document_url: null doi: null license: null tags: [literacy, response-to-intervention] ``` This article examines the Excellence in Teaching Project (EITP), a teacher evaluation system based on the Danielson framework, that was piloted in Chicago Public Schools beginning in the fall of 2008. Leveraging the random assignment of schools to the EITP intervention, research found large effects of the intervention on school reading performance. The program had the largest impact in low-poverty and high-achieving schools, but little or no impact in less-advantaged schools. These effects seem to be a consequence not only of the design and focus of the EITP pilot but also of the extent to which CPS supported the implementation of the new evaluation process. Similar benefits were not observed in schools implementing the same program the following year, with less support from the central office, suggesting the importance of sustained support for teacher evaluation reform to translate into improved student performance. --- --- ### 5693. Free to Fail or On-Track to College ```yaml url: "https://consortium.uchicago.edu/publications/free-fail-or-track-college" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2014-09 date_source: listing authors: ["Amber Stitziel Pareja", "Elaine Allensworth", "James Sebastian", "Julia A. Gwynne", "Marisa de la Torre", "Todd Rosenkranz", "W. David Stevens"] document_url: null doi: null license: null tags: [attendance, college-access] ``` High school course performance is a key lever for both graduation and college readiness, and ninth-grade attendance and course performance are critical for getting students on-track to graduation, yet many students struggle with the transition to high school. --- --- ### 5694. College Readiness Indicator Systems Resource Series ```yaml url: "https://consortium.uchicago.edu/publications/college-readiness-indicator-systems-resource-series" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2014-05 date_source: listing authors: ["Annenberg Institute for School Reform at Brown University", "John W. Gardner Center for Youth", "Their Communities", "University of Chicago Consortium on Chicago School Research"] document_url: null doi: null license: null tags: [college-access] ``` School communities across the country are working hard to comply with new state and federal policies requiring that all students be prepared for success in college. Technological advances and new reporting requirements make data on students and schools more accessible than ever—but more and better data alone are not enough to meet the challenges posed by the troubling opportunity and achievement gaps that keep many students from reaching their goals after high school. Schools need a strong, systemic approach to fostering college readiness that includes a range of appropriate indicators, supports tied to those indicators, reliable data infrastructure, and the systemwide capacity to make good use of data to inform action. --- --- ### 5695. Measuring Up ```yaml url: "https://consortium.uchicago.edu/publications/measuring" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2014-05 date_source: listing authors: ["Holly Hart", "Kaleen Healey", "Susan E. Sporte"] document_url: null doi: null license: null tags: [] ``` Moving teacher evaluation systems from measuring teachers' performance to improving their practice requires much greater attention to communication and support, as this article on REACH Students (Recognizing Educators Advancing CHicago's Students) discusses. --- --- ### 5696. Preschool Attendance in Chicago Public Schools ```yaml url: "https://consortium.uchicago.edu/publications/preschool-attendance-chicago-public-schools-relationships-learning-outcomes-and-reaso-0" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2014-05 date_source: listing authors: ["Stacy B. Ehrlich", "Julia A. Gwynne", "Amber Stitziel Pareja", "Elaine Allensworth", "Paul T. Moore", "Sanja Jagesic", "Elizabeth Sorice"] document_url: null doi: null license: null tags: [attendance, early-childhood] ``` Students who attend preschool regularly are significantly more likely than chronically absent preschoolers, those who missed at least 10 percent of the school year, to be ready for kindergarten and to attend school regularly in later grades. The study, which followed 25,000 three- and four-year-olds served by Chicago Public Schools (CPS) school-based preschool programs, finds chronic absenteeism is rampant among preschoolers in Chicago. In 2011-2012, almost half of three-year-olds and more than one-third of four-year-olds were chronically absent. --- --- ### 5697. The Influence of School Leadership on Classroom Participation ```yaml url: "https://consortium.uchicago.edu/publications/influence-school-leadership-classroom-participation-examining-configurations" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2014-05 date_source: listing authors: ["Elaine Allensworth", "James Sebastian", "W. David Stevens"] document_url: null doi: null license: null tags: [] ``` The study draws attention to the utility of applying configurational approaches to investigate the influence of complex combinations of organizational supports on school outcomes. The authors compare this approach to more traditional methods that focus on the effects of isolated factors, controlling for each other. The results show that leadership is associated with students' classroom participation via multiple configurations of organizational supports. These configurations are different from the set of organizational supports that are related to an absence of classroom participation. --- --- ### 5698. Preventable Failure ```yaml url: "https://consortium.uchicago.edu/publications/preventable-failure-improvements-long-term-outcomes-when-high-schools-focused-ninth" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2014-04 date_source: listing authors: ["Melissa Roderick", "Thomas Kelley-Kemple", "David W. Johnson", "Nicole Williams Beechum"] document_url: null doi: null license: null tags: [] ``` In 2007, Chicago Public Schools (CPS) launched a major effort, centered on keeping more ninth-graders on-track to graduation. Freshmen are considered on track if they have enough credits to be promoted to tenth grade and have earned no more than one semester F in a core course. The effort was a response to research from the UChicago Consortium showing that students who end their ninth-grade year on track are almost four times more likely to graduate from high school than those who are off track. --- --- ### 5699. The Five Essential Supports for School Improvement ```yaml url: "https://consortium.uchicago.edu/publications/five-essential-supports-school-improvement-mobilizing-findings" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2014-04 date_source: listing authors: ["Penny Bender Sebring", "Nicholas Montgomery"] document_url: null doi: null license: null tags: [] ``` This paper details the underlying research, the creation of the diagnostic tools, and the use of the diagnostics to support school improvement. --- --- ### 5700. Skill-Based Sorting in the Era of College Prep for All ```yaml url: "https://consortium.uchicago.edu/publications/skill-based-sorting-era-college-prep-all-costs-and-benefits" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2014-03 date_source: listing authors: ["Elaine Allensworth", "Takako Nomi"] document_url: null doi: null license: null tags: [college-access] ``` How students are sorted into classrooms by skill level can have as much of an effect on their achievement as the content they are taught. --- --- ### 5701. College Readiness Indicator Systems Framework ```yaml url: "https://consortium.uchicago.edu/publications/college-readiness-indicator-systems-framework" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2013-11 date_source: listing authors: ["Ellen Foley", "Graciela N. Borsato", "Jenny Nagaoka"] document_url: null doi: null license: null tags: [college-access] ``` The College Readiness Indicator Systems (CRIS) framework is intended as a tool to help districts and schools implement the conditions, processes, and supports needed to increase the number of students who finish high school ready to be successful in college. This means intervening early and matching identified students with the supports they need—but also addressing the skills, capacities, and attitudes of adults working in all parts of the school system. --- --- ### 5702. Readiness for College ```yaml url: "https://consortium.uchicago.edu/publications/readiness-college-role-noncognitive-factors-and-context" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2013-11 date_source: listing authors: ["Camille Farrington", "David W. Johnson", "Elaine Allensworth", "Jenny Nagaoka", "Melissa Roderick", "Nicole Williams Beechum", "Tasha Seneca Keyes"] document_url: null doi: null license: null tags: [college-access] ``` The goal of the literature review was to develop a coherent and evidence-based framework for considering the role of noncognitive factors in increasing student attainment and to identify critical gaps in the knowledge base and in the link between research and practice. --- --- ### 5703. How Do Secondary Principals Influence Teaching and Learning? ```yaml url: "https://consortium.uchicago.edu/publications/how-do-secondary-principals-influence-teaching-and-learning" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2013-10 date_source: listing authors: ["Elaine Allensworth", "James Sebastian"] document_url: null doi: null license: null tags: [professional-development] ``` Currently, principals are first and foremost expected to be instructional leaders. But there are so many aspects to ensuring that a school has effective instruction that it is hard to determine where school leaders should put their efforts. Principals are asked to coach and model good instruction, enable professional development for teachers, hire effective teachers and fire ineffective ones, manage relationships among staff members, facilitate collaboration around instruction and student support, set the vision for the building, create ties with families and communities, and maintain order and safety in the building so that instruction can occur. Given limited energy and time and the impossibility of focusing on all of these roles at once, which is the most important role to play? --- --- ### 5704. Preschool Attendance in Chicago Public Schools ```yaml url: "https://consortium.uchicago.edu/publications/preschool-attendance-chicago-public-schools-relationships-learning-outcomes-and-reasons" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2013-09 date_source: listing authors: ["Amber Stitziel Pareja", "Elaine Allensworth", "Elizabeth Sorice", "Julia A. Gwynne", "Paul T. Moore", "Sanja Jagesic", "Stacy B. Ehrlich"] document_url: null doi: null license: null tags: [attendance, early-childhood] ``` This report highlights the critical importance of consistent preschool attendance. Students who attend preschool regularly are significantly more likely than chronically absent preschoolers to be ready for kindergarten and to attend school regularly in later grades, the report finds. --- --- ### 5705. Teacher Evaluation in Practice ```yaml url: "https://consortium.uchicago.edu/publications/teacher-evaluation-practice-implementing-chicagos-reach-students" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2013-09 date_source: listing authors: ["Susan E. Sporte", "W. David Stevens", "Kaleen Healey", "Jennie Y. Jiang", "Holly Hart"] document_url: null doi: null license: null tags: [] ``` This report finds that the overwhelming majority of teachers and principals in Chicago Public Schools (CPS) believe the overhaul of the district’s teacher evaluation system has promoted teacher growth and instructional improvement; however, teachers also voiced concerns about some elements of the evaluation system, particularly the use of student test scores as a factor in teacher ratings. --- --- ### 5706. Sorting and Supporting ```yaml url: "https://consortium.uchicago.edu/publications/sorting-and-supporting-why-double-dose-algebra-led-better-test-scores-more-course" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2013-08 date_source: listing authors: ["Elaine Allensworth", "Takako Nomi"] document_url: null doi: null license: null tags: [math-education] ``` In 2003, Chicago schools required students entering ninth grade with below-average math scores to take two periods of algebra. This led to higher test scores for students with both above- and below-average skills, yet failure rates increased for above-average students. We examine the mechanisms behind these surprising results. Sorting by incoming skills benefited the test scores of high-skill students partially through higher demands and fewer disruptive peers. But more students failed because their skills were low relative to classroom peers. For below-average students, improvements in pedagogy and more time for learning offset problems associated with low-skill classrooms. In some cases, classrooms were not sorted, but below-average students took an extra support class simultaneously. Test scores also improved in such classes. --- --- ### 5707. Teens, Digital Media, and the Chicago Public Library ```yaml url: "https://consortium.uchicago.edu/publications/teens-digital-media-and-chicago-public-library" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2013-05 date_source: listing authors: ["Eric R. Brown", "Erin Bradley", "Kate M. Julian", "Lisa Meyer", "Penny Bender Sebring", "Stacy B. Ehrlich", "Susan E. Sporte"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` As new initiatives to exploit technology and digital media for learning sweep the country, a learning center for teens at the Harold Washington Library in downtown Chicago demonstrates both the challenges and opportunities that these efforts present. Opened in the fall of 2009, YOUmedia Chicago, attempts to capitalize on teens' interest in technology to motivate them to create, innovate and become active learners by providing them access to digital media, a safe, inviting space and staff members who serve as mentors. There currently are 30 learning centers across the country being modeled on YOUmedia Chicago and funded by the MacArthur Foundation and the Institute of Museum and Library Services. --- --- ### 5708. The Use of Technology in Chicago Public Schools 2011 ```yaml url: "https://consortium.uchicago.edu/publications/use-technology-chicago-public-schools-2011-perspectives-students-teachers-and" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2013-04 date_source: listing authors: ["Stacy B. Ehrlich", "Susan E. Sporte", "Penny Bender Sebring"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` This report attempts to update previous Consortium research on technology use in Chicago Public Schools (CPS) by focusing on the most basic skills and experiences students need in order to become technologically literate—e.g., the extent to which students are using technology for school and whether factors such as school culture and expectations of technology use by their teachers and principals contribute to this. --- --- ### 5709. The Use of Ninth-Grade Early Warning Indicators to Improve Chicago Schools ```yaml url: "https://consortium.uchicago.edu/publications/use-ninth-grade-early-warning-indicators-improve-chicago-schools" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2013-02 date_source: listing authors: ["Elaine Allensworth"] document_url: null doi: null license: null tags: [] ``` This article reviews some of the research that led to the development of the early warning indicator system in Chicago, and some emerging work that has examined reasons for poor course performance in ninth grade. It then describes three general mechanisms through which the indicators can drive improvements in student performance through the use of data tools designed to help practitioners be strategic about improving student performance in their schools. It provides examples of those uses in high schools in Chicago, and shows the degree to which on-track rates have improved over time. --- --- ### 5710. Turning Around Low-Performing Schools in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/turning-around-low-performing-schools-chicago-full-report" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2013-02 date_source: listing authors: ["Coby Meyers", "Elaine Allensworth", "James Sebastian", "Marisa de la Torre", "Michael Salmonowicz", "R. Dean Gerdeman", "Sanja Jagesic"] document_url: null doi: null license: null tags: [literacy, math-education] ``` This report finds that four years after undergoing dramatic reform efforts such as turnaround, very low-performing elementary schools in Chicago closed the gap in test scores with the system average by almost half in reading and two-thirds in math. The improvements took time to develop; test scores were not significantly better in the first year of reform, but grew larger over time. --- --- ### 5711. From High School to the Future ```yaml url: "https://consortium.uchicago.edu/publications/high-school-future-challenge-senior-year-chicago-public-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2013-02 date_source: listing authors: ["Melissa Roderick", "Vanessa M. Coca", "Eliza Moeller", "Thomas Kelley-Kemple"] document_url: null doi: null license: null tags: [college-access] ``` This report finds there is much work to do to shift the focus of senior year in Chicago from finishing graduation requirements to preparing for college or employment. This report shows that the majority of CPS seniors have schedules dominated by makeup courses and electives and other non-core subject areas, and students themselves describe senior year as unchallenging and easier than previous years. --- --- ### 5712. The Unintended Consequences of an Algebra-for-All Policy on High-Skill Students ```yaml url: "https://consortium.uchicago.edu/publications/unintended-consequences-algebra-all-policy-high-skill-students-effects-instructional" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2012-12 date_source: listing authors: ["Takako Nomi"] document_url: null doi: null license: null tags: [math-education] ``` In 1997, Chicago implemented a policy that required algebra for all ninth-grade students, eliminating all remedial coursework. This policy increased opportunities to take algebra for low-skill students who had previously enrolled in remedial math. However, little is known about how schools respond to the policy in terms of organizing math classrooms to accommodate curricular changes. The policy unintentionally affected high-skill students who were not targeted by the policy—those who would enroll in algebra in its absence. Using an interrupted time-series design combined with within-cohort comparisons, this study shows that schools created more mixed-ability classrooms when eliminating remedial math classes, and peer skill levels declined for high-skill students. Consequently, their test scores also declined. --- --- ### 5713. Designing and Implementing the Next Generation of Teacher Evaluation Systems ```yaml url: "https://consortium.uchicago.edu/publications/designing-and-implementing-next-generation-teacher-evaluation-systems-lessons-learned" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2012-11 date_source: listing authors: ["Bradford R. White", "Jennifer R. Cowhy", "W. David Stevens", "Susan E. Sporte"] document_url: null doi: null license: null tags: [] ``` Drawing on research in five districts, which are located in north, central, and southern Illinois, this report describes the challenges experienced across the districts. In addition, we present strategies the districts used to address these challenges as they occurred and their reflections on lessons learned. --- --- ### 5714. Want to Improve Teaching? Create Collaborative, Supportive Schools ```yaml url: "https://consortium.uchicago.edu/publications/want-improve-teaching-create-collaborative-supportive-schools" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2012-10 date_source: listing authors: ["Elaine Allensworth"] document_url: null doi: null license: null tags: [inclusive-design] ``` Schools that show the largest improvements are those where teachers work collectively on improving instruction, and where school leadership is inclusive and focused on instruction. --- --- ### 5715. Teaching Adolescents to Become Learners ```yaml url: "https://consortium.uchicago.edu/publications/teaching-adolescents-become-learners-role-noncognitive-factors-shaping-school" type: review source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2012-06 date_source: listing authors: ["Camille Farrington", "David W. Johnson", "Elaine Allensworth", "Jenny Nagaoka", "Melissa Roderick", "Nicole Williams Beechum", "Tasha Seneca Keyes"] document_url: null doi: null license: null tags: [sel] ``` This report summarizes the research on five categories of noncognitive factors that are related to academic performance: academic behaviors, academic perseverance, academic mindsets, learning strategies, and social skills. It proposes a framework for thinking about how these factors interact to affect academic performance, and what the relationship is between noncognitive factors and classroom/school context, as well as the larger socio-cultural context. --- --- ### 5716. What Matters for Staying On-Track and Graduating in Chicago Public Schools ```yaml url: "https://consortium.uchicago.edu/publications/what-matters-staying-track-and-graduating-chicago-public-schools-focus-english-language" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2012-05 date_source: listing authors: ["Amber Stitziel Pareja", "Elaine Allensworth", "Julia A. Gwynne", "Stacy B. Ehrlich"] document_url: null doi: null license: null tags: [] ``` This report builds on findings from earlier Consortium reports to examine whether ninth-grade early warning indicators that are used to determine if students are on-track to graduate high school—such as absences, grade point average (GPA), and course failures—are as predictive of graduation for high school ELLs as they are for the general student population. It finds that course performance indicators are highly predictive of graduation for ELL students, and are actually more predictive than other ELL-specific indicators, including English language proficiency level and whether students experienced interruptions in their education. --- --- ### 5717. Working to My Potential ```yaml url: "https://consortium.uchicago.edu/publications/working-my-potential-postsecondary-experiences-cps-students-international-baccalaureate" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2012-03 date_source: listing authors: ["Vanessa M. Coca", "David W. Johnson", "Thomas Kelley-Kemple", "Melissa Roderick", "Eliza Moeller", "Nicole Williams Beechum", "Kafi Moragne"] document_url: null doi: null license: null tags: [] ``` This report rigorously examines the impact of participation in the IBDP on the post-secondary outcomes of students who graduated from Chicago’s neighborhood high schools from 2003 through 2007. IBDPs were established across Chicago beginning in 1997, when CPS announced an ambitious plan to expand its flagship IBDP program at Lincoln Park High School to neighborhood high schools. At the time, the scale of this expansion was unmatched by any other school district in the United States. --- --- ### 5718. The Influence of Principal Leadership on Classroom Instruction and Student Learning ```yaml url: "https://consortium.uchicago.edu/publications/influence-principal-leadership-classroom-instruction-and-student-learning-study" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2012-02 date_source: listing authors: ["Elaine Allensworth", "James Sebastian"] document_url: null doi: null license: null tags: [college-access, formative-assessment, math-education, professional-development] ``` Purpose: This study examines the influence of principal leadership in high schools on classroom instruction and student achievement through key organizational factors, including professional capacity, parent–community ties, and the school’s learning climate. It identifies paths through which leadership explains differences in achievement and instruction between schools and differences in instruction among teachers within the same school. Research Design: Multilevel structural equation modeling was used to examine the relationships among principal leadership, school organizational structures, classroom instruction, and student grades and test gains on ACT’s Education Planning and Assessment System. Measures of principal leadership and school organizational structures were collected from teacher surveys administered to all high school teachers in Chicago Public Schools in the 2006–2007 school years. Findings: Within schools, variation in classroom instruction is associated with principal leadership through multiple pathways, the strongest of which is the quality of professional development and coherence of programs. Between schools, differences in instruction and student achievement are associated with principal leadership only via the learning climate. This suggests that in high schools, establishing a safe, college-focused climate may be the most important leadership function for promoting achievement schoolwide. --- --- ### 5719. Rethinking Teacher Evaluation in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/rethinking-teacher-evaluation-chicago-lessons-learned-classroom-observations-principal" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2011-11 date_source: listing authors: ["Claire Durwood", "Danielle Glazer", "Eric R. Brown", "Frances K. Miller", "Jennie Y. Jiang", "Kavita Kapadia Matsko", "Lauren Sartain", "Sara Ray Stoelinga", "Stuart Luppescu"] document_url: null doi: null license: null tags: [] ``` Teacher evaluation is arguably the hottest issue in education right now. Because of Race to the Top, many states and districts around the country are designing and implementing new teacher evaluation systems that--for the first time ever--evaluate teachers based on how much their students learn. However, there is limited research on how to build an evaluation system centered on classroom observations that can distinguish between effective and ineffective teaching. --- --- ### 5720. Findings from an Investigation into the Culture of Calm Initiative ```yaml url: "https://consortium.uchicago.edu/publications/findings-investigation-culture-calm-initiative" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2011-10 date_source: listing authors: ["Elaine Allensworth", "Rachel Levenstein"] document_url: null doi: null license: null tags: [] ``` Since 2010, CPS has focused resources on schools in order to improve school climate—particularly school safety. These resources were used, to a large extent, to hire vendors that provided services to teachers and students in 47 high schools in Chicago. --- --- ### 5721. Trends in Chicago's Schools Across Three Eras of Reform ```yaml url: "https://consortium.uchicago.edu/publications/trends-chicagos-schools-across-three-eras-reform-full-report" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2011-09 date_source: listing authors: ["Elaine Allensworth", "James Murphy", "Marisa de la Torre", "Paul T. Moore", "Sanja Jagesic", "Stuart Luppescu"] document_url: null doi: null license: null tags: [dropout-prevention] ``` This report finds that Chicago Public Schools has experienced tremendous growth in graduation rates over the past 20 years, but learning gains have been modest. The report tracks elementary and high school test scores and graduation rates in Chicago since 1988, when U.S. Secretary of Education William Bennett proclaimed the city’s public schools to be the worst in the nation. Key findings from the report include: --- --- ### 5722. Potholes on the Road to College ```yaml url: "https://consortium.uchicago.edu/publications/potholes-road-college-high-school-effects-shaping-urban-students-participation-college" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2011-07 date_source: listing authors: ["Melissa Roderick", "Vanessa M. Coca", "Jenny Nagaoka"] document_url: null doi: null license: null tags: [attendance, college-access] ``` This article examines the extent to which indicators of the college-going climate of urban high schools are associated with students’ application to, enrollment in, and choice among four-year colleges. The investigators examine two mechanisms by which high schools may shape college enrollment among low-income students in an urban school system: 1) By ensuring whether seniors who aspire to a four-year college degree take the steps to apply to and enroll in a four-year college, and 2) by influencing whether students enroll in colleges with selectivity levels at or above the kinds of colleges they are qualified to attend (a “college match”). We investigate different approaches to measuring college-going climate and develop new indicators. Findings suggest that qualifications and college aspirations will not necessarily translate into four-year college enrollment if urban high schools do not develop organizational norms and structures that guide students effectively through the college application process. Urban students who attend high schools where there is a pattern of four-year college-going, where teachers report high expectations and strong supports for college attendance, and where there is high participation in financial aid application are more likely to plan to attend, apply to, be accepted into, and enroll in a four-year college that matches their qualifications. --- --- ### 5723. YOUmedia Chicago ```yaml url: "https://consortium.uchicago.edu/publications/youmedia-chicago-reimagining-learning-literacies-and-libraries-snapshot-year-1" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2011-05 date_source: listing authors: ["Kimberly Austin", "Stacy B. Ehrlich", "Cassidy Puckett", "Judi Singleton", "Susan E. Sporte", "Penny Bender Sebring", "Denise C. Nacu", "Eric R. Brown"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` This report is the first in a series that will document a three-year exploration of YOUmedia. In this installment—intended to introduce YOUmedia to a wider community of those interested in digital media and youth development, including researchers, funders, and educators—we describe Year 1 experiences and assess early lessons. We explore how teens discovered YOUmedia and the variety of ways in which they interacted with the space. We identify obstacles encountered during YOUmedia’s initial implementation (from fall 2009 through summer 2010) and examine programmatic responses to those challenges. We also examine what worked, and, in doing so, identify aspects of the program that were not initially anticipated to be useful but were found to be necessary for ensuring effective use of digital media by teens as an instrument to learn critical skills. --- --- ### 5724. Student and Teacher Safety in Chicago Public Schools ```yaml url: "https://consortium.uchicago.edu/publications/student-and-teacher-safety-chicago-public-schools-roles-community-context-and-school" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2011-05 date_source: listing authors: ["David W. Johnson", "Elaine Allensworth", "Matthew P. Steinberg"] document_url: null doi: null license: null tags: [] ``` The report examines the internal and external conditions that matter for students’ and teachers’ feelings of safety. It shows how the external conditions around the school, and in students’ backgrounds and home communities, strongly define the level of safety in schools. It then examines the extent to which factors under the control of schools—their social and organizational structure, and particularly the relationships among adults and students—mediate those external influences. --- --- ### 5725. College Prep for All? What We've Learned from Chicago's Efforts ```yaml url: "https://consortium.uchicago.edu/publications/college-prep-all-what-weve-learned-chicagos-efforts" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2010-08 date_source: listing authors: ["Christopher Mazzeo"] document_url: null doi: null license: null tags: [college-access] ``` As states and districts across the country implement college-preparatory curriculum standards for all students, this report suggests that these efforts could have the opposite effects of those intended. Specifically, the brief finds that Chicago’s 1997 policy eliminating remedial classes and requiring all high school students to take college-preparatory coursework had no positive effects on student achievement and may actually have hurt the college prospects of some top students. --- --- ### 5726. Are Two Algebra Classes Better Than One? The Effects of Double-Dose Instruction in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/are-two-algebra-classes-better-one-effects-double-dose-instruction-chicago" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2010-08 date_source: listing authors: ["Christopher Mazzeo", "Claire Durwood", "Emily Krone"] document_url: null doi: null license: null tags: [math-education] ``` This policy brief summarizes the key findings from CCSR’ s study of a double-dose algebra policy in Chicago and highlights implications for schools, districts, and policymakers. --- --- ### 5727. Rethinking Teacher Evaluation ```yaml url: "https://consortium.uchicago.edu/publications/rethinking-teacher-evaluation-findings-first-year-excellence-teaching-project-chicago" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2010-06 date_source: listing authors: ["Emily Krone", "Lauren Sartain", "Sara Ray Stoelinga"] document_url: null doi: null license: null tags: [] ``` This policy brief highlights key findings and policy implications from a Consortium study of the first year of a pilot teacher evaluation program in Chicago Public Schools (CPS). The report concludes, “In the first year of the Excellence in Teaching Project, CPS leaders took significant steps toward revitalizing teacher evaluation in Chicago.” The findings are relevant for policymakers and practitioners contemplating how best to support the design and development of effective teacher evaluation systems, particularly those focused on classroom observations. The brief is designed to add to the national discourse around teacher evaluation, a subject of growing emphasis and interest since it became a priority of the U.S. Department of Education’s Race to the Top grant program. --- --- ### 5728. Chicago High School Redesign Initiative ```yaml url: "https://consortium.uchicago.edu/publications/chicago-high-school-redesign-initiative-schools-students-and-outcomes" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2010-06 date_source: listing authors: ["Susan E. Sporte", "Marisa de la Torre"] document_url: null doi: null license: null tags: [dropout-prevention, sel] ``` This report is the final in a UChicago Consortium series focused on small high schools created by the Chicago High School Redesign Initiative CHSRI, a partnership between the Chicago Public Schools (CPS), the Bill and Melinda Gates Foundation, and local foundations. Between 2002 and 2007, the CHSRI initiative opened 23 small high schools designed to address high dropout rates and low academic performance at the high school level. In this report we present a close look at the schools making up the initiative, showing the characteristics of the students served by CHSRI schools and examining the degree to which this initiative remained true to its original goal of serving the needs of under-served students as it grew and changed over time. We then update our analyses of student outcomes, presenting all six years of data from the cohorts of students who started at CHSRI schools in fall 2002 through fall 2009. The findings in this report mirror what other researchers across the country have found: Small schools seem to provide benefits related to the closer relationships among students and between students and adults. In particular, they seem to have a beneficial effect on graduation rates. However, academic achievement, as measured by student test scores, did not improve significantly at CHSRI schools. --- --- ### 5729. The Effects of Tracking with Supports on Instructional Climate and Student Outcomes in High School Algebra ```yaml url: "https://consortium.uchicago.edu/publications/effects-tracking-supports-instructional-climate-and-student-outcomes-high-school" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2010-05 date_source: listing authors: ["Elaine Allensworth", "Takako Nomi"] document_url: null doi: null license: null tags: [math-education, sel] ``` Tracking has been criticized for impeding the academic progress of low performing students; however, eliminating tracking has also been shown to have negative consequences, particularly for high achieving students. This study examines the consequences of a policy which sorted ninth-grade algebra classes by students’ abilities, but provided doubled instructional time and additional supports for low ability students and their teachers. Results show that low-ability students received more demanding instruction and better pedagogy; these benefits helped mitigate negative effects of concentrating students with behavioral problems together. High ability students received more demanding instruction and had fewer classmates with behavioral problems, and this led to improvements in their test scores, but higher failure rates. We discuss implications for tracking practices. --- --- ### 5730. Passing Through Science ```yaml url: "https://consortium.uchicago.edu/publications/passing-through-science-effects-raising-graduation-requirements-science-course-taking" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2010-03 date_source: listing authors: ["Elaine Allensworth", "Macarena Correa", "Nicholas Montgomery"] document_url: null doi: null license: null tags: [college-access] ``` This report finds that a Chicago Public Schools (CPS) policy dramatically increasing science requirements for all students did not help them learn more science and actually may have hurt their college prospects. --- --- ### 5731. What Matters for Staying On-Track and Graduating in Chicago Public Schools ```yaml url: "https://consortium.uchicago.edu/publications/what-matters-staying-track-and-graduating-chicago-public-schools-focus-students" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2009-12 date_source: listing authors: ["Elaine Allensworth", "Holly Hart", "Joy Lesnick", "Julia A. Gwynne"] document_url: null doi: null license: null tags: [attendance, inclusive-design, sel] ``` In this report, we look at the freshman year course performance of Chicago Public Schools (CPS) students who receive special education services and ask whether grades, course failures, absences, and on-track status are useful for identifying students who are at risk of dropping out. We also examine how academic behaviors, such as attendance and study habits, affect course failures and grades of students with disabilities. --- --- ### 5732. College Preparatory Curriculum for All ```yaml url: "https://consortium.uchicago.edu/publications/college-preparatory-curriculum-all-academic-consequences-requiring-algebra-and-english" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2009-12 date_source: listing authors: ["Elaine Allensworth", "Nicholas Montgomery", "Takako Nomi", "Valerie E. Lee"] document_url: null doi: null license: null tags: [college-access, dropout-prevention, inclusive-design, math-education] ``` There is a national movement to universalize the high school curriculum so that all students graduate prepared for college. The present work evaluates a policy in Chicago that ended remedial classes and mandated college preparatory course work for all students. Based on an interrupted time-series cohort design with multiple comparisons, this study found that the policy reduced inequities in ninth grade course work by entering ability, race/ethnicity, and special education status. Although more students completed ninth grade with credits in algebra and English I, failure rates increased, grades slightly declined, test scores did not improve, and students were no more likely to enter college. In sum, few benefits resulted from universalizing college preparatory course work among freshmen, but dropout rates did not increase. Possible explanations are discussed. --- --- ### 5733. When Schools Close ```yaml url: "https://consortium.uchicago.edu/publications/when-schools-close-effects-displaced-students-chicago-public-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2009-10 date_source: listing authors: ["Julia A. Gwynne", "Marisa de la Torre"] document_url: null doi: null license: null tags: [] ``` This report reveals that eight in 10 Chicago Public Schools (CPS) students displaced by school closings transferred to schools ranking in the bottom half of system schools on standardized tests. However, because most displaced students transferred from one low-performing school to another, the move did not, on average, significantly affect student achievement. --- --- ### 5734. Evaluation of the Excellence in Teaching Pilot - Year One ```yaml url: "https://consortium.uchicago.edu/publications/evaluation-excellence-teaching-pilot-year-one" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2009-08 date_source: listing authors: ["Eric R. Brown", "Lauren Sartain", "Sara Ray Stoelinga"] document_url: null doi: null license: null tags: [formative-assessment] ``` The Consortium on Chicago School Research, with funding from the Joyce Foundation, is in the process of conducting a formative and summative evaluation of the Excellence in Teaching Pilot. This pilot focuses on improving the process of teacher evaluation in Chicago Public Schools. The new teacher evaluation system provides a continuum of teacher practice using the Charlotte Danielson Framework for Teaching, as well as structured conferences between principals and teachers. This report summarizes findings from the first year of the evaluation. The focus of year one of the study was to examine technical properties of the Framework, to learn about the implementation of the evaluation process and to describe perceptions of the principals and teachers engaged in the evaluation pilot. We rely upon a variety of methods to answer these questions including statistical analysis of principal and external observer ratings of classroom practice, classroom observations, and interviews with teachers and principals. This report offers an overview of the strengths and weaknesses of the implementation of the evaluation system and includes recommendations for improvements in training and implementation for the second year of the pilot. In the second year of the study, we will be looking at validity of the Framework (i.e., how Framework ratings relate to value-added measures) and focusing on how the evaluation system relates to school change, as well as continuing to explore reliability and implementation issues. --- --- ### 5735. Reports on High School Reform in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/reports-high-school-reform-chicago" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2009-08 date_source: listing authors: ["SRI International and the Consortium on Chicago School Research", "Macarena Correa", "Holly Hart", "Joy Lesnick", "Lauren Sartain", "Susan E. Sporte", "Sara Ray Stoelinga"] document_url: null doi: null license: null tags: [] ``` A series of five reports on district efforts to improve high schools in the Chicago Public Schools. The first report provides an overview of the findings, followed by individual reports on three major district reform initiatives, Instructional Development Systems (IDS), Renaissance 2010, and Autonomous Performance Management Schools (AMPS). The final report describes findings from a preliminary examination of instructional practices in high schools across all initiatives. --- --- ### 5736. The Schools Teachers Leave ```yaml url: "https://consortium.uchicago.edu/publications/schools-teachers-leave-teacher-mobility-chicago-public-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2009-06 date_source: listing authors: ["Christopher Mazzeo", "Elaine Allensworth", "Stephen M. Ponisciak"] document_url: null doi: null license: null tags: [] ``` This report reveals that about 100 Chicago schools suffer from chronically high rates of teacher turnover, losing a quarter or more of their teaching staff every year, and many of these schools serve predominantly low-income African American children. In the typical Chicago elementary school, 51 percent of the teachers working in 2002 had left four years later, while the typical high school had seen 54 percent leave by 2006. --- --- ### 5737. Renaissance Schools Fund-Supported Schools ```yaml url: "https://consortium.uchicago.edu/publications/renaissance-schools-fund-supported-schools-early-outcomes-challenges-and-opportunities" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2009-04 date_source: listing authors: ["SRI International and the Consortium on Chicago School Research"] document_url: null doi: null license: null tags: [] ``` From SRI International: Kristin R. Bosetti, Lauren Cassidy, Daniel C. Humphrey, Samantha Murray, Elizabeth Rivera, Haiwen Wang, Marjorie E. Wechsler, and Viki M. Young --- --- ### 5738. From High School to the Future ```yaml url: "https://consortium.uchicago.edu/publications/high-school-future-making-hard-work-pay" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2009-04 date_source: listing authors: ["Melissa Roderick", "Jenny Nagaoka", "Vanessa M. Coca", "Eliza Moeller"] document_url: null doi: null license: null tags: [college-access, dropout-prevention] ``` Since 2004, the UChicago Consortium has tracked the post-secondary experiences of successive cohorts of Chicago Public Schools graduates and examined the relationship among high school preparation, support, college choice, and postsecondary outcomes. The goal of this research is to help CPS, other urban districts and national policymakers understand what it takes to improve the college outcomes for urban and other at-risk students who now overwhelmingly aspire to college. UChicago CCSR's first report in this series, From High School to the Future: A First Look at Chicago Public Schools Graduates' College Enrollment, College Preparation, and Graduation from Four-year Colleges, showed that increasing qualifications is the most important strategy to improving students' college participation, access to four-year and more selective colleges, and ultimately college graduation rates. The second report, From High School to the Future: Potholes on the Road to College, looks beyond qualifications to examine where students encounter obstacles on the road to college. --- --- ### 5739. College Readiness for All ```yaml url: "https://consortium.uchicago.edu/publications/college-readiness-all-challenge-urban-high-schools" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2009-04 date_source: listing authors: ["Melissa Roderick", "Jenny Nagaoka", "Vanessa M. Coca"] document_url: null doi: null license: null tags: [college-access] ``` Melissa Roderick, Jenny Nagaoka, and Vanessa Coca focus on the importance of improving college access and readiness for low-income and minority students in urban high schools. They stress the aspirations-attainment gap: although the college aspirations of all U.S. high school students, regardless of race, ethnicity, and family income, have increased dramatically over the past several decades, significant disparities remain in college readiness and enrollment. --- --- ### 5740. "Double-Dose" Algebra as an Alternative Strategy to Remediation ```yaml url: "https://consortium.uchicago.edu/publications/double-dose-algebra-alternative-strategy-remediation-effects-students-academic-outcom-0" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2009-04 date_source: listing authors: ["Elaine Allensworth", "Takako Nomi"] document_url: null doi: null license: null tags: [math-education, response-to-intervention] ``` Expanded instructional time has become increasingly popular as a strategy to improve the academic outcomes of low-skilled students, particularly in the 9th grade. We evaluate the efficacy of a double-period algebra policy initiated in the Chicago Public Schools in 2003. This policy required all students with 8th-grade test scores below the national median to enroll in a support algebra course in addition to regular algebra in the 9th grade. Using regression discontinuity combined with interrupted time series designs, and instrumental variable models, we show the effects of the policy on students' grades, failure rates and test scores in 9th-grade algebra and 10th-grade geometry. Providing support courses improved algebra test scores for the target population but only modestly affected grades and failure rates. Students with very low initial abilities benefited less than students close to the national median. The policy also led schools to track algebra classes by students' entering math skills. As a result, it affected academic outcomes among students not targeted by the policy; test scores among high-ability students improved whereas their grades declined. --- --- ### 5741. Changing Schools ```yaml url: "https://consortium.uchicago.edu/publications/changing-schools-look-student-mobility-trends-chicago-public-schools-1995" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2009-01 date_source: listing authors: ["Julia A. Gwynne", "Marisa de la Torre"] document_url: null doi: null license: null tags: [] ``` Student mobility has been a long-standing concern to educators and researchers because of the negative impact that changing schools can have on students, teachers, and schools. High levels of student mobility can create a sense of upheaval and constant change at the school level, and schools typically have few established practices in place to assist mobile students in the transition into their new school. --- --- ### 5742. Barriers to College Attainment ```yaml url: "https://consortium.uchicago.edu/publications/barriers-college-attainment-lessons-chicago" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2009-01 date_source: listing authors: ["Jenny Nagaoka", "Melissa Roderick", "Vanessa M. Coca"] document_url: null doi: null license: null tags: [college-access] ``` The aspiration to attain a college degree has become nearly universal among high school students, and the percentage of students making the immediate transition to college has risen among all racial and ethnic groups. While college enrollment is now a reachable goal, the proportion of students who complete a college degree has barely changed. Moreover, despite increases in enrollment, minority students continue to lag in both four-year college enrollment and degree completion rates. The primary issue in college access is no longer building college aspirations, but building a clear path for students to achieve their goals. --- --- ### 5743. "Double-Dose" Algebra as an Alternative Strategy to Remediation ```yaml url: "https://consortium.uchicago.edu/publications/double-dose-algebra-alternative-strategy-remediation-effects-students-academic-outcomes" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2008-12 date_source: listing authors: ["Elaine Allensworth", "Takako Nomi"] document_url: null doi: null license: null tags: [math-education, response-to-intervention] ``` Expanded instructional time has become increasingly popular as a strategy to improve the academic outcomes of low-skilled students, particularly in ninth grade. We evaluate the efficacy of a double-period algebra policy initiated in the Chicago Public Schools in 2003. This policy required all students with eighth-grade test scores below the national median to enroll in a support algebra course in addition to regular algebra in ninth grade. We show the effects of the policy on students' grades, failure rates, and test scores in 9th-grade algebra and 10th grade geometry. --- --- ### 5744. College Preparatory Curriculum for All ```yaml url: "https://consortium.uchicago.edu/publications/college-preparatory-curriculum-all-consequences-ninth-grade-coursetaking-algebra-and" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2008-12 date_source: listing authors: ["Elaine Allensworth", "Nicholas Montgomery", "Takako Nomi", "Valerie E. Lee"] document_url: null doi: null license: null tags: [college-access, dropout-prevention, inclusive-design, math-education] ``` There is a national movement to universalize the high-school curriculum so that all students graduate prepared for college. Here we evaluate a policy in Chicago that ended remedial classes and mandated college-preparatory coursework for all students. Using an interrupted time-series cohort design with multiple comparisons, we found that the policy reduced inequities in ninth grade coursework by entering ability, race/ethnicity, and special education status. Although more students completed ninth grade with credits in Algebra and English I, failure rates increased, grades declined slightly, test scores did not improve, and students were no more likely to enter college. Although few benefits resulted from universalizing college preparatory coursework among ninth-graders, neither did dropout rates increase. Possible explanations are discussed. --- --- ### 5745. The Work of Chicago Public Schools' Principals ```yaml url: "https://consortium.uchicago.edu/publications/work-chicago-public-schools-principals" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2008-12 date_source: listing authors: ["David Schalliol", "Holly Hart", "Sara Ray Stoelinga"] document_url: null doi: null license: null tags: [] ``` This report examines the roles and perceptions of Chicago Public Schools (CPS) principals, drawing upon Consortium surveys and principal interviews. --- --- ### 5746. Lessons from High Performing Small High Schools in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/lessons-high-performing-small-high-schools-chicago" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2008-11 date_source: listing authors: ["Alissa Bolz", "Sara Ray Stoelinga", "W. David Stevens"] document_url: null doi: null license: null tags: [sel] ``` In this research brief, we take a detailed look at high performing Chicago High School Redesign Initiative (CHSRI) schools. Drawing on three case studies, we describe practices and characteristics that high performing CHSRI schools share. First, we describe common elements of their classroom environments. We also detail similarities in how they organize instructional leadership and improvement activities. By highlighting shared practices across these schools, we hope to identify general lessons that other schools may draw upon in their own work to create productive teaching and learning environments. --- --- ### 5747. From High School to the Future ```yaml url: "https://consortium.uchicago.edu/publications/high-school-future-pathway-20" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2008-10 date_source: listing authors: ["John Q. Easton", "Stephen M. Ponisciak", "Stuart Luppescu"] document_url: null doi: null license: null tags: [college-access] ``` This research report points to a “major misalignment” between the standards set by the state ISAT tests in elementary school and the college-readiness standards expected of all juniors in Illinois high schools as measured by the ACT, which is part of the state’s PSAE exams. The report finds that it takes a score well into the "Exceeds Standards" category on the eighth-grade ISAT to have a good shot at scoring well on the ACT in eleventh grade. --- --- ### 5748. Teacher and Principal Leadership in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/teacher-and-principal-leadership-chicago-ongoing-analyses-preparation-programs" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2008-06 date_source: listing authors: ["Alissa Bolz", "Holly Hart", "Stephen M. Ponisciak", "W. David Stevens"] document_url: null doi: null license: null tags: [] ``` This is the third report by the UChicago Consortium that examines leadership development programs supported by The Chicago Public Education Fund for Chicago public school principals and teachers. --- --- ### 5749. From High School to the Future ```yaml url: "https://consortium.uchicago.edu/publications/high-school-future-act-preparation-too-much-too-late" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2008-05 date_source: listing authors: ["Elaine Allensworth", "Macarena Correa", "Stephen M. Ponisciak"] document_url: null doi: null license: null tags: [] ``` This study relies on qualitative and quantitative data for a cohort of students who were Chicago Public Schools (CPS) juniors in 2005. This includes test scores from eighth to eleventh grade, student transcripts, Consortium surveys, and multiple interviews of students and teachers at three Chicago high schools. The report also incorporated 2007 data on CPS juniors and teacher surveys. --- --- ### 5750. If Small Is Not Enough...? ```yaml url: "https://consortium.uchicago.edu/publications/if-small-not-enough-characteristics-successful-small-high-schools-chicago" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2008-04 date_source: listing authors: ["W. David Stevens"] document_url: null doi: null license: null tags: [sel] ``` This report describes the practices and characteristics of small high schools with better than expected freshman-year course performance. These schools were created by the Chicago High School Redesign Initiative (CHSRI), a partnership between the Chicago Public Schools (CPS), the Bill and Melinda Gates Foundation, and local foundations. --- --- ### 5751. From High School to the Future ```yaml url: "https://consortium.uchicago.edu/publications/high-school-future-potholes-road-college" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2008-03 date_source: listing authors: ["Melissa Roderick", "Jenny Nagaoka", "Vanessa M. Coca", "Eliza Moeller", "Karen Roddie", "Jamiliyah Gilliam", "Desmond Patton"] document_url: null doi: null license: null tags: [college-access, dropout-prevention] ``` This second post-secondary report looks beyond qualifications to examine where students encounter potholes on the road to college. The findings reveal that Chicago students at all levels of qualifications do not successfully navigate the daunting process of enrolling in four-year colleges and too often default to colleges for which they are overqualified. For CPS students who reported aspiring to a four-year degree, only 41 percent took the steps necessary in their senior year and ultimately enrolled in a four-year college. This drop off is even worse for Latino students who wanted to earn a bachelor's degree, with only 46 percent applying and 30 percent enrolling in a four-year college in the fall after graduation—a gap that persisted regardless of students' immigration status. Furthermore, only about a third of CPS students who aspire to complete a four-year degree enroll in a college that matches or exceeds their qualifications. While "match" is just one consideration in finding the right college fit, it is an important one because earlier Consortium research demonstrated that graduation rates among the most popular Illinois colleges varies dramatically—even among students who graduate with a grade point average of 3.5 or above. --- --- ### 5752. CCSR's 2007 AVID Reports for Chicago Public Schools ```yaml url: "https://consortium.uchicago.edu/publications/ccsrs-2007-avid-reports-chicago-public-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2008-01 date_source: listing authors: ["Jenny Nagaoka", "Jonah Deutsch", "Andy Brake", "Melissa Roderick"] document_url: null doi: null license: null tags: [] ``` This individual school report provides specific data on how students in your school’s AVID program are doing relative to students in other AVID schools in Chicago Public Schools. --- --- ### 5753. CCSR's 2007 Survey Reports for Chicago Public Schools ```yaml url: "https://consortium.uchicago.edu/publications/ccsrs-2007-survey-reports-chicago-public-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2007-12 date_source: listing authors: ["Stuart Luppescu", "Holly Hart", "Todd Rosenkranz", "Nicholas Montgomery", "Susan E. Sporte", "Penny Bender Sebring", "Christopher Mazzeo"] document_url: null doi: null license: null tags: [professional-development] ``` In spring 2007, the UChicago Consortium surveyed all Chicago Public School teachers and all students in grades 6-12, receiving more than 158,000 responses. With this information, the UChicago Consortium prepared an individualized report for every school with a sufficient response rate. We analyzed what students told us about their school experiences, attitudes, and activities and what teachers report about instruction in their classrooms, their professional development experiences, and the conditions under which they work. We then summarized these reports and gave them to schools to help them in their own planning process. Though schools may use the information presented in the reports in a variety of ways, the reports are confidential and may only be distributed with a school's permission. --- --- ### 5754. Trends in Access to Computing Technology and Its Use in Chicago Public Schools, 2001-2005 ```yaml url: "https://consortium.uchicago.edu/publications/trends-access-computing-technology-and-its-use-chicago-public-schools-2001-2005" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2007-11 date_source: listing authors: ["Elaine Allensworth", "Vanessa M. Coca"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` In this report, authors provide an examination of how principals are using technology in their work and how principals’ perceptions of barriers to technology integration in their schools have changed over time. Authors also explore ways in which these perceptions mirror teachers’ and students’ reports of technology in the schools. In addition, authors show how students’ access to computers at home and at school changed since 2001, and the degree to which they are using technology in their school assignments. Finally, authors show how teachers’ access to technology in the school, their use of technology in their own work, and their integration of technology into students’ assignments changed from 2001 to 2003—the years of the laptop roll-out in the high schools. --- --- ### 5755. Educating for Democracy ```yaml url: "https://consortium.uchicago.edu/publications/educating-democracy-lessons-chicago" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2007-08 date_source: listing authors: ["Susan E. Sporte", "Joseph E. Kahne"] document_url: null doi: null license: null tags: [] ``` In a culture where a school’s performance is defined by students’ standardized test scores, civic education has been overshadowed. Yet new empirical research by the UChicago Consortium shows that what happens in the classroom is vitally important in developing civically committed young people—far more important than the backgrounds or extracurricular activities of students. --- --- ### 5756. What Matters for Staying On-Track and Graduating in Chicago Public Schools ```yaml url: "https://consortium.uchicago.edu/publications/what-matters-staying-track-and-graduating-chicago-public-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2007-07 date_source: listing authors: ["Elaine Allensworth", "John Q. Easton"] document_url: null doi: null license: null tags: [dropout-prevention] ``` In this report, we look closely at students’ performance in their coursework during their freshman year, how it is related to eventual graduation, and how personal and school factors contribute to success or failure in freshman-year courses. We examine the factors that contribute to course performance in the freshman year, showing that success in coursework is affected more by what students do while they are in high school than by their preparation for high school and backgrounds. Finally, we provide evidence that teachers and schools matter for how students perform in their courses, and that efforts to reduce dropout rates are consistent with initiatives to address low achievement. --- --- ### 5757. 2006 ISAT Reading and Math Scores in Chicago and the Rest of the State ```yaml url: "https://consortium.uchicago.edu/publications/2006-isat-reading-and-math-scores-chicago-and-rest-state" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2007-06 date_source: listing authors: ["John Q. Easton", "Stuart Luppescu", "Todd Rosenkranz"] document_url: null doi: null license: null tags: [literacy, math-education] ``` This data brief looks more thoroughly into the 2006 test results for Chicago Public Schools (CPS). First, authors look at Chicago results compared to those for all other students in the state of Illinois. Second, authors examine these test scores within racial/ethnic groups, comparing Black, Latino, White, and Asian students in CPS to their counterparts in the rest of the state. --- --- ### 5758. Keeping New Teachers ```yaml url: "https://consortium.uchicago.edu/publications/keeping-new-teachers-first-look-influences-induction-chicago-public-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2007-01 date_source: listing authors: ["John Q. Easton", "Kavita Kapadia Matsko", "Vanessa M. Coca"] document_url: null doi: null license: null tags: [] ``` High turnover rates among new teachers are a problem across the country, and in urban districts like Chicago the "revolving door" phenomenon is particularly acute. As many as 40 percent of teachers in Illinois public schools leave within the first five years of teaching, a costly and destabilizing trend which can negatively affect student learning. To address this problem, many districts, including Chicago, are using induction programming to help new teachers develop the skills they will need to have a positive experience and stay in the profession. --- --- ### 5759. The Essential Supports for School Improvement ```yaml url: "https://consortium.uchicago.edu/publications/essential-supports-school-improvement" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2006-09 date_source: listing authors: ["Penny Bender Sebring", "Elaine Allensworth", "Anthony S. Bryk", "John Q. Easton", "Stuart Luppescu"] document_url: null doi: null license: null tags: [] ``` In this report, which draws on data from Chicago public elementary schools in the 1990s, the authors present a framework of essential supports and community resources that facilitate school improvement. The authors provide evidence on how the essential supports contribute to improvements in student learning, and they investigate how community circumstances impact schools’ ability to embrace the essential supports. --- --- ### 5760. Principal and Teacher Leadership in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/principal-and-teacher-leadership-chicago-continuing-analysis-three-initiatives" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2006-09 date_source: listing authors: ["Holly Hart", "Stephen M. Ponisciak", "Susan E. Sporte", "W. David Stevens"] document_url: null doi: null license: null tags: [formative-assessment] ``` In the spring of 2004, the UChicago Consortium published a formative evaluation of two leadership development programs—LAUNCH (Leadership and Urban Network for Chicago) for principals and certification from the National Board of Professional Teaching Standards (NBPTS) for teachers. In this new report, the UChicago Consortium continues its analysis of these programs, and also examines another, recently initiated principal program, New Leaders for New Schools (NLNS). This report was prepared for the Chicago Public Education Fund, which supports all three programs. --- --- ### 5761. Small Schools on a Larger Scale ```yaml url: "https://consortium.uchicago.edu/publications/small-schools-larger-scale-first-three-years-chicago-high-school-redesign-initiative" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2006-07 date_source: listing authors: ["John Q. Easton", "Joseph E. Kahne", "Marisa de la Torre"] document_url: null doi: null license: null tags: [college-access] ``` This report, produced in cooperation with Mills College, presents findings on the academic and personal experiences of students and teachers in small high schools created by the Chicago High School Redesign Initiative (CHSRI), a partnership between the Chicago Public Schools (CPS), the Bill and Melinda Gates Foundation, and local foundations. --- --- ### 5762. Promoting Instructional Improvement ```yaml url: "https://consortium.uchicago.edu/publications/promoting-instructional-improvement-strategic-human-resource-management-perspective" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2006-07 date_source: listing authors: ["Mark A. Smylie", "Stacy A. Wenzel"] document_url: null doi: null license: null tags: [] ``` Schools have typically sought to accomplish instructional improvement through a variety of practices, some of which are “guidance” practices (which specify how teaching and learning should be carried out and hold teachers and schools accountable for doing those things) and “development” practices (which attempt to enhance teachers’ capacities to teach in more intellectually ambitious ways). The authors propose the use of strategic human resource management (HRM) practices as a means of promoting instructional improvement. --- --- ### 5763. Sample Individual School Reports ```yaml url: "https://consortium.uchicago.edu/publications/sample-individual-school-reports-results-about-postsecondary-preparation" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2006-04 date_source: listing authors: ["Jenny Nagaoka", "Ginger Stoker", "Vanessa M. Coca", "Melissa Roderick"] document_url: null doi: null license: null tags: [] ``` For the first time, the UChicago Consortium's annual survey of the Chicago Public Schools also included a survey of eleventh- and twelfth-grade students. In previous years, only students from grades 6-10 were interviewed. For the 2005 survey, sophomores and juniors were queried about their plans for after high school. --- --- ### 5764. From High School to the Future ```yaml url: "https://consortium.uchicago.edu/publications/high-school-future-first-look-chicago-public-school-graduates-college-enrollment" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2006-04 date_source: listing authors: ["Melissa Roderick", "Jenny Nagaoka", "Elaine Allensworth", "Vanessa M. Coca", "Macarena Correa", "Ginger Stoker"] document_url: null doi: null license: null tags: [college-access] ``` Following CPS graduates from 1998, 1999, 2002, and 2003, this report uses records from Chicago high schools and data from the National Student Clearinghouse to examine the college experiences of all CPS alumni who entered college in the year after they graduated high school. --- --- ### 5765. Professional Communities and Instructional Improvement Practices ```yaml url: "https://consortium.uchicago.edu/publications/professional-communities-and-instructional-improvement-practices-study-small-high" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2006-01 date_source: listing authors: ["Joseph E. Kahne", "W. David Stevens"] document_url: null doi: null license: null tags: [professional-development, response-to-intervention, sel] ``` This qualitative study, which includes interviews with principals and teachers and observations of professional development activities, teacher team meetings, and technical support consultations, concludes that the work of teacher professional communities can be divided into two categories. The supportive practices of teacher teams are related to achieving the daily tasks required of individual teachers, such as addressing students’ behavioral and learning problems. Developmental practices are related to improving instruction and curriculum school wide, and include planning, implementing, and monitoring interventions geared toward improving student performance. --- --- ### 5766. Still Crazy after All These Years ```yaml url: "https://consortium.uchicago.edu/publications/still-crazy-after-all-these-years-race-chicago-school-system" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2005-09 date_source: listing authors: ["Charles Payne"] document_url: null doi: null license: null tags: [] ``` In this speech, Professor Charles Payne reflects on the role that race has played in Chicago schools. Professor Payne says that race can often be a sensitive topic that permeates nearly all interactions at the school. He offers keen observations on how racial thinking has influenced pedagogical practices, partnerships with external institutions, staff relationships, and parent involvement. --- --- ### 5767. Understanding the Prairie State Achievement Exam ```yaml url: "https://consortium.uchicago.edu/publications/understanding-prairie-state-achievement-exam-descriptive-report-analysis-student" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2005-09 date_source: listing authors: ["Stephen M. Ponisciak"] document_url: null doi: null license: null tags: [] ``` This report, which will serve as a foundation for the UChicago Consortium's future studies of the Prairie State Achievement Exam (PSAE), presents key issues related to the exam. The report's author discusses basic facts about the PSAE, such as its origination, its component tests, the subject areas it covers, how it is scored, and how scores are reported. The author then describes how PSAE scores are used in accountability policies. The report contains analysis of student performance on various parts of the exam and relationships between component tests. Performance comparisons across various groups of students are also presented. --- --- ### 5768. Improving Chicago's Schools ```yaml url: "https://consortium.uchicago.edu/publications/improving-chicagos-schools-sample-elementary-summary-2005" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2005-09 date_source: listing authors: ["Holly Hart", "Lura Forcum", "Sandra Jennings", "Stuart Luppescu"] document_url: null doi: null license: null tags: [professional-development] ``` In spring 2005, nearly 130,000 students, teachers, and principals across the Chicago public school system participated in the UChicago Consortium's 2005 Improving Chicago's Schools survey. Students told us about their school experiences, attitudes, and activities. Teachers and principals told us about instruction in their classrooms, their professional development experiences, and answered our questions about the conditions under which they work. --- --- ### 5769. Improving Chicago's Schools ```yaml url: "https://consortium.uchicago.edu/publications/improving-chicagos-schools-sample-elementary-details-2005" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2005-09 date_source: listing authors: ["Holly Hart", "Stuart Luppescu"] document_url: null doi: null license: null tags: [professional-development] ``` In spring 2005, nearly 130,000 students, teachers, and principals across the Chicago public school system participated in the UChicago Consortium's 2005 Improving Chicago's Schools survey. Students told us about their school experiences, attitudes, and activities. Teachers and principals told us about instruction in their classrooms, their professional development experiences, and answered our questions about the conditions under which they work. --- --- ### 5770. Improving Chicago's Schools ```yaml url: "https://consortium.uchicago.edu/publications/improving-chicagos-schools-sample-high-school-summary-2005" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2005-09 date_source: listing authors: ["Holly Hart", "Stuart Luppescu"] document_url: null doi: null license: null tags: [professional-development] ``` In spring 2005, nearly 130,000 students, teachers, and principals across the Chicago public school system participated in the UChicago Consortium's 2005 Improving Chicago's Schools survey. Students told us about their school experiences, attitudes, and activities. Teachers and principals told us about instruction in their classrooms, their professional development experiences, and answered our questions about the conditions under which they work. --- --- ### 5771. Improving Chicago's Schools ```yaml url: "https://consortium.uchicago.edu/publications/improving-chicagos-schools-sample-high-school-details-2005" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2005-09 date_source: listing authors: ["Holly Hart", "Stuart Luppescu"] document_url: null doi: null license: null tags: [professional-development] ``` In spring 2005, nearly 130,000 students, teachers, and principals across the Chicago public school system participated in the UChicago Consortium's 2005 Improving Chicago's Schools survey. Students told us about their school experiences, attitudes, and activities. Teachers and principals told us about instruction in their classrooms, their professional development experiences, and answered our questions about the conditions under which they work. --- --- ### 5772. The On-Track Indicator as a Predictor of High School Graduation ```yaml url: "https://consortium.uchicago.edu/publications/track-indicator-predictor-high-school-graduation" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2005-06 date_source: listing authors: ["Elaine Allensworth", "John Q. Easton"] document_url: null doi: null license: null tags: [sel] ``` This Freshman OnTrack indicator identifies students as on-track if they earn at least five full-year course credits and no more than one semester F in a core course in their first year of high school. On-track students are more than three and one-half times more likely to graduate from high school in four years than off-track students. The indicator is a more accurate predictor of graduation than students’ previous achievement test scores or their background characteristics. --- --- ### 5773. Getting It the Second Time Around ```yaml url: "https://consortium.uchicago.edu/publications/getting-it-the-second-time-around" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2005-05 date_source: listing authors: ["Susan Stone", "Mimi Engel", "Jenny Nagaoka", "Melissa Roderick"] document_url: null doi: null license: null tags: [sel] ``` Increased use of high-stakes testing has been accompanied by an expansion of summer school programming. Few investigations focus on student experience within these programs. Using multiple methods, we examined how low-performing students attending the Chicago Public Schools' Summer Bridge program perceived their summer learning environments. Students reported substantial increases in academic press and personalism between the school year and summer. Qualitative analysis revealed that over half of the students characterized their experience as substantively better in the summer than in the school year. They particularly focused on exposure to new content, increased attention from teachers, and an improved classroom climate that helped in the mastery of material. --- --- ### 5774. Graduation and Dropout Trends in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/graduation-and-dropout-trends-chicago-look-cohorts-students-1991-2004" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2005-01 date_source: listing authors: ["Elaine Allensworth"] document_url: null doi: null license: null tags: [dropout-prevention, math-education] ``` The report is divided into three parts. The first chapter explains some of the difficulties in calculating graduation and dropout rates, and weaknesses in the statistics that have been most frequently used in Chicago. The second chapter presents system wide trends in graduation and dropout rates. The remaining chapters disaggregate the rates, showing graduation and dropout rates by race/ethnicity and gender, community, and school. --- --- ### 5775. Notes from the Ground ```yaml url: "https://consortium.uchicago.edu/publications/notes-ground-teachers-principals-and-students-perspectives-chicago-high-school-redesign" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2004-09 date_source: listing authors: ["Susan E. Sporte", "Joseph E. Kahne", "Macarena Correa"] document_url: null doi: null license: null tags: [] ``` This report follows up the UChicago Consortium’s 2003 data brief, Chicago High School Redesign Initiative: A Snapshot of the First Year of Implementation. Both reports examine the implementation experiences of small high schools, and will serve as springboards for a systematic, three-year qualitative study beginning in fall 2004. --- --- ### 5776. Selected Indicators from the U.S. Census and Chicago Public Schools Records Related to the Lives and Schooling of Children ```yaml url: "https://consortium.uchicago.edu/publications/selected-indicators-us-census-and-chicago-public-schools-records-related-lives-and" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2004-05 date_source: listing authors: ["John Q. Easton", "Macarena Correa", "Odis Johnson", "Stephen M. Ponisciak", "Todd Rosenkranz"] document_url: null doi: null license: null tags: [] ``` The UChicago Consortium has identified numerous descriptors about Chicago’s children and their environments, primarily from the United States Census, that inform school planning and reform --- --- ### 5777. Ending Social Promotion ```yaml url: "https://consortium.uchicago.edu/publications/ending-social-promotion-effects-retention" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2004-04 date_source: listing authors: ["Jenny Nagaoka", "Melissa Roderick"] document_url: null doi: null license: null tags: [dropout-prevention] ``` This report and the companion report, Ending Social Promotion: Dropout Rates in Chicago After Implementation of the Eighth-Grade Promotion Gate, are the final two reports in the six-year ending social promotion series. This report describes the experiences of third- and sixth-grade students who did not meet Chicago Public Schools’ promotional test-score cutoffs and were retained in grade. Researchers examine how the practices resulting from the policy affected the retention experience and evaluate the impact of retention on students’ achievement growth and experiences in school. For a full analysis of the ending social promotion policy, please refer to our series of research studies. --- --- ### 5778. Ending Social Promotion ```yaml url: "https://consortium.uchicago.edu/publications/ending-social-promotion-dropout-rates-chicago-after-implementation-eighth-grade" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2004-04 date_source: listing authors: ["Elaine Allensworth"] document_url: null doi: null license: null tags: [dropout-prevention] ``` This report, partnered with Ending Social Promotion: The Effects of Retention, completes the six-year ending social promotion research series. This report fills the gap in knowledge about the effect of the eighth-grade promotion gate on dropout rates. It evaluates whether retention at the eighth-grade gate affected students’ likelihood of dropping out, if retention at the gate caused students to drop out at earlier ages, and if dropout trends were different for subgroups of students by race, gender, and exclusion from testing. For a full analysis of the ending social promotion policy, please refer to our series of research studies. --- --- ### 5779. Working for School Improvement ```yaml url: "https://consortium.uchicago.edu/publications/working-school-improvement-reflections-chicago-annenberg-external-partners" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2004-03 date_source: listing authors: ["Karen Sconzert", "Mark A. Smylie", "Stacy A. Wenzel"] document_url: null doi: null license: null tags: [] ``` This report presents the thoughts and observations, the collective wisdom, of Annenberg external partners about a wide range of topics. The report looks back on the work of the partners between 1995 and 2001, to what they said they learned about the challenges of working with schools, the keys to successful school improvement and the causes of failure, and the support they needed but did not always get to do their work well. This report also looks forward, presenting Annenberg partners’ views about the future of external partners as agents of local school change. --- --- ### 5780. Principal and Teacher Leadership in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/principal-and-teacher-leadership-chicago-early-evidence-two-initiatives" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2004-03 date_source: listing authors: ["Penny Bender Sebring", "Susan E. Sporte", "Stephen M. Ponisciak", "Elaine Allensworth"] document_url: null doi: null license: null tags: [] ``` The purpose of this study was to gather initial evidence about the performance of LAUNCH principals and National Board Certified teachers, particularly whether they are building the capacity of their schools to improve student learning, and for LAUNCH principals, whether learning gains are larger in their schools than in others. --- --- ### 5781. Ending Social Promotion ```yaml url: "https://consortium.uchicago.edu/publications/ending-social-promotion-response-teachers-and-students" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2004-02 date_source: listing authors: ["Robin Tepper Jacob", "Susan Stone", "Melissa Roderick"] document_url: null doi: null license: null tags: [] ``` The third report in the Ending Social Promotion series, this study examines the Chicago Public Schools (CPS)'s high-stakes testing initiative and its impact on students’ academic experiences. The report presents teachers and principals’ evaluations of the policy, tracks changes over time in instructional practice, and provides an analysis of trends in critical student indices. --- --- ### 5782. Teacher and Principal Responses to the Grow Network ```yaml url: "https://consortium.uchicago.edu/publications/teacher-and-principal-responses-grow-network-preliminary-evaluation-use-chicago-public" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2004-01 date_source: listing authors: ["John Q. Easton", "Stuart Luppescu"] document_url: null doi: null license: null tags: [] ``` During the 2001-02 school year, Chicago Public Schools (CPS) officials contracted with the Grow Network to provide supplemental reporting of student test results to parents, teachers, and school administrators. The Grow Network provides a variety of resources, including individualized, printed score reports for parents; classroom-level reports for teachers; and school building reports for principals. --- --- ### 5783. Key Measures of School Development ```yaml url: "https://consortium.uchicago.edu/publications/key-measures-school-development" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2004-01 date_source: listing authors: ["Susan E. Sporte", "Stuart Luppescu", "Kumail Nanjiani"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` Sorted by the Essential Supports, this report provides both a snapshot of the 2003 survey results and graphs of survey response trends from 1994 to 2003. Snapshots categorize participants’ endorsement of each measure, ranging from weak to strong. Trend graphs display how average responses have changed in both elementary and high schools over the period from 1994 to 2003. The report also provides a snapshot of the 2003 survey results and graphs of survey measure response trends for Technology Use and Support from 2001 to 2003. --- --- ### 5784. Improving Chicago's Schools ```yaml url: "https://consortium.uchicago.edu/publications/improving-chicagos-schools-torvalds" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2003-09 date_source: listing authors: ["Holly Hart", "Melissa Dean", "Sandra Jennings", "Stuart Luppescu"] document_url: null doi: null license: null tags: [professional-development] ``` More than 101,000 students, teachers, and principals across the Chicago public school system participated in the UChicago Consortium’s 2003 Improving Chicago’s Schools survey. Students told us about their school experiences, attitudes, and activities. Teachers and principals told us about instruction in their classrooms and their professional development experiences, and answered our questions about the conditions under which they work. This information about where a school is and how it is developing can help the school assess its progress and plan for the future. --- --- ### 5785. Research Agenda 2004–2008 ```yaml url: "https://consortium.uchicago.edu/publications/research-agenda-2004%E2%80%932008" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2003-09 date_source: listing authors: ["Penny Bender Sebring"] document_url: null doi: null license: null tags: [] ``` This document sets forth a research agenda that continues some Consortium studies and outlines new investigations. --- --- ### 5786. The Chicago Annenberg Challenge ```yaml url: "https://consortium.uchicago.edu/publications/chicago-annenberg-challenge-successes-failures-and-lessons-future" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2003-08 date_source: listing authors: ["Carol Fendt", "Elaine Allensworth", "Jenny Nagaoka", "Mark A. Smylie", "Sara Hallman", "Stacy A. Wenzel", "Stuart Luppescu"] document_url: null doi: null license: null tags: [professional-development] ``` From the 1996-97 through 2000-01 school years, the Annenberg Foundation awarded special funding to as many as 210 of Chicago’s public schools, 90 percent of which were elementary schools. The funding, which had also been provided to cities such as New York and San Francisco, was part of a large-scale local school reform philosophy that intended to improve student achievement and other social and psychological outcomes. In Chicago, the Annenberg Challenge reflected a democratic localism that placed great faith in the ability of local schools, in partnership with parents and their communities, to develop their own strategies to achieve professional development and instructional goals. --- --- ### 5787. External Support to Schools on Probation ```yaml url: "https://consortium.uchicago.edu/publications/external-support-schools-probation-getting-leg" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2003-07 date_source: listing authors: ["David Wakelyn", "Jennifer O'Day", "Kara Finnigan"] document_url: null doi: null license: null tags: [] ``` This report focuses on the provision of external assistance to probation schools. Our examination of this component is based on a two-year, multi-level study of the design and implementation of the school probation policy in Chicago’s elementary schools. Following this introduction, we provide an overview of the role and system-level design of external assistance. We then outline the analytic frames and data sources that informed this investigation. Next, we describe the design and implementation of assistance at the support provider level. We conclude with a discussion of the overall strength of the support system and implications for policy and practice. --- --- ### 5788. Trust in Schools ```yaml url: "https://consortium.uchicago.edu/publications/trust-schools-core-resource-school-reform" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2003-03 date_source: listing authors: ["Anthony S. Bryk", "Barbara Schneider"] document_url: null doi: null license: null tags: [] ``` This longitudinal study of 400 Chicago elementary schools shows the central role of relational trust in building effective education communities. --- --- ### 5789. Ending Social Promotion ```yaml url: "https://consortium.uchicago.edu/publications/ending-social-promotion-results-summer-bridge" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2003-02 date_source: listing authors: ["Melissa Roderick", "Mimi Engel", "Jenny Nagaoka", "Brian A. Jacob", "Alex Orfei", "Sophie Degener", "Susan Stone", "Jen Bacon"] document_url: null doi: null license: null tags: [] ``` In the 1996-97 school year, the Chicago Public Schools (CPS) began a national trend when it included a required summer program, Summer Bridge, as a central component of its efforts to end social promotion. Over 21,000 students in the third, sixth, and eighth, or promotional gate grades, have attended Summer Bridge each year, making it one of the largest and most sustained summer school programs in the country. This report presents a rigorous and careful evaluation of Chicago’s Summer Bridge program. It is designed to address the following central questions that arise in the use of summer programs to support low-achieving students under high-stakes testing: --- --- ### 5790. How Do They Compare? ITBS and ISAT Reading and Mathematics in the Chicago Public Schools, 1999 to 2002 ```yaml url: "https://consortium.uchicago.edu/publications/how-do-they-compare-itbs-and-isat-reading-and-mathematics-chicago-public-schools-1999" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2003-02 date_source: listing authors: ["John Q. Easton", "Macarena Correa", "Stuart Luppescu", "Hye-Sook Park", "Stephen M. Ponisciak", "Todd Rosenkranz", "Susan E. Sporte"] document_url: null doi: null license: null tags: [formative-assessment, literacy, math-education] ``` In this data brief, researchers compare and contrast the ISAT and the ITBS to bring some needed attention to the ISAT and, by doing so, perhaps assist the discussions about the next generation of assessments that must be put into place by the 2005-06 school year. --- --- ### 5791. How Well Do Vivaldi Students Succeed after Elementary School? ```yaml url: "https://consortium.uchicago.edu/publications/how-well-do-vivaldi-students-succeed-after-elementary-school" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2003-01 date_source: listing authors: ["Macarena Correa", "Shazia Rafiullah Miller", "Stuart Luppescu"] document_url: null doi: null license: null tags: [dropout-prevention, math-education] ``` What happens to Chicago public school students after eighth grade? In this sample Individual School Report, the authors evaluate the academic performance and graduation rates of secondary school students. Findings are presented by gender, ITBS scores, math and English passing rates, and according to high school or Academic Preparatory Center. --- --- ### 5792. Reforming Chicago's High Schools ```yaml url: "https://consortium.uchicago.edu/publications/reforming-chicagos-high-schools-research-perspectives-school-and-system-level-change" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2002-11 date_source: listing authors: ["Valerie E. Lee"] document_url: null doi: null license: null tags: [] ``` When the Reform Board of Trustees of the City of Chicago adopted the Design for High Schools in 1997, the Chicago Public Schools had been actively involved in school reform for nearly a decade. It was generally believed, however, that reform efforts had taken hold more thoroughly in the elementary schools than in the secondary schools. The Design was intended to spur change in the high schools by increasing both academic press and personalism. --- --- ### 5793. Educational Technology ```yaml url: "https://consortium.uchicago.edu/publications/educational-technology-its-availability-and-use-chicagos-public-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2002-09 date_source: listing authors: ["Holly Hart", "Elaine Allensworth", "Douglas L. Lauen", "Robert M. Gladden"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` With expectations for technology use and its potential costs continuing to rise, the UChicago Consortium sought to provide baseline information on educational technology—the use of computers and the Internet for instructional purposes—in Chicago public schools. --- --- ### 5794. Documentation of the 1996-2002 Chicago Annenberg Research Project on Authentic Intellectual Demand Exhibited in Assignments and Student Work ```yaml url: "https://consortium.uchicago.edu/publications/documentation-1996-2002-chicago-annenberg-research-project-authentic-intellectual" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2002-08 date_source: listing authors: ["Stacy A. Wenzel", "Jenny Nagaoka", "Loretta Morris", "Sabrina Billings", "Carol Fendt"] document_url: null doi: null license: null tags: [] ``` This manual describes the process by which researchers collected, scored, and analyzed the thousands of teacher assignments and pieces of student work collected from a sample of Chicago public schools participating in Chicago Annenberg Challenge-funded networks. After providing a brief background of this work, researchers highlight three main aspects of the process: (1) Collection and management of the data; (2) assignment of scores to the data; and (3) statistical analyses of the data. --- --- ### 5795. Research and Evaluation in the Chicago Public Schools ```yaml url: "https://consortium.uchicago.edu/publications/research-and-evaluation-chicago-public-schools-plan-future" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2002-08 date_source: listing authors: ["John Q. Easton", "Laurence Stanton"] document_url: null doi: null license: null tags: [literacy, professional-development] ``` Improved teaching and learning is the top priority of the new CPS administration. Chief Executive Officer Arne Duncan and Chief Education Officer Barbara Eason-Watkins have introduced a number of initiatives intended to strengthen instruction and student performance, including a system-wide reading initiative supported by extensive professional development. --- --- ### 5796. Trust in Schools ```yaml url: "https://consortium.uchicago.edu/publications/trust-schools-core-resource-improvement" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2002-08 date_source: listing authors: ["Anthony S. Bryk", "Barbara Schneider"] document_url: null doi: null license: null tags: [] ``` Most Americans agree on the necessity of education reform, but there is little consensus about how this goal might be achieved. The rhetoric of standards and vouchers has occupied center stage, polarizing public opinion and affording little room for reflection on the intangible conditions that make for good schools. Trust in Schools engages this debate with a compelling examination of the importance of social relationships in the successful implementation of school reform. --- --- ### 5797. Changing Special Education Enrollments ```yaml url: "https://consortium.uchicago.edu/publications/changing-special-education-enrollments-causes-and-distribution-among-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2002-06 date_source: listing authors: ["Robert M. Gladden", "Shazia Rafiullah Miller"] document_url: null doi: null license: null tags: [inclusive-design] ``` This series tracks the performance of Chicago public high school students from 1993 to 2000 using data from the last two years of Phase I reform as a baseline for looking at the first five years of Phase II. This report examines the rise in the percent and number of students eligible for special education services and their distribution across schools. --- --- ### 5798. 2001 CPS Trend Review ```yaml url: "https://consortium.uchicago.edu/publications/2001-cps-trend-review-iowa-tests-basic-skills" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2002-06 date_source: listing authors: ["Todd Rosenkranz"] document_url: null doi: null license: null tags: [] ``` This is the fourth in a series of research data reports reviewing annual ITBS test trends. A brief discussion of the findings summarizes key results of the analyses. --- --- ### 5799. Declining High School Enrollment ```yaml url: "https://consortium.uchicago.edu/publications/declining-high-school-enrollment-exploration-causes" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2002-05 date_source: listing authors: ["Elaine Allensworth", "Shazia Rafiullah Miller"] document_url: null doi: null license: null tags: [dropout-prevention] ``` The authors document the decline in high school enrollment from 1993 to 2000 and examine why it occurred. Analysis shows that the introduction of the promotion gate policy to CPS elementary schools in the 1995-96 school year had a profound effect on high school enrollment. As lower achieving eighth-grade students were retained or sent to Academic Preparatory Centers, the size of ninth-grade cohorts shrank. Successive grades were affected as smaller cohorts moved through high school. The better prepared students who did make it to ninth grade were less likely to spend more than four years in high school than in the past, thereby further depressing enrollment. As a result of this reduction in high school course repetition, the increase in eighth grade retention was not accompanied by a decline in graduation rates by age 18. --- --- ### 5800. Student Performance ```yaml url: "https://consortium.uchicago.edu/publications/student-performance-course-taking-test-scores-and-outcomes" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2002-05 date_source: listing authors: ["Elaine Allensworth", "Julie Reed Kochanek", "Shazia Rafiullah Miller"] document_url: null doi: null license: null tags: [] ``` Between 1993 and 2000, high school eligible students in Chicago Public Schools improved on a number of measures. --- --- ### 5801. Improving Chicago's Schools ```yaml url: "https://consortium.uchicago.edu/publications/improving-chicagos-schools-pablo-neruda-high-school" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2001-09 date_source: listing authors: ["Holly Hart", "Jenny Nagaoka", "John Q. Easton", "Rose E. Sweeney", "Stuart Luppescu"] document_url: null doi: null license: null tags: [professional-development] ``` In spring 2001, nearly 100,000 students, teachers, and principals across Chicago Public Schools (CPS) participated in the UChicago Consortium's 2001 Improving Chicago's Schools survey. Students told us about their school experiences, attitudes, and activities. Teachers and principals told us about instruction in their classrooms, their professional development experiences, and answered our questions about the conditions under which they work. --- --- ### 5802. Development of Chicago Annenberg Schools ```yaml url: "https://consortium.uchicago.edu/publications/development-chicago-annenberg-schools-1996-1999" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2001-07 date_source: listing authors: ["Stacy A. Wenzel", "Mark A. Smylie", "Penny Bender Sebring", "Elaine Allensworth", "Tania Gutierrez", "Sara Ray Stoelinga", "Stuart Luppescu", "Shazia Rafiullah Miller"] document_url: null doi: null license: null tags: [] ``` This is one of a series of technical reports charting the development of schools participating in the Chicago Annenberg Challenge. Using the Model of Essential Supports for Student Learning as its framework, the report looks at the small but potentially significant ways that Annenberg schools developed. Case studies and initial lessons on how to promote school development are presented. --- --- ### 5803. Calculating a Cohort Dropout Rate for the Chicago Public Schools ```yaml url: "https://consortium.uchicago.edu/publications/calculating-cohort-dropout-rate-chicago-public-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2001-06 date_source: listing authors: ["Elaine Allensworth", "John Q. Easton"] document_url: null doi: null license: null tags: [dropout-prevention, math-education] ``` This technical research report presents the UChicago Consortium's best estimates of CPS dropout rates over the last several years. It also provides the details behind the computation of those rates, including the decisions involved in their construction and the effects of those decisions on the final numbers. --- --- ### 5804. Teacher Professional Development in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/teacher-professional-development-chicago-supporting-effective-practice" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2001-04 date_source: listing authors: ["Elaine Allensworth", "Mark A. Smylie", "Rebecca C. Greenberg", "Rodney Harris", "Stuart Luppescu"] document_url: null doi: null license: null tags: [professional-development] ``` This is one of a series of reports of the Chicago Annenberg Research Project that explore ways of supporting the high quality instruction which has been shown to improve student learning. The authors begin by examining the concept of and defining effective teacher professional development. Next, they summarize teachers' reports of the extent to which they experience effective professional development, and their thoughts on how their professional development experiences could be improved. Data from 1997 and 1999 citywide teacher surveys are analyzed to identify the sources, means of delivery, and organizational supports (particularly at the school level) that promote effective professional development. --- --- ### 5805. Summary of Presentations on Research on High School Reform Efforts in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/summary-presentations-research-high-school-reform-efforts-chicago" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2001-03 date_source: listing authors: ["Carol D. Lee", "Connie A. Bridge", "Connie Yowell", "Elaine Allensworth", "G. Alfred Hess, Jr", "Hector Morales", "James O'Brien", "Joseph E. Kahne", "Nicole E. Holland", "Richard G. Gelb", "Rochelle Guitérrez", "Shazia Rafiullah Miller", "Soloman Cytrnbaum", "Steven Tozer"] document_url: null doi: null license: null tags: [] ``` In March 2001, the UChicago Consortium convened a group of national and Chicago-area education researchers to discuss recent and current research on high school reform efforts in Chicago. In keeping with the UChicago Consortium's commitment to enhancing understanding of the factors which affect student learning outcomes, members and representatives of a number of organizations with an interest in high school reform and education research—including teachers, principals, community organizations, advocacy groups, and the Chicago Public Schools—were also invited to attend the conference. --- --- ### 5806. Instruction and Achievement in Chicago Elementary Schools ```yaml url: "https://consortium.uchicago.edu/publications/instruction-and-achievement-chicago-elementary-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2001-01 date_source: listing authors: ["Fred M. Newmann", "Julia B. Smith", "Valerie E. Lee"] document_url: null doi: null license: null tags: [literacy, math-education] ``` This report is part of a series of special topic reports developed by the Chicago Annenberg Research Project. The study reported here explored the link between different forms of instruction and learning in Chicago elementary schools. The report presents clear and consistent evidence that in Chicago's elementary schools the instructional approach teachers use influences how much students learn in reading and mathematics. It discusses the important relationships which were found between teachers' professional preparation and the presence of key organizational supports within their schools, and their use of the more effective methods. It concludes that efforts to engage all students in deeper and broader thinking about subject matter are a hallmark of 'good teaching', and that Chicago students' achievement could improve further if teachers across the school system were encouraged to achieve a better balance among their use of review, interactive teaching, and didactic teaching practice. --- --- ### 5807. Authentic Intellectual Work and Standardized Tests ```yaml url: "https://consortium.uchicago.edu/publications/authentic-intellectual-work-and-standardized-tests-conflict-or-coexistence" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2001-01 date_source: listing authors: ["Fred M. Newmann", "Anthony S. Bryk", "Jenny Nagaoka"] document_url: null doi: null license: null tags: [formative-assessment, literacy, math-education, writing-instruction] ``` This report is one of a series of special topic reports developed by the Chicago Annenberg Research Project. It presents the results of a study of Chicago teachers' assignments in mathematics and writing in grades three, six, and eight. The study showed that students who received assignments requiring more challenging intellectual work also achieved greater than average gains on the Iowa Tests of Basic Skills in reading and math, and demonstrated higher performance in reading, math, and writing on the Illinois Goals Assessment Program. --- --- ### 5808. School Instructional Program Coherence ```yaml url: "https://consortium.uchicago.edu/publications/school-instructional-program-coherence-benefits-and-challenges" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2001-01 date_source: listing authors: ["Fred M. Newmann", "BetsAnn Smith", "Elaine Allensworth", "Anthony S. Bryk"] document_url: null doi: null license: null tags: [] ``` This report is one of a series of special topic reports developed by the Chicago Annenberg Research Project. It discusses an important reason why schools involved in multiple improvement initiatives do not always improve their students' achievements. It introduces the concept of instructional program coherence and presents new evidence that students in Chicago elementary schools with stronger program coherence show higher gains in student achievement. The report suggests ways in which school leaders, school improvement partners, and policy makers can act to bring about the instructional coherence that will reward their school improvement efforts. --- --- ### 5809. Annual CPS Trend Review, 2000 ```yaml url: "https://consortium.uchicago.edu/publications/annual-cps-trend-review-2000" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2001-01 date_source: listing authors: ["John Q. Easton", "Todd Rosenkranz", "Anthony S. Bryk"] document_url: null doi: null license: null tags: [] ``` This is the third in a series of research data reviewing annual ITBS test trends. It includes a brief discussion of the findings summarizes key results of the analyses. --- --- ### 5810. Testing and Assessment in Illinois School Districts ```yaml url: "https://consortium.uchicago.edu/publications/testing-and-assessment-illinois-school-districts" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2000-11 date_source: listing authors: ["John Q. Easton"] document_url: null doi: null license: null tags: [formative-assessment] ``` This study reports the results of a survey of 75 school districts in the state of Illinois. The survey focused on three dimensions of student assessment practices within the districts: why districts give tests, what tests they give, and what they do with their test results. The survey also asked districts about the Illinois Standards Achievement Tests (ISAT) program, how it could be improved and how it could meet their needs better. --- --- ### 5811. Chicago Classroom Demands for Authentic Intellectual Work ```yaml url: "https://consortium.uchicago.edu/publications/chicago-classroom-demands-authentic-intellectual-work-trends-1997-1999" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2000-10 date_source: listing authors: ["Anthony S. Bryk", "Jenny Nagaoka", "Fred M. Newmann"] document_url: null doi: null license: null tags: [math-education, writing-instruction] ``` This is the second Consortium report on the qual- ity of academic work in Chicago classrooms. Previously, in The Quality of Intellectual Work in Chicago Schools: A Baseline Report, we examined both classroom assignments from the first year of the study (1996-97) and the student work performed on them. We found that the typical classroom assignment in both writing and math made only modest academic demands on students. Generally, assignments consisted of simple drill and fill-in-the-blank practice exercises that rarely moved beyond rudimentary basic skills. However on a more encouraging note, we found that when teachers did assign more demanding classroom tasks, most students were able to complete them and demonstrate more complex intellectual performance. This brief asks whether we were seeing more of these kinds of assignments in 1998-99 than when the Annenberg Challenge began in 1996. --- --- ### 5812. Update ```yaml url: "https://consortium.uchicago.edu/publications/update-ending-social-promotion-passing-retention-and-achievement-trends-among-promoted" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2000-09 date_source: listing authors: ["Melissa Roderick", "Jenny Nagaoka", "Jen Bacon", "John Q. Easton"] document_url: null doi: null license: null tags: [] ``` The December 1999 research report, Ending Social Promotion: Results from the First Two Years, examined the progress of third-, sixth-, and eighth-grade students who, in 1997 and 1998, were subject to Chicago Public Schools ending social promotion policy. To understand the policy’s impact, researchers compared the academic performance of these students to the performance of students in 1995 who had not been subject to the policy. --- --- ### 5813. Access to Magnet Schools in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/access-magnet-schools-chicago" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2000-08 date_source: listing authors: ["Elaine Allensworth", "Todd Rosenkranz"] document_url: null doi: null license: null tags: [] ``` This report describes the magnet schools in the Chicago Public Schools (CPS), and analyzes students' access to magnet schools based on their ethnicity and residential location within the city. It also examines changes in CPS enrollment patterns that may be related to the development of new manget schools and magnet school policies. --- --- ### 5814. School Improvement with External Partners ```yaml url: "https://consortium.uchicago.edu/publications/school-improvement-external-partners" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2000-06 date_source: listing authors: ["Fred M. Newmann", "Karen Sconzert"] document_url: null doi: null license: null tags: [college-access] ``` The Chicago Annenberg Challenge was formed in 1995 as part of the national Annenberg Challenge, a project aimed at improving public schools across the United States. Since its beginnings, the Chicago Annenberg Challenge has pursued school reform through intermediary organizations—community- or university-based external partners—linked to networks of schools. --- --- ### 5815. Annual CPS Test Trend Review, 1999 ```yaml url: "https://consortium.uchicago.edu/publications/annual-cps-test-trend-review-1999" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2000-05 date_source: listing authors: ["John Q. Easton", "Todd Rosenkranz", "Anthony S. Bryk", "Brian A. Jacob", "Stuart Luppescu", "Melissa Roderick"] document_url: null doi: null license: null tags: [] ``` This current data brief updates that effort to monitor ITBS achievement results in the Chicago Public Schools (CPS) and introduces other relevant factors into the discussion as well. These two research data briefs mark the beginning of a series of annual reports from the UChicago Consortium, analyzing ITBS trends in the CPS. --- --- ### 5816. School Leadership and the Bottom Line in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/school-leadership-and-bottom-line-chicago" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2000-02 date_source: listing authors: ["Penny Bender Sebring", "Anthony S. Bryk"] document_url: null doi: null license: null tags: [sel] ``` As Consortium's research into Chicago public school reform has progressed, the important roles school principals play in their students' achievement has become increasingly clear. In this report, Consortium researchers identify key characteristics of principal leadership, as well as key focus areas, that lead to improved student learning. An edited version of this article appeared in the February 2000 issue of Phi Delta Kappan. --- --- ### 5817. Improving Chicago's Schools ```yaml url: "https://consortium.uchicago.edu/publications/improving-chicagos-schools-harding-school" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2000-01 date_source: listing authors: ["Stuart Luppescu", "Anthony S. Bryk", "Jenny Nagaoka", "John Q. Easton", "Shazia Rafiullah Miller", "Lara L. Cohen"] document_url: null doi: null license: null tags: [sel] ``` Every two years, the UChicago Consortium conducts surveys of the students and teachers in the Chicago Public Schools. Each school then receives a customized report analyzing their school's responses and comparing them both to schools with similar characteristics and schools system wide. This year's reports differ from those of previous years in that they add a new feature: three-year trends charting survey responses in 1994, 1997, and 1999. Harding School is a pseudonym for a representative Chicago elementary school. --- --- ### 5818. Social Support, Academic Press, and Student Achievement ```yaml url: "https://consortium.uchicago.edu/publications/social-support-academic-press-and-student-achievement-view-middle-grades-chicago" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1999-10 date_source: listing authors: ["Julia B. Smith", "Mark A. Smylie", "Tamara E. Perry", "Valerie E. Lee"] document_url: null doi: null license: null tags: [] ``` This report from the Chicago Annenberg Research Project focuses on the relationships of student social support and school academic press to gains in student achievement. --- --- ### 5819. Ending Social Promotion ```yaml url: "https://consortium.uchicago.edu/publications/ending-social-promotion-results-first-two-years" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1999-10 date_source: listing authors: ["Melissa Roderick", "Anthony S. Bryk", "Brian A. Jacob", "John Q. Easton", "Elaine Allensworth"] document_url: null doi: null license: null tags: [literacy, math-education] ``` In 1996, the Chicago Public Schools implemented a policy designed to end social promotion and raise academic achievement. The centerpiece of this initiative is a set of promotional test-score cutoffs for third-, sixth-, and eighth-graders. Students in these grades must achieve a minimum score on the Iowa Tests of Basic Skills (ITBS) in reading and mathematics in order to be promoted to the next grade. --- --- ### 5820. How Do Barton Graduates Perform in CPS High Schools? ```yaml url: "https://consortium.uchicago.edu/publications/how-do-barton-graduates-perform-cps-high-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1999-08 date_source: listing authors: ["John Q. Easton", "Robert M. Gladden", "Shazia Rafiullah Miller", "Stuart Luppescu"] document_url: null doi: null license: null tags: [dropout-prevention] ``` Sample of the customized reports published for every Chicago public elementary school. Addresses graduation and dropout rates and the success of at-risk students. --- --- ### 5821. How Do Kenwood Graduates Perform? ```yaml url: "https://consortium.uchicago.edu/publications/how-do-kenwood-graduates-perform" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1999-08 date_source: listing authors: ["John Q. Easton", "Robert M. Gladden", "Shazia Rafiullah Miller", "Stuart Luppescu"] document_url: null doi: null license: null tags: [dropout-prevention] ``` Sample of the customized reports published for every Chicago public high school. Addresses graduation and dropout rates and the success of at-risk students. Tracks students by feeder schools and eighth-grade test scores. --- --- ### 5822. The Chicago Annenberg Challenge ```yaml url: "https://consortium.uchicago.edu/publications/chicago-annenberg-challenge-first-three-years" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1999-03 date_source: listing authors: ["Dorothy Shipps", "Holly Swyers", "Karen Sconzert"] document_url: null doi: null license: null tags: [] ``` This report documents the origins and early history of the Chicago Annenberg Challenge. It examines the development of the Challenge's "theory of action" and assesses its place in the broader institutional contexts of Chicago and the Chicago Public Schools (CPS). The report explores how those contexts have influenced the Challenge's development and whether the Challenge, in turn, has begun to influence its environment. A key element of this report concerns the relationship of the Challenge's theory of action for school change to other dominant theories of action held by the city's civic, business, and governmental leaders. --- --- ### 5823. It's About Time ```yaml url: "https://consortium.uchicago.edu/publications/its-about-time-opportunities-learn" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1998-12 date_source: listing authors: ["BetsAnn Smith"] document_url: null doi: null license: null tags: [] ``` This study investigates the amount of time devoted to instruction in Chicago elementary schools on a day-to-day basis and across the school year. To begin, the report illustrates how insufficient and unbalanced allocations of instructional and non-instructional time make it unrealistic to achieve the 300 minutes of daily instruction mandated by the state. Instead, the school day typically delivers less than 240 minutes of total instruction each day. A second analysis illustrates losses in annual learning time as a result of disruptive start-up routines, special programs and events, holiday slow downs, test preparation periods, and a steep drop in academic work during the last six weeks of the school year. For teachers and students alike, the result is a paucity of sustained instructional time. --- --- ### 5824. Adjusting Citywide ITBS Scores for Student Retention in Grades Three, Six, and Eight ```yaml url: "https://consortium.uchicago.edu/publications/adjusting-citywide-itbs-scores-student-retention-grades-three-six-and-eight" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1998-12 date_source: listing authors: ["John Q. Easton", "Brian A. Jacob", "Stuart Luppescu", "Melissa Roderick"] document_url: null doi: null license: null tags: [] ``` The authors look at how 1998 standardized test scores were affected by the scores of students retained under the CPS promotion policy. Findings show that even when the retained students' scores on the Iowa Tests of Basic Skills are counted as if the students had taken the test at a higher grade, the system's scores are still rising overall. --- --- ### 5825. Setting the Pace ```yaml url: "https://consortium.uchicago.edu/publications/setting-pace-opportunities-learn-chicago-public-elementary-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1998-11 date_source: listing authors: ["Julia B. Smith", "BetsAnn Smith", "Anthony S. Bryk"] document_url: null doi: null license: null tags: [math-education] ``` During in-depth field studies in Chicago Public Schools (CPS) classrooms, researchers began to notice that similar lessons were being taught to students several grades apart. Concepts such as the definition of a parallelogram were being taught again and again, with little or no development in depth and complexity. Because of the concerns raised by these observations, this study was developed to address the issue of curriculum pacing on a system-wide level. Researchers used survey reports from Chicago teachers on the content they teach their classes in order to examine the prevalence of slow or repetitive pacing and its distribution in Chicago schools. The study focused on math, which is commonly approached as a systematic presentation of topics that build upon prior knowledge and that grow in complexity. The question addressed was: Are CPS students at each grade given the opportunity to learn the concepts for which they are held accountable on standardized tests? --- --- ### 5826. The Quality of Intellectual Work in Chicago Schools ```yaml url: "https://consortium.uchicago.edu/publications/quality-intellectual-work-chicago-schools-baseline-report" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1998-10 date_source: listing authors: ["Fred M. Newmann", "Gudelia Lopez", "Anthony S. Bryk"] document_url: null doi: null license: null tags: [math-education, writing-instruction] ``` Based on samples of assignments and student work collected from teachers, this study analyzes the intellectual demands placed on Chicago Public Schools (CPS) elementary students. Rather than relying on the results of standardized, basic skills test scores, this study sought to collect more direct evidence of the intellectual work life of students in Chicago's schools. Reseachers gathered assignments and work samples from third, sixth, and eighth graders in writing and math and rated them using criteria derived from the three components of authentic intellectual work: construction of knowledge, disciplined inquiry, and value beyond school. Their analysis focused on how often Chicago students encounter assignments that call for challenging intellectual work: construction of knowledge, disciplined inquiry, and value beyond school. Their analysis focused on how often Chicago students encounter assignments that call for challenging intellectual work rather than mere reproduction of knowledge. In addition, the study examined the connection between more demanding assignments and higher quality work. In other words, when students receive more difficult assignments, do they rise to the occasion and produce work that shows more evidence of in-depth thought? --- --- ### 5827. Changing Standards, Changing Relationships ```yaml url: "https://consortium.uchicago.edu/publications/changing-standards-changing-relationships-building-family-school-relationships-promote" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1998-08 date_source: listing authors: ["Melissa Roderick", "Susan Stone", "Michael Arney", "James Chiong", "Kneia DaCosta", "Elaine Waxman"] document_url: null doi: null license: null tags: [] ``` Most educators agree that the extent to which children receive day-to-day home support for their work in school is critical in determining how well they do in school. This is as true during adolescence as it is during the elementary school years. However, after the transition to high school parents often become less involved with their children's homework and are less likely to talk with their children about school work and educational plans. Until recently, few high school teachers saw it as their role to work with parents in reversing this decline. Now, more and more high schools are placing a high priority on finding new ways of working with parents. --- --- ### 5828. Charting Chicago School Reform ```yaml url: "https://consortium.uchicago.edu/publications/charting-chicago-school-reform-democratic-localism-lever-change" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1998-08 date_source: listing authors: ["Anthony S. Bryk", "Penny Bender Sebring", "David Kerbow", "Sharon G. Rollow", "John Q. Easton"] document_url: null doi: null license: null tags: [] ``` In 1989, Chicago began an experiment with radical decentralization of power and authority. This book tells the story of what happened to Chicago's elementary schools in the first four years of this reform. Implicit in this reform is the theory that expanded local democratic participation would stimulate organizational change within schools, which in turn would foster improved teaching and learning. Using this theory as a framework, the authors marshal massive quantitative and qualitative data to examine how the reform actually unfolded at the school level. --- --- ### 5829. Getting Started ```yaml url: "https://consortium.uchicago.edu/publications/getting-started-first-look-annenberg-schools-and-networks" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1998-06 date_source: listing authors: ["Diane King Bilcer", "Dorothy Shipps", "Holly Swyers", "Julie Kochanek", "Karen Sconzert", "Mark A. Smylie"] document_url: null doi: null license: null tags: [sel] ``` This report is the first of a series by the Chicago Annenberg Research Project, which studies the activities of schools and networks participating in the Chicago Annenberg Challenge. The report provides baseline data and identifies patterns of characteristics, activities, and accomplishments across Chicago Annenberg Challenge schools during their first 12 to 18 months of support. It also identifies important issues to be considered as the Challenge continues its work. --- --- ### 5830. Academic Productivity of Chicago Public Elementary Schools ```yaml url: "https://consortium.uchicago.edu/publications/academic-productivity-chicago-public-elementary-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1998-03 date_source: listing authors: ["Anthony S. Bryk", "Yeow M. Thum", "John Q. Easton", "Stuart Luppescu"] document_url: null doi: null license: null tags: [] ``` This study sought an accurate and defensible way to chart student improvement in the Chicago Public Schools. The technical report explains why the current statistic used to measure year-to-year student achievement, "percentage of students at or above national norms," is unreliable for this purpose. The report details the methods used to assess the limitations of the current testing system and to create an alternative, a content-based measurement ruler. It then uses this new ruler to analyze trends in the Chicago schools in the first decade after reform. --- --- ### 5831. Charting Reform ```yaml url: "https://consortium.uchicago.edu/publications/charting-reform-lscs%E2%80%94local-leadership-work" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1997-12 date_source: listing authors: ["Susan Ryan", "Anthony S. Bryk", "Gudelia Lopez", "Kimberly P. Williams", "Kathleen Hall", "Stuart Luppescu"] document_url: null doi: null license: null tags: [] ``` The UChicago Consortium analyzed survey data from Local School Council (LSC) members in the Chicago Public Schools. The purpose of the survey was to develop baseline information from one of the sites of power that governs schools. These data will complement survey data from two other sites of power: teachers (elementary school teachers were surveyed in 1991; elementary and high school teachers in 1994) and principals (surveyed in 1992). This is the first time the UChicago Consortium has conducted a survey of parents and community members on the LSCs. Replication of prior survey measures on school politics types, views about LSC contributions, role clarity, and the impact of Chicago school reform, will offer fruitful possibilities for comparative analysis. --- --- ### 5832. Improving Chicago's Schools ```yaml url: "https://consortium.uchicago.edu/publications/improving-chicagos-schools-millard-fillmore-school" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1997-08 date_source: listing authors: ["Anthony S. Bryk", "Stuart Luppescu", "Diane King Bilcer", "Gudelia Lopez", "Jenny Nagaoka", "John Q. Easton"] document_url: null doi: null license: null tags: [] ``` Millard Fillmore is a pseudonym for a representative elementary school in the Chicago Public Schools. Each school that returned a sufficient number of the 1997 student and teacher surveys received an individualized school report like the Millard Fillmore report. These reports are designed to correspond to the Chicago Public Schools' self-analysis guide. Data from each school's surveys are analyzed and compared to schools with similar ITBS scores and to all schools in the system. --- --- ### 5833. Improving Chicago's Schools ```yaml url: "https://consortium.uchicago.edu/publications/improving-chicagos-schools-john-tyler-high-school" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1997-08 date_source: listing authors: ["Anthony S. Bryk", "Stuart Luppescu", "Diane King Bilcer", "Gudelia Lopez", "Jenny Nagaoka", "John Q. Easton"] document_url: null doi: null license: null tags: [] ``` John Tyler is the pseudonym for a representative Chicago public high school. Each school that returned a sufficient number of the 1997 student and teacher surveys received an individualized school report like the Millard Fillmore report. These reports aredesigned to correspond to the Chicago Public Schools' self-analysis guide. Data from each school's surveys are analyzed and compared to schools with similar ITBS scores and to all schools in the system. --- --- ### 5834. Habits Hard to Break ```yaml url: "https://consortium.uchicago.edu/publications/habits-hard-break-new-look-truancy-chicagos-public-high-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1997-07 date_source: listing authors: ["Melissa Roderick", "Michael Arney", "Michael Axelman", "Kneia DaCosta", "Cheryl Stelger", "Susan Stone", "Leticia Villarreal-Sosa", "Elaine Waxman"] document_url: null doi: null license: null tags: [attendance] ``` This research brief, the first in a series produced by the Student Life in High Schools Project with the assistance of the Consortium on School Research and the Chicago Public Schools, examines truancy in Chicago's public high schools. It focuses on attendance patterns in the CPS ninth grade class of 1995-96, comprising some 30,000 adolescents. The main findings of the analysis are the following: --- --- ### 5835. Charting Reform in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/charting-reform-chicago-students-speak" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1996-07 date_source: listing authors: ["Penny Bender Sebring", "Anthony S. Bryk", "Melissa Roderick", "Eric Camburn", "Stuart Luppescu", "Yeow M. Thum", "BetsAnn Smith", "Joseph E. Kahne"] document_url: null doi: null license: null tags: [] ``` This report seeks to give voice to students regarding their school experiences-how they describe their teachers and peers, their classes, and their own efforts. --- --- ### 5836. Social Trust ```yaml url: "https://consortium.uchicago.edu/publications/social-trust-moral-resource-school-improvement" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1996-01 date_source: listing authors: ["Anthony S. Bryk", "Barbara Schneider"] document_url: null doi: null license: null tags: [] ``` Do trusting relationships among adults in a school help children learn? In an era of widespread distrust of educational institutions and their ability to educate children, Chicago attempted to expand local control in order to improve its schools, calling on parents, teachers, and administrators to "join together in sustained cooperative efforts around school improvement." This report reveals that a trusting school climate is an important resource for improving teaching and learning. --- --- ### 5837. Charting Reform ```yaml url: "https://consortium.uchicago.edu/publications/charting-reform-chicago-teachers-take-stock" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1995-08 date_source: listing authors: ["Penny Bender Sebring", "Anthony S. Bryk", "John Q. Easton", "Stuart Luppescu", "Yeow M. Thum", "Winifred A. Lopez", "BetsAnn Smith"] document_url: null doi: null license: null tags: [] ``` This is the first report in a two-part series. Here we focus on three of the essential supports for student learning in Pathways to Achievement: school leadership, parental involvement, and professional community and development. --- --- ### 5838. School Reform, Retention Policy, and Student Achievement Gains ```yaml url: "https://consortium.uchicago.edu/publications/school-reform-retention-policy-and-student-achievement-gains" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1995-04 date_source: listing authors: ["Stuart Luppescu", "Anthony S. Bryk", "Paul Deabster", "John Q. Easton", "Yeow M. Thum"] document_url: null doi: null license: null tags: [] ``` Students who lag behind their classmates are sometimes retained in the same grade to give them a chance to "catch up." In 1987, the Chicago Public Schools discouraged teachers from retaining students in the same grade for another year. Using a propensity for retention measure, the authors were able to match students who were retained with those who were promoted. Promoted students show larger achievements gains (as measured by standardized tests) than those who are retained. --- --- ### 5839. Charting Reform in Asbury School ```yaml url: "https://consortium.uchicago.edu/publications/charting-reform-asbury-school-results-student-and-teacher-surveys" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1995-02 date_source: listing authors: ["Penny Bender Sebring", "Anthony S. Bryk", "Stuart Luppescu", "Yeow M. Thum"] document_url: null doi: null license: null tags: [] ``` Asbury High School is a pseudonym for a representative Chicago public high school. Asbury School data from the 1994 teacher and student surveys were analyzed and keyed to the district's self-analysis guide for schools. Each school that participated in the surveys received a report similar to that of Asbury School. --- --- ### 5840. Charting Reform in Prairie School ```yaml url: "https://consortium.uchicago.edu/publications/charting-reform-prairie-school-results-student-and-teacher-surveys" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1995-01 date_source: listing authors: ["Penny Bender Sebring", "Anthony S. Bryk", "Stuart Luppescu", "Yeow M. Thum"] document_url: null doi: null license: null tags: [] ``` Prairie Elementary School is a pseudonym for a representative Chicago public elementary school. Prairie School data from the 1994 teacher and student surveys were analyzed and keyed to the district's self-analysis guide for schools. Each school that participated in the surveys received a report similar to that of Prairie School. --- --- ### 5841. A View from the Elementary Schools ```yaml url: "https://consortium.uchicago.edu/publications/view-elementary-schools-state-reform-chicago" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1993-07 date_source: listing authors: ["Anthony S. Bryk", "John Q. Easton", "David Kerbow", "Sharon G. Rollow", "Penny Bender Sebring"] document_url: null doi: null license: null tags: [formative-assessment] ``` This report offers an assessment of reform efforts in Chicago elementary schools. Schools had been faced with the challenge of initiating local governance, evaluating their principals, and following a timetable to be at national norms in student learning by 1994. The authors draw on field research, Consortium survey data, and case studies of six Chicago elementary schools to address a variety of questions: How are the new governance structures functioning? What reform efforts are underway? Additionally, the authors look at trends across the system to evaluate whether local school governance patterns are distributed equitably among school communities. --- --- ### 5842. Charting Reform ```yaml url: "https://consortium.uchicago.edu/publications/charting-reform-principals-perspective" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1992-12 date_source: listing authors: ["Albert L. Bennett", "Anthony S. Bryk", "John Q. Easton", "David Kerbow", "Stuart Luppescu", "Penny Bender Sebring"] document_url: null doi: null license: null tags: [formative-assessment] ``` This report is organized around four major topics: principals' reactions to school reform and its new governance structures; principals' assessments of their teachers and efforts to improve the human resources of their schools; the restructuring activities occurring in their schools; and, finally, a section on the principals themselves - who they are, how they spend their time, the roadblocks they face, and their feelings about their job. --- --- ### 5843. Charting Reform ```yaml url: "https://consortium.uchicago.edu/publications/charting-reform-teachers-turn" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1991-01 date_source: listing authors: ["John Q. Easton", "Anthony S. Bryk", "Mary E. Driscoll", "John G. Kotsakis", "Penny Bender Sebring", "Arie J. van der Ploeg"] document_url: null doi: null license: null tags: [] ``` This report summarizes teachers' opinions about school reform, the quaIity of their schools, and their perspectives on instruction and its improvement. --- --- ### 5844. Achieving School Reform in Chicago ```yaml url: "https://consortium.uchicago.edu/publications/achieving-school-reform-chicago-what-we-need-know" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 1991-01 date_source: listing authors: ["Anthony S. Bryk", "Penny Bender Sebring"] document_url: null doi: null license: null tags: [] ``` The UChicago Consortium's five-year research agenda identifies four topical areas for further research: school governance, teaching and learning, the quality of the school as an organization, and systemic change. --- --- ### 5848. Preliminary Findings From the BHSSA School Behavioral Health Systems Survey ```yaml url: "https://www.wested.org/resource/preliminary-findings-from-the-bhssa-school-behavioral-health-systems-survey/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [sel] ``` Get early insights from the statewide Behavioral Health Student Services Act (BHSSA) evaluation by WestEd in collaboration with the California Commission for Behavioral Health. --- --- ### 5849. Evaluation of Outcomes Based Contracting (OBC): Final Report ```yaml url: "https://www.wested.org/resource/evaluation-of-outcomes-based-contracting/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Kelsey Krausen", "Sean Tanner", "Ruthie Caparas", "Betsy Garcia", "Hope Harrington"] document_url: null doi: null license: null tags: [] ``` This WestEd evaluation of Outcomes Based Contracting across eight early-adopter districts examines its impact, implementation, and drivers of success. --- --- ### 5850. Leading With Urgency: 5 Levers for Effective School Improvement and Lasting Change ```yaml url: "https://www.wested.org/resource/leading-with-urgency-5-levers-for-effective-school-improvement-and-lasting-change/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Joseph Sassone"] document_url: null doi: null license: null tags: [] ``` Part of WestEd's VITAL Education Series, Leading With Urgency introduces a practical, field-tested framework designed to help K–12 principals navigate the complex challenges of leading meaningful school change efforts. --- --- ### 5851. Supporting Students and Staff Through Relationship-Centered Circles: Early Findings From EVOLVE ```yaml url: "https://www.wested.org/resource/supporting-students-and-staff-through-relationship-centered-circles/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Shannon McCullough", "Ashley Boal", "Jason Snipes"] document_url: null doi: null license: null tags: [] ``` This WestEd brief shares early findings from EVOLVE, a Tier 2 relationship-centered circles program, showing gains in facilitator practice and improvements in student engagement, well-being, and connection. --- --- ### 5852. Youth Perspectives on School Behavioral Health: What Young People With Lived Experiences in Justice Systems Want School Communities to Know ```yaml url: "https://www.wested.org/resource/youth-perspectives-on-school-behavioral-health/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["WestEd", "California Office of Youth and Community Restoration Youth Advisory Board"] document_url: null doi: null license: null tags: [sel] ``` School behavioral health supports often fall short for the students who need them most, particularly young people whose lives are shaped by trauma, housing and... --- --- ### 5853. Reframing Belonging: From How Students Feel to What K–12 Schools Build ```yaml url: "https://www.wested.org/resource/reframing-belonging/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Saroja Warner"] document_url: null doi: null license: null tags: [] ``` This WestEd paper reframes student belonging as a condition schools actively build through everyday practices, defining four key elements and offering district and school leaders a practical shift beyond climate survey scores. --- --- ### 5854. Building Safer Schools Through Connection, Support, and Belonging ```yaml url: "https://www.wested.org/resource/building-safer-schools-through-connection-support-and-belonging/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Ashley Boal", "Shannon McCullough"] document_url: null doi: null license: null tags: [] ``` This WestEd guide pairs five evidence-based school safety strategies with practical recommendations and California district examples, offering leaders a whole-person approach that builds safety through connection, support, and belonging. --- --- ### 5855. Improving Attendance Through Human-Centered Leadership Practices ```yaml url: "https://www.wested.org/resource/improving-attendance-through-human-centered-leadership-practices/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Rebeca Cerna", "Laura Buckner"] document_url: null doi: null license: null tags: [attendance] ``` This brief from WestEd's Western Educational Equity Assistance Center outlines human-centered leadership practices at the individual, collective, and systems levels to improve student attendance. --- --- ### 5856. How Policy and Pedagogy Influence STEM Teachers’ GenAI Use: Findings From a 2025 Exploratory Study From the AmplifyGAIN Center ```yaml url: "https://www.wested.org/resource/how-policy-and-pedagogy-influence-stem-teachers-genai-use/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Drew Nucci", "Sarah Rainier", "Ann Edwards"] document_url: null doi: null license: null tags: [k-12, math-education] ``` This WestEd report examines how math and science teachers use generative AI in their work, offering STEM educators and education leaders context-grounded insights to inform AI policy, professional learning, and practice. --- --- ### 5857. School-Based Behavioral Threat Assessment: A Review and Practical Considerations ```yaml url: "https://www.wested.org/resource/school-based-behavioral-threat-assessment/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Trent Baskerville", "André Spence", "Trevor Fronius"] document_url: null doi: null license: null tags: [formative-assessment, sel] ``` This WestEd brief introduces school-based behavioral threat assessment (BTA) as a prevention-focused approach to school safety, reviewing leading models, evidence, and key practices for district leaders and threat assessment teams. --- --- ### 5858. Evaluation of Mountaineer Mathematics Master Teachers (M3T): Analysis of Student Math Achievement Data in West Virginia ```yaml url: "https://www.wested.org/resource/evaluation-of-mountaineer-mathematics-master-teachers/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Joshua Valcarcel", "Kevin (Chun-Wei) Huang", "Bryan Matlen", "Rebecca Perry"] document_url: null doi: null license: null tags: [math-education] ``` This WestEd report of West Virginia's Mountaineer Mathematics Master Teacher (M3T) project examines whether developing teacher leadership improves student achievement, finding promising gains in grades 6 through 8 after sustained exposure to Math Teacher Leaders. --- --- ### 5859. Evaluation of the Expository Reading and Writing Curriculum English Language Development Modules: Grades 6 Through 8 ```yaml url: "https://www.wested.org/resource/evaluation-of-the-expository-reading-and-writing-curriculum-english-language-development-modules/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Karina Jaquet", "Anthony Fong"] document_url: null doi: null license: null tags: [english-learners, literacy, writing-instruction] ``` This resource presents WestEd's evaluation of the Expository Reading and Writing Curriculum English Language Development modules, finding that the curriculum was implemented with fidelity and positively impacted English Learner students' achievement in grades 6 through 8. --- --- ### 5860. Declining Enrollment in America’s Public Schools: How States Can Respond Strategically ```yaml url: "https://www.wested.org/resource/declining-enrollment-in-americas-public-schools/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Carrie Hahnel", "Jason Willis"] document_url: null doi: null license: null tags: [] ``` This WestEd and Bellwether policy brief examines sustained K–12 enrollment decline and offers three recommendations to help state leaders align funding, build local capacity, and strengthen public confidence in public schools. --- --- ### 5861. Evaluating the Impact of Innovamat Elementary Math Curriculum on Student Learning: A Quasi-Experimental Matched-Comparison Study ```yaml url: "https://www.wested.org/resource/evaluating-the-impact-of-innovamat-elementary-math-curriculum-on-student-learning/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Mingyu Feng", "Kevin (Chun-Wei) Huang"] document_url: null doi: null license: null tags: [math-education] ``` This study examines the effects of Innovamat, a mathematics curriculum and instructional approach that aligns classroom practice more closely with research in mathematics education on math achievement. --- --- ### 5862. Improving American Indian Student Outcomes in Nevada ```yaml url: "https://www.wested.org/resource/improving-american-indian-student-outcomes-in-nevada/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Western Educational Equity Assistance Center", "Utah Education Policy Center"] document_url: null doi: null license: null tags: [] ``` An impact story describing how the Western Educational Equity Assistance Center (WEEAC) at WestEd partnered with Nevada's Office of Indian Education to develop the Plan to Improve Outcomes for American Indian Students in Nevada 2025–2030. --- --- ### 5863. What Teachers Want From Generative AI Professional Learning and What Education Leaders Can Do Next ```yaml url: "https://www.wested.org/resource/what-teachers-want-from-generative-ai-professional-learning/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Drew Nucci"] document_url: null doi: null license: null tags: [] ``` This WestEd Perspectives brief draws on interviews with 60+ educators to reveal what teachers want from generative AI professional learning, with concrete actions for state and district leaders. --- --- ### 5864. Reading to Learn: A 7-Step Framework for Optimizing Comprehension, Pre-K–12 ```yaml url: "https://www.wested.org/resource/reading-to-learn/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Kevin Perks", "Melissa Strand"] document_url: null doi: null license: null tags: [early-childhood, literacy] ``` Part of WestEd’s VITAL Education Series, this practical book provides a research-based, 7-step process to develop reading comprehension skills across all content areas and grade levels. --- --- ### 5865. Beyond Curriculum Adoption: What District Leaders Are Saying About Using Illustrative Mathematics ```yaml url: "https://www.wested.org/resource/beyond-curriculum-adoption/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Maggie Hannan", "Sarah Rainier", "Rebecca Perry"] document_url: null doi: null license: null tags: [math-education] ``` This report draws on interviews with leaders in seven Massachusetts districts to examine how they implemented Illustrative Mathematics in grades 6–8, with practical lessons for high-quality instructional materials adoption. --- --- ### 5866. Integrated Statistics and Quantitative Reasoning: A New Rigorous and Relevant Mathematics Course for 3rd- and 4th-Year High School Students ```yaml url: "https://www.wested.org/resource/isqr-webinar/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [math-education] ``` In this webinar, WestEd and the Charles A. Dana Center introduce Integrated Statistics and Quantitative Reasoning (ISQR), a new 3rd- and 4th-year high school math course developed with the Charles A. Dana Center. Learn how ISQR is being piloted in districts across multiple states and how it can support students in their own context. --- --- ### 5867. Advancing Student Assessment: NCSA 2026 Related Resources ```yaml url: "https://www.wested.org/resource/advancing-student-assessment-ncsa-2026-related-resources/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [formative-assessment] ``` WestEd assessment experts are heading to the 2026 National Conference on Student Assessment (NCSA) in... --- --- ### 5868. The Arc of Dual Enrollment: Access, Struggle, and What Makes Success Possible ```yaml url: "https://www.wested.org/resource/the-arc-of-dual-enrollment/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Jenna Howard Terrell", "Joanna Mathias", "Alyssa Blanchard", "Diana Roldan-Rueda"] document_url: null doi: null license: null tags: [] ``` A paper describing outcomes for California high school students in dual enrollment programs; based on findings, it argues that open access paired with intentional student supports is more effective than restricting enrollment based on academic readiness criteria. --- --- ### 5869. The Impact of the Illustrative Math Curriculum in Oakland Unified: Math Achievement 5 Years After Adoption ```yaml url: "https://www.wested.org/resource/the-impact-of-the-illustrative-math-curriculum-in-oakland-unified-math-achievement/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Noman Khanani"] document_url: null doi: null license: null tags: [math-education] ``` This brief examines the 5-year impact of the Illustrative Mathematics curriculum in Oakland Unified, finding significantly stronger math outcomes in grades 6–8 compared to similar non-IM schools statewide. --- --- ### 5870. Making Dual Enrollment Work: Solving the Access–Success Paradox With OUSD’s Point Person Model ```yaml url: "https://www.wested.org/resource/making-dual-enrollment-work-solving-the-access-success-paradox-with-ousds-point-person-model/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Jenna Howard Terrell", "Joanna Mathias", "Diana Roldan-Rueda", "Alyssa Blanchard"] document_url: null doi: null license: null tags: [] ``` This report examines how Oakland Unified School District’s dual enrollment point person model operates, what infrastructure it requires, and what it reveals about making open-access dual enrollment work. --- --- ### 5871. What Educational Research Looked Like When Scores Were Rising: A Comparative Analysis of AERA Conference Programs, 2005–2014 and 2022–2025 ```yaml url: "https://www.wested.org/resource/what-educational-research-looked-like-when-scores-were-rising/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Sarah Quesen"] document_url: null doi: null license: null tags: [] ``` A research brief that responds to a widely covered critique claiming educational research has become disconnected from classroom realities. Using an analysis of AERA conference programs across two distinct eras, the paper argues that, contrary to the critique, research addressing teacher-identified concerns has largely increased over time, not decreased. --- --- ### 5872. The REAL Mathematics Digital Design Companion: Applying Equity Principles to Math EdTech Development and Procurement ```yaml url: "https://www.wested.org/resource/the-real-mathematics-digital-design-companion/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Saroja Warner", "Jahneille Cunningham", "Aleata Hubbard Cheuoua", "John Jacobs", "David Lopez"] document_url: null doi: null license: null tags: [computer-assisted-learning, math-education] ``` A practical guide for edtech developers, district/state leaders, and educators to design, evaluate, and procure math digital tools (including AI-based tools) that align with culturally responsive and sustaining education principles. --- --- ### 5873. Understanding and Supporting Your Child’s Math Development: Grades 4—8 ```yaml url: "https://www.wested.org/resource/understanding-and-supporting-your-childs-math-development-grades-4-8/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["WestEd"] document_url: null doi: null license: null tags: [math-education] ``` Support your child’s math development in Grades 4–8 with clear milestones and strategies to foster effective collaboration between families and teachers. --- --- ### 5874. Understanding and Supporting Your Child’s Math Development: Grades PreK—3 ```yaml url: "https://www.wested.org/resource/understanding-and-supporting-your-childs-math-development-grades-prek-3/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["WestEd"] document_url: null doi: null license: null tags: [math-education] ``` Support your child’s math development in Grades preK–3 with clear milestones and strategies to foster effective collaboration between families and teachers. --- --- ### 5875. Rethinking English Learner Reclassification in California: What Research Says About the State’s Criteria ```yaml url: "https://www.wested.org/resource/rethinking-english-learner-reclassification-in-california-what-research-says-about-the-states-criteria/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Molly Faulkner-Bond"] document_url: null doi: null license: null tags: [english-learners] ``` A brief summary of the main takeaways, including key findings and recommendations, from a report on an analysis of California's English Learner reclassification criteria. --- --- ### 5876. Expanding Equitable Access to Bilingual Education in California’s Silicon Valley: Analysis and Recommendations ```yaml url: "https://www.wested.org/resource/expanding-equitable-access-to-bilingual-education-in-californias-silicon-valley-analysis-and-recommendations/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Alex B. Jacobson", "Lucy Hadley", "Molly Faulkner-Bond"] document_url: null doi: null license: null tags: [english-learners] ``` A report that analyzes the current state of bilingual education in California’s Silicon Valley, documenting limited access to bilingual programs and key conditions for success; it offers findings and actionable recommendations for LEAs, community organizations, and policymakers to expand opportunities for English Learner students. --- --- ### 5877. Carroll M. Johnston Academy Progress and Impact in 2024—25 ```yaml url: "https://www.wested.org/resource/carroll-m-johnston-academy-progress-and-impact-in-2024-25/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Sara Allender", "Jonathan Nakamoto", "Jason Snipes"] document_url: null doi: null license: null tags: [k-12] ``` This report examines the first-year progress and impact of the Carroll M. Johnston STEM Academy, a North Las Vegas middle school that reopened in August 2024 as a new magnet school after receiving Magnet Schools Assistance Program (MSAP) funding from the U.S. Department of Education through Clark County School District. --- --- ### 5878. Burkholder Academy of Science Progress and Impact 2024—25 ```yaml url: "https://www.wested.org/resource/burkholder-academy-of-science-progress-and-impact-2024-25/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Sara Allender", "Jonathan Nakamoto", "Jason Snipes"] document_url: null doi: null license: null tags: [] ``` This resource examines the first-year progress and impact of the Burkholder Academy of Environmental Science, a Henderson, Nevada middle school that reopened in August 2024 as a new magnet school after receiving Magnet Schools Assistance Program (MSAP) funding from the U.S. Department of Education through Clark County School District. --- --- ### 5879. Finding the Sweet Spot for English Learner Reclassification: A Study of California’s Criteria ```yaml url: "https://www.wested.org/resource/finding-the-sweet-spot-for-english-learner-reclassification/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Molly Faulkner-Bond"] document_url: null doi: null license: null tags: [english-learners] ``` A new study finds that California’s English proficiency exit standard is rigorous yet fair and questions whether the state’s additional reclassification criteria are necessary. --- --- ### 5880. Connecticut Case Study: Academy of Computer Science and Engineering Middle School ```yaml url: "https://www.wested.org/resource/connecticut-case-study-academy-of-computer-science-and-engineering/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Lauren Trout"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` Learn how a Connecticut magnet school reduced suspensions and built school belonging by embedding logical consequences and community repair into discipline practices in this WestEd case study. --- --- ### 5881. An Evaluation of the Air Tutors Program: A 1-Year Follow-Up on Math Achievement Findings From an Arnold Ventures Grant ```yaml url: "https://www.wested.org/resource/an-evaluation-of-the-air-tutors-program-a-1-year-follow-up/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Anthony Fong", "Min Chen-Gaddini", "Min Huang"] document_url: null doi: null license: null tags: [math-education, response-to-intervention] ``` This follow-up study examines whether math gains from the Air Tutors high-dosage tutoring program lasted one year after intervention and what the findings mean for sustaining student achievement over time. --- --- ### 5882. Highly Mobile Youth: How State Policy and Local Implementation Can Work Together to Support Youth ```yaml url: "https://www.wested.org/resource/highly-mobile-youth-state-policy-and-local-implementation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Hope Harrington", "Jason Willis", "Joseph P. Bishop", "Mayra Cazares-Minero"] document_url: null doi: null license: null tags: [] ``` Explore this comparative report on Colorado and Washington strategies for supporting highly mobile youth, highlighting policies, collaboration models, and recommendations to improve educational stability. --- --- ### 5883. The Impact of Zearn Math on Student Achievement in Virginia ```yaml url: "https://www.wested.org/resource/the-impact-of-zearn-math-on-student-achievement-in-virginia/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Kevin (Chun-Wei) Huang", "Noman Khanani", "Kirk Walters"] document_url: null doi: null license: null tags: [math-education, response-to-intervention] ``` This resource looks at research from Virginia's Math High Impact Statewide Tutoring Program that finds grades 4–6 students who used Zearn Math more consistently showed stronger math achievement and growth. --- --- ### 5884. Advancing Achievement Through Biliteracy, Brief #2: State Policy Levers to Support a Strong and Sustainable Bilingual Teacher Workforce in California ```yaml url: "https://www.wested.org/resource/advancing-achievement-through-biliteracy-brief-2/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Dana Grayson", "Alex B. Jacobson"] document_url: null doi: null license: null tags: [career-readiness, english-learners, literacy] ``` This brief explores the policy levers California state leaders can use to build a stronger, more sustainable bilingual teacher workforce. --- --- ### 5885. Measuring What Matters: Considerations for Measuring the Implementation of High-Quality Instructional Materials in Mathematics ```yaml url: "https://www.wested.org/resource/measuring-what-matters-considerations-for-measuring-the-implementation-of-hqim-mathematics/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Rebecca Perry", "Drew Nucci", "Kirk Walters", "David McKinney", "Sarah Nielsen", "Maggie Hannan"] document_url: null doi: null license: null tags: [math-education] ``` This paper explores the challenges of measuring the implementation of high-quality instructional materials in mathematics, including complexity, measurement limitations, and WestEd’s approach to addressing them. --- --- ### 5886. Bright Spots in Practice: Case Studies From the Los Angeles County Office of Education’s Community Schools Initiative ```yaml url: "https://www.wested.org/resource/bright-spots-in-practice-case-studies-from-the-lacoe-csi/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Adrienne Quinn Washington", "Ashley Boal"] document_url: null doi: null license: null tags: [] ``` These case studies from Los Angeles County Office of Education’s Community Schools Initiative highlight promising practices and real-world examples of the California Community Schools Framework in action. --- --- ### 5887. Western Educational Equity Assistance Center Areas of Focus: Eight Themes From Initial Needs Sensing ```yaml url: "https://www.wested.org/resource/western-educational-equity-assistance-center-areas-of-focus/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Natalie Walrond"] document_url: null doi: null license: null tags: [] ``` This brief provides an overview of the Western Educational Equity Assistance Center's eight focus areas and tiered technical assistance approach supporting academic success and effective learning environments across western states and territories. --- --- ### 5888. Turning Research Into Action: Improving Attendance, Reducing Chronic Absenteeism ```yaml url: "https://www.wested.org/resource/turning-research-into-action-improving-attendance-reducing-chronic-absenteeism/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Dana Grayson", "Lenay Dunn", "Rebeca Cerna"] document_url: null doi: null license: null tags: [attendance] ``` Explore four strategies to address chronic absenteeism and its impact on enrollment, school climate, and fiscal health in this infographic. --- --- ### 5889. Realizing the Promise of Modern Postsecondary Math Pathways ```yaml url: "https://www.wested.org/resource/realizing-the-promise-of-modern-postsecondary-math-pathways/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Amy Getz", "Ann Edwards"] document_url: null doi: null license: null tags: [career-readiness, college-access, math-education] ``` This WestEd Perspectives piece outlines key actions for strengthening postsecondary math pathways, including corequisite supports, workforce-aligned math pathways, evidence-based instruction, and coordinated improvement efforts. --- --- ### 5890. How English Learners Are Screened for Risk of Reading Difficulty: Use of English- and Spanish-Language Screeners in the 2023/24 School Year ```yaml url: "https://www.wested.org/resource/how-english-learners-are-screened-for-risk-of-reading-difficulty/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Aaron Soo Ping Chow", "Molly Faulkner-Bond", "Mariann Lemke", "Brandon LeBeau", "Sarah Quesen"] document_url: null doi: null license: null tags: [english-learners, literacy] ``` This brief analyzes how English learners in Massachusetts were screened for reading difficulties during the 2023–24 school year, focusing on the use of English- and Spanish-language early literacy screeners. --- --- ### 5891. Stuck at Red: Persistent Early Literacy Gaps and Later State Test Performance ```yaml url: "https://www.wested.org/resource/stuck-at-red-persistent-early-literacy-gaps-and-later-state-test-performance/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Mariann Lemke", "Aaron Soo Ping Chow", "Brandon LeBeau", "Sarah Quesen"] document_url: null doi: null license: null tags: [formative-assessment, literacy] ``` This brief examines early literacy screening data in Massachusetts from 2021 to 2024, underscoring the need for earlier, targeted support for at risk students. --- --- ### 5892. Early Literacy Performance in Massachusetts: Key Findings from 2023/24 School Year Data ```yaml url: "https://www.wested.org/resource/early-literacy-performance-in-massachusetts-key-findings/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["WestEd"] document_url: null doi: null license: null tags: [formative-assessment, literacy] ``` Learn more about the key findings from the 2023–24 early literacy screening data in Massachusetts, collected statewide for kindergarten through grade 3 students. --- --- ### 5893. Early Literacy Performance in Massachusetts: Results of Ongoing Analysis of Literacy Screening Assessments (2023/24 Data) ```yaml url: "https://www.wested.org/resource/early-literacy-performance-in-massachusetts-results-of-ongoing-analysis-of-literacy-screening-assessments/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Mariann Lemke", "Molly Faulkner-Bond", "Brandon LeBeau", "Aaron Soo Ping Chow", "Sarah Quesen"] document_url: null doi: null license: null tags: [formative-assessment, literacy, response-to-intervention] ``` This report analyzes early literacy screening data from Massachusetts for the 2023–24 school year, highlighting persistent K–3 literacy gaps the need for stronger early interventions. --- --- ### 5894. The Impact of the Mindsets Mathematics Program on Student Engagement, Ability to Reason, and Repeated Reasoning ```yaml url: "https://www.wested.org/resource/the-impact-of-the-mindsets-mathematics-program/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Nicholas Gage"] document_url: null doi: null license: null tags: [math-education] ``` Explore research on the Mindsets mathematics program showing improved student engagement, mathematical reasoning, and repeated reasoning skills in middle schools. --- --- ### 5895. Supporting Student Success Through Aligned and Coherent Systems ```yaml url: "https://www.wested.org/resource/supporting-student-success-through-aligned-and-coherent-systems/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Natalie Walrond"] document_url: null doi: null license: null tags: [] ``` Learn how state and local agencies can align policies and partnerships to create coherent, collaborative systems that improve supports for students and families. --- --- ### 5896. Partnering for TCU Student Success Through Project Success ```yaml url: "https://www.wested.org/resource/partnering-for-tcu-student-success-through-project-success/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["WestEd"] document_url: null doi: null license: null tags: [college-access, math-education] ``` Learn how Tribal Colleges and Universities, in partnership with Carnegie Math Pathways and Project Success, are improving student outcomes through culturally relevant, community-centered math education. --- --- ### 5897. Richmond Fund for Children and Youth: Evaluation Report (FY 2021–24) ```yaml url: "https://www.wested.org/resource/richmond-fund-for-children-and-youth-evaluation-report/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["WestEd"] document_url: null doi: null license: null tags: [] ``` Evaluation of the Richmond Fund for Children and Youth, serving youth across Richmond, CA, highlighting the first three funding cycles from 2021–24. --- --- ### 5898. Compass Care at Valor Collegiate Academies: Attendance Program Spotlight ```yaml url: "https://www.wested.org/resource/compass-care-at-valor-collegiate-academies-attendance-program-spotlight/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Justine Zimiles", "Jonathan Nakamoto", "Ashley Boal"] document_url: null doi: null license: null tags: [attendance] ``` Chronic absenteeism remains a pressing national concern, with nearly one in four public school students missing significant instructional time in the 2023–24 school year. To... --- --- ### 5899. Supporting Schools Before Students Are at Risk: Early Warning Systems for Proactive Prevention ```yaml url: "https://www.wested.org/resource/supporting-schools-before-students-are-at-risk-early-warning-systems-for-proactive-prevention/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Aimee Evan", "Olivia Szendey", "Kelly Wynveen"] document_url: null doi: null license: null tags: [] ``` This paper explores the value of identifying early signs of distress in schools by examining leadership stability, staff management, culture, finances, and instructional programs. --- --- ### 5900. Impact of the Illustrative Math Curriculum on Math Achievement ```yaml url: "https://www.wested.org/resource/impact-of-the-illustrative-math-curriculum-on-math-achievement/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Noman Khanani", "Dalia Zabala", "Shannon Stackhouse", "Jena Gu", "Kirk Walters"] document_url: null doi: null license: null tags: [math-education] ``` Learn more about the first causal impact study of Illustrative Math curriculum showing pre-pandemic adopters saw higher gains, highlighting the power of strong implementation. --- --- ### 5901. Understanding the At-Risk Indicator: Nevada’s Pupil-Centered Funding Plan ```yaml url: "https://www.wested.org/resource/understanding-the-at-risk-indicator-nevadas-pupil-centered-funding-plan/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Sean Tanner", "Kelsey Krausen", "Betsy Garcia", "Amanda Brown"] document_url: null doi: null license: null tags: [] ``` Learn how Nevada’s Pupil-Centered Funding Plan uses a machine learning-based at-risk indicator to target education funding more precisely, identify students most in need, and evaluate the impact on student achievement. --- --- ### 5902. Shifting Sands: Declining Enrollment in California and How Leaders Can Respond ```yaml url: "https://www.wested.org/resource/shifting-sands-declining-enrollment-in-california-and-how-leaders-can-respond/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Jason Willis"] document_url: null doi: null license: null tags: [] ``` This WestEd Perspectives piece analyzes the ongoing decline in California public school enrollment and its impact on funding, highlighting revenue losses, rising costs, reduced federal support, and the need for better forecasting, spending decisions, and community engagement. --- --- ### 5903. Refining Statewide School Accountability Systems: Lessons From Innovative State Approaches Under ESSA ```yaml url: "https://www.wested.org/resource/refining-statewide-school-accountability-systems/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Mitch Herz", "Mel Wylen"] document_url: null doi: null license: null tags: [] ``` This report explores how states are expanding and refining school accountability systems beyond ESSA, highlighting innovative approaches and case studies that connect policy, practice, and improved student outcomes. --- --- ### 5904. Scaling Teachers’ Professional Development for ASSISTments: Evaluation Final Report ```yaml url: "https://www.wested.org/resource/scaling-teachers-professional-development-for-assistments-evaluation-final-report/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Mingyu Feng", "Linlin Li", "Natalie Brezack", "Chun-Wei Huang", "Kim Luttgen", "Jenna Grady", "Shuangting Yang", "Abby Lavine", "Kelly Collins", "Megan Schneider"] document_url: null doi: null license: null tags: [math-education, professional-development] ``` Discover how the ASSISTments virtual PLC model scales effective, evidence-based math teaching to improve student learning in varied, often rural, schools. --- --- ### 5905. Scaling Teachers’ Professional Development for ASSISTments Companion Report: Implementation Analysis of the ASSISTments Intervention ```yaml url: "https://www.wested.org/resource/scaling-teachers-professional-development-for-assistments-companion-report/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Mingyu Feng", "Linlin Li", "Natalie Brezack", "Megan Schneider"] document_url: null doi: null license: null tags: [math-education, professional-development, response-to-intervention] ``` This companion report analyzes how the ASSISTments platform and virtual professional learning communities improved math instruction and self-regulated learning, driving achievement gains in rural schools. --- --- ### 5906. Applying a Partially Nested Regression Model to Evaluate the Impact of ASSISTments on Middle School Students’ Math Achievement ```yaml url: "https://www.wested.org/resource/applying-a-partially-nested-regression-model-to-evaluate-the-impact-of-assistments/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Chun-Wei Huang", "Mingyu Feng", "Linlin Li"] document_url: null doi: null license: null tags: [math-education, response-to-intervention] ``` This technical report details the partially nested regression model used to evaluate a virtual PLC-enhanced ASSISTments intervention, particularly in rural schools. --- --- ### 5907. Local Partnerships, National Impact: Year 1 of the Youth Mental Health Corps ```yaml url: "https://www.wested.org/resource/local-partnerships-national-impact-year-1-of-the-youth-mental-health-corps/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: null document_url: null doi: null license: null tags: [career-readiness, sel] ``` Explore WestEd's report outlining how Youth Mental Health Corps deployed young adults across four states to support thousands of students while building the future behavioral health workforce. --- --- ### 5908. Providing Near-Peer Support Beyond the School Day ```yaml url: "https://www.wested.org/resource/providing-near-peer-support-beyond-the-school-day/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: null document_url: null doi: null license: null tags: [career-readiness, sel] ``` Explore how Texas’s Youth Mental Health Corps expands rural access to care, supporting students while training young adults for future behavioral health careers in this WestEd case study. --- --- ### 5909. Students at the Center: Catalyzing Change Through Local Community Action ```yaml url: "https://www.wested.org/resource/students-at-the-center-catalyzing-change-through-local-community-action/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: null document_url: null doi: null license: null tags: [career-readiness, sel] ``` Explore how Minnesota’s Youth Mental Health Corps expands rural access to care, supporting students while training young adults for future behavioral health careers in this WestEd case study. --- --- ### 5910. Building a Stronger Behavioral Health Workforce Through the Youth Mental Health Corps ```yaml url: "https://www.wested.org/resource/building-a-stronger-behavioral-health-workforce-through-the-youth-mental-health-corps/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: null document_url: null doi: null license: null tags: [career-readiness, sel] ``` Learn more about how Colorado’s Youth Mental Health Corps helps students thrive through near-peer support while preparing young adults for behavioral health careers in this WestEd case study. --- --- ### 5911. Building a Model of Student-Centered Support Through the Youth Mental Health Corps ```yaml url: "https://www.wested.org/resource/building-a-model-of-student-centered-support-through-the-youth-mental-health-corps/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: null document_url: null doi: null license: null tags: [sel] ``` Discover WestEd’s case study of Michigan’s Youth Mental Health Corps that expands care for students while training the next generation of behavioral health professionals statewide in this WestEd case study.. --- --- ### 5912. California Infant–Toddler Learning and Development Foundations (Second Edition) ```yaml url: "https://www.wested.org/resource/california-infant-toddler-learning-and-development-foundations-second-edition/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["WestEd"] document_url: null doi: null license: null tags: [early-childhood] ``` The second edition of California’s Infant–Toddler Learning and Development Foundations provide research-based guidance on birth-to-3 progression across 4 key domains that describe the competencies infants and toddlers typically attain in the first 3 years of life. --- --- ### 5913. Teacher Compensation Collection ```yaml url: "https://www.wested.org/resource/teacher-compensation-collection/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [] ``` Explore this collection of blogs and resources that discuss causes of teacher shortages, low pay, and compensation challenges in K-12 education, plus solutions to improve salaries and retention. --- --- ### 5914. California Proposition 28 Arts and Music Funding Guarantee and Accountability Act: Initial Impact on Arts Organizations ```yaml url: "https://www.wested.org/resource/california-proposition-28-arts-and-music-funding-guarantee-and-accountability-act/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Sharon Herpin", "Kelly Wynveen", "William Berry"] document_url: null doi: null license: null tags: [] ``` Discover how California’s Proposition 28 is reshaping arts education funding, its impact on community arts organizations, and key strategies for adapting in this in-depth WestEd report. --- --- ### 5915. Educator Preparation Program Affordability and Sustainability ```yaml url: "https://www.wested.org/resource/educator-preparation-program-affordability-and-sustainability/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [career-readiness, college-access] ``` Explore research, models, and strategies to make high-quality educator preparation programs more accessible and sustainable and support SEAs, LEAs, and higher education in building a stronger teacher workforce. --- --- ### 5916. WestEd Perspectives Collection ```yaml url: "https://www.wested.org/resource/wested-perspectives-collection/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [] ``` A curated collection of WestEd Perspectives pieces—these thought leadership pieces offer timely, research-informed analysis and actionable recommendations for state and local policymakers, education leaders, and practitioners on the most urgent and complex issues in education and human development. --- --- ### 5917. Building a Brighter Future: WestEd Resource Collection for Thriving Learners, Empowered Communities ```yaml url: "https://www.wested.org/resource/building-a-brighter-future-wested-resource-collection-for-thriving-learners-empowered-communities/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [] ``` Explore a curated collection of research-based resources and insightful blog articles from WestEd designed to help educators and school systems improve outcomes for students, teachers, families, and communities. --- --- ### 5918. Count Play Explore: Building Confidence and Wonder in Early Math and Science ```yaml url: "https://www.wested.org/resource/count-play-explore-collection/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [early-childhood, math-education] ``` Explore resources and evaluation findings from the Count Play Explore initiative, a statewide early math professional learning program that supports facilitators, educators, and families in California to build strong math mindsets, instructional practices, and early childhood math outcomes. --- --- ### 5919. Realizing Multilingual Learners’ Immense Promise in Mathematics: Policies That Enable Ambitious Practice ```yaml url: "https://www.wested.org/resource/realizing-multilingual-learners-immense-promise-in-mathematics/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Haiwen Chu"] document_url: null doi: null license: null tags: [english-learners, math-education] ``` This WestEd Perspectives piece explores research-based strategies and policies that support Multilingual Learners’ success in mathematics through meaningful access, participation, and conceptual understanding. --- --- ### 5920. Evaluation of the NGSS Early Implementers Initiative ```yaml url: "https://www.wested.org/resource/ngss-early-implementers-initiative-evaluation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [] ``` A group of teachers in eight California school districts and two charter management organizations engaged in... --- --- ### 5921. Strengthening California’s Teacher Workforce: Toward a Statewide Strategic Framework ```yaml url: "https://www.wested.org/resource/strengthening-californias-teacher-workforce/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["WestEd"] document_url: null doi: null license: null tags: [career-readiness] ``` This report provides a strategic framework to support teacher workforce planning in California through coordinated, statewide efforts to address ongoing shortages and strengthen preparation. --- --- ### 5922. Faculty and Student Perspectives on Gateway Math Courses and Courseware ```yaml url: "https://www.wested.org/resource/faculty-and-student-perspectives-on-gateway-math-courses-and-courseware/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Tanner Higgin", "Cathy Holl-Cross", "Anita Moorjani", "Ann Edwards", "Olivia Cornfield", "Sierra Eisen", "Lewis Hosie", "Haley McNamara", "Dan Ray", "Belin Tsinnajinnie"] document_url: null doi: null license: null tags: [college-access, computer-assisted-learning, math-education] ``` Explore how digital courseware aligns, and sometimes misaligns, with the real needs of faculty and students in postsecondary gateway math, offering key insights and recommendations for more effective design. --- --- ### 5923. Rethinking Language in Mathematics for English Learners: Connecting Theory, Research, and Practice ```yaml url: "https://www.wested.org/resource/rethinking-language-in-mathematics-for-english-learners/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Haiwen Chu", "Monique Evans"] document_url: null doi: null license: null tags: [english-learners, math-education] ``` This brief presents new approaches to teaching math to English Learners and offers research-based strategies for integrating language and learning in secondary classrooms. --- --- ### 5924. Joyful Foundational Literacy Skills: PreK–1st Grade ```yaml url: "https://www.wested.org/resource/joyful-foundational-literacy-skills-prek-1st-grade/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Pamela Spycher"] document_url: null doi: null license: null tags: [literacy, writing-instruction] ``` A practical guide for PreK–1st grade educators on building foundational literacy skills in early learners, with strategies for decoding, encoding, and supporting independent reading and writing. --- --- ### 5925. An Evaluation of the Air Tutors Program: Findings From an Arnold Ventures Grant ```yaml url: "https://www.wested.org/resource/an-evaluation-of-the-air-tutors-program/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Anthony Fong", "Min Chen-Gaddini", "Min Huang"] document_url: null doi: null license: null tags: [math-education, response-to-intervention] ``` This report presents findings from an evaluation of the Air Tutors math program during the 2023–24 school year in two school districts in Texas. --- --- ### 5926. Systems Alignment and Coherence: Opportunities for Alameda County’s Early Care and Education System ```yaml url: "https://www.wested.org/resource/systems-alignment-and-coherence/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Natalie Walrond", "Ramee Serwanga", "Giselle Farrell"] document_url: null doi: null license: null tags: [early-childhood] ``` This report examines how First 5 Alameda can lead efforts to strengthen alignment and coherence across Alameda County’s early childhood mixed delivery system. --- --- ### 5927. So, You Want to Create a Portrait of a Graduate?: Factors and Considerations for the Field ```yaml url: "https://www.wested.org/resource/so-you-want-to-create-a-portrait-of-a-graduate/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Jenna Howard Terrell", "Robin Ahigian", "Morgan Garvey", "Sarah Barzee"] document_url: null doi: null license: null tags: [] ``` This brief explores key considerations, opportunities, and challenges in developing and implementing a Portrait of a Graduate across varied educational contexts. --- --- ### 5928. Building Future-Ready Students: The State of Portraits of a Graduate Frameworks ```yaml url: "https://www.wested.org/resource/building-future-ready-students/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Jenna Howard Terrell", "Robin Ahigian", "Morgan Garvey", "Sarah Barzee"] document_url: null doi: null license: null tags: [] ``` This brief explores how Portraits of a Graduate frameworks are being developed and implemented across the U.S. to build future-ready students. --- --- ### 5929. Understanding and Supporting Your Child’s Literacy Development: Grades 4–8 ```yaml url: "https://www.wested.org/resource/understanding-and-supporting-your-childs-literacy-development-grades-4-8/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["The Literacy and Family Engagement Teams at WestEd"] document_url: null doi: null license: null tags: [literacy] ``` Support your child’s literacy in Grades 4–8 with clear milestones and strategies to foster effective collaboration between families and teachers. --- --- ### 5930. Understanding and Supporting Your Child’s Literacy Development: PreK–Grade 3 ```yaml url: "https://www.wested.org/resource/understanding-and-supporting-your-childs-literacy-development-prek-3/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["The Literacy and Family Engagement Teams at WestEd"] document_url: null doi: null license: null tags: [literacy] ``` A guide for families and teachers to support early literacy (PreK–Grade 3) with milestones, strategies, and tools to build stronger school-home connections. --- --- ### 5931. Educator Registered Apprenticeships: Funding Profiles for Five Programs ```yaml url: "https://www.wested.org/resource/educator-registered-apprenticeships-funding-profiles/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Erica Mallett Moore", "Dana Grayson", "John Diaz", "Melissa Rasberry"] document_url: null doi: null license: null tags: [professional-development] ``` Explore how five innovative K–12 Teacher Registered Apprenticeship programs use sustainable funding models to make high-quality, classroom-based teacher preparation more affordable and accessible. --- --- ### 5932. Strategies and Suggestions for Local Education Agencies Using the Four Domains for Rapid School Improvement Framework ```yaml url: "https://www.wested.org/resource/strategies-for-leas-using-the-four-domains-for-rapid-school-improvement-framework/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["The Center for School Turnaround and Improvement"] document_url: null doi: null license: null tags: [] ``` This guide is for district leadership teams to use as a supplement to the Four Domains for Rapid School Improvement framework and related CALL survey. It suggests strategies and reflection questions to help guide school turnaround efforts. --- --- ### 5933. Amplifying the Curriculum: Designing Quality Learning Opportunities for Multilingual Learners (Second Edition) ```yaml url: "https://www.wested.org/resource/amplifying-the-curriculum-designing-quality-learning-opportunities-for-multilingual-learners-second-edition/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Aída Walqui", "George C. Bunch", "Peggy Mueller"] document_url: null doi: null license: null tags: [english-learners] ``` Expanded and revised to include four entirely new chapters, this thoroughly updated edition presents a model for how educators can design high-quality, challenging, and supportive learning opportunities for multilingual learners. --- --- ### 5934. Revisiting California’s Invisible Achievement Gap: Trends in Education Outcomes of Students in Foster Care in the Context of the Local Control Funding Formula ```yaml url: "https://www.wested.org/resource/revisiting-californias-invisible-achievement-gap/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Vanessa Ximenes Barrat", "Catherine Diercks", "BethAnn Berliner", "Kenwyn Derby", "Min Chen-Gaddini", "Lilla Pivnick"] document_url: null doi: null license: null tags: [learning-engineering] ``` Explore this data-driven report highlighting the persistent educational challenges faced by foster youth—one of California’s most vulnerable and underserved student populations. --- --- ### 5935. Strategic and Economic Analysis of English Learner Programs in California: Methods Summary ```yaml url: "https://www.wested.org/resource/strategic-and-economic-analysis-of-english-learner-programs-in-california-methods-summary/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Alex Jacobson", "Lorna Porter", "Lucy Hadley", "Lupita Alcalá"] document_url: null doi: null license: null tags: [english-learners] ``` This summary provides an overview of the data sources and analytical methods used in WestEd’s strategic and economic study of English Learner programs in California, conducted in partnership with Sobrato Philanthropies. --- --- ### 5936. Strategic and Economic Analysis of English Learner Programs in California: Project Brief ```yaml url: "https://www.wested.org/resource/strategic-and-economic-analysis-of-english-learner-programs-in-california-brief/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Alex Jacobson", "Lorna Porter", "Lucy Hadley", "Lupita Alcalá", "Jason Willis"] document_url: null doi: null license: null tags: [english-learners] ``` WestEd partnered with Sobrato Philanthropies to conduct a strategic and economic analysis of English Learner programs in the state of California and this document provides a high-level summary of the study’s activities, conclusions, and recommendations. --- --- ### 5937. How Can Practitioners Take Action to Improve English Learner Programs in California? ```yaml url: "https://www.wested.org/resource/how-can-practitioners-take-action-to-improve-english-learner-programs-in-california/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Alex Jacobson", "Lorna Porter", "Lucy Hadley", "Lupita Alcalá", "Jason Willis"] document_url: null doi: null license: null tags: [english-learners] ``` This brief provides practitioners with research-based recommendations from a recent strategic and economic analysis of English Learner programs in the state of California. --- --- ### 5938. Engaging English Learners With Equivalence as a Crosscutting Concept in Mathematics ```yaml url: "https://www.wested.org/resource/engaging-english-learners-with-equivalence/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Haiwen Chu", "Brent Jackson"] document_url: null doi: null license: null tags: [english-learners, math-education] ``` To help students—especially English Learners—engage deeply with mathematics, this brief explores effective teaching strategies centered on the concept of equivalence. --- --- ### 5939. Faced With Less: How Coalition Building Among Government Agencies Can Do More to Serve the Public ```yaml url: "https://www.wested.org/resource/faced-with-less-how-coalition-building-can-serve-the-public/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Jason Willis"] document_url: null doi: null license: null tags: [] ``` This brief explores the possible impacts of federal funding changes and provides strategic recommendations for state education leaders and their counterparts in other government agencies. --- --- ### 5940. State School Safety Centers ```yaml url: "https://www.wested.org/resource/state-school-safety-centers/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [] ``` Discover key insights from WestEd’s evaluation of state school safety centers, including their impact, challenges, and strategies for strengthening school safety efforts. --- --- ### 5941. Strategic and Economic Analysis of English Learner Programs in California ```yaml url: "https://www.wested.org/resource/strategic-and-economic-analysis-of-english-learner-programs-in-california/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [english-learners] ``` Learn more about WestEd and Sobrato Philanthropies’ 2024 analysis of English Learner programs in California, offering strategic, economic, and research-based recommendations to expand access to high-quality multilingual education. --- --- ### 5942. How Well Will Your State’s Schools Weather the Next Financial Storm? ```yaml url: "https://www.wested.org/resource/how-well-will-your-states-schools-weather-the-next-financial-storm/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Ruthie Caparas", "Hannah Jarmolowski", "Kelsey Krausen", "Patrick McClellan"] document_url: null doi: null license: null tags: [] ``` This brief delves into some of the most pressing conditions contributing to current revenue volatility and explores policies that states may want to consider implementing to help them weather economic uncertainty and declining enrollment. --- --- ### 5943. Address the Math Teacher Shortage to Improve Math Outcomes ```yaml url: "https://www.wested.org/resource/address-the-math-teacher-shortage-improve-math-outcomes/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Jaclyn Jagdish Tejwani", "Rebecca Perry"] document_url: null doi: null license: null tags: [learning-engineering, math-education, professional-development] ``` This brief outlines strategies to address the math educator shortage, and improve math outcomes by investing in teacher preparation, retention, and collaboration between K–12 schools and educator training programs through data-driven partnerships. --- --- ### 5944. Catalyzing Generative AI’s Potential to Improve K–12 Math Education ```yaml url: "https://www.wested.org/resource/catalyzing-gen-ai-potential-to-improve-k12-math-education/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Drew Nucci", "Jodi Davenport"] document_url: null doi: null license: null tags: [math-education] ``` This brief explores research-backed policies and professional learning strategies to help teachers use Generative AI effectively for more ambitious math teaching. --- --- ### 5945. Using Evidence-Based Teaching Practices to Improve Math Learning ```yaml url: "https://www.wested.org/resource/using-evidence-based-teaching-practices-to-improve-math-learning/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Kirk Walters", "Ann Edwards"] document_url: null doi: null license: null tags: [math-education] ``` This brief highlights evidence-based math teaching practices backed by research and offers recommendations for policymakers to promote and sustain high-quality math instruction. --- --- ### 5946. California Teacher Residency Grant Program Formative Evaluation Overview ```yaml url: "https://www.wested.org/resource/california-teacher-residency-grant-program-formative-evaluation-overview/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: null document_url: null doi: null license: null tags: [formative-assessment] ``` WestEd has partnered with the California Commission on Teacher Credentialing to conduct an external formative evaluation of the Teacher Residency Grant Program and share their key findings and recommendations. --- --- ### 5947. Systems Reviews: Building Coherence, Increasing Efficiency, and Improving Workflow at State Educational Agencies ```yaml url: "https://www.wested.org/resource/wested-systems-reviews-for-state-educational-agencies/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Heather Mattson", "Jennifer Zoffel", "Malachy McCormick"] document_url: null doi: null license: null tags: [learning-engineering] ``` Drawing on decades of expertise in capacity building, technical assistance, and systems improvement, WestEd partners with SEA leaders to ensure provide a structured framework that is data-driven, actionable, and impactful. --- --- ### 5948. How Can Policymakers Take Action to Improve English Learner Programs in California? ```yaml url: "https://www.wested.org/resource/how-can-policymakers-take-action-to-improve-english-learner-programs-in-california/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Alex Jacobson", "Lorna Porter", "Lucy Hadley", "Lupita Alcalá", "Jason Willis"] document_url: null doi: null license: null tags: [english-learners] ``` This brief provides policymakers with research-based recommendations from a recent strategic and economic analysis of English Learner programs in California. --- --- ### 5949. How Can Philanthropy Take Action to Improve English Learner Programs in California? ```yaml url: "https://www.wested.org/resource/how-can-philanthropy-take-action-to-improve-english-learner-programs-in-california/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Alex Jacobson", "Lorna Porter", "Lucy Hadley", "Lupita Alcalá", "Jason Willis"] document_url: null doi: null license: null tags: [english-learners] ``` This brief provides philanthropy with research-based recommendations from a recent strategic and economic analysis of English Learner programs in the state of California. --- --- ### 5950. How Can Statewide and Community Organizations Take Action to Improve English Learner Programs in California? ```yaml url: "https://www.wested.org/resource/how-can-statewide-and-community-organizations-take-action-to-improve-english-learner-programs-in-california/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Alex Jacobson", "Lorna Porter", "Lucy Hadley", "Lupita Alcalá", "Jason Willis"] document_url: null doi: null license: null tags: [english-learners] ``` This brief provides statewide and community organizations with research-based recommendations from a recent strategic and economic analysis of English Learner programs in California. --- --- ### 5951. Navigating a Sea of Reforms: Sustaining School Health Centers Through Statewide Initiatives ```yaml url: "https://www.wested.org/resource/navigating-a-sea-of-reforms-sustaining-school-health-centers-through-statewide-initiatives/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Lisa Eisenberg", "Edrick Sabalburo", "Jeremy Ford"] document_url: null doi: null license: null tags: [] ``` This report summarizes key research findings and provides guidance to School Health Centers on leveraging the system changes being implemented. --- --- ### 5952. Strengthen Dual Enrollment Math to Increase Postsecondary Access and Success ```yaml url: "https://www.wested.org/resource/strengthen-dual-enrollment-math-increase-postsecondary-access-success/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Ann Edwards", "Amy Getz"] document_url: null doi: null license: null tags: [college-access, math-education] ``` This brief offers research-based approaches to increasing and strengthening dual enrollment mathematics, and shares how WestEd can help with those efforts. --- --- ### 5953. Redesign High School Math to Prepare Students for a Fast-Changing World ```yaml url: "https://www.wested.org/resource/redesign-high-school-math-prepares-students-for-changing-world/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Angela Knotts", "Rebecca Perry"] document_url: null doi: null license: null tags: [math-education] ``` This brief offers research-based strategies for redesigning math pathways to better equip students to enjoy math, understand and critique the world, and expand their professional opportunities. --- --- ### 5954. Coherent Approaches to Early Algebra Advance Students’ High School Course-Taking Opportunities ```yaml url: "https://www.wested.org/resource/coherent-approaches-early-algebra-advance-high-school-course-taking-opportunities/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Kirk Walters", "Drew Nucci"] document_url: null doi: null license: null tags: [math-education] ``` This brief provides guidance on how state and local policymakers can support more students’ successful completion of algebra before high school, and how WestEd can help in those efforts. --- --- ### 5955. A Strong Early Math Foundation Helps Students’ Later Academic Achievement ```yaml url: "https://www.wested.org/resource/strong-early-math-foundation-helps-students-later-academic-achievement/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Kylie Flynn", "Ashli-Ann Douglas"] document_url: null doi: null license: null tags: [early-childhood, math-education] ``` This brief shares research-informed strategies for improving math instruction in early childhood contexts and how WestEd can help support states in implementing these strategies. --- --- ### 5956. An Old Idea for a New Age? Aligning Block Grants to Achieve State Goals and Improved Outcomes for Students ```yaml url: "https://www.wested.org/resource/an-old-idea-for-a-new-age-aligning-block-grants-to-achieve-state-goals-and-improved-outcomes-for-students/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Jason Willis"] document_url: null doi: null license: null tags: [] ``` As state education leaders adapt to an evolving funding landscape, block grants offer an opportunity to align resources with states’ goals to support students. --- --- ### 5957. A School Leader’s Guide to VITAL Collaboration: Building and Sustaining PLC Systems That Improve Teaching and Learning ```yaml url: "https://www.wested.org/resource/a-school-leaders-guide-to-vital-collaboration/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Kevin Perks"] document_url: null doi: null license: null tags: [] ``` A guide to elevate your leadership practices to improve your school’s teaching and learning for K–12 school leaders to develop and implement a robust, systemwide approach to fostering impactful Professional Learning Communities. --- --- ### 5958. A Teacher’s Guide to VITAL Collaboration: Facilitating Evidence-Driven Inquiry in PLCs to Improve Teaching and Learning ```yaml url: "https://www.wested.org/resource/a-teachers-guide-to-vital-collaboration/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Kevin Perks"] document_url: null doi: null license: null tags: [] ``` This guide provides K–12 educators with a structured, evidence-driven approach to Professional Learning Communities, offering powerful tools and facilitation techniques to enhance both teaching and professional growth. --- --- ### 5959. Holocaust and Genocide Education in California ```yaml url: "https://www.wested.org/resource/holocaust-and-genocide-education-in-california/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["WestEd"] document_url: null doi: null license: null tags: [] ``` Commissioned by the Governor’s Council on Holocaust and Genocide Education with intention to improve education about the Holocaust and other genocides in response to declining youth awareness, this report outlines strategic recommendations to strengthen educational efforts and address issues such as antisemitism, racism, and bigotry. --- --- ### 5960. 支持青少年身心健康的家庭指南：资讯、建议和资源 ```yaml url: "https://www.wested.org/resource/calwellfamilyguide-chinese-simplified/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Kenwyn Derby", "Natalie Romer", "Shannon McCullough"] document_url: null doi: null license: null tags: [] ``` Project Cal-Well 是由加州教育部领导的一项跨机构心理健康倡议，该项目在听取了家庭、教育者、心理健康专业人士和青少年的意见后，编制了这份易于使用的指南。 --- --- ### 5961. 支持青少年身心健康的家庭指南：資訊、建議與資源 ```yaml url: "https://www.wested.org/resource/calwellfamilyguide-chinese-traditional/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Kenwyn Derby", "Natalie Romer", "Shannon McCullough"] document_url: null doi: null license: null tags: [] ``` Project Cal-Well 是由加州教育部領導的一項跨機構心理健康倡議，該項目在聽取了家庭、教育者、心理健康專業人士和青少年的意見後，編制了這份易於使用的指南 --- --- ### 5962. Roadmap to the Future for Yolo County Children and Youth Needs Assessment ```yaml url: "https://www.wested.org/resource/roadmap-to-the-future-for-yolo-county-children-and-youth-needs-assessment/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Yolo County Office of Education", "WestEd", "Consero Solutions"] document_url: null doi: null license: null tags: [formative-assessment] ``` This analysis examines the Yolo County's needs and lays the foundation for a 10-year plan that addresses service gaps and prioritizes community-driven solutions. --- --- ### 5963. Accelerate English Learner Success: Students Participate in Collaborative Discussions ```yaml url: "https://www.wested.org/resource/accelerate-english-learner-success-students-participate-in-collaborative-discussions/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Barbara Jones", "Molly Faulkner-Bond", "Jennifer Blitz"] document_url: null doi: null license: null tags: [english-learners] ``` This brief underscores the importance of structured collaborative discussions in supporting English Learners to build content knowledge, develop language skills, and engage in analytic practices. --- --- ### 5964. Accelerate English Learner Success: Students Take Ownership Over Their Learning With Formative Assessment ```yaml url: "https://www.wested.org/resource/accelerate-english-learner-success-students-take-ownership-over-learning/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Barbara Jones", "Molly Faulkner-Bond", "Jennifer Blitz"] document_url: null doi: null license: null tags: [english-learners, formative-assessment, sel] ``` This brief examines how quality instruction empowers English Learners to develop agency, confidence, and self-regulation while advancing their language skills. --- --- ### 5965. Accelerate Success for English Learners: Students Work Beyond the Edge of Their Current Abilities With Formative Assessment ```yaml url: "https://www.wested.org/resource/accelerate-english-learner-success-students-work-beyond-the-edge-of-current-abilities/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Barbara Jones", "Molly Faulkner-Bond", "Jennifer Blitz"] document_url: null doi: null license: null tags: [english-learners, formative-assessment] ``` This brief emphasizes how quality instruction for English Learners helps them work just beyond the edge of their current knowledge and abilities. --- --- ### 5966. Accelerate Success for English Learners: Formative Assessment Support for Integrated and Meaningful Language Learning ```yaml url: "https://www.wested.org/resource/accelerate-english-learner-success-formative-assessment-support/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Barbara Jones", "Molly Faulkner-Bond", "Patricia Garcia-Arena"] document_url: null doi: null license: null tags: [english-learners, formative-assessment] ``` This brief highlights how quality instruction for English Learners integrates language development with academic content and analytic practices. --- --- ### 5967. Accelerate Success for English Learners With Formative Assessment: Introduction ```yaml url: "https://www.wested.org/resource/accelerate-success-for-english-learners-with-formative-assessment-introduction/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Barbara Jones", "Molly Faulkner-Bond", "Jennifer Blitz"] document_url: null doi: null license: null tags: [english-learners, formative-assessment] ``` This brief explores how formative assessment can support teachers to design and facilitate instruction positioned to help Multilingual Learners succeed. --- --- ### 5968. State Charter Laws: Authorizers and Appeals ```yaml url: "https://www.wested.org/resource/state-charter-laws-authorizers-and-appeals/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: null document_url: null doi: null license: null tags: [] ``` This document includes an at-a-glance overview of common authorizers and whether states and territories allow for charter schools to appeal denials of applications for new charter schools. --- --- ### 5969. State Charter Laws: Lottery and Enrollment ```yaml url: "https://www.wested.org/resource/state-charter-laws-lottery-and-enrollment/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: null document_url: null doi: null license: null tags: [] ``` This document includes an at-a-glance overview of common lottery and enrollment practices and whether states require or allow specific preferences as well as detailed descriptions of each state’s specific statute. --- --- ### 5970. State Charter Laws: Charter School Definition ```yaml url: "https://www.wested.org/resource/state-charter-laws-charter-school-definition/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: null document_url: null doi: null license: null tags: [] ``` This document includes an at-a-glance overview of whether states and territories charter school laws align with the components of the federal definition of charter schools. --- --- ### 5971. Pandemic Effects on Career and Technical Education in Florida ```yaml url: "https://www.wested.org/resource/pandemic-effects-on-career-and-technical-education-in-florida/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [career-readiness] ``` This visual resource explores trends in Career and Technical Education enrollment and completion in Florida, analyzing the pandemic's impact and recovery across career clusters and locales. --- --- ### 5972. Establishing Organizational Clarity Within a Changing Ecosystem: A Guide for Nonprofits ```yaml url: "https://www.wested.org/resource/establishing-organizational-clarity-within-a-changing-ecosystem/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Natalie Walrond"] document_url: null doi: null license: null tags: [] ``` This guide empowers nonprofits to achieve sustainable impact by fostering organizational clarity and utilizing an ecosystem approach to partnerships. --- --- ### 5973. Emerging Insights from Early Implementation of California’s Statewide Residency Technical Assistance Center ```yaml url: "https://www.wested.org/resource/emerging-insights-from-early-implementation-of-californias-statewide-residency/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Maggie Hannan"] document_url: null doi: null license: null tags: [] ``` This resource outlines California’s Statewide Residency Technical Assistance Center, highlighting its goals, activities, and impact on improving teacher residency programs. --- --- ### 5974. Guide on Teacher Workforce Credentialing: A Look Into the Initial License Requirements, Diverse Pathways Into the Teaching Profession, and Reciprocity Policies ```yaml url: "https://www.wested.org/resource/guide-on-teacher-workforce-credentialing/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Gabriela Mottesi", "Mel Wylen"] document_url: null doi: null license: null tags: [career-readiness] ``` This guide offers a detailed overview of teacher licensure requirements, alternative pathways, and reciprocity policies across all 50 states and Washington, DC. It serves as a vital resource for educators, policymakers, and educational institutions aiming to improve recruitment, retention, and the overall quality of the teaching workforce. --- --- ### 5975. The Landscape of Middle School Career and Technical Education in Nebraska ```yaml url: "https://www.wested.org/resource/the-landscape-of-middle-school-career-and-technical-education-in-nebraska/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Thomas Torre Gibney", "Pamela Fong", "Joy Lewis", "David Maduli", "Marisa Castellano"] document_url: null doi: null license: null tags: [career-readiness, college-access] ``` This resource, developed in partnership with the Nebraska Department of Education, explores how middle school Career and Technical Education can better equip students with the skills needed for college and career success. --- --- ### 5976. Implementation and Impact of the Project WITH Curriculum in Juvenile Justice Facilities and Group Homes ```yaml url: "https://www.wested.org/resource/implementation-and-impact-of-the-project-with-curriculum/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Jonathan Nakamoto", "Colleen Carter", "Sarah Russo"] document_url: null doi: null license: null tags: [] ``` This guide explores sexual health disparities faced by justice-involved youth and evaluates the effectiveness of the Project With curriculum in addressing these challenges. --- --- ### 5977. Future Directions for Mathematics Education Research, Policy, and Practice: Brief of 2024 Convening Report ```yaml url: "https://www.wested.org/resource/future-directions-for-mathematics-education-research-policy-and-practice-brief-of-2024-convening-report/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Catherine Paolucci", "Ann R. Edwards", "Drew Nucci", "Amy Getz", "Taunya Nesin", "Kirk Walters", "Aleata Hubbard Cheuoua"] document_url: null doi: null license: null tags: [math-education] ``` This brief highlights the content and activities from the 2024 Future Directions for Mathematics Education Research, Policy, and Practice convening. --- --- ### 5978. Leading Inclusive, Coherent, and Effective Assessment Systems: Closing Opportunity and Outcome Gaps for Students With Disabilities ```yaml url: "https://www.wested.org/resource/leading-inclusive-coherent-and-effective-assessment-systems/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Jessica Arnold", "Susan Hayes", "Elizabeth Zagata"] document_url: null doi: null license: null tags: [formative-assessment, inclusive-design] ``` This guide addresses the critical need to improve educational experiences and outcomes for students with disabilities by fostering inclusive, coherent, and effective local assessment systems. --- --- ### 5979. Implementing Positive Behavior Interventions and Supports During the COVID-19 Pandemic: Three Tiers of Prevention and Intervention as Protective Factors ```yaml url: "https://www.wested.org/resource/implementing-positive-behavior-interventions-and-supports-during-covid-19-pandemic/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Nicholas A. Gage", "Nicolette M. Grasley-Boy", "Ashley S. MacSuga-Gage", "Tracy G. Ulrich"] document_url: null doi: null license: null tags: [response-to-intervention, sel] ``` This report investigates the implementation of Positive Behavior Interventions and Supports during the COVID-19 pandemic and its effects on school discipline. --- --- ### 5980. Inclusive Early Education Expansion Program (IEEEP) ```yaml url: "https://www.wested.org/resource/inclusive-early-education-expansion-program/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [inclusive-design] ``` A collection page of resources and blog posts with actionable guidance to create inclusive, high-quality learning environments. --- --- ### 5981. Inclusive Early Education Expansion Program Evaluation ```yaml url: "https://www.wested.org/resource/inclusive-early-education-expansion-program-evaluation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Sarah Johns", "Lynneth Solis", "Osnat Zur", "Tatiana Hill-Maini", "Amy Yanchik", "Erika Vasquez-Chilin"] document_url: null doi: null license: null tags: [inclusive-design] ``` This in-depth PowerPoint presentation provides a comprehensive overview of the IEEEP and the findings from its evaluation conducted between 2020–2024. --- --- ### 5982. From Numbers to Nuance: A Guide for Exploring School Climate Data ```yaml url: "https://www.wested.org/resource/from-numbers-to-nuance-exploring-school-climate-data/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Rebeca Cerna", "Laura Buckner", "Lori Van Houten"] document_url: null doi: null license: null tags: [] ``` This guide aids educators in using school climate data to enhance learning environments through a structured, collaborative exploration process. --- --- ### 5983. Scaling California’s Teacher Residency Grant Program: Findings and Implications From the Grant’s First 4 Years ```yaml url: "https://www.wested.org/resource/scaling-californias-teacher-residency-grant-program/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Andrew Brannegan", "Kate Hirschboeck"] document_url: null doi: null license: null tags: [career-readiness] ``` This brief provides critical insights for leveraging California’s teacher residency pathway to address ongoing teacher workforce needs. --- --- ### 5984. A Step Forward ```yaml url: "https://www.wested.org/resource/a-step-forward/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Mario Molino"] document_url: null doi: null license: null tags: [] ``` This comprehensive resource is aimed at helping Indigenous students thrive academically while honoring their cultural roots. It offers guidance on building support systems, managing time effectively, and engaging with both school and Tribal communities for a fulfilling high school journey. --- --- ### 5985. How Has Regression Discontinuity Design Been Used in Crime and Justice Research? ```yaml url: "https://www.wested.org/resource/regression-discontinuity-design-in-crime-and-justice-research/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Jonathan Nakamoto", "Alexis Grant", "Trent Baskerville", "Anthony Petrosino"] document_url: null doi: null license: null tags: [] ``` This brief explores the use of Regression Discontinuity Design in crime and justice research, highlighting key findings and methodological insights. --- --- ### 5986. Supporting Success: Attendance Solutions for Multilingual Students ```yaml url: "https://www.wested.org/resource/supporting-success-attendance-solutions-for-multilingual-students/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Gisela Ariza", "Hedy Chang"] document_url: null doi: null license: null tags: [attendance, english-learners] ``` This brief examines chronic absenteeism among Multilingual Learners in the U.S., with a particular focus on the post-COVID-19 era. --- --- ### 5987. Promoting the Use of Regression Discontinuity Design in Justice Settings ```yaml url: "https://www.wested.org/resource/promoting-the-use-of-regression-discontinuity-design-in-justice-settings/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Anthony Petrosino", "Alexis Grant", "Jonathan Nakamoto", "Trent Baskerville"] document_url: null doi: null license: null tags: [response-to-intervention] ``` The brief promotes Regression Discontinuity Design as a valuable method for evaluating justice interventions, offering strategies to increase its adoption. --- --- ### 5988. Future Directions for Mathematics Education Research, Policy, and Practice ```yaml url: "https://www.wested.org/resource/future-directions-for-mathematics-education-research-policy-and-practice/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Catherine Paolucci", "Ann R. Edwards", "Drew Nucci", "Amy Getz", "Taunya Nesin", "Kirk Walters", "Aleata Hubbard Cheuoua"] document_url: null doi: null license: null tags: [math-education] ``` The Future Directions for Mathematics Education convening recommendations provide a resource for future research, policy, and practice, with a focus on collaboration and innovation to prepare students for a rapidly changing world. --- --- ### 5989. Implementing Participatory Systems Change: A Reflection Guide on the Continuum of Participation ```yaml url: "https://www.wested.org/resource/continuum-of-participation/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Amber Valdez", "Lan Nguyen"] document_url: null doi: null license: null tags: [inclusive-design] ``` This guide explores the nuanced continuum of participation in systems change for equity, detailing interconnected modes of participation and providing practical insights for leaders to foster more inclusive, participatory approaches. --- --- ### 5990. Leading Participatory Systems Change: A Reflection Guide on Key Competencies ```yaml url: "https://www.wested.org/resource/leadership-competencies-for-participatory-systems-change/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Amber Valdez", "Rebeca Cerna", "Lan Nguyen", "Natalie Walrond"] document_url: null doi: null license: null tags: [] ``` This guide, part of a broader resource suite on participatory systems change for equity, highlights essential leadership competencies and offers tools to empower leaders in collaboratively transforming systems toward equity and well-being. --- --- ### 5991. Improving Access and Affordability of High-Quality Teacher Preparation ```yaml url: "https://www.wested.org/resource/improving-access-and-affordability-of-high-quality-teacher-preparation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Melissa Rasberry", "Dana Grayson"] document_url: null doi: null license: null tags: [professional-development] ``` This infographic highlights the need to ensure all learners have access to well-prepared, fully certified teachers by improving access to affordable, high-quality teacher preparation programs. --- --- ### 5992. Early Literacy Screening Assessment Benchmarks ```yaml url: "https://www.wested.org/resource/early-literacy-screening-assessment-benchmarks/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Mariann Lemke", "Dan Murphy", "Aaron Soo Ping Chow", "Angela Acuña"] document_url: null doi: null license: null tags: [formative-assessment, literacy] ``` This brief explores data on early screening assessment benchmarks originally collected and analyzed in the report Early Literacy Performance in Massachusetts: Results of Ongoing Analysis of Literacy Screening Assessments. --- --- ### 5993. Intersections: Student Background and Early Literacy Performance ```yaml url: "https://www.wested.org/resource/intersections-student-background-and-early-literacy-performance/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Mariann Lemke", "Dan Murphy", "Aaron Soo Ping Chow", "Angela Acuña"] document_url: null doi: null license: null tags: [formative-assessment, literacy] ``` This brief explores data on student background and its effects on early literacy performance originally collected and analyzed in the report Early Literacy Performance in Massachusetts: Results of Ongoing Analysis of Literacy Screening Assessments. --- --- ### 5994. Highlights From Early Literacy Performance in Massachusetts ```yaml url: "https://www.wested.org/resource/highlights-from-early-literacy-performance-in-massachusetts/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Mariann Lemke", "Dan Murphy", "Aaron Soo Ping Chow", "Angela Acuña"] document_url: null doi: null license: null tags: [formative-assessment, literacy] ``` This brief highlights the data collected and analyzed in the report Early Literacy Performance in Massachusetts: Results of Ongoing Analysis of Literacy Screening Assessments. --- --- ### 5995. Early Literacy Performance in Massachusetts: Results of Ongoing Analysis of Literacy Screening Assessments ```yaml url: "https://www.wested.org/resource/early-literacy-performance-in-massachusetts-results-of-ongoing-analysis/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Mariann Lemke", "Dan Murphy", "Aaron Soo Ping Chow", "Angela Acuña"] document_url: null doi: null license: null tags: [formative-assessment, literacy] ``` This report uses screening assessment data in Massachusetts to examine the number and profiles of students identified as at risk of reading difficulty in grades K–3. --- --- ### 5996. Science Is Coming to the California Dashboard: What Administrators, School Leaders, Assessment Coordinators, and Data Analysts Need to Know ```yaml url: "https://www.wested.org/resource/science-is-coming-to-the-california-dashboard-what-you-need-to-know/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Meghan Bell", "Eric W. Crane"] document_url: null doi: null license: null tags: [formative-assessment] ``` This essential guide for California assists educators in preparing for the integration of science performance data into the California School Dashboard. Starting with the 2025... --- --- ### 5997. Education Savings Accounts and Accountability: A Landscape Analysis Across States ```yaml url: "https://www.wested.org/resource/education-savings-accounts-and-accountability/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["William Berry", "Robin Chait"] document_url: null doi: null license: null tags: [] ``` This report expands on the growing use and impact of Education Savings Accounts across the United States. --- --- ### 5998. San Lorenzo Unified School District Systemic Instructional Review ```yaml url: "https://www.wested.org/resource/san-lorenzo-unified-school-district-systemic-instructional-review-final-report/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Kelsey Krausen", "Erica Boas", "Isiah Iniguez", "Elizabeth Burr"] document_url: null doi: null license: null tags: [learning-engineering] ``` A report on San Lorenzo Unified School District which offers data-driven insights and strategies to improve student outcomes and district support. --- --- ### 5999. Hayward Unified School District Systemic Instructional Review ```yaml url: "https://www.wested.org/resource/hayward-unified-school-district-systemic-instructional-review-final-report/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Erica Boas", "Kelsey Krausen", "Ruthie Caparas", "Edrick Sabalburo", "Cosette Lias"] document_url: null doi: null license: null tags: [learning-engineering] ``` A report on Hayward Unified School District which offers data-driven insights and strategies to improve student outcomes and district support. --- --- ### 6000. Working Respectfully With Tribal Leaders ```yaml url: "https://www.wested.org/resource/working-respectfully-with-tribal-leaders/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Mario Molina"] document_url: null doi: null license: null tags: [inclusive-design] ``` This resource offers school leaders key principles and strategies for establishing effective partnerships with Tribal leaders to improve educational outcomes for Indigenous students and develop a more inclusive and supportive learning environment that meets the unique needs of these students. --- --- ### 6001. Overview of Participatory Systems Change for Equity ```yaml url: "https://www.wested.org/resource/overview-of-participatory-systems-change-for-equity/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Amber Valdez", "Rebeca Cerna", "Shazia Hashmi"] document_url: null doi: null license: null tags: [] ``` This overview of the participatory systems change for equity framework outlines its guiding principles, explains the seven elements of participatory change for equity, and provides a visual model of the framework. --- --- ### 6002. Regression Discontinuity Design: A Method to Rigorously Evaluate Interventions to Reduce Crime and Improve the Justice System ```yaml url: "https://www.wested.org/resource/regression-discontinuity-design-research/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [response-to-intervention] ``` Addressing challenges within traditional research designs for crime reduction and justice system improvement. --- --- ### 6003. The Essential Playbook for Family Engagement in Middle School ```yaml url: "https://www.wested.org/resource/the-essential-playbook/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Maria Paredes", "Melinda Wallace"] document_url: null doi: null license: null tags: [] ``` The Essential Playbook for Family Engagement in Middle School is an essential resource designed for school and district leaders, educators, and departments dedicated to fostering family involvement in middle schools. By providing evidence-based strategies organized around key elements—Capacity, Process, Infrastructure, and Outcomes—this guide empowers educators to build relational trust with families, ultimately enhancing student achievement and creating impactful connections within the school community. --- --- ### 6004. The Center of Black Student Excellence: A Place Without Barriers and the 10 Elements That Lay Its Foundation ```yaml url: "https://www.wested.org/resource/the-center-of-black-student-excellence/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Khamia Powell"] document_url: null doi: null license: null tags: [formative-assessment, inclusive-design] ``` The Center of Black Student Excellence is a transformative initiative within the Long Beach Unified School District dedicated to uplifting Black students by fostering a sense of belonging, pride, and agency while ensuring equitable access to educational resources. Guided by 10 key elements derived from community engagement, the Center aims to empower students and their families, promoting academic success, cultural identity, and holistic development in an inclusive educational environment. --- --- ### 6005. Supporting Middle School Math Learning With a Technology-Based Intervention: Impact, Moderators, and Usage ```yaml url: "https://www.wested.org/resource/middle-school-math-tech-based-intervention/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Mingyu Feng", "Kevin (Chun-Wei) Huang", "Kelly Collins"] document_url: null doi: null license: null tags: [computer-assisted-learning, math-education, response-to-intervention] ``` This technical report examines the differential impacts of ASSISTments on subgroups of student populations and the relationship between the usage of ASSISTments and students’ long-term math outcomes. --- --- ### 6006. Bilingual Beginnings: Planning Kindergarten Entry Assessments for Spanish–English Speakers ```yaml url: "https://www.wested.org/resource/bilingual-beginnings-planning-kindergarten-entry-assessments-for-spanish-english-speakers/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Andrea Rolla", "Gabriela Mottesi"] document_url: null doi: null license: null tags: [english-learners, formative-assessment] ``` This brief describes kindergarten entry assessments for Spanish–English bilinguals in the United States, highlighting the opportunity gap for young Spanish–English bilingual students and suggesting policy and implementation options. --- --- ### 6007. Strengthening English Learner Reclassification in California ```yaml url: "https://www.wested.org/resource/strengthening-english-learner-reclassification-in-california/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: null document_url: null doi: null license: null tags: [english-learners] ``` This brief highlights the critical process of English learner reclassification in California, emphasizing its high-stakes nature and the standardized criteria mandated by the Every Student Succeeds Act. --- --- ### 6008. Mapping Assets for Charter Schools: A Guide for Charter Authorizers ```yaml url: "https://www.wested.org/resource/mapping-assets-guide-for-charter-authorizers/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Felicia Brown Reed", "Aimee Evan", "Kelly Wynveen"] document_url: null doi: null license: null tags: [] ``` This guide offers insights on addressing early warning signs of school decline through asset mapping, or leveraging existing resources to proactively address challenges and enhance educational quality before decline occurs. --- --- ### 6009. Listening to Rural Voices: Supporting State Education Agencies to Shape Policies That Support Rural Schools ```yaml url: "https://www.wested.org/resource/supporting-state-education-agencies-to-shape-policies-that-support-rural-schools/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Region 15 Comprehensive Center"] document_url: null doi: null license: null tags: [] ``` This brief offers three actions state educational agencies can take to address the unique challenges facing rural schools in Arizona, California, Nevada, and Utah. --- --- ### 6010. Leadership, Advocacy, and Building Data Capacity Tribal Data Collection and Governance Webinar Series, Session 2 ```yaml url: "https://www.wested.org/resource/leadership-advocacy-and-building-data-capacity-tribal-data-collection-and-governance-webinar-series-session-2/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [college-access] ``` The Western Educational Equity Assistance Center and the Region 13 and 15 Comprehensive Centers partnered with the National Indian Education Association and the University of... --- --- ### 6011. Principles of Practice and Partnerships Tribal Data Collection and Governance Webinar Series, Session 1 ```yaml url: "https://www.wested.org/resource/principles-of-practice-and-partnerships-tribal-data-collection-and-governance-webinar-series-session-1/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [college-access] ``` The Western Educational Equity Assistance Center and the Region 13 and 15 Comprehensive Centers partnered with the National Indian Education Association and the University of... --- --- ### 6012. Addressing Critical Challenges in the Teacher Workforce: A Collaborative Approach in California ```yaml url: "https://www.wested.org/resource/addressing-critical-challenges-in-teacher-workforce-collaborative-approach-in-california/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: null document_url: null doi: null license: null tags: [career-readiness] ``` Learn about California’s collaborative efforts to develop strategic partnerships that can address teacher shortages by improving access to financial resources and preparation pathways. --- --- ### 6013. Superintendent Christie Abeyta of the Santa Fe Indian School: A Cultural and Community-Driven Approach to Improving Graduation Rates ```yaml url: "https://www.wested.org/resource/superintendent-christie-abeyta-santa-fe-indian-school-improving-graduation-rates/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["April K. Chavez"] document_url: null doi: null license: null tags: [dropout-prevention] ``` Explore how the Santa Fe Indian School, under Superintendent Christie Abeyta, achieves remarkable graduation rates with culturally responsive education and community engagement, honoring Indigenous students’ rich cultural heritage and preparing them for future leadership. --- --- ### 6014. Recommendations to Support Awareness, Use, and Perceptions of State School Safety Centers: A Framework ```yaml url: "https://www.wested.org/resource/recommendations-to-support-awareness-use-and-perceptions-of-state-school-safety-centers-a-framework/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Ashley Boal", "Adrienne Quinn Washington", "Sarah Russo", "Ericka Muñoz", "Joseph McKenna", "Hannah Sutherland", "Shawna White"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` This guide provides a strategic blueprint for state school safety centers (SSSCs), offering insights to enhance their focus, their structure, and the support services they provide. Developed by WestEd’s Justice and Prevention Research Center with National Institute of Justice backing, it outlines key areas such as Vision and Mission, Structure and Staffing, Supports and Services, and Audience and Outreach, while advocating for diversified funding, multidisciplinary teams, and effective engagement through technology. --- --- ### 6015. Reframing Outcomes of Culturally Responsive and Sustaining Education in Mathematics ```yaml url: "https://www.wested.org/resource/reframing-outcomes-of-culturally-responsive-and-sustaining-education-in-mathematics/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Rebecca Colina Neri", "Jahneille Cunningham", "Carlos Sandoval"] document_url: null doi: null license: null tags: [math-education] ``` Too often, the value of culturally responsive and sustaining education (CRSE) is limited to addressing student motivation and engagement rather than being seen as valuable... --- --- ### 6016. Codesigning Culturally Responsive and Sustaining Education With Families and Communities ```yaml url: "https://www.wested.org/resource/codesigning-culturally-responsive-and-sustaining-education-with-families-and-communities/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Jahneille Cunningham", "Rebecca Colina Neri", "Carlos Sandoval"] document_url: null doi: null license: null tags: [math-education, sel] ``` This brief addresses the need to navigate power dynamics and shift mindsets and behaviors to build meaningful, mutual partnerships with students’ families and communities. The brief also explores project-based learning as one approach to building connections to the local community and integrating home and community knowledge into mathematics education. --- --- ### 6017. Building Mathematics Teachers’ Capacity to Enact Culturally Responsive and Sustaining Education ```yaml url: "https://www.wested.org/resource/building-math-teachers-capacity-to-enact-culturally-responsive-and-sustaining-education/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Jahneille Cunningham", "Rebecca Colina Neri", "Carlos Sandoval"] document_url: null doi: null license: null tags: [math-education] ``` This brief calls on school and district leaders to invest in culturally responsive and sustaining education (CRSE) by providing teachers with consistent messaging and ample resources to better prepare them to implement CRSE in mathematics education. --- --- ### 6018. The Rural School Principal: Opportunities and Challenges ```yaml url: "https://www.wested.org/resource/rural-school-principal-opportunities-and-challenges/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Barbara Jones", "Julie Duffield"] document_url: null doi: null license: null tags: [] ``` This brief shares insights, experiences, and recommendations from the Rural Educators’ Community of Practice about retaining rural principals. --- --- ### 6019. Native Students and High School Success: Lessons on Achieving Graduation From Five Bureau of Indian Education Schools ```yaml url: "https://www.wested.org/resource/native-students-and-high-school-success/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["BethAnn Berliner"] document_url: null doi: null license: null tags: [] ``` Learn about “Bright Spot” schools that serv e high numbers of Native students and attain impressive graduation results by implement ing high-impact practices that elevate standards and reinforce supports without lowering expectations. --- --- ### 6020. Centering Students in Science Learning: A Professional Learning Success Story ```yaml url: "https://www.wested.org/resource/centering-students-in-science-learning-a-professional-learning-success-story/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["K-12 Alliance", "SCALE Science at WestEd"] document_url: null doi: null license: null tags: [] ``` New science standards outline an inspiring vision for rigorous science learning that builds on students’ natural curiosity and wonder. Realizing this vision will require that... --- --- ### 6021. Dual Language Immersion Programs: Setting Goals to Build a Strong Foundation ```yaml url: "https://www.wested.org/resource/dual-language-immersion-programs-setting-goals-to-build-a-strong-foundation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["WestEd"] document_url: null doi: null license: null tags: [english-learners] ``` State and local leaders must establish clear goals for dual language immersion (DLI) programs to align interest holders, guide curricula and teaching, and ensure accountability... --- --- ### 6022. Dual Language Immersion Programs: The State of Current Research ```yaml url: "https://www.wested.org/resource/dual-language-immersion-programs-the-state-of-current-research/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["WestEd"] document_url: null doi: null license: null tags: [english-learners] ``` Researchers from the Region 15 Comprehensive Center at WestEd reviewed recent literature on dual language immersion (DLI) programs, identifying common methods, settings, and program implementation... --- --- ### 6023. R15CC and NCSI Strategic Facilitation: Arizona Special Education Evaluations Ad Hoc Committee ```yaml url: "https://www.wested.org/resource/r15cc-and-ncsi-strategic-facilitation-arizona-special-education-evaluations-ad-hoc-committee/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Kelly Wynveen"] document_url: null doi: null license: null tags: [inclusive-design] ``` The Region 15 Comprehensive Center and the National Center for Systemic Improvement, both led by WestEd, collaborated to support Arizona in facilitating the state’s Special Education... --- --- ### 6024. Supporting School Climate Efforts: How California Districts Are Using School Climate Survey Results ```yaml url: "https://www.wested.org/resource/supporting-school-climate-efforts-how-california-districts-are-using-school-climate-survey-results/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Cynthia Huynh", "Carla Guidi", "Alexis Stern", "Rebeca Cerna", "Leslie Poynor"] document_url: null doi: null license: null tags: [] ``` This resource explains how California districts use school climate survey results to inform decision-making and foster positive school environments. --- --- ### 6025. An Evidence Base for Using the Four Domains Comprehensive Assessment of Leadership for Learning Survey and Feedback System to Support School Improvement ```yaml url: "https://www.wested.org/resource/using-the-four-domains-comprehensive-assessment-of-leadership-for-learning-survey-and-feedback-system-to-support-school-improvement/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Quintin Love", "Anne Porterfield", "Marianne Perie", "Giselle Sherry-Marsh"] document_url: null doi: null license: null tags: [formative-assessment] ``` This paper explains the evidence supporting a popular survey and improvement framework used to guide improvements across entire districts and schools. --- --- ### 6026. Restorative Ways of Being to Embody What Is Possible: A Guide for Restorative Leaders ```yaml url: "https://www.wested.org/resource/restorative-ways-of-being-to-embody-what-is-possible-a-guide-for-restorative-leaders/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["John Harnetiaux", "Lauren Trout", "Krystal Wu"] document_url: null doi: null license: null tags: [] ``` This guide explores five restorative ways of being that can guide decision-making in difficult situations. --- --- ### 6027. Designing Quality Learning Opportunities for Elementary Multilingual Learners ```yaml url: "https://www.wested.org/resource/designing-quality-learning-opportunities-for-elementary-multilingual-learners/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Elsa Billings"] document_url: null doi: null license: null tags: [english-learners] ``` The paper explores how educators can design powerful, inviting, and challenging lessons to help students thrive academically and linguistically. --- --- ### 6028. Kindergarten Entry Assessments: An Examination of Best Practices, National Trends, and Recommendations ```yaml url: "https://www.wested.org/resource/kindergarten-entry-assessments-an-examination-of-best-practices-national-trends-and-recommendations/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Andrea Rolla", "Gabriela Mottesi", "Mel Wylen", "Yetunde Akinola"] document_url: null doi: null license: null tags: [formative-assessment] ``` This brief gives policymakers and practitioners a clear overview of what Kindergarten Entry Assessments are, including their purpose, features, uses, and different types. --- --- ### 6029. Under the Cover of Darkness: How Ambient Light Influences Criminal Activity (Regression Discontinuity Design in Crime and Justice Project Study Summary #3) ```yaml url: "https://www.wested.org/resource/under-the-cover-of-darkness-how-ambient-light-influences-criminal-activity-regression-discontinuity-design-in-crime-and-justice-project-study-summary-3/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Jennifer L. Doleac", "Nicholas J. Sanders"] document_url: null doi: null license: null tags: [] ``` This paper summarizes a study that used a Regression Discontinuity Design to examine how more daylight during evening hours from Daylight Savings Time affects crime rates. --- --- ### 6030. Intensified Support for Juvenile Offenders on Probation: Evidence From Germany (Regression Discontinuity Design in Crime and Justice Project Study Summary #2) ```yaml url: "https://www.wested.org/resource/intensified-support-for-juvenile-offenders-on-probation-evidence-from-germany-regression-discontinuity-design-in-crime-and-justice-project-study-summary-2/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Christoph Engel", "Sebastian J Goerg", "Christian Traxler"] document_url: null doi: null license: null tags: [] ``` WestEd's Jonathan Nakamoto and Trent Baskerville summarize a study on the impact of an intensive probation program on youth recidivism. --- --- ### 6031. Strategic Resource Allocation: Options for New York Charter Schools ```yaml url: "https://www.wested.org/resource/strategic-resource-allocation-options-for-new-york-charter-schools/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Tara Bergfeld", "Aaron Soo Ping Chow"] document_url: null doi: null license: null tags: [] ``` This brief explores how to implement strategic budgeting to meet the challenge of providing exceptional educational experiences with leaner revenues and increased costs, and make spending decisions that are focused on student needs. --- --- ### 6032. Examining Prison Effects on Recidivism: A Regression Discontinuity Approach (Regression Discontinuity Design in Crime and Justice Project Study Summary #1) ```yaml url: "https://www.wested.org/resource/examining-prison-effects-on-recidivism-a-regression-discontinuity-approach-regression-discontinuity-design-in-crime-and-justice-project-study-summary-1/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Ojmarrh Mitchell", "Joshua C Cochran", "Daniel P Mears", "William D Bales"] document_url: null doi: null license: null tags: [] ``` This study summary, prepared by WestEd’s Jonathan Nakamoto and Trent Baskerville, explores the impact of prison sentences on recidivism rates. --- --- ### 6033. Co-Creating a Menu of More Rigorous Interventions to Drive Nevada School Improvement ```yaml url: "https://www.wested.org/resource/co-creating-a-menu-of-more-rigorous-interventions-to-drive-nevada-school-improvement/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Region 15 Comprehensive Center"] document_url: null doi: null license: null tags: [response-to-intervention] ``` Discover how the Region 15 Comprehensive Center supported the Nevada Department of Education in developing rigorous interventions to ensure sustainable growth and improvement for students in Nevada's Comprehensive Support and Improvement schools. --- --- ### 6034. Nevada’s Asset-Based, Research-Based Approach to Supporting English Language Learners and Multilingual Learners ```yaml url: "https://www.wested.org/resource/nevadas-asset-based-research-based-approach-to-supporting-english-language-learners-and-multilingual-learners/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Sandra Leu Bonanno", "Rachel Lagunoff", "Jennifer Blitz"] document_url: null doi: null license: null tags: [english-learners] ``` This brief describes the key efforts of the Nevada Department of Education (NDE) and the Region 15 Comprehensive Center to help educators use the NDE's English Language Development Standards Framework to better support English and multilingual learners. --- --- ### 6035. Records Retention in Integrated Data Systems: Factors for Success ```yaml url: "https://www.wested.org/resource/records-retention-in-integrated-data-systems-factors-for-success/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Laia Tiderman"] document_url: null doi: null license: null tags: [] ``` This resource examines the importance of developing a records retention program and outlines four essential building blocks for its success: data inventory, contractual provisions, standards, and compliance with federal, state, and local laws and regulations. --- --- ### 6036. Listening Deeply and Responding Accordingly: R15CC Facilitates a Community of Practice Rooted in the Perspectives of American Indian Education Directors ```yaml url: "https://www.wested.org/resource/listening-deeply-and-responding-accordingly/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Region 15 Comprehensive Center"] document_url: null doi: null license: null tags: [] ``` Explore the power of a Community of Practice (CoP) for American Indian Education Directors. This story highlights the CoP's role in addressing the unique needs of Indigenous students, fostering collaboration among state agencies, and creating resources to advance equitable outcomes. --- --- ### 6037. Paradise Unified School District: Building School Mental Health Systems to Support Healing and Recovery Through Project Cal-Well ```yaml url: "https://www.wested.org/resource/paradise-unified-school-district-building-school-mental-health-systems-to-support-healing-and-recovery-through-project-cal-well/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["WestEd"] document_url: null doi: null license: null tags: [] ``` This brief details the significant strides made by the Paradise Unified School District in establishing robust school mental health systems to facilitate healing and recovery. --- --- ### 6038. Del Norte Unified School District: A Comprehensive Approach to Mental Health Services Through Project Cal-Well ```yaml url: "https://www.wested.org/resource/del-norte-unified-school-district-a-comprehensive-approach-to-mental-health-services-through-project-cal-well/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["WestEd"] document_url: null doi: null license: null tags: [] ``` This brief highlights Del Norte Unified School District’s approach to enhancing student mental health services via Project Cal-Well. --- --- ### 6039. Northern Humboldt Union High School District: Aligning Mental Health Initiatives With a Multi-Tiered System of Supports Through Project Cal-Well ```yaml url: "https://www.wested.org/resource/northern-humboldt-union-high-school-district-aligning-mental-health-initiatives-with-a-multi-tiered-system-of-supports-through-project-cal-well/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["WestEd"] document_url: null doi: null license: null tags: [] ``` Learn about Northern Humboldt Union High School District's strategic initiative to strengthen its mental health system and support. --- --- ### 6040. Stanislaus County Office of Education: Project Cal-Well Journey ```yaml url: "https://www.wested.org/resource/stanislaus-county-office-of-education-project-cal-well-journey/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["WestEd"] document_url: null doi: null license: null tags: [] ``` This brief outlines how the Stanislaus County Office of Education supports the educational and mental health needs of 25 school districts in the county. --- --- ### 6041. Promising Practices for Differentiated Assistance: Learning From County Offices of Education Across California ```yaml url: "https://www.wested.org/resource/promising-practices-for-differentiated-assistance-learning-from-county-offices-of-education-across-california/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["WestEd"] document_url: null doi: null license: null tags: [personalized-learning] ``` This report highlights the findings from a research study conducted by the Geo Leads and WestEd team in California. The study identifies effective practices for providing differentiated assistance (DA) to school districts across the state. --- --- ### 6042. Sacramento County Office of Education: Transforming Schools Into Centers of Wellness ```yaml url: "https://www.wested.org/resource/sacramento-county-office-of-education-transforming-schools-into-centers-of-wellness/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["WestEd"] document_url: null doi: null license: null tags: [] ``` This brief focuses on the Sacramento County Office of Education's efforts to transform schools into centers of wellness. --- --- ### 6043. Project Cal-Well: Building Sustainable School-Based Mental Health Systems ```yaml url: "https://www.wested.org/resource/project-cal-well-building-sustainable-school-based-mental-health-systems/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["WestEd"] document_url: null doi: null license: null tags: [] ``` This brief introduces a series of Project Cal-Well Legacy Briefs that highlight successes across Project Cal-Well partners. --- --- ### 6044. Connecticut’s Educator Workforce Now More Diverse With Comprehensive Center Support ```yaml url: "https://www.wested.org/resource/connecticuts-educator-workforce-now-more-diverse-with-comprehensive-center-support/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Region 2 Comprehensive Center"] document_url: null doi: null license: null tags: [career-readiness] ``` This impact story reveals how the Connecticut State Department of Education worked with the Region 2 Comprehensive Center to recruit more educators of color. --- --- ### 6045. Schools Can’t Do It Alone: Envisioning a Statewide System of Support to Advance School-Based Behavioral Health in California ```yaml url: "https://www.wested.org/resource/schools-cant-do-it-alone-envisioning-a-statewide-system-of-support-to-advance-school-based-behavioral-health-in-california/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Lisa Eisenberg", "Kelsey Krausen", "Ruthie Caparas"] document_url: null doi: null license: null tags: [sel] ``` This brief describes how a statewide system of technical assistance in California to support school-based behavioral health might be structured to create improved statewide access to technical assistance for local education al agencies and their partners. --- --- ### 6046. Schools Can’t Do It Alone: Developing Sustainable Systems of Care for School-Based Behavioral Health in California ```yaml url: "https://www.wested.org/resource/schools-cant-do-it-alone-developing-sustainable-systems-of-care-for-school-based-behavioral-health-in-california/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Ruthie Caparas", "Lisa Eisenberg", "Kelsey Krausen", "Cosette Lias"] document_url: null doi: null license: null tags: [sel] ``` Read about research into how California’s short-term investments align with districts’ highest priority needs for supporting students’ mental and behavioral health and with the state’s goal of advancing integrated, school-based systems of care to support students in the long term. --- --- ### 6047. Creating Empowering, Peer-Led Spaces on Campus ```yaml url: "https://www.wested.org/resource/creating-empowering-peer-led-spaces-on-campus/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Krystal Wu"] document_url: null doi: null license: null tags: [] ``` This brief discusses creating empowering, peer-led spaces for middle school students on campus as part of comprehensive strategies to address student well-being. --- --- ### 6048. Using the EQUIP Observation Tool to Advance Equity in Math Classrooms ```yaml url: "https://www.wested.org/resource/using-the-equip-observation-tool-to-advance-equity-in-math-classrooms/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Jahneille Cunningham", "Sola Takahashi", "Kate Hirschboeck"] document_url: null doi: null license: null tags: [math-education] ``` This brief report describes a new observation tool developed by mathematics education experts called Equity Quantified In Participation (EQUIP). The tool aims to support teachers in identifying and addressing inequities in classroom participation. --- --- ### 6049. Cost and Cost Effectiveness of ASSISTments Online Math Support: Analysis From a Randomized Controlled Study in Middle School ```yaml url: "https://www.wested.org/resource/cost-and-cost-effectiveness-of-assistments-online-math-support/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Mingyu Feng", "Gary Weiser", "Kelly Collins"] document_url: null doi: null license: null tags: [computer-assisted-learning, math-education] ``` This report examines the cost and effectiveness of using the ASSISTments program as an online math support tool. The study sought to replicate previous findings on the impact of ASSISTments on student learning in seventh-grade classrooms. --- --- ### 6050. The Impact of Multi-Tiered Systems of Support (MTSS) on Student Attendance and Behavior ```yaml url: "https://www.wested.org/resource/impact-of-multi-tiered-systems-of-support-mtss-on-student-attendance-and-behavior/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Nicholas A. Gage", "Kimberly Salomonson", "Victoria Ballew", "Beth Clavenna-Deane", "Nicolette M. Grasley-Boy"] document_url: null doi: null license: null tags: [attendance, sel] ``` WestEd partnered with schools to provide guidance on effective MTSS implementation and studied its effects on student outcomes. This interim report provides initial analyses of student-level impacts. --- --- ### 6051. 7 Recommendations for Using Education Data to Support Equitable Learning Outcomes ```yaml url: "https://www.wested.org/resource/7-recommendations-for-using-education-data-to-support-equitable-learning-outcomes/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Jessica Arnold", "Julie Webb"] document_url: null doi: null license: null tags: [] ``` This brief provides seven recommendations to help educators, administrators, policymakers, and others use a wider range of data to more effectively support equitable learning outcomes. --- --- ### 6052. Components of a Coherent and Effective Assessment System ```yaml url: "https://www.wested.org/resource/components-of-a-coherent-and-effective-assessment-system/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Center for Standards, Assessment, & Accountability at WestEd"] document_url: null doi: null license: null tags: [formative-assessment] ``` This infographic summarizes the key purposes of various types of assessments that are created at the classroom, school/district, and state levels. --- --- ### 6053. Missing More Than School: Reducing Chronic Absence for American Indian and Alaska Native Students ```yaml url: "https://www.wested.org/resource/missing-more-than-school-reducing-chronic-absence-for-american-indian-and-alaska-native-students/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Hedy Chang", "Cecelia Leong"] document_url: null doi: null license: null tags: [attendance] ``` This brief highlights the urgent need to address chronic absenteeism among American Indian and Alaska Native (AI/AN) students in the United States. --- --- ### 6054. Evaluation of the Silicon Valley Research Practice Partnership for Computational Thinking and Positive Identity ```yaml url: "https://www.wested.org/resource/evaluation-of-the-silicon-valley-research-practice-partnership-for-computational-thinking-and-positive-identity/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Karina Jaquet", "Min Chen-Gaddini", "Tony Fong"] document_url: null doi: null license: null tags: [computer-assisted-learning, k-12] ``` This report covers the impact of the Silicon Valley Research Practice Partnership for Computational Thinking and Positive Identity for Computer Science on computational thinking and positive identity toward STEM for Latina students in grades 4 and 5 during the 2022–23 and 2023–24 school years. --- --- ### 6055. Key Characteristics of a Coherent and Effective Local Assessment System ```yaml url: "https://www.wested.org/resource/key-characteristics-coherent-effective-local-assessment-system/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Jessica Arnold", "Julie Webb"] document_url: null doi: null license: null tags: [formative-assessment, sel] ``` This brief from the Center for Standards, Assessment, and Accountability at WestEd is for state and local leaders who want to ensure that their local assessment systems align with local values, priorities, and agreements about what learning should look like. --- --- ### 6056. Centering the Experiences and Perspectives of Educational Partners: Five Considerations for Schools and Districts ```yaml url: "https://www.wested.org/resource/centering-the-experiences-and-perspectives-of-educational-partners-five-considerations-for-schools-and-districts/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Timothy Ojetunde", "Arturo Chavez"] document_url: null doi: null license: null tags: [] ``` This brief emphasizes the importance of including the voices and experiences of students, families, staff, and community partners in educational decision-making processes. --- --- ### 6057. How School Facilities Impact Student Health and Performance: Advancing Equity With Green Infrastructure ```yaml url: "https://www.wested.org/resource/school-facilities-student-health-performance-advancing-equity-with-green-infrastructure/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Alyssa Perez"] document_url: null doi: null license: null tags: [] ``` This brief discusses the impact of school facilities on student health and performance, focusing on advancing equity through green infrastructure. --- --- ### 6058. Push and Pull Factors for Female Involvement in Gangs and Collateral Involvement in Sex Trafficking: Systematic Review of Research ```yaml url: "https://www.wested.org/resource/female-gang-involvement-factors/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Hannah Sutherland", "Jessica Norton", "Danielle Munguia", "Trevor Fronius"] document_url: null doi: null license: null tags: [] ``` This systematic review of research by WestEd’s Justice and Prevention Research Center in partnership with the American Institutes for Research examines factors influencing female involvement in gangs and collateral involvement in sex trafficking. --- --- ### 6059. Systems Change at WestEd: Six Guiding Principles ```yaml url: "https://www.wested.org/resource/wested-systems-change-six-principles/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Amber Valdez", "Aylin Bell", "Kenwyn Derby", "Jonathan Dolle", "Rorie Fitzpatrick", "Michele Rovins", "Natalie Walrond", "Jason Willis"] document_url: null doi: null license: null tags: [] ``` This brief defines systems change and describes the principles that guide systems-change work at WestEd, from collaborating to facilitate improvements within a particular system or across sectors for large-scale, cross-system change efforts. --- --- ### 6060. Identifying Students Closer to Their Qualifying Move Date by Utilizing an Interactive Enrollee Form ```yaml url: "https://www.wested.org/resource/pln-profile-interactive-enrollee-form/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Debra Benitez", "Elizabeth Jameyson"] document_url: null doi: null license: null tags: [] ``` This brief in the Professional Learning Network (PLN) profiles series describes the continuous improvement work accomplished by the Merced County Office of Education Migrant Education Program to standardize a new enrollee form for consistent strategies in the identification process. --- --- ### 6061. Continuous Improvement Increases Child Counts and Reshapes the Meaning of Teamwork ```yaml url: "https://www.wested.org/resource/pln-profile-continuous-improvement-benefits/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Heather Medina", "Elizabeth Jameyson"] document_url: null doi: null license: null tags: [] ``` This brief in the Professional Learning Network (PLN) profiles series describes the continuous improvement work accomplished by the San Joaquin County Office of Education Migrant Program to increase the number of referrals, increasing the possibility of more children qualified. --- --- ### 6062. Using Data to Revise a Change in Practice ```yaml url: "https://www.wested.org/resource/pln-profile-data-to-revise-practice/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Elizabeth Jameyson"] document_url: null doi: null license: null tags: [] ``` This profile in the Professional Learning Network (PLN) series describes the continuous improvement work accomplished by the San Diego County Office of Education to identify families and youths closer to their date of arrival in the region. --- --- ### 6063. Using the Professional Learning Network to Develop Leading Practices for Identification and Recruitment in California ```yaml url: "https://www.wested.org/resource/pln-profile-ca-identification-recruitment-practices/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Elizabeth Jameyson"] document_url: null doi: null license: null tags: [] ``` This brief in the Professional Learning Network (PLN) profiles series describes how staff from California’s Migrant Education Program subgrantees attend two years of a professional learning network to make progress on areas of focus specific to their own data. --- --- ### 6064. Maximizing Child Counts: A Collaborative Approach ```yaml url: "https://www.wested.org/resource/pln-profile-maximizing-child-counts/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Jocelyne Cardona", "Elizabeth Jameyson"] document_url: null doi: null license: null tags: [] ``` This brief in the Professional Learning Network (PLN) profiles series describes a collaborative effort to maximize child counts to ensure that as many eligible children and youths as possible are enrolled in the MEP before the end of each performance period. --- --- ### 6065. Layered Training to Harness the Power of the Subsequent Qualifying Move ```yaml url: "https://www.wested.org/resource/pln-profile-layered-training/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Elizabeth Jameyson"] document_url: null doi: null license: null tags: [] ``` This brief in the Professional Learning Network (PLN) profiles series describes the continuous improvement work accomplished by the Kern County Office of Education Migrant Program to increase recruiters’ use of the subsequent qualifying move to establish eligibility for migratory children. --- --- ### 6066. Learning Exponential Functions With Immersive Virtual Reality: Outcomes of a Randomized Controlled Trial as Part of the Prisms NSF SBIR Phase II Project ```yaml url: "https://www.wested.org/resource/algebra-and-immersive-vr-prisms-project/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Andrew Grillo-Hill", "Amber Beliakoff", "Brent Jackson", "Olivia Cornfield", "Melissa Rego", "Bryan Matlen", "Anita Moorjani", "Gillian Kpodjie"] document_url: null doi: null license: null tags: [math-education] ``` This report shares results from a randomized controlled trial studying the impact of Prisms, a supplemental curricular resource for mathematics and science teachers that uses immersive virtual reality, on students’ engagement and algebra proficiencies. --- --- ### 6067. The North Dakota Personalized, Competency-Based Learning Initiative: Progress and Outcomes After 5 Years ```yaml url: "https://www.wested.org/resource/north-dakota-personalized-competency-based-learning-initiative/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Robin Ahigian", "Natalie Lacireno-Paquet", "George Lolashvili"] document_url: null doi: null license: null tags: [personalized-learning] ``` This report summarizes WestEd’s evaluation of the implementation outcomes for districts participating in the The North Dakota Personalized, Competency-Based Learning Initiative. It also provides an analysis of learner outcomes and future implications. --- --- ### 6068. Regression Discontinuity Design: A Method to Rigorously Evaluate Interventions to Reduce Crime and Improve the Justice System ```yaml url: "https://www.wested.org/resource/regression-discontinuity-design/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Jonathan Nakamoto", "Alexis Grant", "Trent Baskerville", "Anthony Petrosino"] document_url: null doi: null license: null tags: [response-to-intervention] ``` This brief from WestEd’s Justice and Prevention Research Center explores Regression Discontinuity Design as an effective and ethical method for evaluating interventions in the field of crime reduction and justice system improvement. --- --- ### 6069. Impacts of the Community Partnerships for Teacher Pipeline Program on Community College Students: A Quasi-Experimental Study ```yaml url: "https://www.wested.org/resource/community-partnerships-for-teacher-pipeline-program-evaluation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Alberto Heredia", "Elham Zargar", "Jonathan Nakamoto"] document_url: null doi: null license: null tags: [career-readiness, college-access] ``` A quasi-experimental evaluation of the Community Partnerships for Teacher Pipeline program that found evidence of the program’s success in meeting its goals of supporting community college students interested in teaching careers --- --- ### 6070. Identifying Resource Inequities ```yaml url: "https://www.wested.org/resource/identifying-resource-inequities/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Tia Taylor", "Alicia Bowman"] document_url: null doi: null license: null tags: [] ``` This brief from the Region 15 Comprehensive Center provides state education agency leaders with a systematized approach for conducting a meaningful resource allocation review to support LEAs and schools with equitable resource planning and alignment. --- --- ### 6071. Design and Implementation of the ESSA Resource Allocation Review Lessons Learned in Utah ```yaml url: "https://www.wested.org/resource/essa-resource-allocation-review-lessons/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Tia Taylor", "Alicia Bowman"] document_url: null doi: null license: null tags: [] ``` This brief shares discoveries made by the Region 15 Comprehensive Center and the Utah State Board of Education during their joint design and implementation of the ESSA resource allocation review process. --- --- ### 6072. Service Users’ Perceptions of State School Safety Center Supports & Services ```yaml url: "https://www.wested.org/resource/perceptions-of-school-safety-center-services-brief/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Ashley Boal", "Sarah Russo", "Adrienne Quinn Washington", "Shawna White", "Ericka Muñoz", "Hannah Sutherland", "Joe McKenna"] document_url: null doi: null license: null tags: [] ``` This brief summarizes the findings from an evaluation of State School Safety Centers by the Justice and Prevention Research Center. It examines the structure, services, and perceptions of State School Safety Centers to identify promising practices and models. --- --- ### 6073. Essential Conditions for Advancing and Sustaining Cross-Sector Collaboration: A Reflection Guide for Child-, Youth-, and Family-Serving Agencies ```yaml url: "https://www.wested.org/resource/conditions-to-advance-cross-sector-collaboration/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Amber Valdez", "Natalie Walrond", "Rebeca Cerna"] document_url: null doi: null license: null tags: [] ``` This guide from The California Center for School Climate provides strategies for creating and sustaining effective cross-sector collaboration to improve equitable access, experiences, and outcomes. --- --- ### 6074. Identifying Indicators of Distress in Your Schools: A Guide for Charter School Authorizers ```yaml url: "https://www.wested.org/resource/identifying-indicators-of-distress-in-your-schools-a-guide-for-charter-school-authorizers/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024 date_source: page-meta authors: ["Aimee Evan", "William Berry"] document_url: null doi: null license: null tags: [response-to-intervention] ``` This guide is a valuable resource for charter authorizers seeking to provide timely intervention to prevent school decline and ensure positive educational experiences for students. --- --- ### 6075. Intentional Engagement: How to Create and Administer a Community Survey in the Charter Sector ```yaml url: "https://www.wested.org/resource/administering-community-surveys-in-the-charter-sector/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Robin Chait", "Kelly Wynveen"] document_url: null doi: null license: null tags: [] ``` This guide helps charter authorizers, district offices, and charter management organizations use community surveys to gather actionable insights on different demographic groups to make data-informed decisions that align with community assets and needs. --- --- ### 6076. The State’s Role in Addressing Teacher Shortages Today to Sustain the Profession in the Future ```yaml url: "https://www.wested.org/resource/states-role-in-addressing-teacher-shortages/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Caitlin Beatson", "Dana Grayson", "Gabriela Mottesi", "Melissa Rasberry", "Julia Zammith"] document_url: null doi: null license: null tags: [] ``` This brief helps state education agencies address localized teacher shortages by sharing information about a state’s role, common challenges contributing to teacher shortages, and examples of how states across the country are tackling these challenges. --- --- ### 6077. EdTech Partnerships: Key Findings 2022–23 Report ```yaml url: "https://www.wested.org/resource/edtech-partnerships-report-2022-23/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Bryan Matlen"] document_url: null doi: null license: null tags: [english-learners, math-education] ``` This report highlights the current partnerships that EdTech at WestEd has established and the research findings and impacts from school and classroom evaluation studies for education technologies in math, science, music, and multilingual learning. --- --- ### 6078. Pre-Referral Processes in California State Preschool Programs: How Practitioners Decide to Refer Multilingual Children for Special Education Evaluation ```yaml url: "https://www.wested.org/resource/ca-preschool-pre-referral-processes-for-multilingual-children-special-education-evaluation-evaluation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Elizabeth Burr", "Jamey Burho", "Alyssa Perez"] document_url: null doi: null license: null tags: [early-childhood, english-learners, inclusive-design] ``` This report presents findings from a study on pre-referral processes for children in California State Preschool Programs prior to a special education evaluation. The report also offers recommendations to promote pre-referral processes that are responsive to language development for multilingual children. --- --- ### 6079. Examining the Long-Term Effects of the ASSISTments Intervention on Middle School Mathematics ```yaml url: "https://www.wested.org/resource/examining-assistments-on-middle-school-math/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Mingyu Feng", "Kevin (Chun-Wei) Huang", "Kelly Collins"] document_url: null doi: null license: null tags: [computer-assisted-learning, math-education, response-to-intervention] ``` A brief about WestEd’s findings on ASSISTments, a research-based online platform for teachers and students. The study examined the long-term impacts of the platform on student math outcomes and assessed whether the impacts varied across diverse student populations. --- --- ### 6080. Research and Evaluation on School Safety: Perceptions of State School Safety Center Supports and Services ```yaml url: "https://www.wested.org/resource/state-school-safety-center-perceptions/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Ashley Boal", "Sarah Russo", "Adrienne Quinn Washington", "Shawna White", "Ericka Muñoz", "Hannah Sutherland", "Joe McKenna"] document_url: null doi: null license: null tags: [] ``` This report highlights the findings from an evaluation of State School Safety Centers by the Justice and Prevention Research Center. It examines the structure, services, and perceptions of State School Safety Centers to identify promising practices and models. --- --- ### 6081. Research-Based Strategies for Addressing Disproportionality in Special Education ```yaml url: "https://www.wested.org/resource/research-based-strategies-for-addressing-disproportionality-in-special-education/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Alexandria Harvey"] document_url: null doi: null license: null tags: [inclusive-design] ``` This brief from the Western Educational Equity Assistance Center (WEEAC) proposes that district leaders begin to address disproportionality in special education by adopting culturally responsive and sustaining policies and practices to improve the special education identification process. --- --- ### 6082. A First Look at Early Literacy Performance in Massachusetts: Results of Initial Analysis Based on State Grantee Literacy Screening Assessments ```yaml url: "https://www.wested.org/resource/early-literacy-performance-in-massachusetts-initial-analysis/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Mariann Lemke", "Daniel Murphy", "Aaron Soo Ping Chow", "Hayley Spencer", "Angela Zhang"] document_url: null doi: null license: null tags: [formative-assessment, literacy] ``` This report provides the first-ever large-scale information about early literacy performance and progress of students in grades K–3 in Massachusetts. --- --- ### 6083. Comparing Early Literacy Screening Assessment Benchmarks in Massachusetts ```yaml url: "https://www.wested.org/resource/ma-early-literacy-comparing-assessment-benchmarks/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Mariann Lemke", "Daniel Murphy", "Aaron Soo Ping Chow", "Hayley Spencer", "Angela Zhang"] document_url: null doi: null license: null tags: [formative-assessment, literacy] ``` This brief describes the lack of a common definition of “at risk” of reading difficulty in early literacy screening assessments used by schools and school districts as reported in A First Look at Early Literacy Performance in Massachusetts. It also provides results of a study that links screener benchmark scores to the Massachusetts state assessment, allowing comparison of screening benchmarks. --- --- ### 6084. Opportunity Gaps: Findings From Initial Analysis of Student Performance in Early Literacy in Massachusetts ```yaml url: "https://www.wested.org/resource/ma-early-literacy-opportunity-gaps/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Mariann Lemke", "Daniel Murphy", "Aaron Soo Ping Chow", "Hayley Spencer", "Angela Zhang"] document_url: null doi: null license: null tags: [english-learners, inclusive-design, literacy, sel] ``` Drawing from data collected and analyzed in the report A First Look at Early Literacy Performance in Massachusetts, this brief provides information about student literacy performance of students with different learning environments and background characteristics, including economically disadvantaged students, English learner students, students receiving special education services, Black, and Hispanic students. --- --- ### 6085. Supporting Students Early: Findings From Initial Analysis of Student Progress in Early Literacy in Massachusetts ```yaml url: "https://www.wested.org/resource/ma-early-literacy-supporting-students-early/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Mariann Lemke", "Daniel Murphy", "Aaron Soo Ping Chow", "Hayley Spencer", "Angela Zhang"] document_url: null doi: null license: null tags: [literacy] ``` Drawing from data collected and analyzed in the report A First Look at Early Literacy Performance in Massachusetts, this brief provides information about student literacy performance within and across grade levels to see when most students are classified as at risk, whether or not this differs by grade level, and if students tend to stay at risk over time. --- --- ### 6086. Supporting Science Learning and Literacy Development Together: Initial Results From a Curriculum Study in 1st Grade Classrooms ```yaml url: "https://www.wested.org/resource/supporting-science-learning-and-literacy-development-1st-grade-curriculum-study/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Christopher Harris", "Robert Murphy", "Mingyu Feng", "Daisy Rutstein"] document_url: null doi: null license: null tags: [k-12, literacy] ``` This report shares findings from a WestEd-led randomized controlled trial evaluating the efficacy of the NGSS-designed Amplify Science curriculum in 1st grade classrooms, assessing the effectiveness of integrated science and literacy strategies in early-grade science education. --- --- ### 6087. Equipping Science Teachers to Support Student Motivation in NGSS Classrooms: Insights From the Development of the M-PLANS Program ```yaml url: "https://www.wested.org/resource/equipping-teachers-to-support-student-motivation-ngss-m-plans-program/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Christopher Harris", "Jennifer A. Schmidt", "Lisa Linnenbrink-Garcia", "Gwen C. Marchand", "Lauren Cabrera", "David McKinney", "Pei Pei Liu"] document_url: null doi: null license: null tags: [] ``` This report details the design principles, resources, and tools developed for the Motivation-Planning Lessons to Activate eNgagement in Science (M-PLANS), a professional learning program providing science teachers with effective classroom strategies to cultivate student engagement and motivation for NGSS instruction. --- --- ### 6088. Advancing Family and Community Engagement: A Regional Collaborative ```yaml url: "https://www.wested.org/resource/advancing-family-and-community-engagement-face/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: null document_url: null doi: null license: null tags: [] ``` This Region 15 Comprehensive Center (R15CC) brief highlights the design best practices and approaches of the Family and Community Engagement (FACE) Collaborative for SEA leaders in Arizona, California, Nevada, and Utah. --- --- ### 6089. NBA Math Hoops Program Profile ```yaml url: "https://www.wested.org/resource/nba-math-hoops-program-profile/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Amy Getz", "Brent Jackson", "Jill Neumayer DePiper", "Rebecca Perry", "Maria Salciccioli", "Kirk Walters"] document_url: null doi: null license: null tags: [math-education, sel] ``` A profile of NBA Math Hoops, a collaborative and competitive basketball-themed math board game for grades 3–8 in after-school and in-school settings that helps students gain fluency with operations while also fostering social–emotional competencies. --- --- ### 6090. Math Teacher Circle Program Profile ```yaml url: "https://www.wested.org/resource/math-teachers-circle-program-profile/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Amy Getz", "Brent Jackson", "Jill Neumayer DePiper", "Rebecca Perry", "Maria Salciccioli", "Kirk Walters"] document_url: null doi: null license: null tags: [math-education] ``` A profile of Math Teacher Circles, locally organized collaborative math educator communities that model fun new ways of doing mathematics that teachers can then implement with their students in the classroom. --- --- ### 6091. Math for Love Program Profile ```yaml url: "https://www.wested.org/resource/math-for-love-program-profile/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Amy Getz", "Brent Jackson", "Jill Neumayer DePiper", "Rebecca Perry", "Maria Salciccioli", "Kirk Walters"] document_url: null doi: null license: null tags: [math-education] ``` A profile of the Math for Love program, a suite of games and activities that help teachers spark students’ curiosity and playful engagement with new and challenging mathematics concepts and problem-solving skills. --- --- ### 6092. Julia Robinson Mathematics Festival Program Profile ```yaml url: "https://www.wested.org/resource/julia-robinson-math-festival-profile/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Amy Getz", "Brent Jackson", "Jill Neumayer DePiper", "Rebecca Perry", "Maria Salciccioli", "Kirk Walters"] document_url: null doi: null license: null tags: [math-education] ``` A profile of the Julia Robinson Mathematics Festival, a math education nonprofit that helps students build confidence, joy, and a positive identity around math by hosting events with standards-aligned hands-on games that foster whole community engagement. --- --- ### 6093. Innovative Mathematics Programs That Promote Curiosity and Joy ```yaml url: "https://www.wested.org/resource/innovative-joyful-math-programs/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Amy Getz", "Brent Jackson", "Jill Neumayer DePiper", "Rebecca Perry", "Maria Salciccioli", "Kirk Walters"] document_url: null doi: null license: null tags: [math-education] ``` Read WestEd’s high-level study of five mathematics programs that build student and teacher confidence, enjoyment, and skill. This brief summarizes the key features of each program and offers links to full profiles of each program. --- --- ### 6094. Almost Fun Program Profile ```yaml url: "https://www.wested.org/resource/almost-fun-program-profile/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Amy Getz", "Brent Jackson", "Jill Neumayer DePiper", "Rebecca Perry", "Maria Salciccioli", "Kirk Walters"] document_url: null doi: null license: null tags: [computer-assisted-learning, math-education] ``` A profile of the web-based Almost Fun program, a culturally responsive math program offering support to marginalized students to help reduce math anxiety and providing a free online forum of on-demand peer support. --- --- ### 6095. Literate Voices Project Evaluation: A Study in a Central Valley High School in California ```yaml url: "https://www.wested.org/resource/literate-voices-project-evaluation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Karina Jaquet", "Susann Skjoldhorne"] document_url: null doi: null license: null tags: [literacy, writing-instruction] ``` This report presents WestEd’s evaluation of the Literate Voices Project, a successful English language arts curriculum designed to actively engage students who may be disengaged and struggling academically in school through assignments designed to build reading and writing skills. --- --- ### 6096. Family Engagement: Authentically Integrating Essential Competencies ```yaml url: "https://www.wested.org/resource/family-engagement-essential-competencies/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Celena Turney", "Yetunde Akinola"] document_url: null doi: null license: null tags: [] ``` This brief from the California Center for School Climate offers evidence-based key insights and strategies for family-facing practitioners to support and cultivate high-quality, equitable family engagement through culturally responsive practices. --- --- ### 6097. Accountability for Postsecondary Readiness: A 50-State Analysis ```yaml url: "https://www.wested.org/resource/accountability-for-postsecondary-readiness-a-50-state-analysis/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Mitchell P. Herz", "Lamar Johnson", "Eric Crane", "Region 15 Comprehensive Center"] document_url: null doi: null license: null tags: [college-access] ``` This brief explains how states define and measure postsecondary readiness, an important step toward improving how such measures function within state accountability systems. --- --- ### 6098. Reframing and Understanding Staff Resistance to Advance Positive School Climates ```yaml url: "https://www.wested.org/resource/understanding-school-climate-initiatives-resistance/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Lan Nguyen", "Nakanya Magby", "Timothy Ojetunde"] document_url: null doi: null license: null tags: [] ``` This guide, developed by the California Center for School Climate, examines root causes of staff resistance to school climate initiatives and offers actionable strategies for leaders to mitigate its effects by productively reframing their approach. --- --- ### 6099. Graduation Requirements and Measures: A Review of Performance Assessment Implementation in Select States for the New York State Education Department ```yaml url: "https://www.wested.org/resource/ny-grad-measures-performance-assessment/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Jenna Terrell", "Sarah Barzee"] document_url: null doi: null license: null tags: [formative-assessment] ``` This report, produced by the R2CC in consultation with NYSED, presents seven deep-dive case studies on state-level implementation of performance-based assessments. The findings highlight shared themes that emerged about implementation processes, successes, areas for improvement, and lessons learned. --- --- ### 6100. Engaging Stakeholders Through Authentic Community Meetings ```yaml url: "https://www.wested.org/resource/engaging-stakeholders-through-authentic-community-meetings/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Robin Chait", "Heather Wendling", "Kelly Wynveen"] document_url: null doi: null license: null tags: [inclusive-design] ``` This resource shares ideas for how authorizers can hold community meetings—whether public hearings, town halls, or focus groups—in a proactive, inclusive, and authentic way. --- --- ### 6101. Teacher Compensation Reform Decision Guide ```yaml url: "https://www.wested.org/resource/teacher-compensation-reform-decision-guide/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Celine Coggins"] document_url: null doi: null license: null tags: [] ``` This guide helps state and district leaders plan and collaborate with interested parties to elevate teacher compensation by facilitating a structured conversation about vision, community engagement, data, effective processes, and finance concerns. --- --- ### 6102. Increasing American Indian and Alaska Native High School Graduation Rates: Strategies and Recommendations for Local Education Agency Leaders in the Western States ```yaml url: "https://www.wested.org/resource/increasing-american-indian-alaska-native-graduation-rates-strategies-for-western-states/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Sharon Nelson-Barber", "Jonathan Boxerman"] document_url: null doi: null license: null tags: [dropout-prevention] ``` This brief highlights the contributing factors to low American Indian and Alaska Native student graduation rates. --- --- ### 6103. Survey Development for Assessing Student Computing Career Intentions: Technical Report ```yaml url: "https://www.wested.org/resource/survey-development-for-assessing-student-computing-career-intentions-technical-report/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Yvonne Kao", "Daniel Murphy", "Aleata Hubbard Cheuoua", "Priya Kannan", "Jennifer Tsan", "Kyle E. Jennings", "Heather Smith", "Shameeka Emanuel", "Emily R. Miller"] document_url: null doi: null license: null tags: [career-readiness] ``` This technical report is a companion to a 2023 paper on developing a brief, culturally sensitive computing career intentions survey. This report contains additional details about the field testing of the survey, including reliability and differential item functioning (DIF) tests. --- --- ### 6104. Translating Opportunity: Improving Postsecondary Pathways for Multilingual Learners of English ```yaml url: "https://www.wested.org/resource/translating-opportunity-improving-postsecondary-pathways-for-multilingual-learners-of-english/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Amy Getz", "Vanessa Keadle", "Guillermo Lopez"] document_url: null doi: null license: null tags: [college-access, english-learners] ``` This data- and research-backed report increases understanding of postsecondary pathways for Multilingual Learners of English and addresses the challenges they encounter by investigating the policies, program structures, and practices that impact their postsecondary experiences. --- --- ### 6105. Designing Safe and Supportive Physical Classroom Environments: A Checklist ```yaml url: "https://www.wested.org/resource/designing-safe-and-supportive-physical-classroom-environments-a-checklist/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Theresa Pfister", "Nakanya Magby", "Jenny Betz"] document_url: null doi: null license: null tags: [] ``` This brief, developed by the California Center for School Climate at WestEd, provides school-based educators and staff research-backed recommendations and an easy-to-use tool to create well-maintained, high-quality, and safe physical classroom environments that support student success. --- --- ### 6106. Advancing and Sustaining Student and Staff Well-Being Initiatives: A Resource Guide for States ```yaml url: "https://www.wested.org/resource/advancing-and-sustaining-student-and-staff-well-being-initiatives-a-resource-guide-for-states/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Amber Valdez", "Shazia Hashmi", "John Diaz"] document_url: null doi: null license: null tags: [] ``` This resource provides state leaders with an overview of five actions necessary to establish lasting, effective student and staff well-being initiatives. --- --- ### 6107. Equitable & Inclusive Hiring Practices: A Reference Guide of Strategies to Grow & Diversify the Educator Workforce ```yaml url: "https://www.wested.org/resource/equitable-inclusive-hiring-practices-a-reference-guide-of-strategies-to-grow-diversify-the-educator-workforce/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Region 2 Comprehensive Center", "Rhode Island Department of Education"] document_url: null doi: null license: null tags: [career-readiness, inclusive-design] ``` This reference guide, developed by the Rhode Island Department of Education and the Region 2 Comprehensive Center, offers recommendations for improved hiring practices that will help local education agencies attract, recruit, and retain a highly skilled and diverse workforce that reflects Rhode Island’s students. --- --- ### 6108. Quick Start Guide for Districts to Improve Attendance ```yaml url: "https://www.wested.org/resource/quick-start-guide-for-districts-to-improve-attendance/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Hedy Chang", "Cecelia Leong", "Gisela Ariza", "Maria Casey", "Helen Duffy"] document_url: null doi: null license: null tags: [attendance] ``` A quick-to-read infographic from the Western Educational Equity Assistance Center offering six actionable steps on how districts can improve student attendance and reduce the chronic absenteeism that jeopardizes student academic success. --- --- ### 6109. “Put your money on the table”: Interagency Coordination to Address the Crisis in Student Mental and Behavioral Health ```yaml url: "https://www.wested.org/resource/put-your-money-on-the-table-interagency-coordination-to-address-the-crisis-in-student-mental-and-behavioral-health/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Marianne Justus", "Kelsey Krausen", "Lisa Eisenberg", "Jason Willis"] document_url: null doi: null license: null tags: [sel] ``` This report shows the key role county offices of education (COEs) play in leading or coordinating an integrated system of care in collaboration with child-serving agencies to provide a holistic and accessible set of mental and behavioral services to students and families. --- --- ### 6110. Technology-Based Support Shows Promising Long-Term Impact on Math Learning: Initial Results From a Randomized Controlled Trial in Middle Schools ```yaml url: "https://www.wested.org/resource/technology-based-support-shows-promising-long-term-impact-on-math-learning-2/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Mingyu Feng", "Kevin (Chun-Wei) Huang", "Kelly Collins"] document_url: null doi: null license: null tags: [computer-assisted-learning, math-education] ``` This study measured the possible long-term impact of ASSISTments on student learning. --- --- ### 6111. Mathematics Lessons in Three Moments: Amplified Opportunities for English Learners ```yaml url: "https://www.wested.org/resource/mathematics-lessons-in-three-moments-amplified-opportunities-for-english-learners/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Guillermo Lopez"] document_url: null doi: null license: null tags: [english-learners, math-education] ``` This infographic is a valuable resource for math educators seeking to facilitate lessons that engage English Learners in math content with high levels of support and appropriate challenges. --- --- ### 6112. Strategic Use of One-Time State and Federal Resources ```yaml url: "https://www.wested.org/resource/strategic-use-of-one-time-state-and-federal-resources-2023/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["WestEd", "California Department of Education"] document_url: null doi: null license: null tags: [] ``` Narrated by WestEd leaders, these short videos highlight best practices and are accompanied by practical tools to support education leaders in their use of state and federal one-time funds. --- --- ### 6113. The Structure, Services, and Products of State School Safety Centers ```yaml url: "https://www.wested.org/resource/the-structure-services-and-products-of-state-school-safety-centers-2/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Joseph McKenna", "Sarah Russo", "Hannah Sutherland", "Ericka Muñoz", "Ashley Boal", "Anthony Petrosino"] document_url: null doi: null license: null tags: [] ``` This brief is the second in a series highlighting the comprehensive findings derived from WestEd’s Justice Prevention and Research Center ’s evaluation of SSSCs. The brief provides more information on the general landscape of SSSCs; how they operate; and the services they provide, including the types of activities, content areas, and audiences served. --- --- ### 6114. Learning From the Experiences of Texas Schools Implementing Behavioral Threat Assessment Programs ```yaml url: "https://www.wested.org/resource/learning-from-the-experiences-of-texas-schools-implementing-behavioral-threat-assessment-programs/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Alexis Stern", "Sarah Guckenburg", "Justine Zimiles", "Trevor Fronius", "Trent Baskerville"] document_url: null doi: null license: null tags: [formative-assessment, sel] ``` This article presents key findings from a study funded by the National Institute of Justice (NIJ), which examined the implementation of behavioral threat assessment in high schools throughout Texas. --- --- ### 6115. Adult Learner Transitions to Postsecondary Education: Adult School and Community College Collaborations ```yaml url: "https://www.wested.org/resource/adult-learner-transitions-to-postsecondary-education-adult-school-and-community-college-collaborations/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Beth Hart", "Lisa Le Fevre", "Blaire Toso"] document_url: null doi: null license: null tags: [career-readiness, college-access] ``` This brief uncovers shared practices among providers who transition many students into postsecondary and CTE pathways. It also provides implementation strategies for systems and institutions to promote collaboration. --- --- ### 6116. Adult Learner Transitions to Postsecondary Education: Promising Practices for Programs Serving Incarcerated Populations ```yaml url: "https://www.wested.org/resource/adult-learner-transitions-to-postsecondary-education-promising-practices-for-programs-serving-incarcerated-populations/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Lisa Le Fevre", "Blaire Toso", "Beth Hart"] document_url: null doi: null license: null tags: [career-readiness, college-access] ``` This brief presents a snapshot of promising practices to inform research on adult learners’ transitions into postsecondary courses and support incarcerated individuals to access career and educational pathways. It also provides implementation strategies for systems and institutions to promote transitions for incarcerated adult learners. --- --- ### 6117. Adult Education and Transitions Into Postsecondary Education and College Credit Pathways: An Analysis of California Adult Education Program Transition Rates by Program Type and Student Characteristics ```yaml url: "https://www.wested.org/resource/adult-education-and-transitions-into-postsecondary-education-and-college-credit-pathways/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Susann Skjoldhorne", "Vanessa Ximenes Barrat", "Blaire Toso"] document_url: null doi: null license: null tags: [college-access, sel] ``` This report examines the transition from adult education to postsecondary education for students enrolled at community college and K–12 adult school programs funded by the California Adult Education Program (CAEP). --- --- ### 6118. Adult Learner Transitions to Postsecondary Education: Transition Practices That Help Students Face Personal Barriers ```yaml url: "https://www.wested.org/resource/adult-learner-transitions-to-postsecondary-education/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Blaire Toso", "Lisa Le Fevre", "Beth Hart"] document_url: null doi: null license: null tags: [college-access] ``` This brief describes the types of personal barriers adult learners face, presents how adult education providers use evidence-based strategies to address challenges, and provides recommendations for systems and institutions to promote. --- --- ### 6119. Is There a “Fiscal Cliff ” on the Horizon for California School Districts? Planning for Financial Sustainability in an Uncertain Time ```yaml url: "https://www.wested.org/resource/is-there-a-fiscal-cliff-on-the-horizon-for-california-school-districts-planning-for-financial-sustainability-in-an-uncertain-time/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Kelsey Krausen", "Ruthie Caparas", "Patrick McClellan", "Jason Willis", "Alyssa Perez"] document_url: null doi: null license: null tags: [] ``` As state and federal pandemic relief wind down, California school districts must consider how to sustain programs beyond the duration of this one-time funding. This paper explores funding sustainability, investigates whether California school districts face a “fiscal cliff," and offers insights into how leaders are approaching funding sustainability. --- --- ### 6120. Inclusive Early Education Expansion Program Evaluation Interim Evaluation Report ```yaml url: "https://www.wested.org/resource/test-inclusive-early-education-expansion-program/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Sarah Johns", "Amy Yanchik", "Tatiana Hill-Maini", "Lynneth Solis", "Osnat Zur", "Erika Vasquez-Chilin"] document_url: null doi: null license: null tags: [inclusive-design, personalized-learning, professional-development] ``` This report evaluates efforts made by grantees of California’s Inclusive Early Education Expansion Program (IEEEP) to increase access to inclusive early learning and care (ELC) programs for young children with disabilities. It highlights the successes and remaining challenges in the areas of professional development, adaptive equipment, and improved accessibility of facilities. --- --- ### 6121. Strategies for Encouraging Effective Technology-Enabled Instructional Practices in K–12 Education: A Thought Piece Drawing on Research and Practice ```yaml url: "https://www.wested.org/resource/strategies-for-encouraging-effective-technology-enabled-instructional-practices-in-k-12-education-a-thought-piece-drawing-on-research-and-practice/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Tracy Huebner", "Rachel Burstein"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` This paper explores how the emerging concept of technology-enabled teaching and learning can bridge the gap between instructional practice and technology integration. --- --- ### 6122. The Need for and Development of the “Value Add of Technology on Teaching Framework” ```yaml url: "https://www.wested.org/resource/the-need-for-and-development-of-the-value-add-of-technology-on-teaching-framework/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Tracy Huebner", "Rachel Burstein"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` This paper aims to help system leaders understand the Value Add of Technology on Teaching (VATT) Framework, which was primarily developed to assist teachers who are facing challenges in selecting and strategically deploying edtech tools. --- --- ### 6123. Engaging Students as Leaders to Reimagine School Safety: An Educator Case Story ```yaml url: "https://www.wested.org/resource/engaging-students-as-leaders-to-reimagine-school-safety-an-educator-case-story/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Krystal Wu", "Laura Buckner"] document_url: null doi: null license: null tags: [] ``` This Guide provides practical insights on how to use the Reimagining School Safety Guide in a school setting with students as part of an effort to reconsider and shift paradigms of school safety. --- --- ### 6124. International Approaches to Improving Teacher Salaries ```yaml url: "https://www.wested.org/resource/international-approaches-to-improving-teacher-salaries/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Ellen Sherratt"] document_url: null doi: null license: null tags: [] ``` Through real-world from across the globe, this brief explores models policymakers and leaders in the United States can consider as they work to increase teacher compensation. --- --- ### 6125. Making Data Meaningful in Educator-to-Family Communication ```yaml url: "https://www.wested.org/resource/making-data-meaningful-in-educator-to-family-communication/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Maria Paredes", "Rebeca Cerna", "Laura Buckner", "Carla Guidi"] document_url: null doi: null license: null tags: [learning-engineering] ``` This document describes strategies for sharing data and engaging in data-driven discussions with families to improve student and school outcomes. --- --- ### 6126. Building Strategic Policymaking Capacity: A CA Analysis for Learning & Engagement (CALE) Collection ```yaml url: "https://www.wested.org/resource/building-strategic-policymaking-capacity-a-cale-collection/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [] ``` This resource collection provides education leaders with an in-depth analysis of key policy issues related to teachers and teaching. --- --- ### 6127. Districtwide Pilot Study of UFLI Foundations ```yaml url: "https://www.wested.org/resource/districtwide-pilot-study-of-ufli-foundations/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Nicholas A. Gage"] document_url: null doi: null license: null tags: [college-access, literacy] ``` A WestEd study found that a University of Florida Literacy Institute program is having a significant and meaningful impact on early literacy skills for students. Learn more about the program and its impact. --- --- ### 6128. Supporting New Mexico Local Education Agencies in Strategically Using American Rescue Plan Funds ```yaml url: "https://www.wested.org/resource/supporting-new-mexico-local-education-agencies-in-strategically-using-american-rescue-plan-funds/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: null document_url: null doi: null license: null tags: [] ``` The New Mexico Public Education Department turned to the Region 13 Comprehensive Center in 2021 to help ensure its local education agencies had sufficient support to effectively use American Rescue Plan (ARP) funds to meet students’ most pressing needs. Learn more about this partnership. --- --- ### 6129. Bringing Rural Education Leaders Together in a High-Impact Community of Practice ```yaml url: "https://www.wested.org/resource/bringing-rural-education-leaders-together-in-a-high-impact-community-of-practice/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Region 15 Comprehensive Center"] document_url: null doi: null license: null tags: [] ``` Learn how the Region 15 Comprehensive Center is supporting a Community of Practice to co-construct systemic solutions to challenges and embrace opportunities unique to rural settings. --- --- ### 6130. Creating a Culture of Care: A Guide for Education Leaders to Develop Systems and Structures That Support Educator Well-Being ```yaml url: "https://www.wested.org/resource/creating-a-culture-of-care/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Christina Pate", "Theresa Pfister", "Tye Ripma"] document_url: null doi: null license: null tags: [] ``` This guide is for education leaders at all levels—local, regional, and state—in charge of supporting their education staff. It offers practical information and guidance to help education leaders co-create educational environments that are systems of well-being. --- --- ### 6131. Supporting an Inclusive and Effective Process for Revising California’s Teaching Standards ```yaml url: "https://www.wested.org/resource/supporting-an-inclusive-and-effective-process-for-revising-californias-teaching-standards/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Region 15 Comprehensive Center"] document_url: null doi: null license: null tags: [inclusive-design] ``` The California Department of Education successfully updated its California Standards for the Teaching Profession with support from the Region 15 Comprehensive Center. Learn how they navigated this complex process. --- --- ### 6132. Launching a Tiered System of Support for Leaders in the Bureau of Indian Education Schools ```yaml url: "https://www.wested.org/resource/launching-a-tiered-system-of-support-for-leaders-in-the-bureau-of-indian-education-schools/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Region 13 Comprehensive Center"] document_url: null doi: null license: null tags: [] ``` Learn how the Bureau of Indian Education, with assistance from the Region 13 Comprehensive Center, was able to develop and implement a system of support for BIE school leaders to effectively develop talent, build school community, and transform instruction. --- --- ### 6133. Strengthening Organizational Coherence Within the Rhode Island Department of Education ```yaml url: "https://www.wested.org/resource/strengthening-organizational-coherence-within-the-rhode-island-department-of-education/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: null document_url: null doi: null license: null tags: [] ``` The Rhode Island Department of Education is working to advance opportunities for students by establishing and improving agency-wide communication and coherence with support from the Region 2 Comprehensive Center. Learn more. --- --- ### 6134. Preparing Connecticut’s State and District Leaders to Recruit and Sustain Educators of Color ```yaml url: "https://www.wested.org/resource/preparing-connecticuts-state-and-district-leaders-to-recruit-and-sustain-educators-of-color/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Region 2 Comprehensive Center"] document_url: null doi: null license: null tags: [] ``` This impact story explores how, with tools developed with support from the Region 2 Comprehensive Center, districts in Connecticut report being better prepared to effectively recruit and sustain diverse educators. --- --- ### 6135. Addressing Working Conditions to Improve Teacher Retention: An Exploration of the Research ```yaml url: "https://www.wested.org/resource/addressing-working-conditions-to-improve-teacher-retention-an-exploration-of-the-research/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["REL Northwest"] document_url: null doi: null license: null tags: [] ``` This fact sheet describes categories that may influence a teacher's decision to stay or leave. District leaders may consider developing strategies to address these factors to support teacher retention. --- --- ### 6136. Magnet School Evaluation Guide ```yaml url: "https://www.wested.org/resource/magnet-school-evaluation-guide/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Amanda Nabors", "Jonathan Nakamoto", "Rachel Tripathy", "Sara Allender"] document_url: null doi: null license: null tags: [] ``` With actionable practices and answers to commonly asked questions, this guide can help you ensure an effective and rigorous evaluation of your magnet program. --- --- ### 6137. Policy Considerations for the Future of California’s Local Control Funding Formula ```yaml url: "https://www.wested.org/resource/policy-considerations-for-the-future-of-californias-local-control-funding-formula/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Ruthie Caparas", "Jason Willis"] document_url: null doi: null license: null tags: [] ``` This brief provides an overview of California’s Local Control Funding Formula (LCFF) and actionable improvement opportunities for the LCFF based on a decade of research. --- --- ### 6138. Teacher Compensation: Busting the Myths and Generating Dialogue ```yaml url: "https://www.wested.org/resource/teacher-compensation-busting-the-myths-and-generating-dialogue/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Ellen Sherratt"] document_url: null doi: null license: null tags: [] ``` With research that dispels five common myths about teacher compensation, this resource can help you foster constructive dialogue about teacher salaries that is grounded in evidence. --- --- ### 6139. Research and Evaluation on School Safety: The Structure, Services, and Products of State School Safety Centers ```yaml url: "https://www.wested.org/resource/the-structure-services-and-products-of-state-school-safety-centers/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Joseph McKenna", "Sarah Russo", "Hannah Sutherland", "Ashley Boal", "Anthony Petrosino", "Ericka Muñoz"] document_url: null doi: null license: null tags: [] ``` This report provides insights from in-depth interviews with State School Safety Center directors to examine the school safety landscape in their states, the history and structure of the centers, the services offered by the centers, and the centers’ accomplishments and challenges. --- --- ### 6140. Barriers to the Scalability and Sustainability of California’s Teacher Residency Grant Program ```yaml url: "https://www.wested.org/resource/californias-teacher-residency-grant-program/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Kate Hirschboeck", "Maggie Hannan", "Andrew Brannegan", "Melissa Eiler White"] document_url: null doi: null license: null tags: [] ``` This evaluation brief presents five barriers to the long-term sustainability of the California Teacher Residency Grant Program-funded residencies. --- --- ### 6141. Innovations in Literacy Professional Learning: Strengthening Equity, Access, & Sustainability ```yaml url: "https://www.wested.org/resource/innovations-in-literacy-professional-learning-strengthening-equity-access-and-sustainability/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Dana A. Robertson", "Leigh A. Hall", "Cynthia H. Brock"] document_url: null doi: null license: null tags: [literacy] ``` This valuable new resource includes a chapter from literacy leaders Cynthia Greenleaf, Gayle Cribb, Mira-Lisa Katz, and Mary Stump that overviews the essential ingredients and challenges involved in high quality professional learning. --- --- ### 6142. Numeracy Education for Adult Learners: A Scan of the Field ```yaml url: "https://www.wested.org/resource/numeracy-education-for-adult-learners-a-scan-of-the-field/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Rebecca Perry", "Belin M. Tsinnajinnie", "Leslie Thornley", "Brent Jackson", "Jill Neumayer DePiper"] document_url: null doi: null license: null tags: [computer-assisted-learning, math-education] ``` This brief provides a comprehensive picture of the adult numeracy education landscape and key factors impacting adult numeracy learning and technology use. --- --- ### 6143. Systems Reviews: An Approach to Building Coherence, Increasing Efficiency, and Improving Workflow at State Education Agencies ```yaml url: "https://www.wested.org/resource/systems-reviews-an-approach-to-building-coherence-increasing-efficiency-and-improving-workflow-at-state-education-agencies/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Heather Mattson", "Jennifer Peritz Zoffel", "Malachy McCormick"] document_url: null doi: null license: null tags: [] ``` This brief describes the Region 15 Comprehensive Center's iterative Systems Review approach and how it can assist state education agencies with considering new and more effective ways to improve internal functionality. --- --- ### 6144. Developmentally Appropriate Practice in Kindergarten: Observation Guide ```yaml url: "https://www.wested.org/resource/developmentally-appropriate-practice-in-kindergarten-observation-guide/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Erin Freschi"] document_url: null doi: null license: null tags: [] ``` This observation guide is designed to help state leaders, district administrators and teachers become more familiar with developmentally appropriate practice in kindergarten classrooms and identify strengths in local programs and resources needed to support it. --- --- ### 6145. The Effect of Desmos Math Curriculum on Middle School Mathematics Achievement in Nine States: A Matched Comparison Study ```yaml url: "https://www.wested.org/resource/the-effect-of-desmos-math-curriculum-on-middle-school-mathematics-achievement/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["David McKinney", "Scott Strother", "Kirk Walters", "Steven Schneider"] document_url: null doi: null license: null tags: [math-education] ``` In this study, WestEd research found that middle schools using Desmos Math Curriculum in 2021–22 had significantly higher math achievement than similar schools that did not. --- --- ### 6146. From Alignment to Action: Nevada’s Work to Expand Developmentally Appropriate Kindergarten Practices ```yaml url: "https://www.wested.org/resource/from-alignment-to-action-nevadas-work-to-expand-developmentally-appropriate-kindergarten-practices/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Laura Buckner"] document_url: null doi: null license: null tags: [early-childhood] ``` This brief describes the Nevada Department of Education’s (NDE) efforts over the last several years to align and strengthen its system of supports for early childhood learning and development through grade 3. --- --- ### 6147. Achieving a Shared Statewide Vision for Kindergarten in Hawai‘i ```yaml url: "https://www.wested.org/resource/achieving-a-shared-statewide-vision-for-kindergarten-in-hawaii/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Laura Buckner"] document_url: null doi: null license: null tags: [] ``` This brief describes the process the state education leaders in the OCID used to review and align the state agency’s vision for kindergarten with existing policy and developmentally appropriate practice while incorporating cultural elements. --- --- ### 6148. Community-Based Authorizing: Current and Evolving Strategies ```yaml url: "https://www.wested.org/resource/community-based-authorizing-current-and-evolving-strategies/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Robin Chait", "Kelly Wynveen"] document_url: null doi: null license: null tags: [] ``` How can charter school authorizers help schools meet the needs of the students and families in their communities? This brief examines emerging community-based authorizing strategies and ways to use data to inform authorizing practices and decisions. --- --- ### 6149. Participatory Systems Change for Equity: An Inquiry Guide for Child-, Youth-, and Family-Serving Agencies ```yaml url: "https://www.wested.org/resource/participatory-systems-change-for-equity/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Amber Valdez", "Rebeca Cerna", "Shazia Hashmi"] document_url: null doi: null license: null tags: [] ``` System leaders can use this guide to help facilitate participatory systems change. The guide features elements of participatory systems change that institutions and organizations can apply depending on local context and locally defined goals. --- --- ### 6150. Understanding School Climate: An Overview of School Climate Domains ```yaml url: "https://www.wested.org/resource/understanding-school-climate-an-overview-of-school-climate-domains/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Nakanya Magby", "Rebeca Cerna"] document_url: null doi: null license: null tags: [] ``` A positive school climate fosters healthy interactions and promotes the equitable well-being of students, staff, families, and the school community. This brief defines school climate, identifies its domains, and provides recommendations for assessing school climate. --- --- ### 6151. Serving the Whole Person—Supporting Learner Health, Safety, and Wellness: Spotlighting Success in Michigan ```yaml url: "https://www.wested.org/resource/serving-the-whole-person-supporting-learner-health-safety-and-wellness-spotlighting-success-in-michigan/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Natalie Walrond", "Theresa Pfister", "Julie Petersen"] document_url: null doi: null license: null tags: [sel] ``` The report highlights "bright spots" throughout the state—districts that have successfully implemented key social and emotional learning (SEL) practices aligned with the state's priorities to improve outcomes for children. --- --- ### 6152. Identifying Connections Between Science Learning and Mathematics Education ```yaml url: "https://www.wested.org/resource/identifying-connections-between-science-learning-and-mathematics-education/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Meghan Macias", "Ashley Iveland", "Nicole Wong", "Kirsten Daehler"] document_url: null doi: null license: null tags: [math-education] ``` This brief supports efforts to integrate mathematics and science in education by highlighting the benefits of integration. It also provides examples of what integrated instruction looks like in practice, a set of strategies for promoting this integration, and identifies challenges to integration. --- --- ### 6153. Braiding Funds to Support an Effective and Diverse Educator Workforce ```yaml url: "https://www.wested.org/resource/braiding-funds-to-support-an-effective-and-diverse-educator-workforce/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Region 15 Comprehensive Center"] document_url: null doi: null license: null tags: [career-readiness] ``` This brief is intended to support education leaders in California with coordinating—or braiding—state funds, federal funds, and specialized grants to build and support an effective, diverse educator workforce. --- --- ### 6154. ESSA Resource Allocation Reviews ```yaml url: "https://www.wested.org/resource/essa-resource-allocation-reviews/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Region 15 Comprehensive Center"] document_url: null doi: null license: null tags: [] ``` The infographic from the Region 15 Comprehensive Center outlines a resource allocation review process that state education agencies can use to support local education agencies and schools to create equitable opportunities that improve outcomes for all students. --- --- ### 6155. Pivoting an In-Person Multiplatform Science Program to a Virtual Program During a Pandemic: Lessons Learned ```yaml url: "https://www.wested.org/resource/pivoting-to-an-in-person-multiplatform-science-program-to-a-virtual-program-during-a-pandemic-lessons-learned/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Linlin Li", "Gary Weiser", "Kim Luttgen", "Megan Schneider", "Kevin (Chun-Wei) Huang", "Momo Hayakawa", "Joan Freese", "Beth Daniels", "Mai Chue Lor", "Emily Jensen"] document_url: null doi: null license: null tags: [] ``` This article, co-authored by WestEd and published by Children, Youth and Environments, discusses two evaluation studies of a multi-platform science learning program. --- --- ### 6156. Evaluation of California’s Differentiated Assistance ```yaml url: "https://www.wested.org/resource/evaluation-of-californias-differentiated-assistance/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Kelsey Krausen", "Sean Tanner", "Ruthie Caparas", "Reino Makkonen", "Elizabeth Burr", "Joanna Mathias"] document_url: null doi: null license: null tags: [personalized-learning] ``` In this report, WestEd presents findings on its evaluation of California's Differentiated Assistance and recommendations for further refining and improving DA based on lessons learned from the first years of implementation. --- --- ### 6157. Creating Communities of Care: How Charter Schools Can Develop Systems That Support Student Mental Health ```yaml url: "https://www.wested.org/resource/communities-of-care-systems-that-support-student-mental-health/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["National Charter School Resource Center", "Andrea Browning", "Adrian Larbi-Cherif"] document_url: null doi: null license: null tags: [] ``` This resource aims to help charter schools improve student mental health and well-being to set the foundation for school community wellness. --- --- ### 6158. Does School Climate Distinguish Consistently High-Performing Schools From Others? ```yaml url: "https://www.wested.org/resource/does-school-climate-distinguish-consistently-high-performing-schools-from-others/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Thomas Hanson", "Rebeca Cerna", "Shannon McCullough", "Alexis Stern"] document_url: null doi: null license: null tags: [] ``` This brief uses available data on school performance, school climate, and student demographics in California to examine how school climate can explain why some schools consistently outperform other schools academically. --- --- ### 6159. California Center for School Climate: Summary of Year 1 Activities ```yaml url: "https://www.wested.org/resource/california-center-for-school-climate-summary-of-year-1-activities/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: null document_url: null doi: null license: null tags: [] ``` This recently released report presents details from surveys and polls of individuals who received technical assistance support from the CCSC. --- --- ### 6160. Protecting the Privacy of Personal Information in Integrated Data Systems: Disclosure Avoidance Methods ```yaml url: "https://www.wested.org/resource/protecting-privacy/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["The Data Integration Support Center (DISC) at WestEd"] document_url: null doi: null license: null tags: [] ``` This paper provides information on disclosure avoidance within the context of an integrated data system. --- --- ### 6161. Using a Legal Framework Approach for Integrated Data Systems ```yaml url: "https://www.wested.org/resource/using-a-legal-framework-approach-for-integrated-data-systems/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["The Data Integration Support Center (DISC) at WestEd"] document_url: null doi: null license: null tags: [] ``` This paper provides information for states, public agencies, and other parties interested in facilitating data sharing and implementing Integrated Data Systems (IDSs). --- --- ### 6162. Formative Assessment Practices in Sunnyside Unified School District ```yaml url: "https://www.wested.org/resource/formative-assessment-practices-in-sunnyside-unified-school-district/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Barbara Jones", "Lorna Porter"] document_url: null doi: null license: null tags: [formative-assessment] ``` Formative assessment practices help teachers and students make the most of learning as it's taking place. This report describes the implementation of such practices in the Sunnyside Unified School District in AZ with support from the Region 15 Comprehensive Center. --- --- ### 6163. Strategic Communications to Support Whole Child Work at State Education Agencies: A Fireside Chat with Steve Canavero, Former Nevada Superintendent of Public Instruction ```yaml url: "https://www.wested.org/resource/strategic-communications-to-support-whole-child-work-at-state-education-agencies/" type: presentation source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Laura Buckner", "Steve Canavero"] document_url: null doi: null license: null tags: [] ``` Through the Transforming Kindergarten Collaborative, the Center hosted a fireside chat on strategic communications, featuring Steve Canavero, a former Nevada Superintendent of Public Instruction, discussing his own experiences conducting strategic communications to achieve state-level education goals. --- --- ### 6164. Building Strong Residency Partnerships: Challenges and Opportunities in the CA Teacher Residency Grant ```yaml url: "https://www.wested.org/resource/building-strong-residency-partnerships-challenges-and-opportunities-in-the-ca-teacher-residency-grant/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Kate Hirschboeck", "Frances Reade", "Andrew Brannegan", "Maggie Hannan", "Melissa Eiler White"] document_url: null doi: null license: null tags: [] ``` This evaluation brief highlights the early challenges and successes of grant-funded teacher residencies in their efforts to build sustainable partnerships. --- --- ### 6165. Increasing Rural Teacher Preparedness Through a Teacher Residency ```yaml url: "https://www.wested.org/resource/increasing-rural-teacher-preparedness-through-a-teacher-residency/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Robin Valente", "Jaclyn Tejwani", "Valentin Pedroza", "Selena Cartznes"] document_url: null doi: null license: null tags: [] ``` This article explores the design and impact of the Kern Rural Teacher Residency (KRTR) program, an innovative residency in Kern County, California, which saw high retention rates for completers. --- --- ### 6166. California Statewide Early Math Initiative: Evaluation Report of the Professional Learning and Coaching Model ```yaml url: "https://www.wested.org/resource/california-statewide-early-math-initiative/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Osnat Zur", "Jennifer Marcella-Burdett", "Michelle Garcia", "Alexa Roth", "Sophie Savelkouls"] document_url: null doi: null license: null tags: [math-education, professional-development] ``` This report summarizes WestEd's evaluation findings related to the professional learning and coaching model implemented as part of the California Statewide Early Math Initiative. --- --- ### 6167. Summer Math Program’s Impact Evaluation ```yaml url: "https://www.wested.org/resource/summer-math-programs-impact-evaluation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Karina Jaquet", "Susann Skjoldhorne", "Cate Robbins", "Deb Negrete", "Colleen Thomas"] document_url: null doi: null license: null tags: [math-education] ``` This report describes the impact of Elevate [Math], a program that helps students struggling in math to achieve math proficiency, increase their interest in math, and develop a growth mindset. --- --- ### 6168. A Standardized, Equitable, and Transparent High-Quality Instructional Materials Review Process ```yaml url: "https://www.wested.org/resource/a-standardized-equitable-and-transparent-high-quality-instructional-materials-review-process/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Melinda Wallace", "Sheila Arredondo"] document_url: null doi: null license: null tags: [] ``` This resource delves into how the Nevada Department of Education, with support from the Region 15 Comprehensive Center, refined its review process for adopting high-quality instructional materials to help even more students succeed. --- --- ### 6169. Evaluation of the Alameda County Justice Restoration Project ```yaml url: "https://www.wested.org/resource/2022-acjrp-evaluation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Arena Lam", "Staci Wendt", "Alexis Grant", "Jacquelyn Tran", "George Lolashvili", "Raifu Durodoye Jr", "Thomas Hanson"] document_url: null doi: null license: null tags: [] ``` This report presents findings from a rigorous randomized controlled trial evaluating the Alameda County Justice Restoration Project’s impact on recidivism and offers insights to inform future reentry program implementation. --- --- ### 6170. Teaching College Mathematics With, About, and For Social Justice ```yaml url: "https://www.wested.org/resource/teaching-college-mathematics-with-about-and-for-social-justice/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Shandy Hauk", "David Kung", "Victor Piercey", "John Staley"] document_url: null doi: null license: null tags: [college-access, math-education] ``` Mathematics With, About, and For Social Justice provides a framework to understand how mathematics and social justice are intertwined as well as strategies and resources to help college instructors create productive and impactful social justice-focused math learning experiences. --- --- ### 6171. Launching a Digital Literacy Accelerator ```yaml url: "https://www.wested.org/resource/launching-a-digital-literacy-accelerator/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["WestEd", "U.S. Department of Education"] document_url: null doi: null license: null tags: [computer-assisted-learning, literacy] ``` This report is for agencies interested in supporting edtech or digital literacy accelerators and education leaders interested in strategies to address misinformation. --- --- ### 6172. What California Math Teachers Are Saying About Instruction and Professional Learning Today ```yaml url: "https://www.wested.org/resource/what-california-math-teachers-are-saying-about-instruction-and-professional-learning-today/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Reino Makkonen", "Elizabeth Burr"] document_url: null doi: null license: null tags: [math-education] ``` This brief summarizes California-specific findings from a nationwide survey on math teachers’ perceptions of their materials, instruction, and professional learning. --- --- ### 6173. Promoting Inclusion and Engagement in STEM Learning: A Practical Guide for Out-of-School-Time Professionals ```yaml url: "https://www.wested.org/resource/promoting-inclusion-and-engagement-in-stem-learning-a-practical-guide-for-out-of-school-time-professionals/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Rasha Elsayed", "Kirsten Daehler", "Nena Elizabeth Bloom", "Joëlle Genevieve Clark"] document_url: null doi: null license: null tags: [english-learners, inclusive-design, k-12] ``` This guide provides practical strategies and guidance for OST professionals who provide STEM learning activities to youth outside of a formal classroom setting. T he guide focuses on Indigenous learners, emergent multilingual learners, and learners experiencing differing physical and sensory abilities. --- --- ### 6174. Calming Spaces in Schools and Classrooms ```yaml url: "https://www.wested.org/resource/calming-spaces-in-schools-and-classrooms/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Laura Buckner"] document_url: null doi: null license: null tags: [] ``` This brief describes calming spaces and the potential positive impacts that offering such spaces in schools or classrooms can have on students’ mental health and learning. --- --- ### 6175. Youth Voice in Juvenile Justice Research ```yaml url: "https://www.wested.org/resource/youth-voice-in-juvenile-justice-research/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Alexis Stern", "Sarah Guckenburg", "Colleen Carter"] document_url: null doi: null license: null tags: [] ``` This research captures interviews about the juvenile justice system from young people aged 18 to 24 years old who have lived experience with the system and provides valuable insights on how research can help improve the system for young people. --- --- ### 6176. Who Participates in Community College STEM Work-Based Learning? ```yaml url: "https://www.wested.org/resource/who-participates-in-community-college-stem-work-based-learning/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Jenna Terrell", "Diana Roldan-Rueda", "Angela Estacion", "Lois Joy"] document_url: null doi: null license: null tags: [college-access, k-12] ``` This study explores participation in STEM work-based learning in Florida community colleges with a focus on internships and cooperative education courses. --- --- ### 6177. Moving Mathematical Mountains: A Decade of Educator-Led Change to Make Math a Gateway to Success for All Students ```yaml url: "https://www.wested.org/resource/moving-mathematical-mountains-a-decade-of-educator-led-change-to-make-math-a-gateway-to-success-for-all-students/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: null document_url: null doi: null license: null tags: [math-education] ``` This Carnegie Math Pathways report presents 10 years of outcome data, as well as student, faculty, and institutional feature stories. --- --- ### 6178. Strategic Investments of One-Time Funds for Tribal Governments ```yaml url: "https://www.wested.org/resource/strategic-investments-of-one-time-funds-for-tribal-governments/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: null document_url: null doi: null license: null tags: [] ``` This brief provides insights from tribal leaders who offer strategies for directing one-time federal funds to improve educational outcomes and strengthen infrastructure for the 574 federally recognized tribes in the United States. --- --- ### 6179. Redefining Approaches for Engaging English Learners With Mathematical Ideas ```yaml url: "https://www.wested.org/resource/redefining-approaches-for-engaging-english-learners-with-mathematical-ideas/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Haiwen Chu", "Tuyet Nhung D. Tran", "Leslie Hamburger"] document_url: null doi: null license: null tags: [english-learners, math-education] ``` The brief aims to help educators ensure that English Learners can participate fully in mathematical learning. --- --- ### 6180. Reimagining School Safety: A Guide for Schools and Communities ```yaml url: "https://www.wested.org/resource/reimagining-school-safety-guide/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Lauren Trout", "Christina Pate", "Krystal Wu", "Joe McKenna"] document_url: null doi: null license: null tags: [] ``` This interactive guide provides educators, school leaders, and district administrators with mindsets, strategies, and grounded examples of what is possible by reimagining school safety. --- --- ### 6181. Evaluation of Beast Academy ```yaml url: "https://www.wested.org/resource/evaluation-of-beast-academy/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Thomas Torre Gibney", "Juan Carlos Bojorquez"] document_url: null doi: null license: null tags: [] ``` This brief reports on an independent evaluation of the efficacy of the Beast Academy program serving gifted, talented, and historically marginalized students in Mankato Area Public Schools, Minnesota. --- --- ### 6182. Who is in Charge of English Learner Services? Lessons Learned from a National Co-Teaching and Collaboration Study ```yaml url: "https://www.wested.org/resource/english-learner-services-and-lessons-learned-from-a-national-co-teaching-and-collaboration-study/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Martha Palacios", "Amanda Kibler", "Jamey Burho", "Martha Garrett Sandstead", "Sara Wiger", "Karrie Woodruff"] document_url: null doi: null license: null tags: [computer-assisted-learning, english-learners] ``` Researchers from the National Research & Development Center to Improve Education for Secondary English Learners explain insights from district leaders’ responses in an online survey on the prevalence of co-teaching and collaboration models. --- --- ### 6183. Improving Financial Literacy Education ```yaml url: "https://www.wested.org/resource/improving-financial-literacy-education/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Jessica Bailey", "Diana Wogan"] document_url: null doi: null license: null tags: [literacy] ``` This brief aims to support state education agencies, local education agencies, and other education leaders interested in implementing financial literacy education, describes relevant considerations, and provides national and regional contexts. --- --- ### 6184. Evaluation of the Expository Reading and Writing Curriculum With Respect to English Language Development ```yaml url: "https://www.wested.org/resource/evaluation-of-the-expository-reading-and-writing-curriculum-with-respect-to-english-language-development/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Karina Jaquet", "Tony Fong", "Frances Reade", "Min Chen-Gaddini", "Susann Skjoldhorne", "Niufeng Zhu"] document_url: null doi: null license: null tags: [literacy, writing-instruction] ``` This report describes an evaluation and its findings focused on the implementation and outcomes of Expository Reading and Writing Curriculum modules for English language development instruction (ERWC-ELD) in grades 9-12 in California. --- --- ### 6185. Restorative Practices Beyond the Classroom: Integrating Circle Practices Into Existing School Processes ```yaml url: "https://www.wested.org/resource/restorative-practices-into-existing-school-processes/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Lan Nguyen"] document_url: null doi: null license: null tags: [computer-assisted-learning, inclusive-design] ``` The brief describes the need and rationale for expanding the use of restorative practices in contexts outside of the classroom, including IEP/504 meetings, staff meetings, committee meetings, and online spaces. --- --- ### 6186. Now We Know Our Regional Might: Advancing Equity and Economic Mobility Through Career Education ```yaml url: "https://www.wested.org/resource/advancing-equity-through-career-education-san-diego-and-imperial-counties/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Pamela Fong", "Joy Lewis"] document_url: null doi: null license: null tags: [career-readiness, college-access] ``` This report describes the efforts of the San Diego and Imperial Counties Community Colleges Regional Consortium to improve students’ early community college experiences and lead more students to family-sustaining jobs. --- --- ### 6187. EdTech Partnerships: Key Findings 2021–2022 Report ```yaml url: "https://www.wested.org/resource/edtech-partnerships-key-findings-2021-2022-report/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["EdTech at WestEd"] document_url: null doi: null license: null tags: [] ``` The 2021 SBIR Phase I projects in this document showcase the types of EdTech partnerships that WestEd has established and the impact that each project has on promoting success for every learner. --- --- ### 6188. Enhancing Certification Reciprocity to Expand Connecticut’s Educator Talent Pool ```yaml url: "https://www.wested.org/resource/enhancing-certification-reciprocity-to-expand-connecticuts-educator-talent-pool/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Caitlin Beatson", "Mel Wylen"] document_url: null doi: null license: null tags: [] ``` In 2022, Connecticut expanded the northeastern reciprocity agreement, making it possible for certain out-of-state educators to become certified to teach in the state. This tool, developed by the Region 2 Comprehensive Center, reduces the time required for analysts to approve out-of-state candidates for certification. --- --- ### 6189. Moving Toward Instructional Coherence: How Four Popular Student-Centered Approaches Deepen Identity, Agency, Equity, and Community ```yaml url: "https://www.wested.org/resource/moving-toward-instructional-coherence-student-centered-approaches-deepen-identity-agency-equity-community/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Andrea Browning", "Cali Kaminsky", "Nancy Gerzon"] document_url: null doi: null license: null tags: [formative-assessment, personalized-learning] ``` This paper helps educators consider ways to strengthen their practices in simultaneously implementing formative assessment, deeper learning, culturally responsive and sustaining education, and personalized learning. --- --- ### 6190. Evaluation of the Kansas City Scholars Program: Year 5 Report ```yaml url: "https://www.wested.org/resource/kc-scholars-program-evaluation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Mary Rauner", "Cameron Sublett", "Thomas Torre Gibney"] document_url: null doi: null license: null tags: [sel] ``` WestEd evaluates the Kansas City Scholars Program in its fifth year of operation. This report explores the characteristics of students participating in the KC Scholars program and to what extent that applicant pools and awardee cohorts have changed over time. --- --- ### 6191. Expanding the Expository Reading and Writing Curriculum: An Evaluation of an Investing in Innovation Validation Grant ```yaml url: "https://www.wested.org/resource/expanding-the-erwc-evaluation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Tony Fong", "Anne Porterfield", "Susann Skjoldhorne", "Lucy Hadley"] document_url: null doi: null license: null tags: [literacy, writing-instruction] ``` This report presents the findings from an independent evaluation conducted by WestEd on the Expository Reading and Writing Curriculum (ERWC). Funded by an Investing in... --- --- ### 6192. Assessing Community Needs: Strategies for Charter Schools and Authorizers ```yaml url: "https://www.wested.org/resource/assessing-community-needs-strategies-for-charter-schools-and-authorizers/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Robin Chait", "Kelly Wynveen"] document_url: null doi: null license: null tags: [] ``` As part of a body of work that focuses on the role of community needs and interests in charter authorizing, this brief provides guidance to... --- --- ### 6193. Instructional Equity and Respect for Diversity in Schools: Staff Perceptions Vary by Race/Ethnicity and by Role ```yaml url: "https://www.wested.org/resource/instructional-equity-and-respect-for-diversity-in-schools-staff-perceptions-vary-by-race-ethnicity-and-by-role/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Shannon McCullough", "Shazia Hashmi", "Gregory Austin", "Rebeca Cerna"] document_url: null doi: null license: null tags: [] ``` This brief summarizes secondary staff responses to the California School Staff Survey in 2017/18 and 2018/19 in relation to their perceptions of instructional equity and respect for diversity in their schools. --- --- ### 6194. Rooting Social and Emotional Well-Being Efforts in Equity: A Reflection Guide ```yaml url: "https://www.wested.org/resource/rooting-social-and-emotional-well-being-efforts-in-equity-a-reflection-guide/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Natalie Walrond"] document_url: null doi: null license: null tags: [sel] ``` This tip sheet for educators offers several high-level principles that educators can consider, followed by nine self-reflection questions. These allow individuals or teams to evaluate... --- --- ### 6195. What a Systematic Review of 32 Evaluations Says About the Impact of School-Based Law Enforcement ```yaml url: "https://www.wested.org/resource/impact-of-school-based-law-enforcement-systematic-review/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Ben Fisher", "Anthony Petrosino"] document_url: null doi: null license: null tags: [college-access] ``` The WestEd Justice and Prevention Research Center, in collaboration with Professor Ben Fisher of Florida State University, conducted a systematic review of research on the effects of school policing on safety, perceptions, and academic outcomes. --- --- ### 6196. Principal Retention Patterns in Arizona, Nevada, and Utah ```yaml url: "https://www.wested.org/resource/principal-retention-patterns-in-arizona-nevada-and-utah/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Reino Makkonen", "Karina Jaquet"] document_url: null doi: null license: null tags: [] ``` This REL West study of principal retention rates aims to help leaders in Arizona, Nevada, and Utah better understand principal retention patterns in their state and enable statewide leadership support initiatives to identify areas where support can be most effective. --- --- ### 6197. Improving Coordination and Access to Comprehensive School-Based Mental Health Services in California ```yaml url: "https://www.wested.org/resource/improving-coordination-and-access-to-ca-school-based-mental-health-services/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Natalie Romer", "Amber Valdez", "Lupita Cortez Alcalá", "John Diaz", "Edith Gurrola", "Patrick McClellan", "Shannon McCullough"] document_url: null doi: null license: null tags: [] ``` This report provides data to help leaders make informed decisions about how resources should be allocated and how technical assistance should be designed to effectively support mental health services for students. --- --- ### 6198. What California Teachers Say About Their Instructional Materials For English Learner Students: New Data and Insights ```yaml url: "https://www.wested.org/resource/what-california-teachers-say-about-their-instructional-materials-for-english-learner-students-new-data-and-insights/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Elizabeth Burr", "Ryan W. Lewis"] document_url: null doi: null license: null tags: [english-learners] ``` This CALE knowledge brief summarizes California findings from a nationwide survey on teachers’ perceptions of their instructional materials for English learner students. It includes considerations for improvements in instructional materials and developing policies and professional learning systems. --- --- ### 6199. Resourcing Supports for Young Multilingual Learners with Suspected Disabilities in California: Learning Collaborative Recommendations ```yaml url: "https://www.wested.org/resource/supporting-young-multilingual-learners-with-suspected-disabilities-ca-learning-collaborative-recommendations/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Elizabeth Burr", "Jamey Burho"] document_url: null doi: null license: null tags: [english-learners, inclusive-design] ``` In order to help educators best support young multilingual learners, WestEd launched a short-term, cross-sector Learning Collaborative to improve collaboration, build knowledge capacity, and increase awareness of best practices related to integrated ELD instruction. This report details lessons learned and offers recommendations for policymakers and education leaders. --- --- ### 6200. Supporting California’s Children Through a Whole Child Approach: A Field Guide for Creating Integrated, School-Based Systems of Care ```yaml url: "https://www.wested.org/resource/integrated-field-guide-to-support-the-whole-child-and-school-based-systems-of-care/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Breaking Barriers", "California Alliance of Child and Family Services", "WestEd", "Santa Clara County Office of Education"] document_url: null doi: null license: null tags: [] ``` This report offers guidance for funding and implementing one effective, integrated, comprehensive, school-based child-serving systems of care in California. --- --- ### 6201. Clark County School District Magnet Schools Assistance Program (MSAP) Spring 2022 Interim Evaluation Summary Report ```yaml url: "https://www.wested.org/resource/clark-county-school-district-msap-program-spring-2022-interim-evaluation-summary-report/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Jonathan Nakamoto", "Alexis Grant", "Jason Snipes", "Sara Allender", "Tanya Figueroa"] document_url: null doi: null license: null tags: [] ``` This report adds additional findings to the evidence of promise study for Clark County School District’s (CCSD) 2017 Magnet Schools Assistance Program (MSAP) grant. WestEd collected data from CCSD to identify statistically significant or substantively important effects of the MSAP-funded schools on student outcomes. --- --- ### 6202. Teaching K–8 Science Through Distance Learning: Specific Challenges and Successes During the COVID-19 Pandemic ```yaml url: "https://www.wested.org/resource/teaching-k-8-science-through-distance-learning-challenges-and-successes-during-covid-19/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Meghan Macias", "Burr Tyler", "Ashley Iveland", "Melissa Rego"] document_url: null doi: null license: null tags: [] ``` This brief describes teaching NGSS-aligned K–8 science through distance learning and presents challenges and successes as well as research-based recommendations to advance equitable learning outcomes. --- --- ### 6203. Teaching K–8 Science Through Distance Learning: Overall Impacts of the COVID-19 Pandemic ```yaml url: "https://www.wested.org/resource/k-8-science-instruction-through-distance-learning-impact-study/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Meghan Macias", "Burr Tyler", "Ashley Iveland", "Maya Salcido White"] document_url: null doi: null license: null tags: [k-12] ``` This brief summarizes survey data relating to how the pandemic has affected high-quality, student-centered science education and presents recommendations to promote equitable learning outcomes for all students. --- --- ### 6204. Learning From Young People About How Safe and Supportive Conditions at Home Can Inform School Climate ```yaml url: "https://www.wested.org/resource/learning-from-young-people-about-how-safe-and-supportive-conditions-at-home-can-inform-school-climate/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Joseph Mosley", "Amber Valdez"] document_url: null doi: null license: null tags: [] ``` This inquiry guide describes student perspectives on safe and supportive conditions at home, how these insights can inform school climate, and best practices for educators to center student voices. --- --- ### 6205. Serving the Whole Person: Safety Through Collaboration: Ohio’s Comprehensive Approach to Student Well-Being ```yaml url: "https://www.wested.org/resource/serving-the-whole-person-safety-through-collaboration-ohios-comprehensive-approach-to-student-well-being/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Shaun Ali"] document_url: null doi: null license: null tags: [sel] ``` This piece summarizes the experience of an Ohio-based team in using the Center to Improve Social and Emotional Learning and School Safety (CISELSS) SEA guide and share key insights that may benefit other SEA leaders as they consider their own efforts to improve the alignment and coherence of their whole-person or whole-child initiatives. --- --- ### 6206. Supporting Integrated English Learner Student Instruction ```yaml url: "https://www.wested.org/resource/assessing-professional-learning-needs-to-support-integrated-english-learner-instruction-practice-guide/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Lori Van Houten", "Lenay Dunn", "Molly Faulkner-Bond", "Jennifer Blitz", "Reino Makkonen", "Kim Austin"] document_url: null doi: null license: null tags: [english-learners] ``` This guide is designed to help district and school site leaders assess the professional learning needs of elementary school teachers to implement research-based recommendations for the instruction of English learner students. --- --- ### 6207. Special Issues Brief: How Region 2 States Are Leveraging Innovative Strategies to Address Critical Shortages of Education Personnel ```yaml url: "https://www.wested.org/resource/region-2-cc-addresses-education-personnel-shortages-brief/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Dana Grayson", "Trang Hoang"] document_url: null doi: null license: null tags: [career-readiness] ``` This brief provides an overview of the education workforce shortage trends both nationally and in Region 2 states (Connecticut, New York, and Rhode Island). The brief also highlights examples of how Region 2 states are innovating to address these shortages and provides additional considerations for strategies to address shortages in both the short term and the long term. --- --- ### 6208. How 2017-2019 State Entity Grantees Are Using Technical Assistance Set-Aside Funds ```yaml url: "https://www.wested.org/resource/charter-school-state-entity-grantees-ta-set-aside-funds/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Sharon Herpin"] document_url: null doi: null license: null tags: [english-learners, inclusive-design] ``` This report explains how Charter School Programs (CSP) State Entity (SE) grantees are using or proposed to use the TA set- aside portion of their CSP funds to provide technical assistance (TA) to subgrant applicants and charter school authorizers. This report also describes SE activities designed to meet the needs of underserved students, including students with disabilities and English Learners. --- --- ### 6209. California Special Education Governance and Accountability Study ```yaml url: "https://www.wested.org/resource/ca-sega-study/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Sara Menlove Doutre", "Tye Ripma", "Tyson Barrett", "Teri Williams Valentine", "Ruthie Caparas", "Jason Willis"] document_url: null doi: null license: null tags: [inclusive-design] ``` This study examines California's current governance and accountability structures for students with disabilities, aged 3 to 21, and shares recommendations regarding improvements. --- --- ### 6210. California’s Special Education Local Plan Areas: Funding Patterns, Inclusion Rates, and Student Outcomes ```yaml url: "https://www.wested.org/resource/rel-west-ca-selpa-study/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Sara Menlove Doutre", "Tyson Barrett", "John Rice"] document_url: null doi: null license: null tags: [inclusive-design] ``` This REL West study examines Special Education Local Plan Area (SELPA) funding patterns, inclusion rates, and student outcomes in California. --- --- ### 6211. Education and Career Planning in High School: A National Study of School and Student Characteristics and College-Going Behaviors ```yaml url: "https://www.wested.org/resource/education-and-career-planning-in-high-school-study-rel-west/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Thomas Torre Gibney", "Mary Rauner"] document_url: null doi: null license: null tags: [career-readiness, college-access, sel] ``` This REL West study examines the relationships between students’ participation in education and career planning during high school and their application, coursetaking, and enrollment behaviors associated with the transition to college. --- --- ### 6212. Access to Proper Nutrition Equals College Success: Making CalFresh Work for Students ```yaml url: "https://www.wested.org/resource/access-to-proper-nutrition-equals-college-success-making-calfresh-work-for-students/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: null document_url: null doi: null license: null tags: [college-access] ``` Discover how WestEd and the California Student Aid Commission addressed food insecurity among college students. Through collaboration with cross-sector experts, they identified barriers to CalFresh benefit access and proposed actionable policies. Download the policy report to explore strategies for enhancing student enrollment and benefit administration in California. --- --- ### 6213. Effect Size Basics: Understanding the Strength of a Program’s Impact ```yaml url: "https://www.wested.org/resource/rel-west-effect-size-basics-infographic/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["REL West"] document_url: null doi: null license: null tags: [response-to-intervention] ``` This quick-reference guide provides basic information about the measure called “effect size” to inform the selection of evidence-based interventions. --- --- ### 6214. Balancing District Impacts and Community Interests: Considerations for District Charter Authorizers ```yaml url: "https://www.wested.org/resource/balancing-district-and-community-interests-considerations-for-charter-school-authorizers/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Robin Chait"] document_url: null doi: null license: null tags: [formative-assessment] ``` This brief supports a community-based approach to charter school authorizing decisions and better understand the types of district impact assessments that states require. --- --- ### 6215. Identifying Indicators of Distress in Charter Schools, Part 2: The Roles and Perspectives of Charter School Leaders and Board Members ```yaml url: "https://www.wested.org/resource/identifying-indicators-of-distress-in-charter-schools-part-2-the-roles-and-perspectives-of-charter-school-leaders-and-board-members/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Aimee Evan", "Hannah Sullivan", "Laura Groth"] document_url: null doi: null license: null tags: [] ``` This report aims to support charter school authorizers in recognizing early warning signs of early school decline from the perspectives of school leaders and governing board members. --- --- ### 6216. The Toolkit Before the Toolkit—Insights from Restorative Practices Practitioners ```yaml url: "https://www.wested.org/resource/restorative-practitioners-panel/" type: presentation source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: null document_url: null doi: null license: null tags: [] ``` This audiocast features a panel of educators who use restorative practices in their work with students and their shared insights into implementation challenges and successes in their schools and districts. --- --- ### 6217. Centering Adaptive and Relational Elements of Restorative Practices ```yaml url: "https://www.wested.org/resource/centering-adaptive-and-relational-elements-of-restorative-practices/" type: presentation source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Lauren Trout", "Dr. Angela Ward"] document_url: null doi: null license: null tags: [personalized-learning] ``` This discussion between Lauren Trout and Dr. Angela Ward explores restorative practices in schools, emphasizing that genuine implementation requires a shift in mindset, values, and adaptive, relationship-centered approaches rather than reliance on packaged programs. --- --- ### 6218. Teacher Residency Programs in California: Financial Sustainability Challenges and Opportunities ```yaml url: "https://www.wested.org/resource/ca-teacher-residency-programs-financial-sustainability-challenges-and-opportunities/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Kate Hirschboeck", "Melissa Eiler White", "Andrew Brannegan", "Frances Reade"] document_url: null doi: null license: null tags: [] ``` This brief draws on the second year of the evaluation to understand the extent to which grantee programs are building toward financial sustainability within the context of their one-time funding sources. The findings outlined in this brief indicate that the financial sustainability of programs is a critical challenge to address. --- --- ### 6219. Serving Non–Systems-Involved Transition-Age Youths Impacted by Human Trafficking: Multidisciplinary Teams and Client Services ```yaml url: "https://www.wested.org/resource/serving-nsita-youths-impacted-by-human-trafficking/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Sarah Russo", "Arena Lam", "Staci Wendt"] document_url: null doi: null license: null tags: [] ``` WestEd evaluated two pilot programs in California focused on improving supports for youths who are victims of or at risk of human trafficking, especially the underserved NSITA youth population aged 14-24. --- --- ### 6220. School Climate Essentials: A Call to Action ```yaml url: "https://www.wested.org/resource/school-climate-essentials-brief/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Shazia Hashmi", "Rebeca Cerna", "Alexis Stern"] document_url: null doi: null license: null tags: [] ``` This brief outlines school climate essentials which help educators create the conditions that support the ability of all students to achieve and thrive. --- --- ### 6221. States’ School Safety Centers: A Brief Look Into History, Characteristics, and Activities ```yaml url: "https://www.wested.org/resource/school-safety-centers-brief-1/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Joseph McKenna", "Sarah Russo", "Hannah Sutherland", "Ashley Boal", "Anthony Petrosino"] document_url: null doi: null license: null tags: [sel] ``` This brief produced by WestEd’s Justice and Prevention Research Center (JPRC) provides much-needed information on the history, characteristics, and activities of school safety centers (SSSCs). --- --- ### 6222. Curriculum Materials Designed for the Next Generation Science Standards Show Promise ```yaml url: "https://www.wested.org/resource/curriculum-materials-for-ngss/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Christopher Harris", "Mingyu Feng", "Robert Murphy", "Daisy Rutstein"] document_url: null doi: null license: null tags: [] ``` WestEd led an independent randomized controlled trial to evaluate the efficacy of the NGSS-designed Amplify Science Middle School (ASMS) curriculum with initial findings supporting the use of ASMS curriculum to improve student learning outcomes in physical science. --- --- ### 6223. Facilitating Improvement in Teacher Practice: Professional Learning ```yaml url: "https://www.wested.org/resource/facilitating-improvement-in-teacher-practice-professional-learning/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [] ``` Building facilitators’ capacity to lead teacher learning and foster a culture of transparency and organizational learning. --- --- ### 6224. Science Learning with Hero Elementary: Accessible Blended Learning Resources to Reach All Students ```yaml url: "https://www.wested.org/resource/science-learning-with-hero-elementary-accessible-blended-learning-resources-to-reach-all-students/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Betsy McCarthy", "Daniel Brenner", "Claire Morgan"] document_url: null doi: null license: null tags: [english-learners, inclusive-design] ``` There is a need to design learning resources that allow a diverse range of students access to instructional content, including students with disabilities, dual-language learners,... --- --- ### 6225. Narrowing the Distance in ‘Distance Learning’: Lessons from Carnegie Math Pathways on Designing for Student Success Online ```yaml url: "https://www.wested.org/resource/narrowing-the-distance-in-distance-learning-lessons-from-carnegie-math-pathways-on-designing-for-student-success-online/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, math-education] ``` This Carnegie Math Pathways brief highlights some of the key learnings from the design and implementation of online Carnegie Math Pathways courses to narrow the distance and promote student success. --- --- ### 6226. Attendance Strategies ```yaml url: "https://www.wested.org/resource/promoting-attendance/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [attendance] ``` Promoting attendance and reducing absenteeism for all students. --- --- ### 6227. Aligned and Coherent Communications to Serve the Whole Person: A Workbook for State Education Agencies ```yaml url: "https://www.wested.org/resource/strategic-communications-to-serve-the-whole-person-a-workbook-for-state-education-agencies/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [] ``` This Strategic Communications Workbook is designed to be used by SEA leaders in order to aid in the design and launch of their strategic communications efforts related to whole-person initiatives. --- --- ### 6228. Trauma and Resilience Strategies ```yaml url: "https://www.wested.org/resource/addressing-trauma-and-fostering-resilience/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [] ``` Addressing trauma and promoting student resilience through practical, evidence-based strategies. --- --- ### 6229. Master Plan for Early Learning and Care in California ```yaml url: "https://www.wested.org/resource/master-plan-for-early-learning-and-care-in-california/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: null document_url: null doi: null license: null tags: [career-readiness] ``` WestEd’s research team played a key role in shaping California’s Master Plan for Early Learning and Care, supporting the state with improving outcomes for families and children. With a focus on fair funding, workforce development, and program unification, the plan offers a roadmap for a stronger system that serves all students and families. --- --- ### 6230. Academic Mindsets and Behaviors, Prior Achievement, and the Transition to Middle School ```yaml url: "https://www.wested.org/resource/academic-mindsets-and-behaviors-prior-achievement-and-the-transition-to-middle-school/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Jason Snipes", "Alex B. Jacobson"] document_url: null doi: null license: null tags: [sel] ``` The findings of this study suggest that education stakeholders might consider incorporating supports for positive academic mindsets and behaviors to more effectively prepare students for the transition to middle school and supporting them through the transition. --- --- ### 6231. School District Collaboration: Lessons From Districts Participating in California Education Partners’ California Language & Learning Initiative (CALLI) ```yaml url: "https://www.wested.org/resource/lessons-from-ca-ed-partners-california-language-and-learning-initiative/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Daniel Bugler"] document_url: null doi: null license: null tags: [] ``` The California Language & Learning Initiative (CALLI) provided resources and support to small- to medium-sized districts working to improve student outcomes and collaborate on improvement efforts. This brief draws from interviews with participating districts’ team members about what they and their districts gained and learned from the CALLI experience. --- --- ### 6232. The Toolkit Before the Toolkit: Centering Adaptive and Relational Elements of Restorative Practices for Implementation Success ```yaml url: "https://www.wested.org/resource/adaptive-relational-elements-to-support-restorative-practices/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Lauren Trout"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2021/11/14114510/SEL_Restorative-Practices-Guide-5.pdf" doi: null license: null tags: [personalized-learning] ``` This guide highlights the mindsets, values, social capital, and structural supports that bind and hold together restorative practices. --- --- ### 6233. Creating Effective Surveys: Best Practices in Survey Design ```yaml url: "https://www.wested.org/resource/creating-effective-surveys-best-practices-in-survey-design/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Region 15 Comprehensive Center", "REL West"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11173619/Best_Practices_for_Survey_Design.pdf" doi: null license: null tags: [] ``` This short reference guide, developed by the Region 15 Comprehensive Center and REL West, highlights best practices in designing effective surveys. --- --- ### 6234. Understanding the Experiences of LGBTQ High School Students in California by Race/Ethnicity ```yaml url: "https://www.wested.org/resource/understanding-the-experiences-of-lgbtq-high-school-students-in-california-by-race-ethnicity/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Rebeca Cerna", "Alexis Stern", "Gregory Austin", "Jenny Betz", "Gary Zhang", "Shazia Hashmi"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11172009/CHKS-2017-19-RaceEthnicity_LGBTQ_High-School_Final-FINAL.pdf" doi: null license: null tags: [] ``` This report presents data drawn from the California Healthy Kids Survey that describes the intersections between gender identity, sexual orientation, race and/or ethnicity. Educators can use this data to better understand the experiences of LGBTQ high school students and students of color and promote positive student outcomes. --- --- ### 6235. Critical Features of Instructional Materials Design for Today’s Science Standards: A Resource for Science Curriculum Developers and the Education Field ```yaml url: "https://www.wested.org/resource/critical-features-of-instructional-materials-design-for-todays-science-standards/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["NextGenScience and EdReports"] document_url: null doi: null license: null tags: [k-12] ``` This resource outlines critical design features of science instructional materials and provides common language for describing high-quality materials. --- --- ### 6236. Math and Science EdTech Briefs: A Resource Compilation ```yaml url: "https://www.wested.org/resource/math-and-science-edtech-briefs-a-resource-compilation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Stacy Marple", "Lisa Le Fevre"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171953/EdTech-Math-and-Science-Resource-Compilation_ADA.pdf" doi: null license: null tags: [math-education] ``` This series of seven briefs presents a broad overview of the research base, functionality, and modes of implementation for science and math EdTech products to help educators better understand opportunities for implementation. --- --- ### 6237. Catalyzing Teacher Inquiry with the PERTS Survey ```yaml url: "https://www.wested.org/resource/catalyzing-teacher-inquiry-with-the-perts-survey/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Kate Hirschboeck", "Jahneille Cunningham", "Rebecca Perry", "Sola Takahashi"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171944/MPM-CaseStudy_Final-2.pdf" doi: null license: null tags: [sel] ``` Learn how a community of teachers at Mineola Middle School used a survey of social and emotional learning to foster student engagement --- --- ### 6238. The Ethical Use of Data in Education: Promoting Responsible Policies and Practices ```yaml url: "https://www.wested.org/resource/ethical-use-of-data-in-education/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Ellen Mandinach", "Edith Gummer"] document_url: null doi: null license: null tags: [] ``` This volume brings together experts, including WestEd's Ellen Mandinach, on various aspects of education to address many of the emerging issues and problems that affect how data are being used or misused in educational contexts. --- --- ### 6239. Early Grade Assessment Systems to Support Student Success ```yaml url: "https://www.wested.org/resource/early-grade-assessment-systems-to-support-student-success/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/09/20164640/PP-Paper2_Kindergarten-Readiness-Assessments-Systems-Enable-Early-Intervention.pdf" doi: null license: null tags: [formative-assessment] ``` Exploring how early assessment systems can support the academic success of young learners in their school communities. --- --- ### 6240. Senate Bill 75: Medi-Cal for Students Workgroup Recommendations ```yaml url: "https://www.wested.org/resource/senate-bill-75-medi-cal-for-students-workgroup-recommendations/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["WestEd"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2025/01/29092607/SB-75-Medi-Cal-for-Students-Workgroup-Recommendations.pdf" doi: null license: null tags: [] ``` This report presents the Medi-Cal for Students Workgroup’s recommendations to enhance access to federal Medicaid reimbursement for California’s local educational agencies. By fostering collaboration between education and health systems, the report aims to improve school-based health services, ensuring all students receive the necessary support for their well-being and academic success. --- --- ### 6241. K–2 Assessment Systems Enable Early Intervention to Foster Student Success ```yaml url: "https://www.wested.org/resource/k-2-assessment-systems-enable-early-intervention-to-foster-student-success/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Joanne Jensen", "Jessica Goldstein", "Matt Brunetti"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171859/PP-Paper2_Kindergarten-Readiness-Assessments-Systems-Enable-Early-Intervention.pdf" doi: null license: null tags: [formative-assessment, response-to-intervention] ``` This paper focuses on building K–2 assessment systems that effectively help districts and schools support academic success for their youngest students. --- --- ### 6242. Kindergarten Readiness Assessments Help Identify Skill Gaps ```yaml url: "https://www.wested.org/resource/kindergarten-readiness-assessments-help-identify-skill-gaps/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Joanne Jensen", "Jessica Goldstein", "Matt Brunetti"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171908/PP-Paper1_Kindergarten-Readiness-Assessments-Help-Identify-Skill-Gaps.pdf" doi: null license: null tags: [formative-assessment, response-to-intervention] ``` In this paper, we review the status of states’ development of kindergarten readiness assessments (KRAs) and how states are using KRA data to profile skills at kindergarten entry, help track longitudinal progress, provide early warnings for needed intervention, and guide policy decisions. --- --- ### 6243. Following Through: 5 Strategies for Getting Federal Relief Aid to Students Who Need It Most ```yaml url: "https://www.wested.org/resource/federal-relief-aid-series-brief-4-five-strategies-for-getting-federal-relief-aid-to-students-who-need-it-most/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Kelsey Krausen", "John Diaz", "Jason Willis", "Cosette Lias"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171844/Federal-COVID-Relief-Aid-Brief-4-1.pdf" doi: null license: null tags: [] ``` This Federal Aid Policy Brief offers five strategies that state and local education agency leaders can use to ensure federal aid is allocated equitably at the school level based on need — so that students who face the highest barriers to learning during the pandemic receive additional support. --- --- ### 6244. Spotlighting Whole-Person Success: A Guide for Using Statewide Data to Identify Exemplar Districts in SEL and School Climate ```yaml url: "https://www.wested.org/resource/spotlighting-whole-person-success-a-guide-for-using-statewide-data-to-identify-exemplar-districts-in-sel-and-school-climate/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Ruthie Caparas"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171815/SEL_Exemplars-Guide-1.pdf" doi: null license: null tags: [sel] ``` This guide aims to support state and regional leaders to identify districts or schools with notably positive outcomes in the areas of SEL and school climate, learn about those exemplars’ strategies and experiences, and share their learnings in order to scale up whole-person efforts and outcomes. --- --- ### 6245. English Learners in Charter Schools: A Learning Experience Focused on English Learner Instruction – Part 2 ```yaml url: "https://www.wested.org/resource/english-learners-in-charter-schools-a-learning-experience-focused-on-english-learner-instruction-part-2/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Molly Faulkner-Bond", "Jennifer Himmel"] document_url: null doi: null license: null tags: [english-learners] ``` This multi-part learning experience provides charter school leaders with expert advice and ground-level guidance to help English Learners flourish academically through rigorous in-person instruction, supportive learning environments, and ongoing family engagement. --- --- ### 6246. Can Restorative Practices Bridge Racial Disparities in Schools? Evidence from the California Healthy Kids Survey ```yaml url: "https://www.wested.org/resource/can-restorative-practices-bridge-racial-disparities-in-schools-evidence-from-the-california-healthy-kids-survey/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Sean Darling-Hammond", "Lauren Trout", "Trevor Fronius", "Rebeca Cerna"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171837/Restorative-Practices-Bridging-Racial-Disparity-Research-Brief-3.pdf" doi: null license: null tags: [] ``` In this brief, we investigate whether increasing student exposure to restorative practices could help reduce racial discipline and achievement gaps, drawing from a large sample of secondary students who completed the California Healthy Kids Survey between the 2013/14 and 2018/19 school years. --- --- ### 6247. Preparing Students for Life Beyond the Classroom: Spotlighting Success in North Dakota: The benefits of social emotional learning (SEL) in two rural school districts ```yaml url: "https://www.wested.org/resource/spotlighting-success-in-north-dakota-the-benefits-of-social-emotional-learning-sel-in-two-rural-school-districts/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Ruthie Caparas"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171753/Preparing-Students-for-Life-Beyond-the-Classroom-Spotlighting-Success-in-North-Dakota_ND-Case-Study.pdf" doi: null license: null tags: [sel] ``` Using a mixed-method research approach, this case study examines outcomes in two rural North Dakota districts, which have successfully implemented strategies to scale whole-person initiatives. --- --- ### 6248. SCFF The Student Centered Funding Formula: Oversight Committee’s Recommendations on Priority Area Two ```yaml url: "https://www.wested.org/resource/scff-the-student-centered-funding-formula-oversight-committees-recommendations-on-priority-area-two/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["WestEd and the Student Centered Funding Formula (SCFF) Oversight Committee"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171802/SCFF-Oversight-Committee_ADA-FINAL.pdf" doi: null license: null tags: [] ``` The Student Centered Funding Formula (SCFF) Oversight Committee issues recommendations for Priority Area Two regarding noncredit instruction and instructional service agreements as well as district allocations during a possible recession. --- --- ### 6249. Strategic Use of Federal Relief Aid ```yaml url: "https://www.wested.org/resource/strategic-use-of-federal-relief-aid-to-support-more-equitable-learning/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [] ``` Utilizing federal aid to effectively support more equitable learning. --- --- ### 6250. Three Strategies for Investing One-Time Federal Relief Aid to Make a Lasting Difference: Sustainable Financing of Education Innovations ```yaml url: "https://www.wested.org/resource/three-strategies-for-investing-one-time-federal-relief-aid-to-make-a-lasting-difference/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Jason Willis", "Kelsey Krausen", "Patrick McClellan"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171745/Federal-COVID-Relief-Aid_Brief3_RampUp.pdf" doi: null license: null tags: [] ``` This brief provides an overview of three strategies for planning for sustainability, or long-term improvements in local and state education systems, when investing one-time federal funds. --- --- ### 6251. California State Special Education Funding System Study, Part 2: Executive Summary ```yaml url: "https://www.wested.org/resource/ca-state-special-education-funding-system-study-part-2-executive-summary/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Sara Menlove Doutre", "Jason Willis", "Tyson Barrett", "Tye Ripma", "Ruthie Caparas", "Kelsey Krausen"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171719/WestEd-California-State-Special-Education-Funding-Systems-Study-Part-2-Executive-Summary-1.pdf" doi: null license: null tags: [inclusive-design] ``` This report examines quantitative study results of California’s system for special education funding and offers evidence-based considerations to improve equitable outcomes for students with disabilities. --- --- ### 6252. California State Special Education Funding System Study, Part 2: Findings, Implications, and Considerations for Improving Special Education Funding in California ```yaml url: "https://www.wested.org/resource/ca-state-special-education-funding-system-study-part-2-findings-implications-and-considerations-for-improving-special-education-funding-in-california/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Sara Menlove Doutre", "Jason Willis", "Tyson Barrett", "Tye Ripma", "Ruthie Caparas", "Kelsey Krausen"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171733/WestEd-California-State-Special-Education-Funding-System-Study-Part-2.pdf" doi: null license: null tags: [inclusive-design] ``` This report explores an in-depth quantitative analyses of California’s system for special education funding and offers evidence-based considerations to help inform state-level decision-making and improve equitable outcomes for students with disabilities. --- --- ### 6253. WestEd Study of California’s State Special Education Funding System ```yaml url: "https://www.wested.org/resource/wested-study-of-californias-state-special-education-funding-system/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [inclusive-design] ``` Ensuring that essential state funds reach students in special education programs. --- --- ### 6254. Strong Professional Learning Systems for Math Instruction in California: What Do We Know Today? ```yaml url: "https://www.wested.org/resource/professional-learning-systems-math-instruction-in-california/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Elizabeth Burr", "Reino Makkonen", "Ryan W. Lewis", "Eric Crane"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171711/KnowledgeBrief_CALEStrongSystemsMathInstruction508.pdf" doi: null license: null tags: [math-education] ``` This Knowledge Brief is part of a continuing series designed to inform California education leaders about key policy issues related to teachers and teaching in the Golden State. --- --- ### 6255. Using Multiple Measures to Predict Success in Students’ First College Math Course ```yaml url: "https://www.wested.org/resource/using-multiple-measures-to-predict-success-in-college-math/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Kathy Reeves Bracco", "Kevin (Chun-Wei) Huang", "Tony Fong", "Neal Finkelstein"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171702/EO_1110_Multiple-Measures_508.pdf" doi: null license: null tags: [college-access, math-education] ``` This report concludes a multiyear series of implementation studies intended to inform the California State University (CSU) system about the implementation of Executive Order 1110 (EO 1110). --- --- ### 6256. Making Decisions Using Assessment Data in the Time of COVID-19 ```yaml url: "https://www.wested.org/resource/using-assessment-data-in-the-time-of-covid-19/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Jessica Arnold", "Eric Crane"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171652/Region15CC_Making-Decisions-Using-Assessment-Data-in-the-Time-of-COVID-19.pdf" doi: null license: null tags: [formative-assessment] ``` This knowledge brief produced by the Region 15 Comprehensive Center explores how to gather meaningful assessment data in order to develop responsive supports that address the needs of all students, particularly those most affected by learning disruptions due to COVID-19. --- --- ### 6257. Meeting the Moment: How Education Leaders Can Maximize Federal COVID Relief Aid to Support More Equitable Student Learning ```yaml url: "https://www.wested.org/resource/meeting-the-moment-how-education-leaders-can-maximize-federal-covid-relief-aid-to-support-more-equitable-student-learning/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171645/Federal-COVID-Relief-Aid_Meeting-the-Moment_Brief_1.pdf" doi: null license: null tags: [] ``` This policy brief provides context on the sheer magnitude of federal COVID-19 relief aid for K–12 education and describes the opportunities and challenges that the funding brings. --- --- ### 6258. Adapting a Cardinal Rule of Finance: Five Strategies for Using One-Time Federal Funding on School Staffing ```yaml url: "https://www.wested.org/resource/five-strategies-for-using-one-time-federal-funding-on-school-staffing-policy-brief/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Dana Grayson", "Kelsey Krausen", "Jason Willis"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171637/Brief-2_06-21-2021_Federal-COVID-Relief-Aid.pdf" doi: null license: null tags: [] ``` As school systems address unprecedented student needs resulting from the pandemic, this brief offers five strategies for using federal aid to invest in school staff. --- --- ### 6259. Beyond Tuition, Costs of Teacher Preparation: Descriptive Analytics from the Aspiring Teachers’ Financial Burden Survey ```yaml url: "https://www.wested.org/resource/beyond-tuition-costs-of-teacher-preparation-descriptive-analytics-from-the-aspiring-teachers-financial-burden-survey/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Bank Street College of Education & WestEd"] document_url: null doi: null license: null tags: [college-access, professional-development] ``` This report helps higher education leaders to better understand the financial realities of aspiring teachers in the context of their personal circumstances. --- --- ### 6260. Chapter 4: Early Learning and Care for Multilingual and Dual Language Learners Ages Zero to Five ```yaml url: "https://www.wested.org/resource/chapter-4-early-learning-and-care-for-multilingual-and-dual-language-learners-ages-zero-to-five/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Linda M. Espinosa", "Jennifer Crandell"] document_url: null doi: null license: null tags: [english-learners] ``` This archived webinar provides an overview of chapter 4 of the CDE publication, Improving Education for Multilingual and English Learner Students: Research to Practice. The presenters describe evidence-based principles and classroom examples of how to best support the academic success of dual language learners. --- --- ### 6261. Going Further Together: Building Ownership and Engagement to Support High-Quality Teacher Preparation ```yaml url: "https://www.wested.org/resource/going-further-together-teacher-preparation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Maria Salciccioli", "Melissa Eiler White", "Karen DeMoss", "Hannah Dennis", "Bank Street College of Education & WestEd"] document_url: null doi: null license: null tags: [college-access, professional-development] ``` This report produced by Bank Street College of Education and WestEd shares strategies for building successful teacher preparation programs that have expanded shared ownership and engagement to ensure program development and longevity. --- --- ### 6262. Breaking Down Barriers, Building Relationships: Delaware’s Collaborative Approach to Inventorying Whole-Child Efforts ```yaml url: "https://www.wested.org/resource/serving-the-whole-person-delaware-case-study/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Laura Buckner"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171537/State-Alignment-and-Coherence_DEA-Case-Study_rd4.pdf" doi: null license: null tags: [] ``` This case story describes Delaware Department of Education (DOE)'s collaborative approach to inventorying whole-child efforts, using and adapting the guide to comprehensively review their statewide initiatives. --- --- ### 6263. Identifying Indicators of Distress in Charter Schools: Tools to Support Authorizer Data Collection ```yaml url: "https://www.wested.org/resource/identifying-indicators-of-distress-in-charter-schools-toolkit/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["National Charter School Resource Center"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171518/Identifying-Indicators-of-Distress-in-Charter-Schools-Tools-to-Support-Authorizer-Data-Collection-1.pdf" doi: null license: null tags: [] ``` This toolkit is a self-guided resource for authorizers to identify indicators of distress, audit their data collection and evaluation process, and assess whether and to what extent the schools in their portfolio are showing indicators of distress. --- --- ### 6264. Parental Involvement and Family Engagement: A Snapshot of California’s 2019 Local Indicator Data ```yaml url: "https://www.wested.org/resource/parental-involvement-and-family-engagement-a-snapshot-of-californias-2019-local-indicator-data/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Region 15 Comprehensive Center", "REL West"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11173626/Parental-Involvement-and-Family-Engagement_-Snapshot-Indicator.pdf" doi: null license: null tags: [] ``` This infographic provides an overview of California’s 2019 Local Indicator Data, and may be useful for LEAs and organizations interested in supporting improved family engagement practices and outcomes. --- --- ### 6265. Getting Better at Getting More Equitable: Addressing Racial Inequities in Education Using Equity-Driven Continuous Improvement ```yaml url: "https://www.wested.org/resource/equity-driven-continuous-improvement/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Alicia Bowman", "Amber Valdez", "Kelsey Krausen", "Corey Donahue"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171436/GettingBetteratGettingMoreEquitable_AddressingRacialInequities-FINAL-1-1.pdf" doi: null license: null tags: [] ``` This resource is intended for educators and education leaders who are interested in leveraging equity-driven continuous improvement to address racial inequities, racism, and other forms of systemic oppression. --- --- ### 6266. Reimagining Excellence: A Blueprint for Integrating Social and Emotional Well-Being and Academic Excellence in Schools ```yaml url: "https://www.wested.org/resource/reimagining-excellence-a-blueprint-for-integrating-social-and-emotional-well-being-and-academic-excellence-in-schools/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: null document_url: null doi: null license: null tags: [sel] ``` Just as constructing a well-designed school building requires a blueprint, so does designing an effective and equitable learning program that addresses the needs of the... --- --- ### 6267. California Statewide Early Math Initiative in Local Communities: Building Educator Math Capacity ```yaml url: "https://www.wested.org/resource/california-statewide-early-math-initiative-local-communities/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Jennifer Marcella-Burdett", "Alexa Roth", "Sophie Savelkouls", "Osnat Zur"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171422/CAEMICaseStudyReport2021.1.26_508Compliant.pdf" doi: null license: null tags: [math-education] ``` This report summarizes the findings across two case studies conducted as part of WestEd’s evaluation of the California Statewide Early Math Initiative. --- --- ### 6268. Serving the Whole Person: An Alignment and Coherence Guide for State Education Agencies ```yaml url: "https://www.wested.org/resource/serving-the-whole-person-an-alignment-and-coherence-guide-for-state-education-agencies/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Natalie Walrond", "Natalie Romer"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/24170026/State-Alignment-and-Coherence-SEA-Alignment-2-4.pdf" doi: null license: null tags: [] ``` This guide helps SEA leaders achieve greater alignment and coherence in their whole-person initiatives through an adaptable and guided process. --- --- ### 6269. Serving the Whole Person: An Alignment and Coherence Guide for Local Education Agencies ```yaml url: "https://www.wested.org/resource/whole-person-alignment-and-coherence-guide-for-local-education-agencies/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Natalie Walrond"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/07140758/State-Alignment-and-Coherence-LEA-Alignment.pdf" doi: null license: null tags: [] ``` This guide helps local education agency (LEA) leaders achieve greater alignment and coherence in their whole-person initiatives through an adaptable and guided process. --- --- ### 6270. COVID-19 Recovery and the Strategic Use of Funds from the American Rescue Plan Act of 2021 ```yaml url: "https://www.wested.org/resource/covid-19-recovery-and-the-strategic-use-of-funds-from-the-american-rescue-plan-act-of-2021/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Region 2 Comprehensive Center", "Region 13 Comprehensive Center", "Region 15 Comprehensive Center"] document_url: null doi: null license: null tags: [] ``` Co-sponsored by the Comprehensive Centers in Regions 2, 13, and 15 in collaboration with the National Comprehensive Center Network, this virtual workshop provided state education agencies with valuable information on strategic planning for the use of American Rescue Plan funds. --- --- ### 6271. Ethnic Studies Legislation: State Scan ```yaml url: "https://www.wested.org/resource/ethnic-studies-legislation-state-scan/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Sylvia Kwon"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171404/ES-State-Scan-FINAL-v1-1.pdf" doi: null license: null tags: [] ``` This scan summarizes recent legislative initiatives that require ethnic studies to be incorporated in the K–12 standards or curricula in 19 states. --- --- ### 6272. NGSS Instruction: A Powerful Lever for Equitable Learning, Language Development, and Learning in Other Subjects ```yaml url: "https://www.wested.org/resource/ca-ngss-evaluation-brief/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Burr Tyler", "Ted Britton"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171318/NGSS_Instruction_Knowledge_Brief_FINAL.pdf" doi: null license: null tags: [] ``` This brief describes key results and takeaways from WestEd’s evaluation of the California NGSS K–8 Early Implementation Initiative. --- --- ### 6273. Preliminary Outcomes for California State University Students in Early Start Mathematics ```yaml url: "https://www.wested.org/resource/preliminary-outcomes-for-csu-students-in-early-start-math/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Kathy Reeves Bracco", "Vanessa Ximenes Barrat", "Susann Skjoldhorne", "Neal Finkelstein"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171308/EO-1110-Summer-2019-ES-Outcomes-Final.pdf" doi: null license: null tags: [college-access, math-education] ``` This report examines the impact of recently updated "Early Start" offerings designed to prepare students for college-level mathematics in the California State University system. --- --- ### 6274. Articulating a Transformative Approach for Designing Tasks that Measure Young Learners’ Developing Proficiencies in Integrated Science and Literacy ```yaml url: "https://www.wested.org/resource/designing-ngss-tasks-to-integrate-science-and-literacy/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Alison K. Billman", "Daisy Rutstein", "Christopher Harris"] document_url: null doi: null license: null tags: [formative-assessment, literacy] ``` In this paper, authors introduce an approach for designing NGSS-aligned assessments that measure young learners’ science progress. --- --- ### 6275. Considerations for Supporting a Successful Start to the 2020-2021 School Year for Students With Disabilities ```yaml url: "https://www.wested.org/resource/supporting-a-successful-start-to-the-2020-2021-for-students-with-disabilities/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Rorie Fitzpatrick", "Jamie Wong"] document_url: null doi: null license: null tags: [inclusive-design] ``` This document identifies some key concepts and questions for state education agency leaders to consider to best support students with disabilities during the 2020–2021 school year. --- --- ### 6276. Addressing the Impact of COVID-19 Through Summer Learning and Enrichment ```yaml url: "https://www.wested.org/resource/addressing-the-impact-of-covid-19-through-summer-learning/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Jessica Cardichon", "Kristal Moore Clemons", "Jodi Grant", "Carol Hill", "James F. Lane", "Christina Pate"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` This archived online discussion, intended to elevate evidence-based components of high-quality summer learning and enrichment programs, describes how funds from American Rescue Plan can be used to support program design and implementation, and how these opportunities can be available this summer and beyond by building district capacity. --- --- ### 6277. Students’ Use of School-Based Telemedicine Service and Rates of Returning to Class After These Services in a Small Elementary School District ```yaml url: "https://www.wested.org/resource/students-use-of-school-based-telemedicine-service/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["REL West"] document_url: null doi: null license: null tags: [] ``` This study report, developed by REL West at WestEd, describes the first two years of implementation of school-based telemedicine services before the pandemic at one small elementary school district. --- --- ### 6278. Toward NGSS Design: EQuIP Detailed Guidance ```yaml url: "https://www.wested.org/resource/toward-ngss-design-equip-guidance/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["NextGenScience"] document_url: null doi: null license: null tags: [] ``` This resource is designed to support those who develop, review, select, or use instructional materials by helping create a common vision of high-quality materials that are designed for the Next Generation Science Standards. --- --- ### 6279. Addressing the Needs of Students Experiencing Homelessness During the COVID-19 Pandemic: Highlights from the Alameda, Contra Costa, San Mateo, Santa Clara, and Solano County Offices of Education Bay Area Geographic Leads Consortium ```yaml url: "https://www.wested.org/resource/bay-area-students-experiencing-homelessness-during-covid-19/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["BethAnn Berliner"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171149/Addressing_needs_of_studentsexperiencinghomelessness_during_COVID19_FINAL.pdf" doi: null license: null tags: [] ``` This report explores how five Bay Area counties and local school districts pivoted to reach, teach, and support the holistic needs of students experiencing homelessness during the COVID-19 pandemic. --- --- ### 6280. Arkansas School Finance Study ```yaml url: "https://www.wested.org/resource/arkansas-school-finance-study/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Augenblick, Palaich and Associates (APA), WestEd, and Partners"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171139/Arkansas-School-Finance-Study-Final-Report.pdf" doi: null license: null tags: [] ``` This report describes an education finance study WestEd conducted for the State of Arkansas and provides a set of seven recommendations to the State that reflect the study’s body of work. --- --- ### 6281. Hero Elementary Playlist RCT Study in Formal School and Distance Learning Contexts ```yaml url: "https://www.wested.org/resource/hero-elementary-playlist-rct-study-in-formal-school-and-distance-learning-contexts/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Linlin Li", "Kim Luttgen", "Kevin (Chun-Wei) Huang", "Gary Weiser", "Olivia Cornfield", "Hopeton Hess", "Eunice Chow", "Megan Schneider"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171145/HeroElementary_Spring2020RCT_FullReport-1.pdf" doi: null license: null tags: [] ``` WestEd conducted a randomized controlled study to investigate how NGSS-aligned transmedia playlists can support student engagement and learning. --- --- ### 6282. Growing Strong Learners in Galt Joint Union Elementary School District ```yaml url: "https://www.wested.org/resource/growing-strong-learners-in-galt-joint-union-elementary-school-district/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Betsy McCarthy", "Claire Morgan", "Joshua Sussman"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171111/GJUESD-Preschool-Year-1-Summative-Report_PDF_FINAL.pdf" doi: null license: null tags: [english-learners] ``` This evaluation of the Growing Strong Learners initiative in the Central Valley’s Galt Joint Union Elementary School District (GJUESD) examines the program's objectives to improve kindergarten readiness and continuing academic achievement for the district’s English Learner students. --- --- ### 6283. How Residency Programs Are Organizing Mentor Teacher Professional Learning During Distance Learning ```yaml url: "https://www.wested.org/resource/how-residency-programs-are-organizing-mentor-teacher-professional-learning-during-distance-learning/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Frances Reade", "Rebecca Perry"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171104/CA_Teacher_Residency_Program_Organizing_Mentor_Teachers.pdf" doi: null license: null tags: [computer-assisted-learning] ``` This brief focuses on how teacher residency programs are shaping their practices to adapt to the COVID-19 pandemic, and shifting their in-person programs online. --- --- ### 6284. Can Racial and Ethnic Disparities Be Mitigated Through Police Training? ```yaml url: "https://www.wested.org/resource/can-racial-and-ethnic-disparities-be-mitigated-through-police-training/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Tracey L. Meares", "Tarrick McGuire", "Robin S. Engel", "Lorie Fridell", "Cynthia Lum", "Anthony Petrosino"] document_url: null doi: null license: null tags: [] ``` In this session, professors Robin Engel, Lorie Fridell, and Tracey Meares, as well as Deputy Chief Tarrick McGuire examine whether training innovations in procedural justice, implicit bias, de-escalation, and community policing can lead to equitable outcomes. --- --- ### 6285. Student Progress Before and After California State University’s Executive Order 1110 ```yaml url: "https://www.wested.org/resource/student-progress-before-and-after-csu-executive-order-1110/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Kathy Reeves Bracco", "Vanessa Ximenes Barrat", "Susann Skjoldhorne", "Neal Finkelstein"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171050/EO1110_ComparisonStudentProgress_Final-FINAL.pdf" doi: null license: null tags: [college-access] ``` This report compares outcomes for students who entered the CSU system in the first year under the new Executive Order 1110 policy (2018) against the outcomes of students who entered in 2017, just prior to implementation. --- --- ### 6286. High-Quality Charter Authorizing Policy State Profiles ```yaml url: "https://www.wested.org/resource/ncsrc-high-quality-charter-authorizing-policy-state-profiles/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["National Charter School Resource Center"] document_url: null doi: null license: null tags: [] ``` The National Charter School Resource Center (NCSRC) created the High-Quality Charter Authorizing Policy Profiles (State Profiles) as summaries of states’ charter school authorization policy contexts. --- --- ### 6287. Helping Young English Learners at Home: Simple and Fun Activities to Strengthen Language Development ```yaml url: "https://www.wested.org/resource/helping-young-english-learners-at-home/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Johnpaul Lapid", "Heidi Larson", "Karen Pérez", "Kelli Scardina", "Lori Van Houten"] document_url: null doi: null license: null tags: [english-learners, literacy] ``` This archived webinar, developed by REL West, REL Northwest, and REL Northeast & Islands, highlights the What Works Clearinghouse Practice Guide, Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. --- --- ### 6288. Digital Professional Learning for K–12 Teachers: Literature Review and Analysis ```yaml url: "https://www.wested.org/resource/digital-professional-learning-for-k-12-teachers-literature-review-and-analysis/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Chelsea Talakoub"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171018/Digital-Professional-Learning-for-K_12-Teachers_Literature-Review-and-Analysis.pdf" doi: null license: null tags: [computer-assisted-learning] ``` To help those in charge of developing and delivering teacher professional learning online, this knowledge brief produced by the Region 15 Comprehensive Center summarizes themes from an informational scan of research on digital professional learning. --- --- ### 6289. Stronger Together: How an Ecosystem of Partnerships Leads to Change ```yaml url: "https://www.wested.org/resource/stronger-together-how-an-ecosystem-of-partnerships-leads-to-change/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Pamela Fong", "Joy Lewis"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11171025/StrongerTogether_HowanEcosystemofPartnershipsLeadstoChange.pdf" doi: null license: null tags: [career-readiness] ``` This report describes the dynamic ecosystem of systems-aligned, cross-sector partnerships with K–12 local education agencies, industry, and economic development corporations, focused on strengthening education and workforce opportunities that increase economic mobility for the region. --- --- ### 6290. What Education Leaders Can Learn About Next Generation Science Standards Implementation: Highlights From the NGSS Early Implementers Initiative ```yaml url: "https://www.wested.org/resource/ngss-early-implementers-initiative-final-evaluation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Burr Tyler", "Denise Estrella", "Ted Britton", "Kimberly Nguyen", "Ashley Iveland", "Katherine Nilsen", "Elizabeth Arnett", "Joshua Valcarcel"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170720/NGSS_14_Highlights-From-the-Early-Implementers-Initiative.pdf" doi: null license: null tags: [] ``` This report on highlights from the Early Implementers Initiative is the final evaluation report of the series and offers key recommendations for policymakers and administrators for implementing the Next Generation Science Standards in their own districts. --- --- ### 6291. School Quality Assessment: Where Are You on the Pathway to Success? A Toolkit for School Leaders ```yaml url: "https://www.wested.org/resource/charter-school-quality-assessment-toolkit/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Laura Groth", "Aimee Evan", "Hannah Sullivan"] document_url: null doi: null license: null tags: [formative-assessment, learning-engineering] ``` This resource describes a data-driven school improvement process using reflective and diagnostic questions to help administrators identify where they are in their journey to achieve success. --- --- ### 6292. Supply and Demand for Middle‑Skill Occupations in Rural California in 2018–20 ```yaml url: "https://www.wested.org/resource/middle%e2%80%91skill-occupations-in-rural-california-in-2018-20/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Mary Rauner", "Michael Goss", "Min Huang", "Luke Meyer", "Thomas Torre Gibney"] document_url: null doi: null license: null tags: [career-readiness] ``` The purpose of this study was to examine the extent to which the workforce supply in four rural California regions aligned with the occupational demand in “middle-skill” jobs that require more than a high school diploma but less than a bachelor’s degree from 2017-2020. --- --- ### 6293. The Association Between Teachers’ Use of Formative Assessment Practices and Students’ Use of Self-Regulated Learning Strategies ```yaml url: "https://www.wested.org/resource/teachers-use-of-formative-assessment-practices-and-students-use-of-self-regulated-learning-strategies/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Reino Makkonen", "Karina Jaquet"] document_url: null doi: null license: null tags: [formative-assessment, sel] ``` This REL West examined the association between teachers’ formative assessment practices and participation in formative assessment trainings and students’ use of self-regulation strategies. --- --- ### 6294. To Create Safe and Healthy Schools During a Pandemic, Prioritize Educator Wellbeing ```yaml url: "https://www.wested.org/resource/to-create-safe-and-healthy-schools-during-a-pandemic-prioritize-educator-wellbeing/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Andrea Browning", "Natalie Romer"] document_url: "https://ca-safe-supportive-schools.wested.org/wp-content/uploads/2020/08/CDE_Educator_Wellbeing_FINAL-1.pdf" doi: null license: null tags: [sel] ``` Schools have the opportunity to promote the collective wellness of their school community by supporting educators and students with a wide range of strategies associated with social and emotional learning. --- --- ### 6295. California College Promise: The Relationship Between State Policy and Local Programs ```yaml url: "https://www.wested.org/resource/california-college-promise-the-relationship-between-state-policy-and-local-programs/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Amelia Smith", "Mary Rauner"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2025/08/26105954/CCPP_Brief3.pdf" doi: null license: null tags: [college-access] ``` This brief describes the relationship between the 2017 legislation “Community Colleges: California College Promise” (AB19) and the structure of local College Promise programs. --- --- ### 6296. A Study of Cost Adequacy, Distribution, and Alignment of Funding for North Carolina’s K–12 Public Education System ```yaml url: "https://www.wested.org/resource/cost-adequacy-distribution-and-alignment-of-funding-for-north-carolinas-k-12-public-education-system/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Jason Willis", "Kelsey Krausen", "Alex B. Jacobson", "Lori Taylor", "Ruthie Caparas", "Ryan W. Lewis", "Karina Jaquet"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170916/Leandro-Finance-Report-1.pdf" doi: null license: null tags: [] ``` This resource allocation study examines equitable distribution of funding, alignment of funding to student needs, and adequacy of education funding in North Carolina. --- --- ### 6297. Study of the Individualized Education Program (IEP) Process and the Adequate Funding Level for Students with Disabilities in Maryland ```yaml url: "https://www.wested.org/resource/study-iep-process-and-adequate-funding-in-maryland/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Jason Willis", "Sara Menlove Doutre", "Alex B. Jacobson"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170905/MDSpecialEdIEPAdequacyStudyConsolidatedReportFinal122019.pdf" doi: null license: null tags: [inclusive-design] ``` WestEd conducted a mixed-methods study regarding program quality and adequate funding levels for students with disabilities in Maryland. --- --- ### 6298. Safe and Successful Youth Initiative (SSYI) Evaluation: 2018–19 Final Programmatic Report ```yaml url: "https://www.wested.org/resource/massachusetts-safe-successful-youth-initiative-evaluation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Patricia E. Campie", "Nicholas W. Read", "Trevor Fronius", "Garima Siwach", "Kevin Kamto", "Sarah Guckenburg", "Olivia Briggs", "Hannah Sutherland", "Anthony Petrosino", "Darius Taylor"] document_url: null doi: null license: null tags: [sel] ``` WestEd and AIR's programmatic evaluation of Massachusetts' Safe and Successful Youth Initiative (SSYI) demonstrates the positive impact of SSYI on community-level crime and client-level behaviors. --- --- ### 6299. Utah Education Funding Study: Phase 1 Report ```yaml url: "https://www.wested.org/resource/utah-ed-funding-study-phase-1-report/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Jason Willis", "Alex B. Jacobson", "Judith Ennis", "Justin Silverstein", "Amanda Brown", "Mark Fermanich"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170859/Utah-Education-Funding-Study-FINAL-Full-Study.pdf" doi: null license: null tags: [] ``` This report examines the funding system for the K–12 education system in Utah, particularly the alignment between Utah’s vision for students and the Minimum School Program (MSP) as defined by statute. --- --- ### 6300. Securing and Protecting Education Funding in California ```yaml url: "https://www.wested.org/resource/pace-report-2020-ed-funding-in-california/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Carrie Hahnel", "Heather J. Hough", "Jason Willis"] document_url: null doi: null license: null tags: [] ``` The new report Securing and Protecting Education Funding in California examines how California might secure and protect revenues for schools in sustainable and responsible ways over both the short and long terms. --- --- ### 6301. Launching the California Teacher Residency Grant Program: Findings from Year 1 (2019/20) ```yaml url: "https://www.wested.org/resource/launching-ca-teacher-residency-grant-program-findings/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Melissa Eiler White", "Kate Hirschboeck", "Sola Takahashi", "Frances Reade", "Rebecca Perry", "Liam Honigsberg"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170847/Launching_CA_Teacher_Residency_Program_Findings-_Year1.pdf" doi: null license: null tags: [] ``` This report summarizes learnings from the California Teacher Residency Grant Program's first year of implementation, 2019–20. It presents early evidence on leading indicators of employment outcomes and findings about how central aspects of grantee partnerships are functioning from the perspectives of key stakeholders. --- --- ### 6302. Evaluation of the Connected Youth Initiative: Final Report ```yaml url: "https://www.wested.org/resource/evaluation-of-the-connected-youth-initiative-final/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Trevor Fronius", "Sarah Guckenburg", "Darius Taylor", "Hannah Sutherland", "Anthony Petrosino"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170805/CYI_Final_Report_FINAL-1.pdf" doi: null license: null tags: [] ``` This report shares recommendations for implementing and evaluating initiatives aimed at systems change to improve outcomes for unconnected youth. --- --- ### 6303. Voices From the Field: County Office of Education Leaders Discuss COVID-19’s Impact on California Education ```yaml url: "https://www.wested.org/resource/coe-leaders-ca-ed-covid19/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Francesca Delgado-Jones", "Elizabeth Burr", "Eric Crane", "Ryan W. Lewis"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170831/IS_KnowledgeBrief_VoicesFromtheField.pdf" doi: null license: null tags: [] ``` To better understand the reopening planning process and other issues related to education during the pandemic, WestEd conducted interviews with COE leaders about how school closures impacted their work with districts and schools. --- --- ### 6304. Assessment Leadership: Leading a Balanced, Comprehensive Assessment System to Improve Teaching and Learning ```yaml url: "https://www.wested.org/resource/assessment-leadership-leading-a-balanced-comprehensive-assessment-system-to-improve-teaching-and-learning/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Jessica Arnold", "Robert Sheffield", "Chelsea Talakoub"] document_url: "https://csaa.wested.org/wp-content/uploads/2020/08/Assessment-Leadership-Report-508.pdf" doi: null license: null tags: [formative-assessment, literacy] ``` This brief provides district and school leaders with guidance on developing core competencies of assessment literacy to support the development and implementation of a comprehensive and balanced assessment system. --- --- ### 6305. Research in Brief: School-Based Law Enforcement ```yaml url: "https://www.wested.org/resource/research-in-brief-school-based-law-enforcement/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Anthony Petrosino", "Trevor Fronius", "Darius Taylor"] document_url: null doi: null license: null tags: [] ``` This research brief summarizes the evidence on school-based law enforcement and its impact on school safety as well as racial differences in how school-based law enforcement is experienced. --- --- ### 6306. Strengthening the Data Use and Continuous Improvement Capacity of Teacher Preparation Programs ```yaml url: "https://www.wested.org/resource/data-use-improvement-capacity-of-teacher-preparation-programs/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Melissa Eiler White", "Kate Hirschboeck", "Corey Donahue", "Daniela Torre Gibney"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170726/NGEI_Data_CI_Report.pdf" doi: null license: null tags: [learning-engineering, professional-development] ``` This paper addresses how effective teacher preparation programs can expand their capacity to use data for continuous improvement. --- --- ### 6307. Strengthening the Clinical Orientation of Teacher Preparation Programs ```yaml url: "https://www.wested.org/resource/strengthening-clinical-orientation-of-teacher-preparation-programs/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Daniela Torre Gibney", "Sara Rutherford-Quach", "Kate Hirschboeck", "Melissa Eiler White"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170732/NGEI_Strengthening-the-Clinical-Orientation-of-Teacher-Preparation-Programs.pdf" doi: null license: null tags: [professional-development] ``` This paper identifies key levers to put high-quality clinical experience—that is, the opportunity to practice the work of teaching in classrooms—at the center of teacher preparation --- --- ### 6308. Building Strong Partnerships to Improve Clinically Oriented Teacher Preparation ```yaml url: "https://www.wested.org/resource/building-strong-partnerships-to-improve-teacher-preparation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Daniela Torre Gibney", "Sara Rutherford-Quach", "Allison Milby", "Arena Lam", "Melissa Eiler White"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170746/NGEI_Partnerships_Report-1.pdf" doi: null license: null tags: [professional-development] ``` This paper describes how CSU campuses and their partner school districts strengthened their relationships and developed strategic partnerships for high-quality, clinically oriented teacher preparation reform. --- --- ### 6309. The NGEI Approach to Improving Teacher Preparation in the CSU Through a System of Supports ```yaml url: "https://www.wested.org/resource/ngei-approach-to-improving-teacher-preparation-in-the-csu/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Melissa Eiler White", "Allison Milby", "Kate Hirschboeck", "Jaclyn Tejwani", "Daniela Torre Gibney"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170739/NGEI_SystemsofSupport_Report.pdf" doi: null license: null tags: [professional-development] ``` This paper reviews the evolution of a system of support for NGEI campuses that included targeted grant requirements, coaching and technical assistance, and a learning community to help partnerships share problems of practice. --- --- ### 6310. Integrating Social and Emotional Learning throughout the School System: A Compendium of Resources for District Leaders ```yaml url: "https://www.wested.org/resource/sel-resources-for-district-leaders/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Angela M. Ward", "Katie Buckley"] document_url: "https://selcenter.wested.org/wp-content/uploads/2020/09/SELCenter_CompendiumofResources.pdf" doi: null license: null tags: [sel] ``` This compendium provides resources for district leaders to consider as they seek to implement evidence-based supports to ensure social and emotional learning (SEL) is fully integrated into educational experiences. --- --- ### 6311. NGSS in the Classroom: What Early Implementer Science Instruction Looks Like ```yaml url: "https://www.wested.org/resource/ngss-in-the-classroom/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Katherine Nilsen", "Ashley Iveland", "Burr Tyler", "Ted Britton", "Kimberly Nguyen", "Elizabeth Arnett"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170715/NGSS_In_The_Classroom_Report_13_FINAL.pdf" doi: null license: null tags: [k-12] ``` What does NGSS science teaching look like in the classroom? The report discusses teachers’ experiences with four instructional practices that promote equitable instruction, an explicit feature of the NGSS. --- --- ### 6312. California Special Education Funding System Study: A Descriptive Analysis of Special Education Funding in California (Executive Summary) ```yaml url: "https://www.wested.org/resource/ca-special-education-funding-system-executive-summary/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Jason Willis", "Sara Menlove Doutre", "Kelsey Krausen", "Tyson Barrett", "Tye Ripma", "Ruthie Caparas"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170709/WestEd_SpecialEd_Funding_SystemReport_ExecSummary_508.pdf" doi: null license: null tags: [inclusive-design] ``` This Executive Summary outlines the current special education funding system identified in the report, California Special Education Funding System Study: A Descriptive Analysis of Special Education Funding in California. --- --- ### 6313. California Special Education Funding System Study, Part 1: A Descriptive Analysis of Special Education Funding in California ```yaml url: "https://www.wested.org/resource/ca-special-education-funding-system/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Jason Willis", "Sara Menlove Doutre", "Kelsey Krausen", "Tyson Barrett", "Tye Ripma", "Ruthie Caparas"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170703/WestEd_SpecialEdFundingReport_Final_508.pdf" doi: null license: null tags: [inclusive-design] ``` This report details the current special education funding system in California, its history, and the role of the state and intermediaries in the distribution and use of those resources. --- --- ### 6314. Identifying Indicators of Distress in Charter Schools: Part 1 – The Role and Perspective of Charter School Authorizers ```yaml url: "https://www.wested.org/resource/indicators-of-distress-in-charter-schools-part-1/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["National Charter School Resource Center"] document_url: null doi: null license: null tags: [] ``` This report can help charter school authorizers and other sector stakeholders recognize signs of distress in schools in their unique contexts and take action towards the goal of school improvement. --- --- ### 6315. Los Angeles County Office of Education Performance Task Development Project: A Case Study ```yaml url: "https://www.wested.org/resource/lacoe-performance-task-development-project/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Sylvia Kwon", "Tran Keys"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170810/LACOE_PTDP_CaseStudy_2020.0900_FINAL.pdf" doi: null license: null tags: [formative-assessment, literacy] ``` This report provides insight into the Performance Task Development Project (PTDP), a partnership between the Building Educator Assessment Literacy (at WestEd) and the Stanford Center for Assessment, Learning, and Equity (SCALE), and its work with the Los Angeles County Office of Education (LACOE). --- --- ### 6316. Six Years of Scaling Up: Districtwide Implementations of the Next Generation Science Standards ```yaml url: "https://www.wested.org/resource/districtwide-implementations-of-ngss/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Burr Tyler", "Ted Britton", "Kimberly Nguyen", "Denise Estrella", "Elizabeth Arnett", "Ashley Iveland", "Katherine Nilsen"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170627/NGSS_Six_Years_of_Scaling_Up_Report_12_FINAL.pdf" doi: null license: null tags: [] ``` This 12th report in WestEd's NGSS Early Implementers evaluation series for policymakers, school and district administrators, and professional learning specialists describes the Initiative’s scale-up in its later years to reach all K–8 science teachers. --- --- ### 6317. It’s About TIME: A Rigorous New Process for Selecting Instructional Materials for Science ```yaml url: "https://www.wested.org/resource/its-about-time-ca-ngss-toolkit/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Katherine Nilsen", "Burr Tyler", "Elizabeth Arnett", "Ted Britton", "Denise Estrella", "Kim Luttgen", "Patrick Moyle", "Robin Montoya"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170633/NGSS-TIME-Report11_FINAL.pdf" doi: null license: null tags: [] ``` This report provides an overview of the California Next Generation Science Standards (CA NGSS) Toolkit for Instructional Materials Evaluation (TIME) process, participants’ perceptions of TIME, a detailed description of statewide TIME trainings, challenges to implementing the TIME process, and recommendations for adoption committees supporting districts’ NGSS implementation. --- --- ### 6318. Building Leadership Capacity to Improve Math Teaching and Learning: Lessons from the Math in Common Initiative ```yaml url: "https://www.wested.org/resource/math-in-common-lessons-learned/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Rebecca Perry", "Frances Reade", "Stacy Marple"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170622/Policy-Brief_Math-in-Common_Leadership-Development_FINAL-1.pdf" doi: null license: null tags: [math-education] ``` This brief offers three recommendations for how educators in California and beyond should conceptualize new leadership development opportunities to support math improvement — during the COVID crisis and beyond. --- --- ### 6319. Improving California’s Teacher Data System to Better Inform Decisions ```yaml url: "https://www.wested.org/resource/improving-ca-teacher-data-system/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Reino Makkonen", "Melissa Eiler White"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170608/IS_KnowledgeBrief_TeacherDataSystems.pdf" doi: null license: null tags: [career-readiness] ``` This knowledge brief summarizes recent findings on improving the access to, and the use of, teacher workforce data in California. --- --- ### 6320. Expanding California Districts’ Curriculum-Focused Professional Learning ```yaml url: "https://www.wested.org/resource/expanding-ca-curriculum-focused-professional-learning/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Reino Makkonen", "Joy Lewis"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170613/IS-Knowledge-Brief-Expanding-California-Districts-Curriculum-Focused-Professional-Learning.pdf" doi: null license: null tags: [] ``` This knowledge brief is part of a continuing series designed to inform California education leaders about new research findings on key state policy topics. This brief summarizes recent findings on effective teacher professional learning. --- --- ### 6321. How Are Suspensions Related to School Climate in California Middle Schools? ```yaml url: "https://www.wested.org/resource/suspensions-and-school-climate/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Gregory Austin", "Thomas Hanson", "Alexis Stern", "Gary Zhang", "Rebeca Cerna"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170507/Suspension-report_final_2020-08-26.pdf" doi: null license: null tags: [] ``` This report explores how recent changes in suspension rates at middle schools in California relate to changes in school climate. It uses the state’s data on out-of-school suspension rates and California Healthy Kids Survey data on school climate. Overall, the findings indicate that school climate improved most in schools that also experienced the greatest declines in out-of-school suspension rates. There was no evidence to support concerns that reducing suspension rates would also reduce school safety. --- --- ### 6322. Loosening The Reins: Evidence and Considerations for Lifting Restrictions on Resources for Schools ```yaml url: "https://www.wested.org/resource/loosening-the-reins/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Jason Willis", "Sean Tanner", "Justin Silverstein"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170548/Loosening_the_Reins_Policy_Perspective.pdf" doi: null license: null tags: [] ``` This brief offers critical moves state policymakers can make to find the right balance between state control versus more local control during an economic recession. --- --- ### 6323. Special Education Funding: Three Critical Moves State Policymakers Can Make to Maintain Funding and Bolster Performance ```yaml url: "https://www.wested.org/resource/special-education-funding-state-policymakers/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Sara Menlove Doutre", "Tammy Kolbe"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170542/Special_Education_Funding_Policy_Perspectives.pdf" doi: null license: null tags: [inclusive-design, response-to-intervention] ``` The brief guides policymakers to reaffirm the state’s commitment to educating students with disabilities, to use state policy to promote early intervention and to coordinate services, and to leverage flexibility in using federal and state special education funds. --- --- ### 6324. Caring for Young Children While Sheltering in Place ```yaml url: "https://www.wested.org/resource/activity-guide-early-childhood-sip/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Center for Child & Family Studies"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170459/FULL_Caring-for-Young-Children-While-Sheltering-in-Place_FINAL.pdf" doi: null license: null tags: [] ``` Are you caring for a young child or children at your home? Need some help thinking of ideas for fun, engaging activities? This activity guide is for you! It provides you with quick access to tips and activities to use with children, aged birth to five, throughout the day. --- --- ### 6325. Student Progress Under California State University’s Executive Order 1110: A Systemwide Analysis of Outcomes in 2018/19 ```yaml url: "https://www.wested.org/resource/california-state-universitys-executive-order-1110/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Kathy Reeves Bracco", "Neal Finkelstein", "Vanessa Ximenes Barrat"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170538/EO-1110-ISP_Study-Course-Structure.pdf" doi: null license: null tags: [college-access] ``` This report is situated in the California state policy context regarding the importance of understanding how students make their way into, and through, postsecondary education options. --- --- ### 6326. Equity-Focused Dual Enrollment Mathematics: Lessons for Improving the Outcomes of Historically Underserved Students ```yaml url: "https://www.wested.org/resource/equity-focused-dual-enrollment-mathematics/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Jonathan Dolle", "Alicia Bowman", "Kate Hirschboeck", "Karen Miles"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170453/Higher-Aims-Equity-Focused-Dual-Enrollment-1.pdf" doi: null license: null tags: [math-education] ``` This guide offers lessons learned for designing and implementing the first year of a dual enrollment mathematics course with an equity focus, and was written to address the why, what, and how of equity-focused dual enrollment mathematics planning and initial implementation. --- --- ### 6327. The Future of California Science: A Story of Leadership, Collaboration, and Legacy ```yaml url: "https://www.wested.org/resource/future-of-california-science/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Ted Britton", "Kathy DiRanna", "Burr Tyler"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170520/Future_of_California_Science_FINAL.pdf" doi: null license: null tags: [k-12] ``` The Next Generation Science Standards emphasize big shifts that empower all students to learn science. This report tells the story of how science education leaders set aside conventional parochial agendas in favor of united action. --- --- ### 6328. Progress of Arizona Kindergartners Toward English Proficiency in Grade 3 by English Learner Student Classification ```yaml url: "https://www.wested.org/resource/progress-of-arizona-kindergartners/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Vanessa Ximenes Barrat", "Lenay Dunn"] document_url: null doi: null license: null tags: [english-learners] ``` In this study, REL West examined the English proficiency of a cohort of Arizona kindergarten students from entry in kindergarten through grade 3. --- --- ### 6329. Reaping the Rewards of Reading for Understanding Initiative ```yaml url: "https://www.wested.org/resource/reaping-the-rewards/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["P. David Pearson", "Annemarie Sullivan Palincsar", "Gina Biancarosa", "Amy I. Berman", "National Academy of Education (NAEd)"] document_url: "https://naeducation.org/wp-content/uploads/2020/07/NAEd-Reaping-the-Rewards-of-the-Reading-for-Understanding-Initiative.pdf" doi: null license: null tags: [literacy] ``` This National Academy of Education (NAEd) report synthesizes findings from scholarship conducted over the past decade as part of a large-scale federal investment by the U.S. Institute of Education Sciences (IES) to improve reading comprehension of U.S. students, Reading for Understanding Initiative. --- --- ### 6330. What California Teachers Are Saying About Their Instructional Materials for English Learner Students ```yaml url: "https://www.wested.org/resource/instructional-materials-for-english-learner-students/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Elizabeth Burr", "Ryan W. Lewis", "Eric Crane"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170448/IS_Knowledge_Brief_What_CA_Teachers_are_Saying.06.20.FINAL_.pdf" doi: null license: null tags: [english-learners] ``` This brief summarizes survey data about California teachers’ views of and experience with their instructional materials in relation to their English learners. --- --- ### 6331. Should Schools Be Conducting Lockdown Drills? ```yaml url: "https://www.wested.org/resource/schools-lockdown-drills/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Jaclyn Schildkraut", "Kathryn Grogan", "Amanda Nabors"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170429/WestEd_JPRC_School_Lockdown_Brief.pdf" doi: null license: null tags: [] ``` This brief offers a summary of arguments and evidence for and against using school lockdown drills to prepare for mass shootings. --- --- ### 6332. Considerations for District and School Administrators Overseeing Distance Learning for Students with Disabilities ```yaml url: "https://www.wested.org/resource/considerations-for-overseeing-distance-learning-students-with-disabilities/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Debra Herburger"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170424/Considerations_for_Administrators_Overseeing_Distance_Learning_for_Students_with-_Disabilities_FINAL.pdf" doi: null license: null tags: [inclusive-design] ``` This brief provides guidance and resources to help district and school leaders ensure students with disabilities are well supported through distance learning prompted by the coronavirus crisis. --- --- ### 6333. Mindfulness-Based Practices for Schools ```yaml url: "https://www.wested.org/resource/mindfulness-based-practices-for-schools/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Andrea Browning", "Natalie Romer"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170412/Mindfulness-Based-Practices-for-Schools.pdf" doi: null license: null tags: [] ``` This brief describes what administrators and teachers can do now to promote the benefits of mindfulness and stress management. --- --- ### 6334. Strategies for Trauma-Informed Distance Learning ```yaml url: "https://www.wested.org/resource/trauma-informed-distance-learning/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Christina Pate"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170407/SEL-Center-Strategies-for-Trauma-Informed-Distance-Learning-Brief_FINAL-ADA.pdf" doi: null license: null tags: [sel] ``` To help educators use trauma-informed teaching practices in distance learning contexts, this brief offers strategies for recognizing and responding to students’ social and emotional needs while teaching remotely. --- --- ### 6335. Community-Care Strategies for Schools During the Coronavirus Crisis ```yaml url: "https://www.wested.org/resource/community-care-strategies-for-schools-covid-19/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Jenny Betz"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170325/Brief_Community_Care_Strategies.pdf" doi: null license: null tags: [] ``` This brief offers practical guidance for educators and school leaders designed to help them care for their school communities and maintain a sense of connectedness and well-being while coping with the stresses of social isolation, school closures, and changes to how services are provided. --- --- ### 6336. Self-Care Strategies for Educators During the Coronavirus Crisis: Supporting Personal Social and Emotional Well-Being ```yaml url: "https://www.wested.org/resource/self-care-strategies-for-educators-covid-19/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Christina Pate"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170321/Self_Care_Strategies_for_Educators_During_the_Coronavirus_Crisis-1.pdf" doi: null license: null tags: [computer-assisted-learning, sel] ``` Addressed to educators who face the stresses of the pandemic and the resulting school closures and online service provision, this brief offers practical information and guidance on self-care. --- --- ### 6337. Supporting English Learners During School Closures: Considerations for Designing Distance Learning Experiences ```yaml url: "https://www.wested.org/resource/supporting-english-learners-during-school-closures/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Elsa Billings", "Rachel Lagunoff"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170332/Supporting_English_Learners_During_School_Closures-1.pdf" doi: null license: null tags: [english-learners] ``` While a fair amount is known about effective instructional practices for English learners, less is known about how these practices might look in a distance learning environment. Get tips for making this critical shift. --- --- ### 6338. Meeting the Learning Needs of Historically Underserved Students During and After California School Closures ```yaml url: "https://www.wested.org/resource/meeting-the-learning-needs-of-historically-underserved-students/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Alicia Bowman", "Shelley Jallow"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170352/Meeting-the-learning-needs-of-historically-underserved-students.pdf" doi: null license: null tags: [] ``` Written primarily for district and school leaders, this paper, produced by WestEd as part of a collection of Crisis Response Resources, calls on educators to keep a sharp focus on meeting the needs of historically undeserved students, both during this initial period of distance learning and as leaders plan for an uncertain future in school year 2020/21. --- --- ### 6339. Mindfulness in Education: An Approach to Cultivating Self-Awareness That Can Bolster Kids’ Learning ```yaml url: "https://www.wested.org/resource/sel-mindfulness-in-education/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Andrea Browning"] document_url: "https://selcenter.wested.org/wp-content/uploads/sites/3/2020/04/SEL-Center-Mindfulness-Brief_508.pdf" doi: null license: null tags: [early-childhood] ``` This brief introduces the concept of mindfulness, provides examples of mindfulness strategies, and explains the potential, practical benefits for pre-K-12 students and educators. --- --- ### 6340. Fair and Equitable Reductions to State Education Budgets: Evidence and Considerations for the 2020/21 Fiscal Year ```yaml url: "https://www.wested.org/resource/fair-and-equitable-reductions-to-state-education-budgets/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Jason Willis", "Sean Tanner"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170348/PP-Fair-and-Equitable-Reductions-to-State-Education-Budgets.pdf" doi: null license: null tags: [] ``` In this paper, WestEd authors suggest three key strategies intended to help ensure that any cuts in education expenditures as a result of a likely recession are fair and equitable. --- --- ### 6341. Considerations for Teachers Providing Distance Learning to Students with Disabilities ```yaml url: "https://www.wested.org/resource/providing-distance-learning-to-students-with-disabilities/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Debra Herburger"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170336/Teacher_Considerations_Distance_Learning_for_Students_with_Disabilities_FINAL.pdf" doi: null license: null tags: [inclusive-design] ``` This brief provides guidance and resources to help educators support students with disabilities through distance learning prompted by the COVID-19 crisis. --- --- ### 6342. Strategic Resource Allocation for the 21st Century: How State Leaders Can Address the Silent Recession ```yaml url: "https://www.wested.org/resource/strategic-resource-allocation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Kelsey Krausen", "Ruthie Caparas", "Tye Ripma", "Jason Willis"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170317/Silent-Recession-III-Strategic-Resource-Allocation.pdf" doi: null license: null tags: [] ``` This third “Silent Recession” paper describes state-level strategies for helping school districts deploy resources strategically to improve student outcomes. --- --- ### 6343. Strategic Resource Allocation for the 21st Century: How State Leaders Can Address the Silent Recession (Executive Summary) ```yaml url: "https://www.wested.org/resource/strategic-resource-allocation-executive-summary/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Kelsey Krausen", "Ruthie Caparas", "Tye Ripma", "Jason Willis"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170342/Silent_Recession_III_Strategic_Resource_Allocation_ExecSummary.pdf" doi: null license: null tags: [] ``` This executive summary briefly describes state-level strategies for helping districts address rising education costs and deploy resources strategically to improve student outcomes, as detailed in the full report, Strategic Resource Allocation for the 21st Century. --- --- ### 6344. Managing Public Education Resources During the Coronavirus Crisis: Practical Tips and Considerations for School District Leaders ```yaml url: "https://www.wested.org/resource/managing-public-education-resources-during-coronavirus-crisis/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Jason Willis", "Kelsey Krausen", "Lauren Outlaw"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170312/Managing_Public_Education_Resources_NationalBrief.pdf" doi: null license: null tags: [] ``` This brief offers practical information and guidance to help education leaders manage and allocate resources during and after the school closures and economic challenges caused by COVID-19. --- --- ### 6345. Healthy U: A Cost Analysis of Implementing a Sexual Health Education App in Juvenile Justice Facilities ```yaml url: "https://www.wested.org/resource/healthy-u-cost-analysis/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Jonathan Nakamoto", "Staci Wendt", "A. Brooks Bowden"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170304/JPRC-HealthyU-Cost-Analysis-Brief_508_Final.pdf" doi: null license: null tags: [computer-assisted-learning] ``` This brief shares the results of an analysis of the costs to deliver Healthy U, a sexual health education app, to youths in juvenile justice facilities. --- --- ### 6346. Managing Public Education Resources in California During and After the Coronavirus Crisis: Practical Tips and Considerations for School District and Charter School Leaders ```yaml url: "https://www.wested.org/resource/managing-resources-during-coronavirus-crisis/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Jason Willis", "Kelsey Krausen", "Ruthie Caparas"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170259/Managing-Public-Education-Resources-Brief_508.pdf" doi: null license: null tags: [] ``` This document offers practical information and guidance to help California’s school district and charter school leaders strategically manage resources in light of school closures and likely fiscal constraints caused by the current public health crisis. --- --- ### 6347. Strategies to Identify and Support English Learners With Learning Disabilities ```yaml url: "https://www.wested.org/resource/identify-support-english-learners-learning-disabilities-updated/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["REL West", "Elizabeth Burr"] document_url: null doi: null license: null tags: [english-learners, inclusive-design] ``` This REL West brief presents a summary of research and practice and compares 15 state guidance manuals and other resources for policymakers, administrators, and practitioners. --- --- ### 6348. Getting Better at Getting More Equitable: Opportunities and Barriers for Using Continuous Improvement to Advance Educational Equity ```yaml url: "https://www.wested.org/resource/getting-better-getting-more-equitable/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Amber Valdez", "Sola Takahashi", "Kelsey Krausen", "Alicia Bowman", "Edith Gurrola"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170248/Continuous_Improvement__Equity_Report_FINAL_508.pdf" doi: null license: null tags: [] ``` In this study, WestEd researchers examine how education leaders think about and use continuous improvement to address equity issues. --- --- ### 6349. Lessons Learned About Leading the Implementation of Formative Assessment: A Framework for School Leaders and Leadership Teams ```yaml url: "https://www.wested.org/resource/leading-the-implementation-of-formative-assessment/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Nancy Gerzon", "Barbara Jones"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170235/Lessons-Learned-Formative-Assessment-Brief.pdf" doi: null license: null tags: [formative-assessment] ``` Activate these five key practices to create a formative assessment mindset in both teachers and students. --- --- ### 6350. Sound Basic Education for All: An Action Plan for North Carolina ```yaml url: "https://www.wested.org/resource/leandro-north-carolina/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["WestEd"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170223/Sound-Basic-Education-for-All-An-Action-Plan-for-North-Carolina.pdf" doi: null license: null tags: [] ``` This action plan provides recommendations for the state of North Carolina's efforts to improve its education system to benefit all learners. --- --- ### 6351. iReady in 7th Grade Math Classes: A Mixed Methods Case Study ```yaml url: "https://www.wested.org/resource/iready-in-7th-grade-math/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Stacy Marple", "Karina Jaquet", "Alana Laudone", "Justin Sewell", "Kirsten Liepmann"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170210/i-Ready-Study-Brief_FINAL.pdf" doi: null license: null tags: [math-education] ``` This brief summarizes details from a Silicon Valley Education Foundation and WestEd mixed-methods study that examines the implementation and effectiveness of edtech products in 7 th -grade mathematics classrooms. --- --- ### 6352. Khan Academy in 7th Grade Math Classes: A Case Study ```yaml url: "https://www.wested.org/resource/khan-academy-7th-grade-math/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Stacy Marple", "Karina Jaquet", "Alana Laudone", "Justin Sewell", "Kirsten Liepmann"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170217/Khan-Case-Study_FINAL.pdf" doi: null license: null tags: [math-education] ``` This report describes how Khan Academy is used in real time by 7 th grade mathematics students in classroom settings, and it presents recommendations for further study. --- --- ### 6353. Four Domains for Significant and Sustainable Charter School Improvement: A Systems Framework for the Charter Context ```yaml url: "https://www.wested.org/resource/four-domains-for-charter-school-improvement/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Aimee Evan", "Steve Canavero"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170205/Four-Domains-Significant-Sustainable-FINAL.pdf" doi: null license: null tags: [] ``` This resource outlines a research-based framework designed to help educators and policymakers in the charter school system organize and guide both policy and action for rapid school improvement. --- --- ### 6354. Math in Common #15: Balancing Site Autonomy and District Priorities for Sustained Mathematics Progress ```yaml url: "https://www.wested.org/resource/math-in-common-15-balancing-site-autonomy-and-district-priorities-for-sustained-mathematics-progress/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Frances Reade", "Rebecca Perry", "Stacy Marple"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170201/MathinCommon-Sustaining-MiC15-PRINT-1.pdf" doi: null license: null tags: [math-education] ``` This report focuses on two districts facing significant internal and external forces that challenge coherent and sustained districtwide focus on mathematics improvement and explores how these forces impact educators at three different school sites in those districts. --- --- ### 6355. Math in Common #16: Building Capacity for Improving California Mathematics Teaching and Learning ```yaml url: "https://www.wested.org/resource/building-capacity-for-improving-california-mathematics-teaching-and-learning/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Rebecca Perry", "Stacy Marple", "Frances Reade"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170156/MathinCommon-Building-Capacity-MiC16_FINAL.pdf" doi: null license: null tags: [math-education] ``` This brief summarizes WestEd’s learning from the Math in Common initiative on the successes and challenges that districts encountered while drawing on support. --- --- ### 6356. Developing Resources to Build Statewide Capacity and Cohesion for Mathematics and Science Standards Implementation ```yaml url: "https://www.wested.org/resource/developing-resources-to-build-statewide-capacity-and-cohesion-for-mathematics-and-science-standards-implementation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Lisa Le Fevre"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170151/resource-developing-resources-to-build-statewide-capacity-and-cohesion-for-mathematics-and-science-standards-implementation.pdf" doi: null license: null tags: [k-12, math-education] ``` This report shares insights from the California Partnership for Math and Science Education, a statewide initiative designed to increase access to high-quality math and science teaching and learning. --- --- ### 6357. Illustrating Improvement: Noteworthy Practices to Inform California’s Math and Science Standards Implementation ```yaml url: "https://www.wested.org/resource/illustrating-improvement-noteworthy-practices-to-inform-californias-math-and-science-standards-implementation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Priscilla Gutierrez", "Maria Salciccioli", "Rebecca Perry", "Lisa Le Fevre"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170153/resource-illustrating-improvement-noteworthy-practices-to-inform-californias-math-and-science-standards-implementation.pdf" doi: null license: null tags: [k-12, math-education] ``` This report shares insights from the California Partnership for Math and Science Education, a statewide initiative designed to increase access to high-quality math and science teaching and learning. --- --- ### 6358. College Promise in California: Recommendations for Advancing Implementation, Impact, and Equity ```yaml url: "https://www.wested.org/resource/college-promise-in-california-implementation-impact-and-equity/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Mary Rauner", "Sara Lundquist"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2019/12/26145332/California-College-Promise-Legislation-Brief-508-ADA-FINAL.pdf" doi: null license: null tags: [college-access] ``` This policy brief outlines the legislative landscape that helped fuel the growth of College Promise in California, reflects on issues that have arisen, and offers recommendations for maximizing equity and impact. --- --- ### 6359. Rural STEM Education: Promising Strategies from Several California Counties ```yaml url: "https://www.wested.org/resource/rural-stem-education-promising-strategies/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Maria Salciccioli"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170146/Rural-STEM-Brief_FINAL.pdf" doi: null license: null tags: [k-12, math-education] ``` This brief provides information on rural education concerns that are found across the state of California and presents examples of rural California counties' strategies for supporting math and science standards implementation. --- --- ### 6360. Adoption of, Enrollment in, and Teacher Workload for the Expository Reading and Writing Curriculum in California High Schools ```yaml url: "https://www.wested.org/resource/expository-reading-and-writing-curriculum-in-california-high-schools/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Min Chen-Gaddini", "Tony Fong", "Niufeng Zhu", "Anne Porterfield"] document_url: null doi: null license: null tags: [college-access, literacy, writing-instruction] ``` School systems throughout the country are developing new courses and supports to prepare students to succeed in college. One example is the Expository Reading and Writing Curriculum. --- --- ### 6361. Administrators Matter in NGSS Implementation (2019): Updated Findings on How School and District Leaders Are Making Science Happen ```yaml url: "https://www.wested.org/resource/administrators-matter-in-ngss-implementation-2019/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Denise Estrella", "Burr Tyler", "Ted Britton", "Ashley Iveland", "Kimberly Nguyen", "Elizabeth Arnett"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170142/resource-administrators-matter-in-ngss-implementation-2019-updated-findings-on-how-school-and-district-leaders-are-making-science-happen.pdf" doi: null license: null tags: [] ``` The K-8 NGSS Early Implementers Initiative has consistently expanded the professional learning it provides for administrators, particularly for site administrators, who generally have the most contact with teachers. --- --- ### 6362. Environmental Instruction Catalyzes Standards-Based Science Teaching: How Environmental Literacy Aids Implementation of the NGSS ```yaml url: "https://www.wested.org/resource/how-environmental-literacy-aids-implementation-of-the-ngss/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Katherine Nilsen", "Ashley Iveland", "Ted Britton", "Burr Tyler", "Elizabeth Arnett"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170136/resource-how-environmental-literacy-aids-implementation-of-the-ngss.pdf" doi: null license: null tags: [literacy] ``` NGSS Early Implementers is a six-year initiative created to help eight California school districts and two charter management organizations implement the Next Generation Science Standards (NGSS). The initiative has provided professional learning about environmental literacy to prompt and support its synergy with the NGSS. --- --- ### 6363. Balancing Act: State and District Roles in School Improvement Under ESSA ```yaml url: "https://www.wested.org/resource/state-district-roles-in-school-improvement-under-essa/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Lenay Dunn", "Eric Ambroso"] document_url: "https://centeronschoolturnaround.org/wp-content/uploads/2019/09/CST-Balancing-Act-Brief_FINAL.pdf" doi: null license: null tags: [] ``` This brief provides examples of how states and districts are working together to improve low-performing schools under the Every Student Succeeds Act. --- --- ### 6364. Understanding the Experiences of LGBTQ Students in California ```yaml url: "https://www.wested.org/resource/lgbtq-students-in-california/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Thomas Hanson", "Gary Zhang", "Rebeca Cerna", "Alexis Stern", "Gregory Austin"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170125/Understanding-Experience-of-LGBTQ-Students-in-California.pdf" doi: null license: null tags: [] ``` This report describes the school experiences of lesbian, gay, bisexual, transgender, and questioning or queer students. It draws on two years of California Healthy Kids Survey data from approximately 800,000 secondary school students and their perceptions of school supports, school safety, school engagement, academic performance, and mental health. --- --- ### 6365. The State Role in Supporting District-Charter Collaboration: Opportunities for Action ```yaml url: "https://www.wested.org/resource/state-role-in-district-charter-collaboration/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Robin Chait", "Chris Dwyer", "Carol Keirstead"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170130/Charter-School-State-Role-Policy-Brief.pdf" doi: null license: null tags: [] ``` This guide, developed for state education agency leaders, other state-level policymakers, and their staff, addresses four areas of need in which district-charter collaboration might play a helpful role and highlights related opportunities for states to encourage and support collaboration. --- --- ### 6366. Corequisite Remediation in Mathematics: A Review of First-Year Implementation and Outcomes of Quantway and Statway ```yaml url: "https://www.wested.org/resource/corequisite-remediation-in-math/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Scott Strother", "Karon Klipple"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170118/Corequisite-Remediation-in-Mathematics.pdf" doi: null license: null tags: [college-access, math-education, response-to-intervention] ``` This report illustrates how Carnegie Math Pathways corequisite courses, Quantway College with Corequisite and Statway College with Corequisite, provide an effective alternative to traditional remediation. --- --- ### 6367. Collaborative Lesson Studies: Powerful Professional Learning for Implementing the Next Generation Science Standards ```yaml url: "https://www.wested.org/resource/powerful-professional-learning-for-implementing-the-next-generation-science-standards/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Burr Tyler", "Ashley Iveland", "Katherine Nilsen", "Ted Britton", "Kimberly Nguyen", "Denise Estrella", "Elizabeth Arnett"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170121/resource-powerful-professional-learning-for-implementing-the-next-generation-science-standards.pdf" doi: null license: null tags: [] ``` NGSS Early Implementers is a six-year initiative created to help eight California school districts and two charter management organizations implement the Next Generation Science Standards. This report explores how Teaching Learning Collaboratives (or lesson studies) served as the cornerstone professional learning activity for teacher leaders. --- --- ### 6368. From the Brink of Closure: Key Factors in One Charter School’s Successful Turnaround ```yaml url: "https://www.wested.org/resource/from-the-brink-of-closure-key-factors-in-one-charter-schools-successful-turnaround/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Aimee Evan"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170113/resource-from-the-brink-of-closure-key-factors-in-one-charter-schools-successful-turnaround.pdf" doi: null license: null tags: [] ``` Written intentionally for school leaders, board members, and charter school authorizers, this report and accompanying video share Perry Street Preparatory Public Charter School's story of comprehensive improvement and describes the necessary conditions for turnaround success. --- --- ### 6369. Identifying Promising Practices in Charter Schools: A Framework for an Evidence-Based Approach ```yaml url: "https://www.wested.org/resource/promising-practices-in-charter-schools/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Sara Allender", "Aimee Evan"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170108/SEA-Promising-Practices-Framework.pdf" doi: null license: null tags: [formative-assessment] ``` Previous efforts to identify promising practices in charter schools have often relied on self-reported practices from high-performing schools, with little assessment of local context, generalizability,... --- --- ### 6370. Considering Turnaround for Low-Performing Charter Schools ```yaml url: "https://www.wested.org/resource/considering-turnaround-for-low-performing-charter-schools/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Robin Chait", "Aimee Evan", "Steve Canavero"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170101/resource-considering-turnaround-for-low-performing-charter-schools.pdf" doi: null license: null tags: [] ``` Charter schools vary widely in terms of performance. Some serve their students well and meet all the requirements of their charter. But what happens when a charter school doesn’t perform? Read about what authorizers and charter school leaders should know when considering turnaround strategies. --- --- ### 6371. How Districts and States Can Support Instructional Transformation In the Turnaround Context ```yaml url: "https://www.wested.org/resource/how-districts-and-states-can-support-instructional-transformation/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Dallas Hambrick Hitt", "Coby V. Meyers"] document_url: "https://centeronschoolturnaround.org/wp-content/uploads/2019/08/CST-Instructional-Transformation-Four-Domains-1.pdf" doi: null license: null tags: [] ``` This Center on School Turnaround paper presents guidelines and recommendations for states and districts as they seek to improve systems that support instructional practices. --- --- ### 6372. Hero Elementary Playlist Pilot Study in After-school Programs ```yaml url: "https://www.wested.org/resource/hero-elementary-playlist-pilot-study-in-after-school-programs/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Linlin Li", "Ben Mahrer", "Gary Weiser", "Eunice Chow", "Ari Orenstein", "Sara Atienza"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170758/TPT-Playlist-Spring-2019-Report.pdf" doi: null license: null tags: [] ``` WestEd conducted a pilot study using five playlists to understand the feasibility of implementing the playlists in after-school programs and to discuss the potential impact of the playlists on student science learning. This report describes the study. --- --- ### 6373. Perspectives on California’s Statewide Math and Science Communities of Practice ```yaml url: "https://www.wested.org/resource/perspectives-on-californias-statewide-math-and-science-communities-of-practice/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Rebecca Perry", "Maria Salciccioli"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170054/resource-perspectives-on-californias-statewide-math-and-science-communities-of-practice.pdf" doi: null license: null tags: [math-education] ``` This report discusses the development and continued operation of two statewide communities of practice focused on mathematics and science standards implementation. --- --- ### 6374. Implementing California’s Mathematics and Science Standards: Lessons Learned From Regional and County Collaboration ```yaml url: "https://www.wested.org/resource/implementing-californias-mathematics-and-science-standards-lessons-learned-from-regional-and-county-collaboration/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Lisa Le Fevre", "Maria Salciccioli", "Priscilla Gutierrez", "Rebecca Perry"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170056/resource-implementing-californias-mathematics-and-science-standards-lessons-learned-from-regional-and-county-collaboration.pdf" doi: null license: null tags: [math-education] ``` This report presents lessons learned from 13 regional collaboratives working to build partnerships, capacity, and – ultimately – sustainability for mathematics and science standards implementation. --- --- ### 6375. Building a Foundation for School Discipline Reform: Action Steps for States to Improve the Collection and Use of Data on School Discipline ```yaml url: "https://www.wested.org/resource/building-a-foundation-for-school-discipline-reform/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Alexis Stern", "Chris Rogers", "Mid-Atlantic Comprehensive Center at WestEd"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170051/MACC-Building-Foundation-Brief.pdf" doi: null license: null tags: [] ``` Learn five key steps that state education agencies can take to improve how they collect, publicly report, and use school discipline data. --- --- ### 6376. A Cross-State Evaluation of MIND Research Institute’s ST Math Program and Math Performance ```yaml url: "https://www.wested.org/resource/st-math-evaluation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Staci Wendt", "John Rice", "Jonathan Nakamoto"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170048/ST-Math-Evaluation-Report-June-2019.pdf" doi: null license: null tags: [formative-assessment, math-education] ``` This report presents the findings from an assessment of mathematics outcomes in elementary schools across multiple states that were provided with the ST Math program. --- --- ### 6377. “We Shake Hands at the Door”: How a Focus on Relationships Is Driving Improvement in Chula Vista ```yaml url: "https://www.wested.org/resource/how-a-focus-on-relationships-is-driving-improvement-in-chula-vista/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Kelsey Krausen", "Ruthie Caparas", "Heather Mattson"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170044/resource-we-shake-hands-at-the-door-how-a-focus-on-relationships-is-driving-improvement-in-chula-vista.pdf" doi: null license: null tags: [] ``` Learn how strong relationship-building – teacher to student, student to student, teacher to teacher, and administrator to teacher – guides improvement efforts in San Diego’s Chula Vista Elementary School District. --- --- ### 6378. A System of Measures to Support Improvement in Teacher Preparation ```yaml url: "https://www.wested.org/resource/system-of-measures-to-support-improvement-in-teacher-preparation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Sola Takahashi", "Melissa Eiler White", "Corey Donahue"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170041/resource-system-of-measures-to-support-improvement-in-teacher-preparation.pdf" doi: null license: null tags: [college-access, professional-development] ``` This paper offers lessons learned from California State University teacher preparation programs engaged in using data to inform improvements in how they prepare teachers for the profession. --- --- ### 6379. Reflections on Applying Principles of Equitable Evaluation ```yaml url: "https://www.wested.org/resource/reflections-on-applying-principles-of-equitable-evaluation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Alexis Stern", "Sarah Guckenburg", "Hannah Sutherland", "Anthony Petrosino"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170035/resource-reflections-on-applying-principles-of-equitable-evaluation.pdf" doi: null license: null tags: [] ``` Equitable evaluation is an approach that addresses the dynamics and practices that have historically undervalued the voices, knowledge, expertise, capacity, and experiences of all evaluation participants and stakeholders, particularly people of color and other marginalized groups. This brief explores how equitable evaluation principles can implemented. --- --- ### 6380. The College Promise Guidebook for California and Beyond ```yaml url: "https://www.wested.org/resource/college-promise-guidebook-for-california-and-beyond/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Mary Rauner", "Sara Lundquist", "Amelia Smith", "Tangela Blakely Reavis", "Josh Dorman", "Thomas Torre Gibney"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170038/resource-college-promise-guidebook-for-california-and-beyond.pdf" doi: null license: null tags: [college-access] ``` This resource provides step-by-step guidance to teams who are developing, strengthening, or expanding a College Promise program. --- --- ### 6381. Math in Common Summative Evaluation Reports ```yaml url: "https://www.wested.org/resource/math-in-common-summative-evaluation-reports/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/09/20165515/MiC-Executive-Summary.pdf" doi: null license: null tags: [math-education] ``` Exploring best practices and recommendations for implementing the Common Core Standards for Mathematics. --- --- ### 6382. Roadblocks and Routes: Professional Development in Math in Common Districts ```yaml url: "https://www.wested.org/resource/professional-development-mic-districts/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Rebecca Perry", "Stacy Marple", "Frances Reade"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170018/MiC-Findings-Roadblocks-Routes.pdf" doi: null license: null tags: [math-education, professional-development] ``` This report describes some of the more common roadblocks that Math in Common districts faced in their early years of CCSS-M implementation, along with the routes that the districts took around those roadblocks in order to support teacher and student learning. --- --- ### 6383. What Accelerates a Community of Practice? Inflection Points That Changed the Course of the Math in Common Initiative ```yaml url: "https://www.wested.org/resource/math-in-common-findings-what-accelerates-a-community-of-practice/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Rebecca Perry", "Stacy Marple", "Frances Reade"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170008/MiC-Findings-Community-of-Practice.pdf" doi: null license: null tags: [math-education] ``` This report describes the trajectory of the Math in Common (MiC) Community of Practice (CoP), including both its missteps and its successes, in the hope that designers or participants of other formal or informal CoPs can leverage the MiC experience and make progress more quickly in their own collaborations. --- --- ### 6384. Understanding Complex Instructional Change: Classroom Observations of Math in Common Districts ```yaml url: "https://www.wested.org/resource/understanding-instructional-change/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Haiwen Chu", "Rebecca Perry", "Frances Reade", "Stacy Marple"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170031/MiC-Findings-Understanding-Complex-Change.pdf" doi: null license: null tags: [math-education] ``` This report describes how teachers participating in the Math in Common initiative made significant shifts in their instruction to help students master the Common Core State Standards in Mathematics. --- --- ### 6385. Educators Collaborating to Improve Mathematics: Three Structures That Mattered in Math in Common Districts ```yaml url: "https://www.wested.org/resource/collaborating-to-improve-mathematics/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Rebecca Perry", "Stacy Marple", "Frances Reade"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170027/MiC-Findings-Three-Structures.pdf" doi: null license: null tags: [math-education] ``` This report describes how districts participating in the Math in Common initiative approached the implementation of the Common Core State Standards in Mathematics (CCSS-M) differently than other California districts. --- --- ### 6386. Spotlight on Student Achievement: Analyses of Statewide Assessment Data in Math in Common Districts ```yaml url: "https://www.wested.org/resource/mic-spotlight-on-student-achievement/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Rebecca Perry", "Kevin (Chun-Wei) Huang"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170022/MiC-Findings-Spotlight-Student-Achievement.pdf" doi: null license: null tags: [formative-assessment, math-education] ``` This report documents the uneven math gains made by Math in Common (MiC) districts, schools, and students, by analyzing the patterns of those gains, which range from outperforming statewide trends to more moderate growth. While progress in student achievement in the MiC districts has been slow, there are some promising signs to share with the field. --- --- ### 6387. Developing Principals’ Instructional Leadership in Math in Common Districts ```yaml url: "https://www.wested.org/resource/principals-instructional-leadership/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Frances Reade", "Rebecca Perry", "Stacy Marple"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170014/MiC-Findings-Developing-Principals-Math-Instructional-Leadership.pdf" doi: null license: null tags: [math-education] ``` This report describes the approaches that Math in Common (MiC) districts took toward helping principals take ownership of math instruction and standards implementation at their sites, and profiles three MiC districts that built their principals' instructional leadership over time. --- --- ### 6388. What California Educators Are Saying about School Leadership ```yaml url: "https://www.wested.org/resource/school-leadership-in-california/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Reino Makkonen", "Eric Crane"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165953/IS-Knowledge-Brief-508-MLI-School-Leadership.pdf" doi: null license: null tags: [] ``` This brief summarizes recent survey results from California educators related to school site leadership, covering how principals spend their time, teacher leadership, and teachers' views of their principals. --- --- ### 6389. Comparing Attitudes and Practices Among Educators Serving Large Proportions of English Learners in California and Three Other States ```yaml url: "https://www.wested.org/resource/english-learners-california-florida-new-york-texas/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Eric Crane", "Reino Makkonen"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170005/IS-Knowledge-Brief-508-CMLI-Cross-State-EL-Contrasts.pdf" doi: null license: null tags: [english-learners] ``` This brief contrasts the perceptions of California educators who serve a relatively high proportion of English learner (EL) students (i.e., over 25 percent of students) with the perceptions of educators who are serving a relatively high proportion of EL students in three comparison states. --- --- ### 6390. What California Educators Are Saying about Data Use and Continuous Improvement ```yaml url: "https://www.wested.org/resource/california-educators-data-use-continuous-improvement/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Reino Makkonen", "Eric Crane"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11170002/IS-Knowledge-Brief-508-MLI-Continuous-Improvement.pdf" doi: null license: null tags: [learning-engineering, math-education] ``` For several years, WestEd’s Measure to Learn and Improve (MLI) project team has kept state policy leaders informed about statewide implementation of the California Academic Standards in English language arts and mathematics, by summarizing and disseminating survey results from the RAND Corporation’s annual American Educator Panel surveys of teachers and principals. This brief summarizes recent results related to peer collaboration and data use. --- --- ### 6391. Comparing Attitudes and Practices Among California Educators Serving Different Proportions of English Learners ```yaml url: "https://www.wested.org/resource/california-educators-english-learners/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Eric Crane", "Reino Makkonen"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165959/IS-Knowledge-Brief-508-MLI-EL-Contrasts-in-California.pdf" doi: null license: null tags: [english-learners] ``` This brief summarizes similarities and differences in the perceptions of California educators serving differing proportions of English learner students. --- --- ### 6392. What California Educators Are Saying about their Professional Learning and Materials Needs ```yaml url: "https://www.wested.org/resource/california-educators-professional-learning-materials/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Reino Makkonen", "Eric Crane"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165956/IS-Knowledge-Brief-508-MLI-PD-Materials.pdf" doi: null license: null tags: [] ``` This brief summarizes recent survey results related to educators' reported needs for high-quality instructional materials and professional learning. --- --- ### 6393. Creating New Futures for Newcomers: Lessons from Five Schools that Serve K–12 Immigrants, Refugees, and Asylees ```yaml url: "https://www.wested.org/resource/creating-new-futures-for-newcomers/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["BethAnn Berliner", "Mid-Atlantic Equity Consortium (MAEC)"] document_url: null doi: null license: null tags: [] ``` This report, developed through a partnership between MAEC and WestEd, highlights schools that are using promising and effective strategies for supporting immigrant and refugee students in K–12 classrooms. --- --- ### 6394. College-Ready in the California State University System: Campus Experiences Implementing EO 1110 ```yaml url: "https://www.wested.org/resource/college-ready-csu-system/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Kathy Reeves Bracco", "Cynthia Schrager", "Grace Calisi", "Priscilla Gutierrez", "Maria Salciccioli", "Neal Finkelstein"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165950/EO-1110.pdf" doi: null license: null tags: [college-access] ``` This report is the first in a series examining how campuses in the California State University (CSU) system are implementing Executive Order 1110. --- --- ### 6395. Leveraging Strong Workforce Funding to Build an Innovative Infrastructure: How Community Colleges Take a Regional Approach to Guided Pathways in the San Diego and Imperial Region ```yaml url: "https://www.wested.org/resource/leveraging-strong-workforce-funding/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["San Diego and Imperial Counties Community Colleges Association"] document_url: "https://sdiregionalconsortium.org/wp-content/uploads/2019/12/Leveraging_SWP_SDICCCA-final.pdf" doi: null license: null tags: [career-readiness, college-access] ``` Leaders from 10 San Diego-area community colleges and regional stakeholders are reforming the community college experience by providing students with clear, streamlined, and efficient paths toward completion. --- --- ### 6396. High School Students’ Perceptions of Police Vary by Student Race and Ethnicity: New Research Findings ```yaml url: "https://www.wested.org/resource/high-school-students-perceptions-of-police/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Jonathan Nakamoto", "Rebeca Cerna", "Alexis Stern"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165944/resource-high-school-students-perceptions-of-police.pdf" doi: null license: null tags: [] ``` In response to public concern about school violence, many schools are partnering with law enforcement to increase the presence of officers in schools. However, a police presence, whether at school or in the community, may not make all young people feel safe. --- --- ### 6397. Making the Most of the Governor’s Budget Proposal: Recommendations for Aligning Reporting Requirements From the LCFF Test Kitchen ```yaml url: "https://www.wested.org/resource/making-the-most-of-governors-budget-proposal/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Tia Taylor", "Joel Knudson", "Arun Ramanathan"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` Drawing from the experiences of the LCFF Test Kitchen — a joint project of the California Collaborative for Educational Excellence, Pivot Learning, and WestEd designed to foster innovation in local school districts as they implement LCFF — this brief offers four recommendations for designing a single, web-based reporting platform for K–12 education agencies through a process that values end users and fosters innovation. --- --- ### 6398. Are Metal Detectors Effective at Making Schools Safer? ```yaml url: "https://www.wested.org/resource/are-metal-detectors-effective-at-making-schools-safer/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Jaclyn Schildkraut", "Kathryn Grogan"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165928/resource-are-metal-detectors-effective-at-making-schools-safer.pdf" doi: null license: null tags: [] ``` With the tragedies of school violence igniting calls for increased safety and security, one popular proposal is to use metal detectors in schools. This research brief summarizes what is known about metal detectors in schools and in other settings. --- --- ### 6399. Restorative Justice in U.S. Schools: An Updated Research Review ```yaml url: "https://www.wested.org/resource/restorative-justice-in-u-s-schools-an-updated-research-review/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Trevor Fronius", "Sean Darling-Hammond", "Hannah Sutherland", "Sarah Guckenburg", "Nancy Hurley", "Anthony Petrosino"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165930/resource-restorative-justice-in-u-s-schools-an-updated-research-review.pdf" doi: null license: null tags: [] ``` This updated review documents the current breadth of evidence on restorative justice, provides a more comprehensive picture of how restorative practices are implemented in schools, and lays the groundwork for future research, implementation, and policy. --- --- ### 6400. Evaluation of uAspire’s Afford Program: Year 4 Final Annual Report ```yaml url: "https://www.wested.org/resource/evaluation-of-uaspires-afford-program-year-4-final-annual-report/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Marycruz Diaz", "Staci Wendt", "Arena Lam"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165924/Greenlight-uAspire-Year-4-Afford-Program-Evaluation-Report-Clean508_1.pdf" doi: null license: null tags: [] ``` WestEd’s evaluation of uAspire’s Afford program describes findings on both the implementation and impact of the program for the 2017-2018 implementation year and summarizes results from the previous years of the study. --- --- ### 6401. Investing in Science Teacher Leadership: Strategies and Impacts in the NGSS Early Implementers Initiative ```yaml url: "https://www.wested.org/resource/investing-in-science-teacher-leadership-ngss-early-implementers/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Burr Tyler", "Ted Britton", "Katherine Nilsen", "Ashley Iveland", "Kimberly Nguyen"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165921/resource-investing-in-science-teacher-leadership-ngss-early-implementers.pdf" doi: null license: null tags: [k-12] ``` This evaluation report explains how the NGSS Early Implementers Initiative prepared teachers for leadership in NGSS teaching, including how it created a culture of collaboration that produced change agents for science education and NGSS implementation. --- --- ### 6402. Creating Trauma-Informed Learning Environments ```yaml url: "https://www.wested.org/resource/trauma-informed-learning-environments/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Sarah Nadiv", "Julie Nicholson", "Mid-Atlantic Comprehensive Center at WestEd"] document_url: null doi: null license: null tags: [] ``` This brief, produced by the Mid-Atlantic Comprehensive Center at WestEd, offers five important actions teachers can take to design trauma-sensitive learning environments. --- --- ### 6403. Juvenile Detention Alternatives Initiative Scale-Up: Study of Four States ```yaml url: "https://www.wested.org/resource/juvenile-detention-alternatives-initiative-scale-up-study-of-four-states/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Sarah Guckenburg", "Alexis Stern", "Hannah Sutherland", "Gilberto Lopez", "Anthony Petrosino"] document_url: "https://jprc.wested.org/wp-content/uploads/2019/03/WestEd-JDAI-Study-Report-Final.pdf" doi: null license: null tags: [] ``` This report documents how four states have scaled-up the Juvenile Detention Alternatives Initiative, summarizes lessons learned from implementation, and presents key findings that can inform practice and guide future scale-ups. --- --- ### 6404. Improvement Science in Teacher Preparation at California State University ```yaml url: "https://www.wested.org/resource/improvement-science-in-teacher-preparation-at-california-state-university/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Jonathan Dolle", "Melissa Eiler White", "BreAnna Evans-Santiago", "Tanya Flushman", "Megan Guise", "Sarah Hegg", "Oddmund Myhre", "Erin Ramirez", "Noelle Won"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165902/resource-improvement-science-in-teacher-preparation-at-california-state-university.pdf" doi: null license: null tags: [college-access, professional-development] ``` This report provides a description and examples of how improvement science has been applied to an initiative to improve teacher preparation programs at California State University campuses in partnership with local school districts. --- --- ### 6405. Developing Systems for High-Quality Feedback to Teacher Candidates ```yaml url: "https://www.wested.org/resource/developing-systems-for-high-quality-feedback-to-teacher-candidates/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Melissa Eiler White", "Daniela Torre Gibney", "Allison Milby"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165905/resource-developing-systems-for-high-quality-feedback-to-teacher-candidates.pdf" doi: null license: null tags: [college-access, professional-development] ``` This report shares lessons learned from California State University sites that, in partnership with local school districts, are working to improve teacher preparation with a focus on high-quality feedback for teacher candidates. --- --- ### 6406. Putting Students First: Profiles of District-Charter Collaboration in the District of Columbia and Massachusetts ```yaml url: "https://www.wested.org/resource/putting-students-first-profiles-of-district-charter-collaboration/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Robin Chait", "Carol Keirstead"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165855/resource-putting-students-first-profiles-of-district-charter-collaboration-1.pdf" doi: null license: null tags: [] ``` This report describes several district-charter collaborations in the District of Columbia and Massachusetts that were designed to improve students’ access to quality school options. --- --- ### 6407. Education Budget Strategies for Challenging Times: How California School Districts Are Addressing the Silent Recession ```yaml url: "https://www.wested.org/resource/education-budget-strategies-for-challenging-times-how-california-school-districts-are-addressing-the-silent-recession/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Kelsey Krausen", "Ruthie Caparas", "Jason Willis"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165838/Silent-Recession-II-Budget-Strategies-Report.pdf" doi: null license: null tags: [] ``` This paper describes how districts throughout California are addressing these financial challenges. The paper draws from research literature and interviews with business leaders from school districts and county offices of education throughout the state. --- --- ### 6408. Education Budget Strategies for Challenging Times: How California School Districts Are Addressing the Silent Recession (Executive Summary) ```yaml url: "https://www.wested.org/resource/budget-strategies-for-challenging-times-executive-summary/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Kelsey Krausen", "Ruthie Caparas", "Jason Willis"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165849/Silent-Recession-II-Budget-Strategies-Executive-Summary.pdf" doi: null license: null tags: [] ``` This executive summary outlines key budget strategies identified in the report, Education Budget Strategies for Challenging Times: How California School Districts Are Addressing the Silent Recession. --- --- ### 6409. District Readiness to Support School Turnaround: A Guide for State Education Agencies and Districts, 2nd Edition ```yaml url: "https://www.wested.org/resource/district-readiness-to-support-school-turnaround-second-edition/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Dallas Hambrick Hitt", "William Robinson", "Daniel Player"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2018/12/29115938/District-Readiness-to-Support-School-Turnaround-A-Guide-for-State-Education-Agencies-and-Districts-2nd-Edition.pdf" doi: null license: null tags: [] ``` This updated document guides state education agencies and districts in assessing a district’s readiness to support school turnaround initiatives. --- --- ### 6410. California College Promise: Program Characteristics and Perceptions from the Field ```yaml url: "https://www.wested.org/resource/california-college-promise-program-characteristics-and-perceptions/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Mary Rauner", "Laura Perna", "Martha Kanter", "Thomas Torre Gibney", "Tangela Blakely Reavis", "Amelia Smith"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2018/12/26101435/College-Promise-Landscape-Scan-2018.pdf" doi: null license: null tags: [college-access, sel] ``` This report describes College Promise programs in California, including the number of College Promise programs, features, and general perceptions held by practitioners, leaders, and policymakers. --- --- ### 6411. Engaged and Learning Science: How Students Benefit from Next Generation Science Standards Teaching ```yaml url: "https://www.wested.org/resource/engaged-and-learning-science/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Burr Tyler", "Ted Britton", "Ashley Iveland", "Kimberly Nguyen", "Jerry Hipps"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165833/06-NGSS-Engaged-Learning-Science-Report_FINAL.pdf" doi: null license: null tags: [] ``` Learn how a diverse population of students are benefiting from their districts’ participation in the Early Implementers Initiative, a four-year initiative created to help eight California school districts and two charter management organizations implement the Next Generation Science Standards (NGSS). --- --- ### 6412. Math in Common #14: Incremental Shifts in Classroom Practice: Supporting Implementation of the Common Core State Standards in Mathematics ```yaml url: "https://www.wested.org/resource/supporting-implementation-common-core-state-standards-mathematics/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Nanette Seago", "Cathy Carroll"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165822/resource-supporting-implementation-common-core-state-standards-mathematics.pdf" doi: null license: null tags: [math-education] ``` This report draws on qualitative data to present five cases describing shifts in classroom practice related to Common Core State Standards in Mathematics. --- --- ### 6413. Making Middle School Science Whole: Transitioning to an Integrated Approach to Science Instruction ```yaml url: "https://www.wested.org/resource/making-middle-school-science-whole/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Ashley Iveland", "Ted Britton", "Burr Tyler", "Katherine Nilsen", "Kimberly Nguyen"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165829/resource-making-middle-school-science-whole.pdf" doi: null license: null tags: [k-12] ``` This evaluation report discusses the integration of science disciplines in grades 6-8, including the benefits and challenges of the California preferred integrated model for science instruction. --- --- ### 6414. Impact Study of the Galt Personalized Learning Model ```yaml url: "https://www.wested.org/resource/impact-study-of-the-galt-personalized-learning-model/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Betsy McCarthy", "Ying Liu"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165826/McCarthy-Personalized-learning-Galt-Joint-Union-School-District.pdf" doi: null license: null tags: [personalized-learning] ``` This report describes a personalized learning model developed by Galt Joint Union Elementary School District, the gradual implementation of the model over a four-year period, and the results of an impact study focused on measuring its effectiveness. --- --- ### 6415. Math in Common #13: Improving the Dynamics of Classroom Instruction in Response to the Common Core ```yaml url: "https://www.wested.org/resource/math-in-common-13-improving-the-dynamics-of-classroom-instruction-in-response-to-the-common-core/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Frances Reade", "Rebecca Perry", "Alberto Heredia"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165819/resource-math-in-common-13-improving-the-dynamics-of-classroom-instruction-in-response-to-the-common-core.pdf" doi: null license: null tags: [math-education] ``` A recent survey of teachers and administrators in 10 California school districts show educators’ steadily increasing levels of confidence and feelings of support for making the changes required by new math standards. --- --- ### 6416. CenterView: How Protocols Empower Teacher Leaders to Lead and Teachers to Teach ```yaml url: "https://www.wested.org/resource/centerview-how-protocols-empower-teacher-leaders-to-lead-and-teachers-to-teach/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Pamela Fong"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165816/resource-centerview-how-protocols-empower-teacher-leaders-to-lead-and-teachers-to-teach.pdf" doi: null license: null tags: [] ``` This CenterView describes three protocols designed to help teachers communicate in a focused way that can often lead to change in practice. --- --- ### 6417. Thought Leadership Forum Brief: Formative Assessment and Agency as Drivers of Instructional Transformation ```yaml url: "https://www.wested.org/resource/formative-assessment-instructional-transformation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["The Center for School Turnaround and Improvement"] document_url: "https://centeronschoolturnaround.org/wp-content/uploads/2018/10/CST-Thought-Leadership-Forum-Brief6-Transitional-Leadership.pdf" doi: null license: null tags: [formative-assessment] ``` This brief summarizes May and June 2018 Thought Leadership Forum presentations and includes recommendations for state and local education agencies for implementing instructional transformation. --- --- ### 6418. The Initial Impact of the California Administrator Performance Assessment (CalAPA) Policy on Preparation Programs ```yaml url: "https://www.wested.org/resource/california-administrator-performance-assessment-calapa-policy/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Heather Mattson", "Karen Kearney", "Rebecca Cheung", "Reino Makkonen"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165806/resource-initial-impact-of-the-california-administrator-performance-assessment-calapa-policy-on-preparation-programs.pdf" doi: null license: null tags: [formative-assessment] ``` This report presents a useful snapshot of the current state of preparation programs that are preparing for consequential implementation of the CalAPA policy. --- --- ### 6419. Five Misconceptions About School Shootings ```yaml url: "https://www.wested.org/resource/five-misconceptions-about-school-shootings/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Peter Langman", "Anthony Petrosino", "Hannah Sutherland", "WestEd Justice & Prevention Research Center"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165759/JPRC-Five-Misconceptions-Brief.pdf" doi: null license: null tags: [] ``` This research brief addresses five common misconceptions about school shootings and their perpetrators and presents a balanced perspective on what can be done to better promote school safety. --- --- ### 6420. Thought Leadership Forum Brief: Talent Development and Opportunity Culture ```yaml url: "https://www.wested.org/resource/talent-development-and-opportunity-culture/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["The Center for School Turnaround and Improvement"] document_url: "https://centeronschoolturnaround.org/wp-content/uploads/2018/07/CST-Thought-Leadership-Forum-Brief-Talent-Development_FINAL.pdf" doi: null license: null tags: [] ``` What is opportunity culture and how does it fit into the four domains of rapid school improvement? Find out in a new brief from the Center on School Turnaround. --- --- ### 6421. Examination of Data Usability Options for Assessing Eligibility for Higher Education in California ```yaml url: "https://www.wested.org/resource/data-usability-options-for-assessing-eligibility-for-higher-education-in-california/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Tony Fong", "Vanessa Ximenes Barrat", "Neal Finkelstein"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165756/resource-examination-of-data-usability-options-for-assessing-eligibility-for-higher-education-in-california.pdf" doi: null license: null tags: [college-access] ``` This report examines whether federal reporting data can be utilized as a surrogate for individual transcript data in future University of California/California State University eligibility studies. --- --- ### 6422. Support for Rapid School Improvement: How Federal Dollars Can Be Leveraged for Systemic Improvement ```yaml url: "https://www.wested.org/resource/support-for-rapid-school-improvement/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Melissa Junge", "Sheara Krvaric"] document_url: "https://centeronschoolturnaround.org/wp-content/uploads/2018/06/CST_Leveraging-Federal-Dollars.pdf" doi: null license: null tags: [] ``` This guide delves into often-overlooked federal funding sources that can be used to support local efforts to pursue rapid turnaround. --- --- ### 6423. Thought Leadership Forum Brief: Turnaround Leadership and Leadership Competencies ```yaml url: "https://www.wested.org/resource/turnaround-leadership-and-leadership-competencies/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["The Center for School Turnaround and Improvement"] document_url: "https://centeronschoolturnaround.org/wp-content/uploads/2018/06/CST-Thought-Leadership-Forum-Brief4-Network-State-Turnaround.pdf" doi: null license: null tags: [computer-assisted-learning, formative-assessment] ``` This brief summarizes the information presented at two online thought leadership forums that explored the transformative uses of turnaround leader competencies for supporting principals. --- --- ### 6424. Characteristics of Rural and Non-Rural Districts in Utah from 2012 to 2017 ```yaml url: "https://www.wested.org/resource/characteristics-of-rural-and-non-rural-districts-in-utah/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["John Rice", "Min Huang", "Kenwyn Derby"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165749/RELW-JIT-UT-Rural-Nonrural-Districts.pdf" doi: null license: null tags: [sel] ``` To help inform education stakeholders in Utah, this study examined the differences in characteristics between rural and non-rural districts in the state from fiscal year 2012 through fiscal year 2017. --- --- ### 6425. Arizona Mayors Education Dashboards: The Economic Effects of High School Non-Completion and Disconnected Youth ```yaml url: "https://www.wested.org/resource/arizona-mayors-education-dashboards/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Clive R. Belfield", "Ian Hickox"] document_url: "https://azmayors.org/wp-content/uploads/2020/03/AZMayorsEducationDashboards_Spring2018.pdf" doi: null license: null tags: [] ``` This report profiles the cities and towns whose mayors are members of the Arizona Mayors Education Roundtable. --- --- ### 6426. CenterView: Learning Cycles: A Powerful Tool for Teacher-to-Teacher Professional Learning ```yaml url: "https://www.wested.org/resource/cftl-centerview-learning-cycles/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Pamela Fong", "Joy Lewis"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165744/resource-centerview-learning-cycles-a-powerful-tool-for-teacher-to-teacher-professional-learning.pdf" doi: null license: null tags: [] ``` Discover how a learning cycle framework provides structure to teacher-to-teacher professional learning. --- --- ### 6427. Trauma-Informed Practices from Prenatal to Young Adulthood: Voices from the Field ```yaml url: "https://www.wested.org/resource/trauma-informed-practices/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Julie Nicholson", "Natalie Walrond", "BethAnn Berliner", "Jenny Betz", "Cecelia Dodge", "Julie Kurtz", "Monica Mathur-Kalluri", "Sarah Nadiv"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165741/TIP-Prenatal-to-Adult-Voices-from-Field.pdf" doi: null license: null tags: [] ``` This resource illustrates how trauma-informed practices shape the work of experts and practitioners in the field. --- --- ### 6428. Next Generation Science Standards in Practice: Tools and Processes Used by the California NGSS Early Implementers ```yaml url: "https://www.wested.org/resource/next-generation-science-standards-in-practice/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Karen Cerwin", "Kathy DiRanna", "Jill Grace", "Phil LaFontaine", "Sue Ritchie", "Jody Sheriff", "Jo Topps", "David Tupper", "Claudio Vargas", "Barbara Woods", "Burr Tyler", "Ted Britton", "Ashley Iveland"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165735/resource-next-generation-science-standards-in-practice.pdf" doi: null license: null tags: [] ``` This report describes 10 key tools and processes that aid NGSS lesson planning, instruction, and administrator support. --- --- ### 6429. Network for Teaching Entrepreneurship (NFTE) 2016 Alumni Survey Findings ```yaml url: "https://www.wested.org/resource/network-for-teaching-entrepreneurship-nfte-2016-alumni-survey-findings/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Jonathan Nakamoto", "John Rice"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165738/resource-network-for-teaching-entrepreneurship-2016-alumni-survey-findings.pdf" doi: null license: null tags: [] ``` This study describes the results of a survey administered to alumni of the Network for Teaching Entrepreneurship's (NFTE) education programs. --- --- ### 6430. Multiple Paths Forward: Diversifying Mathematics as a Strategy for College Success (Executive Summary) ```yaml url: "https://www.wested.org/resource/multiple-paths-forward-executive-summary/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Pamela Burdman", "Kathy Booth", "Chris Thorn", "Peter Riley Bahr", "Jon McNaughtan", "Grant Jackson"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165729/Multiple-Paths-Forward-Executive-Summary-Booth.pdf" doi: null license: null tags: [college-access, math-education] ``` This executive summary outlines key findings from a report on how colleges are creating math pathways that are aligned with students’ programs of study. --- --- ### 6431. Multiple Paths Forward: Diversifying Mathematics as a Strategy for College Success ```yaml url: "https://www.wested.org/resource/multiple-paths-forward/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Pamela Burdman", "Kathy Booth", "Peter Riley Bahr", "Jon McNaughtan", "Grant Jackson", "Chris Thorn"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165721/Multiple-Paths-Forward-Booth.pdf" doi: null license: null tags: [college-access, math-education] ``` This report, written for community college practitioners, details how colleges are creating math pathways that are aligned with students’ programs of study. --- --- ### 6432. Silent Recession: Why California School Districts Are Underwater Despite Increases in Funding ```yaml url: "https://www.wested.org/resource/silent-recession/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Kelsey Krausen", "Jason Willis"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165725/resource-silent-recession-2.pdf" doi: null license: null tags: [] ``` Learn how increasing costs are forcing many California school districts to make dramatic program adjustments and reductions, and risk significant deficit spending. --- --- ### 6433. Supports for Students with Disabilities in the Math in Common Districts ```yaml url: "https://www.wested.org/resource/supports-for-students-with-disabilities-math-in-common/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Dona Meinders", "Rebecca Perry", "Frances Reade", "Tony Fong", "Diana Blackmon"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165719/resource-supports-for-students-with-disabilities-math-in-common.pdf" doi: null license: null tags: [inclusive-design, math-education] ``` Learn how two school districts are successfully building supports for students with disabilities into all their work for math instructional improvement. --- --- ### 6434. Developing Principals’ Instructional Leadership: Systems of Support in Two Math in Common Districts ```yaml url: "https://www.wested.org/resource/developing-principals-instructional-leadership-math-in-common/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Rebecca Perry", "Frances Reade"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165715/resource-developing-principals-instructional-leadership-math-in-common.pdf" doi: null license: null tags: [math-education] ``` Learn about the ways districts are moving to systematically support principals to understand the instructional shifts required by the Common Core State Standards in Mathematics. --- --- ### 6435. What Do We Know About the Effects of School-Based Law Enforcement on School Safety? ```yaml url: "https://www.wested.org/resource/effects-of-school-based-law-enforcement-on-school-safety/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Alexis Stern", "Anthony Petrosino"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165712/JPRC-Police-Schools-Brief.pdf" doi: null license: null tags: [] ``` Developed by WestEd’s Justice & Prevention Research Center, this brief presents a definition of school-based law enforcement and summarizes some of the research about its effects on students and schools. --- --- ### 6436. The Engagement Playbook: A Toolkit for Engaging Stakeholders Around the Four Domains of Rapid School Improvement ```yaml url: "https://www.wested.org/resource/the-engagement-playbook/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Carlas McCauley", "Joanne Cashman"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2018/03/29101801/The-Engagement-Playbook-A-Toolkit-for-Engaging-Stakeholders-Around-the-Four-Domains-of-Rapid-School-Improvement.pdf" doi: null license: null tags: [] ``` This toolkit supports decision-makers and everyone responsible for implementing improvement efforts by combining a framework for school turnaround with a focus on the human side of change. --- --- ### 6437. Continuous Improvement in Practice ```yaml url: "https://www.wested.org/resource/continuous-improvement-in-practice/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Heather Hough", "Jason Willis", "Alicia Grunow", "Kelsey Krausen", "Sylvia Kwon", "Laura Steen Mulfinger", "Sandra Park"] document_url: null doi: null license: null tags: [] ``` Learn about the concept of continuous improvement, both in theory and in practice. --- --- ### 6438. Sense-Makers, Messengers, and Mediators of the New Mathematics Standards: Math Coaches in the Math in Common Community of Practice ```yaml url: "https://www.wested.org/resource/math-coaches-in-the-math-in-common-community-of-practice/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Frances Reade", "Cathy Carroll"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165650/resource-math-coaches-in-the-math-in-common-community-of-practice.pdf" doi: null license: null tags: [math-education] ``` Learn how coaches are supporting math standards implementation in school districts. --- --- ### 6439. Resources and Strategies for Identifying and Supporting English Learners with Learning Disabilities ```yaml url: "https://www.wested.org/resource/strategies-to-identify-and-support-english-learners-with-learning-disabilities-review-of-research-and-resources/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["REL West"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165704/WEB-2018-01-EL-SWD-update.pdf" doi: null license: null tags: [english-learners, inclusive-design] ``` This updated research brief provides strategies and resources designed to help educators identify English learner students with learning disabilities and determine the best academic supports for them. --- --- ### 6440. CenterView: Teacher Leadership Works – It Builds, Energizes, Sustains ```yaml url: "https://www.wested.org/resource/cftl-centerview-teacher-leadership-works/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Pamela Fong", "Joy Lewis"] document_url: "https://thecenter.wested.org/wp-content/uploads/2018/02/CFTL_CenterView_Teacher_Leadership_Works_Feb_2018_FINAL-1.pdf" doi: null license: null tags: [] ``` This CenterView reports on a teacher leadership survey designed to assess the impact teacher-to-teacher professional learning has on the professional growth of both teacher leaders and the teachers they support. --- --- ### 6441. Four Domains for Rapid School Improvement: Indicators of Effective Practice ```yaml url: "https://www.wested.org/resource/four-domains-indicators-of-effective-practice/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Sam Redding", "Carlas McCauley", "Kathleen Ryan Jackson", "Lenay Dunn", "The Center for School Turnaround and Improvement"] document_url: "https://csti.wested.org/wp-content/uploads/2024/09/CST_Indictors-Effective-Practice-Four-Domains.pdf" doi: null license: null tags: [] ``` This document is designed to help school, district, and state teams identify with greater certainty whether a relevant practice from the four domains is standard and routinely operational in their part of the education system or whether more work is needed. --- --- ### 6442. Finding a Path Toward Equity: What States Can Learn from the Transformation of California’s School Funding Model ```yaml url: "https://www.wested.org/resource/path-toward-equity/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Christina Baumgardner", "Stephen Frank", "Jason Willis", "Alex B. Jacobson"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165655/ERS-Path-Toward-Equity.pdf" doi: null license: null tags: [] ``` Find out the history of one of California’s most significant education reforms, and learn valuable lessons applicable to all states pursuing a more equitable and transparent K–12 funding system. --- --- ### 6443. Working Together to Support Equitable Access to Charter Schools: Research and Recommendations ```yaml url: "https://www.wested.org/resource/equitable-access-to-charter-schools/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Sara Allender", "Angela Estacion", "Amanda Nabors"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165653/MACC-Charter-School-Policy-Brief.pdf" doi: null license: null tags: [] ``` How can states and school districts work together to ensure students have equitable access to available high-performing charter schools? Find out in this brief developed by the Mid-Atlantic Comprehensive Center at WestEd. --- --- ### 6444. Developing District Plans for NGSS Implementation: Preventing Detours and Finding Express Lanes on the Journey to Implement the New Science Standards ```yaml url: "https://www.wested.org/resource/developing-district-plans-for-ngss-implementation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Burr Tyler", "Ted Britton"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165647/NGSS-Preventing-Detours-Report-4.pdf" doi: null license: null tags: [] ``` This evaluation report describes lessons learned by school districts that are developing and using master plans to implement NGSS. --- --- ### 6445. Framework for Leading Next Generation Science Standards Implementation ```yaml url: "https://www.wested.org/resource/framework-for-leading-next-generation-science-standards-implementation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Katherine Stiles", "Susan Mundry", "Kathy DiRanna"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165620/Framework-for-Leading-NGSS-Implementation.pdf" doi: null license: null tags: [learning-engineering] ``` This new framework provides insight into the full array of what leaders need to know — and be able to do — to lead Next Generation Science Standards (NGSS) implementation, from inspiration and vision to data use and quality professional learning. --- --- ### 6446. California Standards Implementation: What Educators Are Saying ```yaml url: "https://www.wested.org/resource/california-standards-implementation-what-educators-are-saying/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Reino Makkonen", "Robert Sheffield"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165634/resource-california-standards-implementation-what-educators-are-saying-1.pdf" doi: null license: null tags: [career-readiness, college-access] ``` How do educators feel about the process of implementing college- and career-readiness standards? This brief summarizes findings from recent surveys of California teachers and offers lessons learned from ongoing research and technical assistance initiatives. --- --- ### 6447. Scaffolding Writing Through the “Teaching and Learning Cycle” ```yaml url: "https://www.wested.org/resource/scaffolding-writing-through-the-teaching-and-learning-cycle/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Pamela Spycher"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165629/resource-scaffolding-writing-through-the-teaching-and-learning-cycle.pdf" doi: null license: null tags: [writing-instruction] ``` Help your students become effective writers through scaffolding and the Teaching and Learning Cycle. --- --- ### 6448. Administrators Matter in NGSS Implementation: How School and District Leaders Are Making Science Happen ```yaml url: "https://www.wested.org/resource/administrators-matter-ngss-implementation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Ashley Iveland", "Burr Tyler", "Ted Britton", "Kimberly Nguyen", "Steve Schneider"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165625/NGSS-Administrators-Matter-Report3.pdf" doi: null license: null tags: [] ``` Learn how site and district administrators in several K–8 school districts in California are making critical contributions to the implementation of NGSS. --- --- ### 6449. The Synergy of Science and English Language Arts: Means and Mutual Benefits of Integration ```yaml url: "https://www.wested.org/resource/synergy-of-science-and-english-language-arts/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Burr Tyler", "Ted Britton", "Ashley Iveland", "Jerry Hipps", "Kimberly Nguyen", "Steve Schneider"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165613/resource-synergy-of-science-and-english-language-arts.pdf" doi: null license: null tags: [] ``` Learn how the NGSS Early Implementers Initiative is equipping K–8 teachers to integrate science and English language arts. --- --- ### 6450. Instructional Materials: Who Makes the Choice? Findings from the Annual Survey on Implementing the Common Core State Standards in Mathematics ```yaml url: "https://www.wested.org/resource/instructional-materials-who-makes-the-choice/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Rebecca Perry", "Stacy Marple", "Frances Reade"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165607/resource-instructional-materials-who-makes-the-choice-MiC9.pdf" doi: null license: null tags: [math-education] ``` What are the key steps to consider, and pitfalls to avoid, when choosing curricula to teach Common Core math standards? --- --- ### 6451. Three Structures in the Garden Grove Unified School District That Support Implementation of the Common Core State Standards in Mathematics ```yaml url: "https://www.wested.org/resource/garden-grove-ccss-math/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Rebecca Perry", "Frances Reade", "Alberto Heredia", "Neal Finkelstein"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165610/resource-garden-grove-ccss-math-mic8.pdf" doi: null license: null tags: [math-education] ``` Why did one California school district drastically outperform nine others in meeting Common Core math standards? Find out in this report. --- --- ### 6452. CenterView: Teachers Leading the Way – Teacher-to-Teacher Professional Learning ```yaml url: "https://www.wested.org/resource/cftl-teachers-leading-the-way-teacher-to-teacher-professional-learning/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Pamela Fong", "Joy Lewis"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165604/resource-cftl-teachers-leading-the-way-teacher-to-teacher-professional-learning.pdf" doi: null license: null tags: [] ``` Learn how teacher leaders are enacting teacher leader-led professional learning and what school administrators can do to support and sustain this approach. --- --- ### 6453. Charting a District’s Literacy Landscape: A Path Toward Strategic Decision-Making ```yaml url: "https://www.wested.org/resource/charting-a-districts-literacy-landscape/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Heather Mattson", "Scott Vince"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165559/resource-charting-a-districts-literacy-landscape.pdf" doi: null license: null tags: [literacy] ``` This brief describes one school district’s decision-making process for — and success in — improving student literacy. --- --- ### 6454. Public School State Snapshot: Arizona, California, Nevada, and Utah ```yaml url: "https://www.wested.org/resource/public-school-state-snapshot-arizona-california-nevada-and-utah/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["REL West"] document_url: null doi: null license: null tags: [] ``` Access easy-to-digest information about public education in Arizona, California, Nevada, and Utah. Download this infographic. --- --- ### 6455. Quality Education for ELLs/ MLLs: Why We Need It and How We Can Achieve It ```yaml url: "https://www.wested.org/resource/quality-education-for-ells-mlls/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Aída Walqui"] document_url: null doi: null license: null tags: [english-learners] ``` This brief provides a rationale for educators to rethink and reinvent quality education for English language and multilingual learners. --- --- ### 6456. Quality Student Interactions: Why Are They Crucial to Language Learning and How Can We Support Them? ```yaml url: "https://www.wested.org/resource/quality-student-interactions/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Elsa Billings", "Peggy Mueller"] document_url: null doi: null license: null tags: [] ``` Why is social interaction so essential in learning language and the disciplines? Find the answer and more in this new brief. --- --- ### 6457. De-Mystifying Complex Texts: What are “Complex” Texts and How Can We Ensure ELLs/MLLs Can Access Them? ```yaml url: "https://www.wested.org/resource/demystifying-complex-texts/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Elsa Billings", "Aída Walqui"] document_url: null doi: null license: null tags: [english-learners] ``` Learn how to make complex text more accessible to English language and multilingual learners. --- --- ### 6458. Zone of Proximal Development: An Affirmative Perspective in Teaching ELLs ```yaml url: "https://www.wested.org/resource/zone-of-proximal-development/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Elsa Billings", "Aída Walqui"] document_url: null doi: null license: null tags: [english-learners] ``` Learn how collaboration impacts the academic development of English language and multilingual learners. --- --- ### 6459. Dispelling the Myth of “English Only”: Understanding the Importance of the First Language in Second Language Learning ```yaml url: "https://www.wested.org/resource/dispelling-the-myth-of-english-only/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Elsa Billings", "Aída Walqui"] document_url: null doi: null license: null tags: [] ``` This brief, published by the New York State Education Department, offers background on the importance of fostering continued use of the first language while simultaneously learning a second language. --- --- ### 6460. Using Data to Ensure That Teachers Are Learner Ready on Day One ```yaml url: "https://www.wested.org/resource/using-data-to-ensure-teachers-are-learner-ready/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Data Quality Campaign"] document_url: "https://dataqualitycampaign.org/wp-content/uploads/2017/08/DQC-EPP-primer-08032017-1.pdf" doi: null license: null tags: [] ``` Learn how data sharing among states, educator preparation programs, and K-12 leaders can help ensure quality teaching and learning. --- --- ### 6461. Professional Learning Community Facilitators’ Guide to Discussion of “English Language Learners and the New Standards” ```yaml url: "https://www.wested.org/resource/english-language-learners-and-the-new-standards-facilitators-guide/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Margaret Heritage", "Aída Walqui", "Robert Linquanti", "Haiwen Chu", "Elsa Billings", "Leslie Hamburger"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165536/resource-english-language-learners-and-the-new-standards-facilitators-guide2.pdf" doi: null license: null tags: [english-learners] ``` Use this guide to facilitate discussions about the book, English Language Learners and the New Standards. --- --- ### 6462. CenterView: Forging Partnerships — A Model for Teacher Leadership Development ```yaml url: "https://www.wested.org/resource/cftl-forging-partnerships-a-model-for-teacher-leadership-development/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Pamela Fong", "Joy Lewis", "Center for the Future of Teaching and Learning at WestEd"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165533/resource-cftl-forging-partnerships-a-model-for-teacher-leadership-development.pdf" doi: null license: null tags: [] ``` Learn how school districts can enable successful teacher leadership to improve standards-aligned instructional practices. --- --- ### 6463. Analyzing Student-Level Disciplinary Data: A Guide for Districts ```yaml url: "https://www.wested.org/resource/analyzing-student-level-disciplinary-data/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Anthony Petrosino", "Trevor Fronius", "Cailean Cooke", "Daniel J. Losen", "Herbert M. Turner", "Urban School Improvement Alliance"] document_url: null doi: null license: null tags: [] ``` This guide helps school and district leaders analyze and better use student-level disciplinary data. --- --- ### 6464. Growth Mindset, Performance Avoidance, and Academic Behaviors in Clark County School District ```yaml url: "https://www.wested.org/resource/growth-mindset-performance-avoidance-and-academic-behaviors/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Jason Snipes", "Loan Tran"] document_url: null doi: null license: null tags: [sel] ``` This study examined student and teacher attitudes and beliefs about growth mindset, performance avoidance, and academic behaviors in one Nevada school district. --- --- ### 6465. Working Toward a Definition of Infant/Toddler Curricula: Intentionally Furthering the Development of Individual Children within Responsive Relationships ```yaml url: "https://www.wested.org/resource/working-toward-a-definition-of-infant-toddler-curricula/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Rachel Chazan-Cohen", "Martha Zaslow", "Helen H. Raikes", "James Elicker", "Diane Paulsell", "Allyson Dean", "Kerry Kriener-Althen"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165505/resource-working-toward-a-definition-of-infant-toddler-curricula.pdf" doi: null license: null tags: [early-childhood] ``` What should a curriculum for infants and toddlers look like? What elements are important? This brief aims to provide answers to these questions. --- --- ### 6466. Math Course Pathways: Companion Sheet for Teachers and School Counselors ```yaml url: "https://www.wested.org/resource/math-course-pathways-teachers-and-school-counselors/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["REL West"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165456/resource-Math-Course-Pathway-Companion-Sheet-for-Teachers-and-School-Counselors.pdf" doi: null license: null tags: [math-education] ``` Teachers and school counselors: Prepare for math course planning discussions with students and parents using the Math Course Pathway Parent Guide: Four Years of Math, Nothing Less Will Do. --- --- ### 6467. Math Course Pathway Guides for Parents and Students ```yaml url: "https://www.wested.org/resource/math-course-pathway-guides-for-parents-and-students/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["REL West"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165501/resource-Four-Years-Of-Math-Traditional-Stats.pdf" doi: null license: null tags: [college-access, math-education] ``` These planning guides are designed to guide and inform conversations to help ensure students enroll in the necessary math courses to set them on the path to college success. --- --- ### 6468. Including Recently Arrived English Learners in State Accountability Systems: An Empirical Illustration of Models ```yaml url: "https://www.wested.org/resource/including-recently-arrived-english-learners-in-state-accountability-systems-an-empirical-illustration-of-models/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["H. Gary Cook", "Robert Linquanti"] document_url: null doi: null license: null tags: [english-learners] ``` How can states best serve recently arrived English learner students in state accountability systems? This paper provides a range of ideas, resources, and tools. --- --- ### 6469. Promising Leadership Practices for Rapid School Improvement That Lasts ```yaml url: "https://www.wested.org/resource/promising-leadership-practices-for-rapid-school-improvement/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Dallas Hambrick Hitt", "Coby V. Meyers", "The Center for School Turnaround and Improvement"] document_url: "https://csti.wested.org/wp-content/uploads/2024/09/CST_Promising-Practices.pdf" doi: null license: null tags: [] ``` Learn promising practices for how to sustain the advances made in schools that have demonstrated rapid improvement. --- --- ### 6470. Designing a Comprehensive Assessment System ```yaml url: "https://www.wested.org/resource/designing-a-comprehensive-assessment-system/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Deb Sigman", "Marie Mancuso"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165508/resource-designing-a-comprehensive-assessment-system.pdf" doi: null license: null tags: [formative-assessment] ``` What does it take to create a balanced and aligned comprehensive assessment system? This paper identifies strategies for states, districts, and schools. --- --- ### 6471. Journey to Personalized Learning – Bright Future: A Race to the Top-District Initiative in Galt Joint Union Elementary School District ```yaml url: "https://www.wested.org/resource/journey-to-personalized-learning/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Betsy McCarthy", "Karen Schauer"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165442/resource-journey-to-personalized-learning-1.pdf" doi: null license: null tags: [personalized-learning] ``` How can personalized learning be implemented in small and medium-sized school districts that support ethnically and economically diverse populations of learners? Read the findings. --- --- ### 6472. Federal Support for Education Innovation Through the Small Business Innovation Research Program ```yaml url: "https://www.wested.org/resource/federal-support-for-education/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Jan Anderson", "Ryan Miskell", "Ted Britton"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165530/resource-federal-support-for-education.pdf" doi: null license: null tags: [] ``` This study is the first-ever extensive analysis of publicly available data on Small Business Innovation Research efforts specific to education. --- --- ### 6473. How Teachers Judge the Quality of Instructional Materials: Selecting Instructional Materials, Brief 1 – Quality ```yaml url: "https://www.wested.org/resource/selecting-instructional-materials-brief-1-quality/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Daniel Bugler", "Stacy Marple", "Elizabeth Burr", "Min Chen-Gaddini", "Neal Finkelstein"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165445/resource-selecting-instructional-materials-brief-1-quality.pdf" doi: null license: null tags: [] ``` Learn how teachers in six cities make informed decisions about selecting quality instructional materials. --- --- ### 6474. Why and How Teachers Choose to Supplement Adopted Materials: Selecting Instructional Materials, Brief 2 – Supplementation ```yaml url: "https://www.wested.org/resource/selecting-instructional-materials-brief-2-supplementation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Stacy Marple", "Daniel Bugler", "Min Chen-Gaddini", "Elizabeth Burr", "Neal Finkelstein"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165449/resource-selecting-instructional-materials-brief-2-supplementation.pdf" doi: null license: null tags: [] ``` Learn why and how teachers choose supplemental materials that support positive outcomes for students. --- --- ### 6475. Teachers’ Perceptions and Practices Related to the Adoption of Instructional Materials: Selecting Instructional Materials, Brief 3 – Adoption ```yaml url: "https://www.wested.org/resource/selecting-instructional-materials-brief-3-adoption/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Min Chen-Gaddini", "Elizabeth Burr", "Stacy Marple", "Daniel Bugler", "Neal Finkelstein"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165453/resource-selecting-instructional-materials-brief-3-adoption.pdf" doi: null license: null tags: [] ``` Learn the roles teachers play in district-led processes for selection and adoption of instructional materials. --- --- ### 6476. How Do Algebra I Course Repetition Rates Vary Among English Learner Students by Length of Time to Reclassification as English Proficient? ```yaml url: "https://www.wested.org/resource/algebra-repetition-rates-among-english-learners/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Karina Jaquet", "Tony Fong"] document_url: null doi: null license: null tags: [english-learners, math-education] ``` This report examines Algebra I repetition rates of English learner students. --- --- ### 6477. Home Language Survey Data Quality Self-Assessment ```yaml url: "https://www.wested.org/resource/home-language-survey-data-quality-self-assessment/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Susan F. Henry", "Daniel Mello", "Maria-Paz Avery", "Caroline Parker", "Erin Stafford"] document_url: null doi: null license: null tags: [english-learners, formative-assessment] ``` This report is designed to help state departments of education and school districts improve the quality of data collected through home language surveys and more accurately identify English learner students. --- --- ### 6478. Short-Term Impacts of Student Listening Circles on Student Perceptions of School Climate and of Their Own Competencies ```yaml url: "https://www.wested.org/resource/short-term-impacts-of-student-listening-circles/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Thomas Hanson", "Jeff Polik", "Rebeca Cerna"] document_url: null doi: null license: null tags: [] ``` This research study examines whether participation in student listening circles increases students' connectedness to school. --- --- ### 6479. Developing Foundational Reading Skills in the Early Grades: Teaching Decoding Skills Through Small-Group Lessons ```yaml url: "https://www.wested.org/resource/foundational-reading-skills-in-the-early-grades/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Pamela Spycher"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165427/Developing_Foundational_Reading_Skills_in_the_Early_Grades-revised-12.23.pdf" doi: null license: null tags: [literacy] ``` This paper discusses the instruction and development of foundational reading skills, with a particular focus on how to help students in the early grades learn to decode, or pronounce, words. --- --- ### 6480. How Are Middle School Climate and Academic Performance Related Across Schools and Over Time? ```yaml url: "https://www.wested.org/resource/middle-school-climate-and-academic-performance/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Adam Voight", "Thomas Hanson"] document_url: null doi: null license: null tags: [literacy, math-education] ``` This REL West study finds students' math and reading test scores increased and decreased over time according to their own perceptions of their school's climate. --- --- ### 6481. Move On When Reading: Implementation of a Third Grade Retention Policy in Arizona ```yaml url: "https://www.wested.org/resource/move-on-when-reading-arizona/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Lenay Dunn", "Scott Vince", "Patricia Castillo"] document_url: null doi: null license: null tags: [literacy] ``` Learn about the initial implementation and key findings to date of Arizona's third grade retention policy. --- --- ### 6482. Juvenile Drug Courts: Policy and Practice Scan ```yaml url: "https://www.wested.org/resource/juvenile-drug-courts/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Kyungseok Choo", "Anthony Petrosino", "Hannah Sutherland", "Trevor Fronius", "Sarah Guckenburg", "Kevin Earl"] document_url: null doi: null license: null tags: [] ``` This report describes a sample of 25 local juvenile drug treatment courts, including current operations and structures, challenges, and successes. --- --- ### 6483. Early Indicators and Academic Mindsets in the Clark County School District ```yaml url: "https://www.wested.org/resource/early-indicators-and-academic-mindsets-in-the-clark-county-school-district/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Jason Snipes", "Loan Tran"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165519/resource-early-indicators-and-academic-mindsets.pdf" doi: null license: null tags: [dropout-prevention] ``` This study explores two issues related to high school graduation rates: early warning indicators and the relation of academic mindsets (students' beliefs, attitudes, and dispositions) to students' academic progress. --- --- ### 6484. District Guide for Creating Indicators for Early Warning Systems ```yaml url: "https://www.wested.org/resource/creating-indicators-for-early-warning-systems/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Yibing Li", "Jenny Scala", "Dean Gerdeman", "David Blumenthal"] document_url: null doi: null license: null tags: [] ``` This guide provides advice to help school districts make sound decisions in developing or refining accurate early warning indicators. --- --- ### 6485. Evidence-Based Improvement: A Guide for States to Strengthen Their Frameworks and Supports Aligned to the Evidence Requirements of ESSA ```yaml url: "https://www.wested.org/resource/evidence-based-improvement-essa-guide-for-states/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Sylvie Hale", "Lenay Dunn", "Nikola Filby", "John Rice", "Lori Van Houten"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165413/Evidence-Based-Improvement-Guide-FINAL-122116.pdf" doi: null license: null tags: [] ``` This guide provides an initial set of tools to help states and school districts understand and plan for implementing evidence-based improvement strategies. --- --- ### 6486. High School Graduation Rates Across English Learner Student Subgroups in Arizona ```yaml url: "https://www.wested.org/resource/graduation-rates-across-english-learner-subgroups-in-arizona/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Min Huang", "Niufeng Zhu", "Loan Tran"] document_url: null doi: null license: null tags: [dropout-prevention, english-learners] ``` This report examines five English language learner student groups in the state of Arizona and provides empirical evidence suggesting targeted supports for this diverse group of students. --- --- ### 6487. Long-Term English Learners: Spotlight on an Overlooked Population ```yaml url: "https://www.wested.org/resource/long-term-english-learner-students/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Regional Educational Laboratory West at WestEd"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165416/LTEL-factsheet.pdf" doi: null license: null tags: [english-learners, literacy, sel] ``` This research brief highlights long-term English learner student characteristics, points to factors that impede their academic literacy development, and identifies promising practices that may improve their academic outcomes. --- --- ### 6488. Scaling Academic Planning in Community College: A Randomized Controlled Trial ```yaml url: "https://www.wested.org/resource/scaling-academic-planning-in-community-college/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Mary G. Visher", "Alexander K. Mayer", "Michael Johns", "Timothy Rudd", "Andrew Levine", "Mary Rauner"] document_url: null doi: null license: null tags: [college-access] ``` This study investigates the impact of counseling sessions on community college student outcomes. --- --- ### 6489. Characteristics and Education Outcomes of Utah High School Dropouts Who Re-Enrolled ```yaml url: "https://www.wested.org/resource/utah-high-school-dropouts-who-re-enrolled/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Vanessa Ximenes Barrat", "BethAnn Berliner"] document_url: null doi: null license: null tags: [dropout-prevention, sel] ``` This REL West study challenges the perception that when high school students drop out, they leave school for good. --- --- ### 6490. Teacher Demographics and Evaluation: A Descriptive Study in a Large Urban District ```yaml url: "https://www.wested.org/resource/teacher-demographics-and-evaluation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Jessica Bailey", "Candice Bocala", "Jacqueline Zweig"] document_url: null doi: null license: null tags: [sel] ``` This study examines the relationship between teacher characteristics (e.g., race/ethnicity, gender) and performance evaluation outcomes. --- --- ### 6491. Projections of California Teacher Retirements: A County and Regional Perspective ```yaml url: "https://www.wested.org/resource/california-teacher-retirements/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Tony Fong", "Reino Makkonen", "Karina Jaquet"] document_url: null doi: null license: null tags: [] ``` This report projects California teacher retirements at the state and county levels for 2014/15–2023/24. --- --- ### 6492. English Learner Students’ Readiness for Academic Success: The Predictive Potential of English Language Proficiency Assessment Scores in Arizona and Nevada ```yaml url: "https://www.wested.org/resource/english-learner-students-readiness-for-academic-success/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Eric Haas", "Min Huang", "Loan Tran"] document_url: null doi: null license: null tags: [english-learners, formative-assessment] ``` This study examined the relationship between the English language proficiency level of English learner students and their subsequent performance on tests. --- --- ### 6493. The Achievement Progress of English Learner Students ```yaml url: "https://www.wested.org/resource/progress-of-english-learner-students/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["REL West"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165343/EL_4.1_fact_sheet_508-4.pdf" doi: null license: null tags: [english-learners] ``` Read a snapshot of the academic progress of English learner students in Arizona, Nevada, and Utah from 2006/07 through 2011/12. --- --- ### 6494. Relationship Between School Professional Climate and Teachers’ Satisfaction with the Evaluation Process ```yaml url: "https://www.wested.org/resource/school-professional-climate-and-teacher-evaluations/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Natalie Lacireno-Paquet", "Candice Bocala"] document_url: null doi: null license: null tags: [] ``` Learn about the relationship between teachers' perceptions of their school's professional climate and their satisfaction with the process for evaluating their performance. --- --- ### 6495. Stay the Course: Teacher and Principal Evaluation in Maryland ```yaml url: "https://www.wested.org/resource/stay-the-course-teacher-principal-evaluation-maryland/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["William J. Slotnik", "Daniel Bugler", "Guodong Liang"] document_url: null doi: null license: null tags: [] ``` Learn about the implementation of a teacher and principal evaluation system in Maryland school districts. --- --- ### 6496. Discerning — and Fostering — What English Learners Can Do With Language: Guidance on Gathering and Interpreting Complementary Evidence of Classroom Language Uses for Reclassification Decisions ```yaml url: "https://www.wested.org/resource/discerning-and-fostering-what-english-learners-can-do-with-language/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Daniella Molle", "Robert Linquanti", "Rita MacDonald", "H. Gary Cook"] document_url: null doi: null license: null tags: [english-learners] ``` Learn how the use of language in classroom-based learning can help inform English learner classification. --- --- ### 6497. The Achievement Progress of English Learner Students in Utah ```yaml url: "https://www.wested.org/resource/english-learners-in-utah/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Eric Haas", "Loan Tran", "Min Huang", "Airong Yu"] document_url: null doi: null license: null tags: [english-learners] ``` Read a study of English learner student progress in Utah over six school years. --- --- ### 6498. The Achievement Progress of English Learner Students in Nevada ```yaml url: "https://www.wested.org/resource/english-learners-in-nevada/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Eric Haas", "Loan Tran", "Min Huang"] document_url: null doi: null license: null tags: [english-learners] ``` Learn about the progress of English learner students in Nevada over six school years. --- --- ### 6499. Special Education in the Turnaround Context: Green Dot Public Schools in Los Angeles ```yaml url: "https://www.wested.org/resource/green-dot-public-schools/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Colleen Eskow", "Lauren Morando Rhim", "The Center for School Turnaround and Improvement"] document_url: "https://csti.wested.org/wp-content/uploads/2018/04/CenteronSchoolTurnaround_GreenDot_Final.pdf" doi: null license: null tags: [inclusive-design] ``` Learn key strategies for improving special education and related services for students with disabilities in turnaround schools. --- --- ### 6500. Pre-Kindergarten and Kindergarten Assessments ```yaml url: "https://www.wested.org/resource/pre-kindergarten-and-kindergarten-assessments/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["The Center on Standards & Assessment Implementation"] document_url: null doi: null license: null tags: [early-childhood, formative-assessment] ``` This report provides recent information regarding early childhood assessment practices throughout the United States and its territories. --- --- ### 6501. School Climate and Stakeholder Engagement Measures in States ```yaml url: "https://www.wested.org/resource/school-climate-stakeholder-engagement-measures-in-states/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["The Center on Standards & Assessment Implementation"] document_url: null doi: null license: null tags: [] ``` How are states measuring school climate and stakeholder engagement? Find out in this report. --- --- ### 6502. Review of State Accountability Systems That Include a Student Growth Indicator ```yaml url: "https://www.wested.org/resource/state-accountability-systems-student-growth-indicator/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["The Center on Standards & Assessment Implementation"] document_url: null doi: null license: null tags: [] ``` Learn how states are incorporating student growth measures into their accountability systems. --- --- ### 6503. CenterView: California District Leaders on Common Core: Professional Learning Gaps Persist ```yaml url: "https://www.wested.org/resource/cftl-centerview-california-district-leaders-common-core/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Pamela Fong"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165315/1468013001resourcecenterviewcaliforniadistrictleadersoncommoncoreprofessionallearninggapspersist-3.pdf" doi: null license: null tags: [] ``` Learn what challenges California school districts experience in accessing the instructional resources and professional learning opportunities their educators' need. --- --- ### 6504. Principals as Instructional Leaders: Harnessing Teacher and Administrator Perceptions from the 2016 Math in Common Annual Surveys ```yaml url: "https://www.wested.org/resource/math-in-common-principals-as-instructional-leaders/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Rebecca Perry", "Frances Reade", "Sandy Sobolew-Shubin", "Alberto Heredia"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165312/1467925700resourceprincipalsasinstructionalleadersharnessingteacherandadministratorperceptionsfromthe2016mathincommonannualsurveys-3.pdf" doi: null license: null tags: [math-education] ``` What are teacher and school and district administrator perceptions of the Common Core State Standards in Mathematics implementation process? Find out in this report. --- --- ### 6505. Examining the Validity of Ratings From A Classroom Observation Instrument for Use in A District’s Teacher Evaluation System ```yaml url: "https://www.wested.org/resource/examining-the-validity-of-ratings/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Andrea Lash", "Loan Tran", "Min Huang"] document_url: null doi: null license: null tags: [] ``` Learn whether principals' observation-based ratings provide sound scores for teacher evaluation. --- --- ### 6506. Making the Most of Performance Tasks in Summative Assessment: Building Educator Assessment Literacy in Oregon ```yaml url: "https://www.wested.org/resource/performance-tasks-in-summative-assessment/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Jessica Arnold"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165256/1464973665BEAL_Report_2016-3.pdf" doi: null license: null tags: [formative-assessment, literacy] ``` When teachers are given time and training to dig into the Smarter Balanced assessment, they begin to see new ways to help their students learn. --- --- ### 6507. CenterView: Increasing District Capacity to Implement the Common Core — It Begins With a Partnership ```yaml url: "https://www.wested.org/resource/cftl-centerview-increasing-district-capacity-to-implement-common-core/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Pamela Fong"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165301/1465420849centerviewincreasingdistrictcapacitytoimplementthecommoncoreitbeginswithapartnership-3.pdf" doi: null license: null tags: [] ``` Read about California district leaders' perspectives on Common Core State Standards implementation and the technical assistance districts need. --- --- ### 6508. How Are Teacher Evaluation Data Used in Five Arizona Districts? ```yaml url: "https://www.wested.org/resource/teacher-evaluation-data-in-arizona/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Reino Makkonen", "Jaclyn Tejwani"] document_url: null doi: null license: null tags: [career-readiness, learning-engineering] ``` Learn how five school districts use teacher evaluation data to inform their workforce decisions. --- --- ### 6509. CenterView: Common Core Implementation in California — A Snapshot of Districts’ Progress ```yaml url: "https://www.wested.org/resource/cftl-centerview-common-core-implementation-in-california/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Pamela Fong"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165247/1463593813resourcecommoncoreimplementationincaliforniaasnapshotofdistrictsprogress-3.pdf" doi: null license: null tags: [] ``` Learn how the new standards are being implemented in California. --- --- ### 6510. California Standards Implementation: Presentation to the California State Board of Education ```yaml url: "https://www.wested.org/resource/wested-presentation-to-the-california-state-board-of-education-march-2016/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Reino Makkonen", "Robert Sheffield"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165222/1462579161resourcewestedpresentationtothecaliforniastateboardofeducationmarch2016-3.pdf" doi: null license: null tags: [] ``` Educators across California are implementing the new state standards. Find out how are things progressing. --- --- ### 6511. Relationship Between School Professional Climate and Teachers’ Satisfaction With the Evaluation Process ```yaml url: "https://www.wested.org/resource/school-professional-climate-and-teachers-satisfaction-with-the-evaluation-process/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Natalie Lacireno-Paquet", "Candice Bocala", "Jessica Bailey"] document_url: null doi: null license: null tags: [] ``` School principals play a key role in positive school professional climate and teachers' satisfaction with the evaluation process. Learn why. --- --- ### 6512. Key Issues and Opportunities in the Initial Identification and Classification of English Learners ```yaml url: "https://www.wested.org/resource/initial-identification-and-classification-of-english-learners/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Alexis A. Lopez", "Emilie Pooler", "Robert Linquanti", "Educational Testing Service"] document_url: null doi: null license: null tags: [english-learners] ``` Learn how to strengthen the processes and tools used in the identification and classification of English language learners. --- --- ### 6513. Including Relationship-Based Care Practices in Infant-Toddler Care: Implications for Practice and Policy ```yaml url: "https://www.wested.org/resource/relationship-based-care-practices-in-infant-toddler-care/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Laura Sosinsky", "Karen Ruprecht", "Diane Horm", "Kerry Kriener-Althen", "Cheri Vogel", "Tamara Halle"] document_url: null doi: null license: null tags: [early-childhood] ``` This brief describes the practices and provides the research to support relationship-based infant and toddler care. --- --- ### 6514. Sustaining Core Strength: How Core to College States Continue Alignment Efforts Between K–12 and Higher Education ```yaml url: "https://www.wested.org/resource/sustaining-core-strength/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Becca Klarin", "Lisa Le Fevre"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165226/1461610122C2C_SustainingCoreStrength-3.pdf" doi: null license: null tags: [college-access] ``` Learn how K-12 and higher education systems collaborate on the new standards to help students successfully transition to postsecondary education. --- --- ### 6515. Bringing the Common Core State Standards to Life Through Site-Located Teacher Learning Structures ```yaml url: "https://www.wested.org/resource/bringing-common-core-state-standards-to-life/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Nanette Seago", "Rebecca Perry", "Frances Reade", "Cathy Carroll"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165211/1460145808resourcebringingthecommoncorestatestandardstolifethroughsitelocatedteacherlearningstructures-3.pdf" doi: null license: null tags: [] ``` Learn how four school districts are designing and implementing site-based, lesson-focused teacher professional learning in the Common Core era. --- --- ### 6516. Teacher Evaluation and Professional Learning: Lessons From Early Implementation in a Large Urban District ```yaml url: "https://www.wested.org/resource/teacher-evaluation-and-professional-learning-early-implementation-in-a-large-urban-district/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Karen Shakman", "Jacqueline Zweig", "Candice Bocala", "Natalie Lacireno-Paquet", "Northeast Educator Effectiveness Research Alliance"] document_url: null doi: null license: null tags: [] ``` This study examines the alignment between teacher evaluation and teacher professional learning. --- --- ### 6517. The Common Core Initiative, Education Outcomes, and American Indian/Alaska Native Students: Observations and Recommendations ```yaml url: "https://www.wested.org/resource/ccss-education-outcomes-american-indian-alaska-native-students/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Sharon Nelson-Barber"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165158/1458229495resourcethecommoncoreinitiativeeducationoutcomesandamericanindianalaskanativestudentsobservationsandrecommendations-3.pdf" doi: null license: null tags: [] ``` Learn how large-scale education reforms affect American Indian/Alaska Native students. --- --- ### 6518. Learning Math with Curious George: PBS KIDS Transmedia and Digital Learning Games in the Preschool Classroom ```yaml url: "https://www.wested.org/resource/pbs-kids-learning-math-with-curious-george/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Betsy McCarthy", "Michelle Tiu", "Linlin Li"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165146/1456767519resourcelearningmathwithcuriousgeorge-3.pdf" doi: null license: null tags: [computer-assisted-learning, early-childhood, math-education] ``` Learn how transmedia learning can support preschool mathematics achievement. --- --- ### 6519. CenterView: Putting a Lens on Teacher Practice — Video-Based Peer Coaching ```yaml url: "https://www.wested.org/resource/cftl-centerview-video-based-peer-coaching/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Pamela Fong"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165152/1456957237resourcecenterviewvideobasedpeercoaching-3.pdf" doi: null license: null tags: [professional-development] ``` Learn how video-based peer coaching can be a powerful tool for improving classroom instruction. --- --- ### 6520. ProMatch Case Study: Successful Practices and Strategies to Build English Learners’ Job Readiness and Job Search Skills ```yaml url: "https://www.wested.org/resource/promatch/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Ursula Bischoff", "Lisa Le Fevre"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165236/1462211259resourcepromatchcasestudysuccessfulpracticesandstrategiestobuildenglishlearnersjobreadinessandjobsearchskill-3.pdf" doi: null license: null tags: [english-learners] ``` How can job search programs better serve English learners? Read this WestEd evaluation report to find out. --- --- ### 6521. Restorative Justice in U.S. Schools: A Research Review ```yaml url: "https://www.wested.org/resource/restorative-justice-research-review/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Trevor Fronius", "Hannah Sutherland", "Sarah Guckenburg", "Nancy Hurley", "Anthony Petrosino"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165143/1456766824resourcerestorativejusticeresearchreview-3.pdf" doi: null license: null tags: [] ``` Gain perspective on restorative justice in U.S. schools through this comprehensive review of the literature. --- --- ### 6522. Analysis of the Stability of Teacher-Level Growth Scores From the Student Growth Percentile Model ```yaml url: "https://www.wested.org/resource/teacher-level-growth-scores/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Andrea Lash", "Reino Makkonen", "Loan Tran", "Min Huang"] document_url: null doi: null license: null tags: [] ``` How does a popular measure of teacher effectiveness hold up under scrutiny? Find out in this REL West research report. --- --- ### 6523. Restorative Justice in U.S. Schools: Practitioners’ Perspectives ```yaml url: "https://www.wested.org/resource/restorative-justice-practitioners-perspectives/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Sarah Guckenburg", "Nancy Hurley", "Hannah Sutherland", "Trevor Fronius", "Anthony Petrosino"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165136/1453742980resourcerestorativejusticeinusschoolspractitionersperspectives-3.pdf" doi: null license: null tags: [sel] ``` Learn how practitioners are integrating restorative justice practices into their schools as an alternative to traditional responses to student misbehavior. --- --- ### 6524. Many Pathways to Student Success in Mathematics: Middle and High School Math Course Sequences and Placement Decisions in the Math in Common Districts ```yaml url: "https://www.wested.org/resource/many-pathways-to-student-success-in-mathematics/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Tony Fong", "Rebecca Perry", "Frances Reade", "Becca Klarin", "Karina Jaquet"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165129/1453257122resourcemanypathwaystostudentsuccessinmathematics-3.pdf" doi: null license: null tags: [math-education] ``` This report explores the decision-making of 10 California school districts implementing Common Core State Standards in Math. --- --- ### 6525. The Needle Is Moving in California K–8 Science: Integration with English Language Arts, Integration of the Sciences, and Returning Science as a K–8 Core Subject ```yaml url: "https://www.wested.org/resource/needle-is-moving-in-california-k-8-science-integration/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Burr Tyler", "Ted Britton", "Ashley Iveland", "Joshua Valcarcel", "Steve Schneider"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165641/resource-needle-is-moving-in-california-k-8-science-integration.pdf" doi: null license: null tags: [] ``` This report explores the progress of several California districts and charter school organizations in integrating instruction of science and English language arts. --- --- ### 6526. State Education Agencies in Charge of Turnaround: Capacity and Delivery ```yaml url: "https://www.wested.org/resource/state-education-agencies-in-charge-of-turnaround/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165123/1450901389resourcestateeducationagenciesinchargeofturnaround-3.pdf" doi: null license: null tags: [] ``` This brief highlights the major themes discussed during a Capitol Hill forum on states' roles in school turnaround, and raises questions for federal and state policymakers to consider in the interest of supporting state-led school turnaround. --- --- ### 6527. A Descriptive Study of the Pilot Implementation of Student Learning Objectives in Arizona and Utah ```yaml url: "https://www.wested.org/resource/student-learning-objectives-arizona-utah/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Reino Makkonen", "Jaclyn Tejwani"] document_url: null doi: null license: null tags: [] ``` This study of the pilot implementation of student learning objectives in Arizona and Utah in 2013/14 offers new evidence about this expanding approach to teacher evaluation. --- --- ### 6528. Arizona’s Invisible Achievement Gap: Education Outcomes of Students in Foster Care in the State’s Public Schools ```yaml url: "https://www.wested.org/resource/arizonas-invisible-achievement-gap/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Vanessa Ximenes Barrat", "BethAnn Berliner"] document_url: "https://foster-ed.org/wp-content/uploads/2017/03/Arizonas-Invisible-Achievement-Gap-2015.pdf" doi: null license: null tags: [] ``` The report breaks new ground in Arizona by linking individual student education data and child welfare data to create the state's first-ever education snapshot of all K–12 students in foster care. --- --- ### 6529. Evaluation of the Orange County Information Technology Cluster Competitiveness Project ```yaml url: "https://www.wested.org/resource/orange-county-information-technology-cluster-competitiveness-project/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Ursula Bischoff", "Staci Wendt", "Lisa Le Fevre", "John Rice"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165233/1462211239resourceevaluationoftheorangecountyinformationtechnologyclustercompetitivenessproject-3.pdf" doi: null license: null tags: [computer-assisted-learning] ``` Read WestEd's evaluation of a program designed to meet employer demand for information technology skilled employees in Orange County, CA. --- --- ### 6530. Advanced Course Completion in Magnet and Comprehensive High Schools: A Study in Nevada’s Clark County School District ```yaml url: "https://www.wested.org/resource/advanced-course-completion-in-magnet-and-comprehensive-high-schools/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["John Rice", "Andrea Lash", "Min Huang", "Loan Tran", "Mary Peterson"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165113/1447810524resourceadvancedcoursecompletioninmagnetandcomprehensivehighschoolsastudyinnevadasclarkcountyschooldistrict-3.pdf" doi: null license: null tags: [] ``` This study addresses whether the relationship between students’ prior academic achievement and their likelihood of completing an advanced course differs by type of high school. --- --- ### 6531. Re-examining Reclassification: Guidance from a National Working Session on Policies and Practices for Exiting Students from English Learner Status ```yaml url: "https://www.wested.org/resource/re-examining-reclassification/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Robert Linquanti", "H. Gary Cook"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165116/1447810235resourcereexaminingreclassificationguidancefromanationalworkingsessiononpoliciesandpracticesforexitingstudentsfromenglishlearnerstatus-3.pdf" doi: null license: null tags: [english-learners] ``` This paper examines the issues and options associated with reclassifying English learners to fluent English proficient status. --- --- ### 6532. CenterView: Mix It Up — Blended Strategies for High-Impact Professional Learning ```yaml url: "https://www.wested.org/resource/cftl-centerview-blended-professional-learning/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Pamela Fong"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165109/1447813893resourcecftlcenterviewblendedprofessionallearning-3.pdf" doi: null license: null tags: [] ``` This CenterView issue describes what blended professional learning looks like in action and recommends strategies for maximizing teacher engagement and buy-in. --- --- ### 6533. Restorative Justice in U.S. Schools: Summary Findings from Interviews with Experts ```yaml url: "https://www.wested.org/resource/restorative-justice-in-schools-report/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Sarah Guckenburg", "Nancy Hurley", "Hannah Sutherland", "Trevor Fronius", "Anthony Petrosino"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165105/1447101213resourcerestorativejusticeinusschoolssummaryfindingsfrominterviewswithexperts-3.pdf" doi: null license: null tags: [] ``` This report summarizes interviews with experts on the promise of restorative justice, an approach to justice that focuses on repairing harm and restoring relationships, rather than simply punishing the perpetrator. --- --- ### 6534. Learning with PBS KIDS: A Study of Family Engagement and Early Mathematics Achievement ```yaml url: "https://www.wested.org/resource/learning-with-pbs-kids/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Betsy McCarthy", "Linlin Li", "Michelle Tiu", "Sara Atienza"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165101/1446854213resourcelearningwithpbskids-3.pdf" doi: null license: null tags: [early-childhood, math-education] ``` WestEd research shows family engagement can help to improve mathematics learning in preschoolers, particularly those from economically disadvantaged families. --- --- ### 6535. The Beaverton School District Arts for Learning (A4L) Lessons Project, An Investing in Innovation (i3) Development Grant: Student Impact Findings from Years 1, 2, and 3 ```yaml url: "https://www.wested.org/resource/beaverton-school-district-arts-for-learning/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Jonathan Nakamoto", "Sandy Sobolew-Shubin", "Martin Orland"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165205/1462580429resourcethebeavertonschooldistrictartsforlearninga4llessonsprojectaninvestingininnovationi3developmentgrantstudentimpactfindingsfromyears12and3-3.pdf" doi: null license: null tags: [literacy] ``` Read the findings of WestEd's study of the Arts for Learning (A4L) Lessons supplemental literacy curriculum. --- --- ### 6536. Change in Practice in Maryland: Student Learning Objectives and Teacher and Principal Evaluation ```yaml url: "https://www.wested.org/resource/change-in-practice-in-maryland/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["William J. Slotnik", "Daniel Bugler", "Guodong Liang"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165056/1445374887Change_in_Practice_in_MD2015-3.pdf" doi: null license: null tags: [] ``` Learn how principals and teachers are responding to Maryland's educator evaluation system. --- --- ### 6537. The Achievement Progress of English Learner Students in Arizona ```yaml url: "https://www.wested.org/resource/english-learners-in-arizona/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Eric Haas", "Min Huang", "Loan Tran", "Airong Yu"] document_url: null doi: null license: null tags: [english-learners] ``` Read a snapshot of the academic progress of English learner students in Arizona from 2006/07 through 2011/12. --- --- ### 6538. Identifying and Supporting English Learner Students with Learning Disabilities: Key Issues in the Literature and State Practice ```yaml url: "https://www.wested.org/resource/identifying-and-supporting-english-learner-students-with-learning-disabilities/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Elizabeth Burr", "Eric Haas", "Karen Ferriere"] document_url: null doi: null license: null tags: [english-learners, inclusive-design] ``` This Regional Educational Laboratory West (REL West) report aims to help policymakers develop procedures for identifying, assessing, and placing English learner students who may or may not have learning disabilities. --- --- ### 6539. Opening a Gateway to College Access: Algebra at the Right Time ```yaml url: "https://www.wested.org/resource/algebra-at-the-right-time/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Jason Snipes", "Neal Finkelstein"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165039/ED559739.pdf" doi: null license: null tags: [college-access, math-education] ``` This research brief examines three recent REL West studies that shed important light on policies and practices that affect student success in algebra and preparation for higher-level math courses. --- --- ### 6540. The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness ```yaml url: "https://www.wested.org/resource/effects-of-elevate-math-summer-program/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Jason Snipes", "Kevin (Chun-Wei) Huang", "Karina Jaquet", "Neal Finkelstein"] document_url: null doi: null license: null tags: [math-education] ``` Can summer middle school math programs improve student math achievement and readiness for algebra content? Read the key findings of this randomized controlled trial. --- --- ### 6541. Taking Stock of Common Core Math Implementation: Supporting Teachers to Shift Instruction – Insights from the Math in Common 2015 Baseline Survey of Teachers and Administrators ```yaml url: "https://www.wested.org/resource/taking-stock-common-core-math-implementation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Rebecca Perry", "Neal Finkelstein", "Nanette Seago", "Alberto Heredia", "Sandy Sobolew-Shubin", "Cathy Carroll"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165045/1453429703MathinCommon_Taking_Stock-3.pdf" doi: null license: null tags: [math-education] ``` What do California educators think about their district's implementation of the Common Core math standards? Read the findings. --- --- ### 6542. Evaluation of the TechSF Workforce Innovation Partnership ```yaml url: "https://www.wested.org/resource/techsf-workforce-innovation-partnership/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Leela Hebbar", "Lisa Le Fevre", "Ursula Bischoff", "Staci Wendt", "Kim Austin"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165243/1462211341resourceevaluationofthetechsfworkforceinnovationpartnership-3.pdf" doi: null license: null tags: [career-readiness, computer-assisted-learning] ``` Read WestEd's evaluation of TechSF, designed to meet the evolving needs of San Francisco's employers and job seekers in the booming technology field. --- --- ### 6543. Evaluation of the Expository Reading and Writing Course: Findings From the Investing in Innovation Development Grant ```yaml url: "https://www.wested.org/resource/evaluation-of-expository-reading-writing-course/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Tony Fong", "Neal Finkelstein", "Rebeca Diaz", "Marie Broek", "Laura Jaeger"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165042/1438034849ERWC_Report-3.pdf" doi: null license: null tags: [literacy, writing-instruction] ``` Does the Expository Reading and Writing Course have a positive impact on the reading and writing skills of 12 th graders as measured through the English Placement Test? Find out in this evaluation report produced by WestEd. --- --- ### 6544. What Further Research is Needed on Restorative Justice in Schools? ```yaml url: "https://www.wested.org/resource/further-research-on-restorative-justice-in-schools/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Sarah Guckenburg", "Nancy Hurley"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165033/1437411340resourcewhatfurtherresearchisneededonrestorativejusticeinschools-3.pdf" doi: null license: null tags: [] ``` This report summarizes recommendations about future research and evaluation needs that would advance the understanding of restorative justice in U.S. schools. --- --- ### 6545. Underuse of Title VII Funding for Indian Education in Arizona, Nevada, and Utah ```yaml url: "https://www.wested.org/resource/title-vii-funding-indian-education/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["West Comprehensive Center at WestEd"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165028/1436560335resourceunderuseoftitleviifundingforindianeducationinarizonanevadaandutah-3.pdf" doi: null license: null tags: [] ``` Some schools and districts have not been accessing federal Title VII funds for which they are eligible, potentially resulting in American Indian/Alaska Native students missing out on programs targeted to their needs. Find out why in this report. --- --- ### 6546. Reforming Developmental Education to Better Support Students’ Postsecondary Success in the Common Core Era: Core to College Evaluation ```yaml url: "https://www.wested.org/resource/reforming-developmental-education-to-better-support-students-postsecondary-success-in-the-common-core-era/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Kathy Reeves Bracco", "Kim Austin", "Daniel Bugler", "Neal Finkelstein"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165025/1435266883resource_reformingdevelopmentaleducationtobettersupportstudentspostsecondarysuccessinthecommoncoreera-3.pdf" doi: null license: null tags: [college-access] ``` This brief examines two states' recent efforts to redesign their developmental education programs. --- --- ### 6547. Silicon Valley ALLIES Innovation Initiative Evaluation Report ```yaml url: "https://www.wested.org/resource/silicon-valley-allies/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Ursula Bischoff", "Lisa Le Fevre", "Kim Austin", "Marie Broek", "Laura Jaeger"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165230/1462211614resourcesiliconvalleyalliesinnovationinitiativeevaluationreport-3.pdf" doi: null license: null tags: [career-readiness, english-learners] ``` Read WestEd's evaluation findings of a Silicon Valley (CA) Collective Impact workforce initiative designed to prepare adult English learners for family sustaining careers. --- --- ### 6548. Moving the Needle: Data, Success, and Accountability for Workforce Programs ```yaml url: "https://www.wested.org/resource/data-success-and-accountability-for-workforce-programs/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Kathy Booth"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165012/Task-Force-on-Workforce-Data-and-Accountability-White-Paper.pdf" doi: null license: null tags: [career-readiness, college-access] ``` Learn why California's community colleges are changing how they measure the success of career technical education programs. --- --- ### 6549. Evaluation Brief: Implementation and Outcomes of Kansas Multi-Tier System of Supports, 2011–2014 ```yaml url: "https://www.wested.org/resource/evaluation-brief-kansas-multi-tier-system-of-supports/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Natalie Lacireno-Paquet", "Kristin Reedy"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164949/1430246566resourceevaluationbriefimplementationandoutcomesofktmss-3.pdf" doi: null license: null tags: [] ``` States, school districts, and schools across the country are increasingly implementing multi-tier systems of support (MTSS) to improve outcomes for all students. Kansas is no exception. --- --- ### 6550. Implementation and Outcomes of Kansas Multi-Tier System of Supports: Final Evaluation Report 2014 ```yaml url: "https://www.wested.org/resource/kansas-multi-tier-system-of-supports-final-evaluation-report-2014/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Natalie Lacireno-Paquet", "Kristin Reedy"] document_url: null doi: null license: null tags: [] ``` Implementation of multi-tier system of supports has grown rapidly in Kansas and is a key strategy for turning around low-performing schools in the state. --- --- ### 6551. From College to Jobs: Making Sense of Labor Market Returns to Higher Education ```yaml url: "https://www.wested.org/resource/college-to-jobs/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["The Aspen Institute", "Peter Riley Bahr", "Thomas Bailey", "Kathy Booth", "Matthew Gianneschi", "Andrew R. Hanson", "Patrick Kelly"] document_url: null doi: null license: null tags: [college-access] ``` What is the best way to measure the value of a college education? This resource looks at one important measure: the rate of employment and accompanying earnings of college graduates. --- --- ### 6552. Developmental and Behavioral Screening Guide for Early Care and Education Providers ```yaml url: "https://www.wested.org/resource/cpei-california-early-care-and-education-screening-guide/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Center for Prevention & Early Intervention at WestEd"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164926/1429744369aECEScrngGde_final_042315_v34b-3.pdf" doi: null license: null tags: [formative-assessment, sel] ``` If developmental concerns are caught early on, early care and education providers can help ensure young children receive the support and services they need. --- --- ### 6553. Odd Squad: Learning Math with PBS KIDS Transmedia Content at School and Home ```yaml url: "https://www.wested.org/resource/odd-squad-math-pbs/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Michelle Tiu", "Betsy McCarthy", "Linlin Li"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165208/1459805907resourceoddsquadlearningmathwithpbskidstransmediacontentatschoolandhome-3.pdf" doi: null license: null tags: [math-education, response-to-intervention] ``` Learn how the PBS KIDS Odd Squad transmedia intervention improved first-graders’ learning in mathematics. --- --- ### 6554. Classroom Observations: Documenting Shifts in Instruction for Districtwide Improvement ```yaml url: "https://www.wested.org/resource/documenting-shifts-in-instruction/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Rebecca Perry", "Nanette Seago", "Elizabeth Burr", "Marie Broek", "Neal Finkelstein"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164939/1453490748resourcedocumentingshiftsininstruction-3.pdf" doi: null license: null tags: [] ``` This research brief explores how best to select or develop and use classroom observation systems in order to document instructional shifts and inform district improvement efforts. --- --- ### 6555. Math Placement: The Importance of Getting It Right for All Students ```yaml url: "https://www.wested.org/resource/math-placement-for-all-students/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Tony Fong", "Neal Finkelstein"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164930/1423525872researchbriefmathplacementImportanceofgettingitrightforallstudents-3.pdf" doi: null license: null tags: [math-education] ``` High-achieving 7th-grade minority students in California are less likely to reach calculus by the 12th grade compared to their non-minority peers. --- --- ### 6556. Strengthening Policies and Practices for the Initial Classification of English Learners: Insights From a National Working Session ```yaml url: "https://www.wested.org/resource/strengthening-policies-and-practices-for-the-initial-classification-of-english-learners/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["H. Gary Cook", "Robert Linquanti"] document_url: null doi: null license: null tags: [english-learners] ``` Misclassifying students as English language learners could lead to long-term negative academic outcomes. This paper examines issues and options associated with initially classifying English learners. --- --- ### 6557. Building a Culture of Engaged Academic Literacy in Schools ```yaml url: "https://www.wested.org/resource/academic-literacy-schoolwide-culture/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Cynthia Greenleaf", "Lynn Murphy", "Ruth Schoenbach"] document_url: null doi: null license: null tags: [literacy] ``` In classrooms using the Reading Apprenticeship instructional framework, it's cool — not shameful — to be confused. Problem solving is a shared exercise and everyone can learn in the clarification process. --- --- ### 6558. Piloting Platform to Employment® in San Francisco: Lessons from a Formative Case Study of a Program to Address Long-Term Unemployment ```yaml url: "https://www.wested.org/resource/platform-to-employment/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Leela Hebbar", "Ursula Bischoff", "Staci Wendt"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165239/1462211122resourcepilotingplatformtoemploymentinsanfrancisco-3.pdf" doi: null license: null tags: [formative-assessment] ``` Read lessons learned from a formative case study examining a San Francisco program designed to address the crisis of long-term unemployment. --- --- ### 6559. Redesigning Teacher Evaluation: Lessons from a Pilot Implementation ```yaml url: "https://www.wested.org/resource/redesigningteacherevaluation/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Julie Riordan", "Natalie Lacireno-Paquet", "Karen Shakman", "Candice Bocala", "Northeast Educator Effectiveness Research Alliance"] document_url: null doi: null license: null tags: [] ``` This study analyzes redesigned teacher evaluation systems in several New Hampshire school districts. --- --- ### 6560. Incorporating Early Learning Strategies in the School Improvement Grants (SIG) Program: How Three Schools Integrated Early Childhood Strategies Into School Turnaround Efforts to Improve Instruction for All Students ```yaml url: "https://www.wested.org/resource/earlylearningstrategiesinsigprograms/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Lori Connors-Tadros", "Lenay Dunn", "Jana Martella", "Carlas McCauley"] document_url: "https://csti.wested.org/wp-content/uploads/2018/04/TurnaroundCaseStudies01-22-15.pdf" doi: null license: null tags: [early-childhood] ``` This resource examines case studies of schools that used SIG funds to implement early learning strategies. --- --- ### 6561. Supporting Formative Assessment for Deeper Learning: A Primer for Policymakers ```yaml url: "https://www.wested.org/resource/formativeassessmentprimer/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["Robert Linquanti"] document_url: null doi: null license: null tags: [formative-assessment] ``` This primer explains what formative assessment is, how it works in practice, and why it is important in fostering powerful pedagogy and 21st-century competencies. --- --- ### 6562. School Mobility, Dropout, and Graduation Rates Across Student Disability Categories in Utah ```yaml url: "https://www.wested.org/resource/schoolmobilityinutah/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["Vanessa Ximenes Barrat", "BethAnn Berliner", "Adam Voight", "Loan Tran", "Kevin (Chun-Wei) Huang", "Airong Yu", "Min Chen-Gaddini"] document_url: null doi: null license: null tags: [dropout-prevention, inclusive-design, response-to-intervention] ``` This study helps educators and policymakers understand which students with disabilities are most in need of interventions to keep them in school and graduate. --- --- ### 6563. Core to College Evaluation: Statewide Networks—Connecting Education Systems and Stakeholders to Support College Readiness ```yaml url: "https://www.wested.org/resource/coretocollegeevaluationstatewidenetworks/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["Becca Klarin", "Kim Austin", "Neal Finkelstein", "Daniel Bugler", "Susan Mundry", "Marie Broek"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164912/1418433186Core_to_College_Statewide_Networks_20141106-3.pdf" doi: null license: null tags: [college-access] ``` Learn how social networks affect Core to College innovation and reform efforts in K-12 and postsecondary education systems. --- --- ### 6564. Who Repeats Algebra I, and How Does Initial Performance Relate to Improvement When the Course Is Repeated? ```yaml url: "https://www.wested.org/resource/whorepeatsalgebra/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["Tony Fong", "Karina Jaquet", "Neal Finkelstein"] document_url: null doi: null license: null tags: [math-education] ``` Should all students who fail Algebra I repeat the course? Are there other course options available? Recent research study results can help educators making math placement decisions. --- --- ### 6565. Alternative Accountability Policy Forum Proceedings 2014 ```yaml url: "https://www.wested.org/resource/alternative-accountability-policy-forum-proceedings-2014/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["BethAnn Berliner", "Lori Van Houten"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165019/1433350607resourcealternativeaccountabilitypolicyforumproceedings2014-3.pdf" doi: null license: null tags: [] ``` A 2014 policy forum explored education policy and practice options, focusing on alternative accountability measures, to improve outcomes for at-risk students and the alternative schools that serve them. Read the key takeaways from the forum. --- --- ### 6566. Family Engagement Framework: A Tool for California School Districts (2014 Edition) ```yaml url: "https://www.wested.org/resource/family-engagement-framework-a-tool-for-california-school-districts/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["California Department of Education", "California Comprehensive Center", "Center for Prevention & Early Intervention at WestEd"] document_url: null doi: null license: null tags: [] ``` This resource helps schools and school districts develop and expand school/family partnerships to support student achievement. --- --- ### 6567. Evaluation of the MIND Research Institute’s Spatial-Temporal Math (ST Math) Program in California ```yaml url: "https://www.wested.org/resource/stmathevaluation2014/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["Staci Wendt", "John Rice", "Jonathan Nakamoto"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164903/1415730200Evaluation_STMath_Program_20141111-3.pdf" doi: null license: null tags: [computer-assisted-learning, math-education] ``` This report presents the results of an independent evaluation of 209 second through fifth graders using Spatial-Temporal (ST) Math game-based instructional software at 129 California schools. --- --- ### 6568. Principal and Teacher Perceptions of Implementation of Multiple-Measure Teacher Evaluation Systems in Arizona ```yaml url: "https://www.wested.org/resource/principal-teacher-perceptions-implementation-multiple-measure-teacher-evaluation-systems-arizona/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["Stephen Ruffini", "Reino Makkonen", "Jaclyn Tejwani", "Marycruz Diaz"] document_url: null doi: null license: null tags: [] ``` This descriptive study explores how new teacher evaluation systems were put in practice in 10 volunteer school districts in Arizona following a shift in state policy. --- --- ### 6569. Real Progress in Maryland: Student Learning Objectives and Teacher and Principal Evaluation ```yaml url: "https://www.wested.org/resource/real-progress-in-maryland-59136/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["William J. Slotnik", "Daniel Bugler", "Guodong Liang"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164858/1413394919RealProgressinMD_Report-3.pdf" doi: null license: null tags: [] ``` This report examines educators’ overall perceptions of Maryland’s teacher and principle evaluation (TPE) system and key issues in its implementation, including quality, consistency, and school, district, and state support. --- --- ### 6570. Under Construction: Benchmark Assessments and Common Core Math Implementation in Grades K–8 ```yaml url: "https://www.wested.org/resource/under-construction-benchmark-assessments-and-common-core-math-implementation-in-grades-k-8/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["John Flaherty Jr", "Sandy Sobolew-Shubin", "Alberto Heredia", "Min Chen-Gaddini", "Becca Klarin", "Neal Finkelstein"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164852/1453490125resourceunderconstructionbenchmarkassessmentsandcommoncoremathimplementationingradesk8-3.pdf" doi: null license: null tags: [formative-assessment, math-education] ``` Math in Common™ supports a formal network of California school districts as they implement the Common Core standards in mathematics. This report examines these districts' strategies and implementation efforts. --- --- ### 6571. The Appropriateness of a California Student and Staff Survey for Measuring Middle School Climate ```yaml url: "https://www.wested.org/resource/appropriateness-of-california-student-and-staff-survey-for-measuring-middle-school-climate-58658/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["Thomas Hanson", "Adam Voight"] document_url: null doi: null license: null tags: [] ``` This analysis of response data from students and teachers on the California School Climate, Health, and Learning Survey examines the appropriateness of the survey for identifying needs and monitoring changes in school climate. --- --- ### 6572. Using Assessment Data to Guide Math Course Placement of California Middle School Students ```yaml url: "https://www.wested.org/resource/using-assessment-data-to-guide-math-course-placement-of-california-middle-school-students-58334/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["Kevin (Chun-Wei) Huang", "Jason Snipes", "Neal Finkelstein"] document_url: null doi: null license: null tags: [formative-assessment, math-education] ``` Studies have shown that enrolling in algebra I in grade 8 works well for some students but backfires for others. This report provides findings from a study of placements that were based on different test scores available for students in California. --- --- ### 6573. The Ones That Got Away: Why Completing a College Degree Is Not the Only Way to Succeed ```yaml url: "https://www.wested.org/resource/the-ones-that-got-away-why-completing-a-college-degree-is-not-the-only-way-to-succeed/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["Kathy Booth"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164837/1413404431TheOnesThatGotAway-3.pdf" doi: null license: null tags: [career-readiness, college-access] ``` This brief draws on numerous studies to explore alternative approaches to measuring how well community colleges serve career technical education students. --- --- ### 6574. California Beating-The-Odds Schools, 2013 ```yaml url: "https://www.wested.org/resource/california-beating-the-odds-schools-57613/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["Adam Voight", "Gregory Austin"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164829/1406149865BTO_Schools_2013-3.pdf" doi: null license: null tags: [] ``` This report confirms previous findings that positive school climate is strongly associated with beating the academic achievement odds among middle and high school students. It also underscores the importance of making school climate improvement a priority in Local Control and Accountability Plans. --- --- ### 6575. How Arizona’s Dropout Crisis Affects Communities, Creates Economic Losses for the State of Arizona ```yaml url: "https://www.wested.org/resource/how-arizonas-dropout-crisis-affects-communities-creates-economic-losses-for-the-state-of-arizona-57172/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["WestEd for the Arizona Mayors Education Roundtable"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164825/1403888261AZMRT_FullReport-3.pdf" doi: null license: null tags: [college-access, dropout-prevention] ``` This report Arizona's social and fiscal losses for high school dropouts and disconnected youth (those not in work or school/college). --- --- ### 6576. Merging Cognitive Science and Curriculum to Strengthen Middle School Math ```yaml url: "https://www.wested.org/resource/merging-cognitive-science-and-curriculum-to-strengthen-middle-school-math/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164819/1402436921article_science_math_RD151-3.pdf" doi: null license: null tags: [math-education] ``` WestEd's National Center on Cognition & Mathematics Instruction is conducting research to evaluate the effectiveness of a seventh grade math curriculum that has been revised to incorporate cognitive science principles. Learn about the center's efforts in this free article. --- --- ### 6577. Equity-Focused Schools Carry All Students to High Levels ```yaml url: "https://www.wested.org/resource/equity-focused-schools-carry-all-students-to-high-levels/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164816/1402432491article_equity_schools_RD151-3.pdf" doi: null license: null tags: [personalized-learning] ``` Growing Into Equity: Professional Learning and Personalization shares lessons gleaned from public, high-poverty schools that have sustained high achievement through personalized learning. This free article describes the main findings detailed in the book. --- --- ### 6578. Shared Data Reveal the Invisible Achievement Gap of Students in Foster Care ```yaml url: "https://www.wested.org/resource/shared-data-reveal-the-invisible-achievement-gap-of-students-in-foster-care/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164814/1402431038article_foster_students_RD151-3.pdf" doi: null license: null tags: [] ``` A first-ever analysis linking child welfare and education data provides a crucial step toward understanding and serving the academic needs of children and youth in foster care. Find out more in this free article. --- --- ### 6579. Rural Turnaround Challenges and Opportunities ```yaml url: "https://www.wested.org/resource/rural-turnaround-challenges-and-opportunities/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164809/1402429418article_rural_turnaround_RD151-3.pdf" doi: null license: null tags: [] ``` The strength and commitment of local community members in a rural area can provide one of the biggest boosts to school turnaround efforts. Learn why in this free article. --- --- ### 6580. CenterView: Addressing the Invisible Achievement Gap ```yaml url: "https://www.wested.org/resource/centerview-addressing-invisible-achievement-gap-56330/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["The Center for the Future of Teaching and Learning at WestEd"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164752/1399583925CFTL_CenterView_InvisAchGap_Wilkes_20140505-3.pdf" doi: null license: null tags: [] ``` Students who are in foster care—compared to all other student groups in California—drop out of school at much higher rates and graduate at much lower rates, with only about 58 percent of 12th-grade students earning a high school diploma. This issue of CenterView provides background on the topic, summarizes recent research, and suggests possible next steps toward better meeting the education needs of students in foster care. --- --- ### 6581. Changes in the Expertise of ESL Professionals: Knowledge and Action in an Era of New Standards ```yaml url: "https://www.wested.org/resource/changes-expertise-esl-professionals-56415/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["Guadalupe Valdés", "Amanda Kibler", "Aída Walqui"] document_url: null doi: null license: null tags: [english-learners] ``` Common Core and Next Generation standards present new challenges and possibilities for English as a second language professionals. In addition, the implementation of the standards raise critical questions about long-established ideas regarding the teaching and learning of English as a second language. This paper, cowritten by Aida Walqui of WestEd's Quality Teaching for English Learners, explores the shifting landscape surrounding the new standards and its implications for building and enacting teacher expertise. --- --- ### 6582. Strategies to Prevent Urban Violence: A Companion Report to the SSYI Evidence and Implementation Review ```yaml url: "https://www.wested.org/resource/strategies-prevent-urban-violence-56026/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Patricia E. Campie", "Anthony Petrosino", "James Pace", "Trevor Fronius", "Sarah Guckenburg", "Michael Wiatrowski", "Stephanie Ward"] document_url: null doi: null license: null tags: [] ``` Youth violence has had a serious effect on the Commonwealth of Massachusetts. Commissioned by the Massachusetts Safe and Successful Youth Initiative, this report examines the strategies used by the federal government, states, and cities to address serious violence among youth. --- --- ### 6583. What Works to Prevent Urban Violence Among Proven Risk Young Men? ```yaml url: "https://www.wested.org/resource/what-works-to-prevent-urban-violence-among-proven-risk-young-men-56025/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Patricia E. Campie", "Anthony Petrosino", "James Pace", "Trevor Fronius", "Sarah Guckenburg", "Michael Wiatrowski", "Stephanie Ward"] document_url: null doi: null license: null tags: [sel] ``` The physical, emotional, and financial impact of youth violence on neighborhoods, communities, and states is devastating. This report measures the effectiveness of the Safe and Successful Youth Initiative in Massachusetts and identifies the key factors that determined its outcomes. The report also summarizes best practices and strategies in violence prevention, and provides a policy yardstick by which to measure current practices against other approaches. --- --- ### 6584. Core to College Evaluation: Exploring the Use of Multiple Measures for Placement into College-Level Courses ```yaml url: "https://www.wested.org/resource/core-to-college-evaluation-exploring-the-use-of-multiple-measures-for-placement-into-college-level-courses/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["Marie Broek", "Mina Dadgar", "Neal Finkelstein", "Susan Mundry", "Daniel Bugler"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164744/1397164696product55812B-3.pdf" doi: null license: null tags: [college-access] ``` Using multiple measures to place students into college-level courses increases placement accuracy and may better support the transition from high school to entry-level, credit-bearing college coursework. This report explores the use of multiple measures in seven states. --- --- ### 6585. High-Quality Science Instruction: Building Conceptual Understanding and Language Skills for English Learners ```yaml url: "https://www.wested.org/resource/high-quality-science-instruction-building-conceptual-understanding-and-language-skills-for-english-learners/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Kathy DiRanna"] document_url: null doi: null license: null tags: [computer-assisted-learning, english-learners, k-12, math-education] ``` The confluence of Common Core State Standards, Next Generation Science Standards, and 21st century skills provides an unparalleled opportunity to improve STEM (science, technology, engineering, and mathematics) education for all students, particularly English learners. Find out how in this paper. --- --- ### 6586. How States Use Student Learning Objectives in Teacher Evaluation Systems: A Review of State Websites ```yaml url: "https://www.wested.org/resource/how-states-use-student-learning-objectives-in-teacher-evaluation-systems-a-review-of-state-websites/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["Natalie Lacireno-Paquet", "Claire Morgan", "Daniel Mello"] document_url: null doi: null license: null tags: [] ``` This report presents information on the use of student learning objectives (SLOs) in teacher evaluation systems in 30 states, and aims to inform state and local policymakers engaged in creating or supporting the development of teacher evaluation systems that include SLOs. --- --- ### 6587. Reprising the Home Language Survey: Summary of a National Working Session on Policies, Practices, and Tools for Identifying Potential English Learners ```yaml url: "https://www.wested.org/resource/reprising-the-home-language-survey-summary-of-a-national-working-session-on-policies-practices-and-tools-for-identifying-potential-english-learners/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["Robert Linquanti", "Alison L. Bailey"] document_url: null doi: null license: null tags: [english-learners, formative-assessment] ``` English learner students must receive specialized instructional services and assessments to ensure they develop academic uses of English that enable them to succeed in school, work, and life. In order to provide effective services and assessments, states must come to an agreement on the definition of English learner. This paper focuses on the first stage in that process. --- --- ### 6588. The Invisible Achievement Gap: Education Outcomes of Students in Foster Care in California’s Public Schools ```yaml url: "https://www.wested.org/resource/the-invisible-achievement-gap-education-outcomes-of-students-in-foster-care-in-californias-public-schools-part-1/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Vanessa Ximenes Barrat", "BethAnn Berliner"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2014/02/04074502/1400283692Invisible_Achievement_Gap_Full_Report-3.pdf" doi: null license: null tags: [english-learners, inclusive-design] ``` This first-of-its-kind report details a previously invisible achievement gap between children in foster care and other students, including students with low-socioeconomic status, English language learners, and students with disabilities. --- --- ### 6589. Making Sense of SCIENCE Resources ```yaml url: "https://www.wested.org/resource/order-making-sense-of-science-resources/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: null doi: null license: null tags: [literacy] ``` Examining the intersection of science knowledge, teaching, and literacy to help students make sense of essential science content. --- --- ### 6590. Never Too Late: Boosting Reading Skills in Community College ```yaml url: "https://www.wested.org/resource/never-too-late-boosting-reading-skills/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164716/1390874381article_NeverTooLate_RD143-3.pdf" doi: null license: null tags: [college-access, literacy] ``` Learn how community college instructors use the research-based Reading Apprenticeship approach to help students collaborate with one another to identify and address their specific reading challenges. --- --- ### 6591. Academy Breaks the Isolation of Special Education Directors ```yaml url: "https://www.wested.org/resource/academy-breaks-isolation/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164714/1390507442article_AcademyBreaksIsolation_RD143-3.pdf" doi: null license: null tags: [inclusive-design, professional-development] ``` The Special Education Leadership Academy in Massachusetts addresses professional isolation and potential burnout by bringing special education directors together for much needed networking, professional development, and updates in their field. Learn more in this free download. --- --- ### 6592. Helping English Learners Rise to the Challenge of Complex Texts ```yaml url: "https://www.wested.org/resource/helping-english-learners-complex-texts/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164708/1390502203article_HelpEnglishLearners_RD143-3.pdf" doi: null license: null tags: [english-learners] ``` English language learner students at the secondary level can learn rigorous content and academic English language skills much more quickly than educators have traditionally believed. Read about an instructional approach designed to help achieve this goal. --- --- ### 6593. A Call to Action on Behalf of U.S. Babies ```yaml url: "https://www.wested.org/resource/a-call-to-action-on-behalf-of-u-s-babies/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164705/1390420116article_CalltoAction_babies_RD143-3.pdf" doi: null license: null tags: [] ``` For Our Babies is a national initiative to promote healthy development in U.S. children. In this article, learn about this initiative and how brain research shows that a healthy, nurturing, and engaging first three years of life are critical to babies' brain development, which supports success in school and life. --- --- ### 6594. Preparing for the Common Core: Using Performance Assessment Tasks for Professional Development ```yaml url: "https://www.wested.org/resource/preparing-for-the-common-core-using-performance-assessments-tasks-for-professional-development/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["The Center for the Future of Teaching and Learning at WestEd"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164656/1387482258resourcepreparingforcommoncore-3.pdf" doi: null license: null tags: [formative-assessment, professional-development] ``` Are California teachers ready to successfully implement Common Core State Standards? This policy brief presents findings from interviews of teachers and administrative staff about their experiences piloting assessment tasks. Their experiences and insights provide critical information for district administrators throughout the state, who are in the midst of selecting and/or implementing strategies to support teachers transitioning to the Common Core. --- --- ### 6595. Effective Early Childhood Transitions: A Guide for Transition at Age Three—Early Start to Preschool ```yaml url: "https://www.wested.org/resource/effective-early-childhood-transitions-a-guide-for-transition-at-age-three-early-start-to-preschool/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: null document_url: "https://www.ceitan-earlystart.org/wp/wp-content/uploads/TransHndbk_Final_061515.pdf" doi: null license: null tags: [early-childhood] ``` Transitioning from Early Start services to other services is an important experience for children and their families, and the process should be seamless and accomplished in a timely manner. This guide identifies required elements for transition and recommended practices, resources, and tools to support families and their children. --- --- ### 6596. California’s Best Practices for Young Dual Language Learners: Research Papers ```yaml url: "https://www.wested.org/resource/californias-best-practices-for-young-dual-language-learners-research-overview-papers/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["State Advisory Council on Early Learning and Care"] document_url: null doi: null license: null tags: [early-childhood, english-learners] ``` This publication is designed to provide early childhood educators with the most current research on the development of young dual language learners. --- --- ### 6597. Violence Prevention: Moving from Evidence to Implementation ```yaml url: "https://www.wested.org/resource/violence-prevention-moving-from-evidence-to-implementation/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Katrina Baum", "Katherine M. Blakeslee", "Jacqueline Lloyd", "Anthony Petrosino"] document_url: null doi: null license: null tags: [] ``` This discussion paper identifies the progress made in using evidence-based violence prevention programs and discusses how evidence is translated into effective community-based programs. Strategies for closing the gap between evidence and implementation are also presented. --- --- ### 6598. The Missing Piece: Quantifying Non-Completion Pathways to Success ```yaml url: "https://www.wested.org/resource/the-missing-piece-quantifying-non-completion-pathways-to-success/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Kathy Booth"] document_url: "https://www.learningworksca.org/wp-content/uploads/2013/10/MissingPiece_05.pdf" doi: null license: null tags: [college-access] ``` This guide outlines research on skills-builder students in California community colleges. --- --- ### 6599. The Racial School-Climate Gap ```yaml url: "https://www.wested.org/resource/the-racial-school-climate-gap/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Region IX Equity Assistance Center at WestEd", "Adam Voight"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164644/138134503120131001_Racial_School_Climate_Gap_Synopsis-3.pdf" doi: null license: null tags: [] ``` A positive school climate has been associated with higher levels of school achievement. WestEd researchers examined connections between student race, achievement, and school climate in California schools. The collective findings of these studies support the notion that, just as there is a racial achievement gap, there is a racial school-climate gap. --- --- ### 6600. How the Common Core Shifts the Focus of Mathematics Learning ```yaml url: "https://www.wested.org/resource/how-the-common-core-shifts-the-focus-of-mathematics-learning/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164620/1378331880article_CommonCoreShiftsFocus_RD142-3.pdf" doi: null license: null tags: [math-education] ``` Download this paper to read how the Common Core is shifting the focus of mathematics learning and strategies to help address the challenges. --- --- ### 6601. Support for a Big Opportunity: Transitioning to the Common Core State Standards ```yaml url: "https://www.wested.org/resource/support-for-a-big-opportunity-transitioning-to-the-common-core-state-standards/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164623/1378332666article_SupportBigOpportunity_RD142-3.pdf" doi: null license: null tags: [] ``` LAPDS team members are drawing on successful strategies to help teachers shift what and how they teach in order to effectively meet the new standards. Learn more about these strategies in this free paper. --- --- ### 6602. WestEd Experts Offer Common Core Guidance ```yaml url: "https://www.wested.org/resource/wested-experts-offer-common-core-guidance/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164615/1378330180article_QA_WestEdExperts_RD142-3.pdf" doi: null license: null tags: [] ``` As educators, administrators, and policymakers throughout the nation prepare to implement the Common Core State Standards, WestEd staff have worked hard to provide the support needed to meet the challenges of this process. --- --- ### 6603. Building a Next-Generation Assessment System Aligned to the Common Core ```yaml url: "https://www.wested.org/resource/building-a-next-generation-assessment-system-aligned-to-the-common-core/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164618/1378331425article_buildingNextGeneration_RD142-3.pdf" doi: null license: null tags: [formative-assessment] ``` Read this paper to learn more about how this next-generation assessment system will be aligned to the Common Core. --- --- ### 6604. Career Technical Education Pathways Initiative Annual Report 2013 ```yaml url: "https://www.wested.org/resource/career-technical-education-pathways-initiative-annual-report-2013/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["California Department of Education"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164636/1379440350CTEPathwaysInitiativeReport-3.pdf" doi: null license: null tags: [career-readiness, college-access] ``` The Career Technical Education Pathways Initiative prepares students to succeed in the workforce with a seamless career technical education from middle school through community college. This report captures the most recent highlights of the Initiative's progress. --- --- ### 6605. Core to College Evaluation: Implementing the Common Core State Standards: Articulating Course Sequences Across K–12 and Higher Education Systems ```yaml url: "https://www.wested.org/resource/core-to-college-evaluation-implementing-the-common-core-state-standards-articulating-course-sequences-across-k-12-and-higher-education-systems/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Neal Finkelstein", "Becca Klarin", "Marie Broek", "Kim Austin", "Mina Dadgar", "Susan Mundry", "Daniel Bugler"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164629/1379447958C2C_Implementing_Common_Core_State_Standards-3.pdf" doi: null license: null tags: [college-access] ``` The Core to College Initiative aims to improve the alignment between K–12 and postsecondary education systems in implementation of the Common Core. Read the findings of a survey designed to examine course-sequencing strategies among the initiative's 12 participating states. --- --- ### 6606. Presenting Findings from Measures of Teacher Effectiveness: Key Reporting Considerations for States and Districts ```yaml url: "https://www.wested.org/resource/presenting-findings-from-measures-of-teacher-effectiveness-key-reporting-considerations-for-states-and-districts/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Carole Gallagher"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164610/1379447607Presenting_Findings_from_Measures_of_Teacher_Effectiveness-3.pdf" doi: null license: null tags: [] ``` This paper aims to support states and other jurisdictions in the planning, development, and implementation of systems for reporting on teacher- effectiveness measures. --- --- ### 6607. Developing Turnaround Leadership: An Example From Utah’s Ogden School District ```yaml url: "https://www.wested.org/resource/developing-turnaround-leadership-an-example-from-utahs-ogden-school-district/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["West Comprehensive Center at WestEd"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164632/1379439998Ogden_Case_Study-3.pdf" doi: null license: null tags: [college-access] ``` With the goal of developing leaders who could turn around low-performing schools in the Southwest, the Southwest Comprehensive Center at WestEd (now the West Comprehensive Center at WestEd) partnered with the University of Virginia's School Turnaround Specialist Program (UVA-STSP). This paper describes one participating school district's initial success in implementing the UVA-STSP strategies. --- --- ### 6608. Toward a “Common Definition of English Learner”: Guidance for States and State Assessment Consortia in Defining and Addressing Policy and Technical Issues and Options ```yaml url: "https://www.wested.org/resource/toward-a-common-definition-of-english-learner-guidance-for-states-and-state-assessment-consortia-in-defining-and-addressing-policy-and-technical-issues-and-options/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Robert Linquanti", "H. Gary Cook"] document_url: null doi: null license: null tags: [english-learners, formative-assessment] ``` This paper responds to the U.S. Department of Education's requirement for states participating in the four federally funded assessment consortia to establish a "common definition of English Learner." --- --- ### 6609. Spotlight on Maryland: SLOs and Teacher and Principal Evaluation ```yaml url: "https://www.wested.org/resource/spotlight-on-maryland/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["William J. Slotnik", "Daniel Bugler"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11165329/1472160799SpotlightOnMaryland-3.pdf" doi: null license: null tags: [] ``` Learn how educators in Maryland perceive the state’s teacher and principal evaluation system. --- --- ### 6610. Technology to Support Next-Generation Classroom Formative Assessment for Learning ```yaml url: "https://www.wested.org/resource/technology-to-support-next-generation-classroom-formative-assessment-for-learning/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Edys Quellmalz"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164603/1378512875Formative_Assessment_report4-3.pdf" doi: null license: null tags: [computer-assisted-learning, formative-assessment] ``` This paper focuses on the ways that technologies can support effective formative assessment planning and implementation. --- --- ### 6611. How the Common Core Must Ensure Equity by Fully Preparing Every Student for Postsecondary Success ```yaml url: "https://www.wested.org/resource/how-the-common-core-must-ensure-equity-by-fully-preparing-every-student-for-postsecondary-success/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["The Regional Equity Assistance Centers"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164538/1386623970resource1315-3.pdf" doi: null license: null tags: [college-access] ``` “The nation’s 10 regional Equity Assistance Centers (EACs) are committed to the successful implementation of the Common Core State Standards (Common Core)….” In this new... --- --- ### 6612. Evaluation of ST Math in the Los Angeles Unified School District ```yaml url: "https://www.wested.org/resource/evaluation-of-st-math-in-the-los-angeles-unified-school-district/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Staci Wendt", "John Rice"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164533/1371188648resource1314-3.pdf" doi: null license: null tags: [math-education] ``` This report presents the results of an independent evaluation of the effects of ST Math implementation in the Los Angeles Unified School District in grades 2 through 5. --- --- ### 6613. Core to College Evaluation: Placing College Students in Courses for Credit ```yaml url: "https://www.wested.org/resource/core-to-college-evaluation-placing-college-students-in-courses-for-credit/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Kim Austin", "Daniel Bugler", "Neal Finkelstein", "Becca Klarin", "Susan Mundry", "Marie Broek"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164530/1370906520resource13121-3.pdf" doi: null license: null tags: [college-access, formative-assessment] ``` Core to College, a three-year, multi-state initiative funded by the Lumina Foundation, the William and Flora Hewlett Foundation, the Bill & Melinda Gates Foundation, and the Carnegie Corporation of New York, is designed to promote collaboration among K–12 and higher education systems in the implementation of the Common Core State Standards and aligned assessments. This report examines the Core to College states' current course placement policies and practices. --- --- ### 6614. Core to College Evaluation: Building Bridges through Stakeholder Outreach and Engagement ```yaml url: "https://www.wested.org/resource/core-to-college-evaluation-building-bridges-through-stakeholder-outreach-and-engagement/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Kim Austin", "Daniel Bugler", "Neal Finkelstein", "Becca Klarin", "Susan Mundry", "Marie Broek", "Grace S. Park"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164528/1370907083resource13111-3.pdf" doi: null license: null tags: [college-access, formative-assessment] ``` Core to College, a three-year, multi-state initiative funded by the Lumina Foundation, the William and Flora Hewlett Foundation, the Bill & Melinda Gates Foundation, and the Carnegie Corporation of New York, is designed to promote collaboration among K–12 and higher education systems in the implementation of the Common Core State Standards and aligned assessments. This evaluation report examines strategies that support stakeholder engagement among the initial 10 states participating in the Core to College Initiative. --- --- ### 6615. A Climate for Academic Success: How School Climate Distinguishes Schools That Are Beating the Achievement Odds (Full Report) ```yaml url: "https://www.wested.org/resource/a-climate-for-academic-success-how-school-climate-distinguishes-schools-that-are-beating-the-achievement-odds-full-report/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Adam Voight", "Gregory Austin", "Thomas Hanson"] document_url: null doi: null license: null tags: [] ``` This report describes a study that examines what makes successful schools different from other schools. The study adds to the growing body of evidence suggesting that school climate is an important factor for school success. --- --- ### 6616. A Climate for Academic Success: How School Climate Distinguishes Schools That Are Beating the Achievement Odds (Report Summary) ```yaml url: "https://www.wested.org/resource/a-climate-for-academic-success-how-school-climate-distinguishes-schools-that-are-beating-the-achievement-odds-report-summary/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Adam Voight", "Gregory Austin", "Thomas Hanson"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/09/25155344/hd-13-10.pdf" doi: null license: null tags: [sel] ``` A growing body of research suggests that school climate may be an important variable in explaining why some schools are more successful than others. This report contributes to this research by exploring the climate of a handful of secondary schools with extraordinary success (schools in which test scores are better than would be predicted based on their student characteristics) compared to that of other schools, including those that consistently underperform. --- --- ### 6617. Parents as Partners in Student Achievement ```yaml url: "https://www.wested.org/resource/parents-as-partners-in-student-achievement/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164606/1377717512article_parentsaspartners_2013-3.pdf" doi: null license: null tags: [] ``` Parent-teacher conferences are key to boosting students' academic success, and have long been the primary tool that schools use to promote school-family engagement. Through one case study, learn how WestEd's Academic Parent-Teacher Teams (APTT) project put a new and effective twist on parent-teacher interaction. --- --- ### 6618. Mentoring Program Supports Collaborative School Culture ```yaml url: "https://www.wested.org/resource/mentoring-program-supports-collaborative-school-culture/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164154/1376954347article_mentoringprogram_2013-3.pdf" doi: null license: null tags: [professional-development] ``` Creating a mentoring program for new teachers is an effective best practice being adopted by many school districts. It's a practice that offers teachers an opportunity to purposefully build their instructional skills from their first days in the classroom. While a mentoring program is usually designed for developing and retaining novice teachers, it can also be used to promote ongoing teacher learning. --- --- ### 6619. Conquering the Pitfalls on the Pathway to Math Success ```yaml url: "https://www.wested.org/resource/conquering-the-pitfalls-on-the-pathway-to-math-success-2/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164149/1388772676article_conqueringpitfalls_2013-3.pdf" doi: null license: null tags: [formative-assessment, math-education] ``` Research shows that exposure to WestEd's Math Pathways & Pitfalls curriculum can be transformative in moving students to a more confident and successful experience, and raising both standardized and project-administered test scores. Learn more in this article. --- --- ### 6620. Students Take an Alternative Route to Algebra 1 Success ```yaml url: "https://www.wested.org/resource/students-take-an-alternative-route-to-algebra-1-success/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164152/1380145856article_alternativealgebra_2013-3.pdf" doi: null license: null tags: [math-education] ``` The Aim for Algebra curriculum has shown impressive results—not only with secondary students, but also those in middle school. Get the scoop on this WestEd project. --- --- ### 6621. Assessment for Learning: What Policymakers Should Know About Formative Assessment ```yaml url: "https://www.wested.org/resource/assessment-for-learning-what-policymakers-should-know-about-formative-assessment/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Martin Orland", "Jan Anderson"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164521/1370911288resource13062-3.pdf" doi: null license: null tags: [formative-assessment] ``` Formative assessment in the classroom aims to reveal not just what students are learning, but how they are learning, with results used to inform instruction. This policy brief highlights the formative component of next-generation assessment systems and makes recommendations for state and federal policymakers. --- --- ### 6622. Understanding Formative Assessment: Insights from Learning Theory and Measurement Theory ```yaml url: "https://www.wested.org/resource/understanding-formative-assessment-insights-from-learning-theory-and-measurement-theory/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Elise Trumbull", "Andrea Lash"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164524/1370912451resource13071-3.pdf" doi: null license: null tags: [formative-assessment] ``` Formative assessment can yield real-time information about if and how students are learning—and what might be impeding their progress. Insights gained from ongoing assessment can help teachers shape instruction and guide student efforts. --- --- ### 6623. Professional Development on Formative Assessment: Insights From Research and Practice ```yaml url: "https://www.wested.org/resource/professional-development-on-formative-assessment-insights-from-research-and-practice/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Elise Trumbull", "Nancy Gerzon"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164519/1370913036resource13051-3.pdf" doi: null license: null tags: [formative-assessment, professional-development] ``` Formative assessment is a key component in next-generation assessment systems. This paper, authored by former WestEd researcher Elise Trumbull and WestEd's Nancy Gerzon, outlines how different programs and studies have responded to educators' need for professional development on formative assessment. --- --- ### 6624. Navigating the Landscape of Data Literacy: It IS Complex ```yaml url: "https://www.wested.org/resource/navigating-the-landscape-of-data-literacy-it-is-complex/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Ellen Mandinach"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164517/1370972047resource13042-3.pdf" doi: null license: null tags: [learning-engineering, literacy, professional-development] ``` There's much talk about using data to inform education decision-making, both in and beyond the classroom. But do educators and education decision-makers understand data and do they know how to use it? This white paper, written by WestEd's Ellen Mandinach and Edith Gummer, examines the landscape of data literacy, based on a meeting of the foremost researchers, professional development providers, and other stakeholders in the field of data-driven decision-making in education. --- --- ### 6625. California and the Common Core State Standards: Early Steps, Early Opportunities ```yaml url: "https://www.wested.org/resource/california-and-the-common-core-state-standards-early-steps-early-opportunities/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Carla Hulce", "Natasha Hoehn", "Jennifer O'Day", "Catherine Walcott"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164513/20130228_CCSS_report_FINAL.pdf" doi: null license: null tags: [] ``` Adoption of the Common Core State Standards (CCSS) has raised many questions and concerns for leaders and educators in California school districts. This report examines how schools and districts can transition to the new practices and systems that the CCSS require. --- --- ### 6626. A Systematic Review of the Evidence of the Impact of Eliminating School User Fees in Low-Income Developing Countries ```yaml url: "https://www.wested.org/resource/a-systematic-review-of-the-evidence-of-the-impact-of-eliminating-school-user-fees-in-low-income-developing-countries/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Claire Morgan", "Anthony Petrosino", "Trevor Fronius"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164511/1370973644SchoolFees2012MorganReport1-3.pdf" doi: null license: null tags: [] ``` How does eliminating fees for primary and secondary school affect education outcomes in low-income developing countries? This report presents findings from a systematic review of related research. --- --- ### 6627. Integrating Student Supports and Academics: Game Changer Series ```yaml url: "https://www.wested.org/resource/integrating-student-supports-and-academics-game-changer-series/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Mina Dadgar", "Thad Nodine", "Kathy Reeves Bracco", "Andrea Venezia"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164507/1370976401resource12962-3.pdf" doi: null license: null tags: [college-access] ``` This WestEd report explores how the integration of student supports and academics in community colleges fit within an overall strategy to raise completion rates. --- --- ### 6628. PBS KIDS Mathematics Transmedia Suites in Preschool Homes: A Report to the CPB-PBS Ready To Learn Initiative ```yaml url: "https://www.wested.org/resource/pbs-kids-mathematics-transmedia-suites-in-preschool-homes-a-report-to-the-cpb-pbs-ready-to-learn-initiative/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Betsy McCarthy", "Linlin Li", "Michelle Tiu"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164456/1370977287resource12832-3.pdf" doi: null license: null tags: [computer-assisted-learning, early-childhood, math-education] ``` Can online games really be educational, especially for preschoolers? Yes, according to a recent WestEd study, which shows that both preschoolers and their parents alike benefit from playing online games together. --- --- ### 6629. Acceleration in Developmental Education: Game Changers Series ```yaml url: "https://www.wested.org/resource/acceleration-in-developmental-education-game-changers-series/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Thad Nodine", "Mina Dadgar", "Andrea Venezia", "Kathy Reeves Bracco"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164453/1370979443resource1281-3.pdf" doi: null license: null tags: [college-access, response-to-intervention] ``` Acceleration in developmental education is a strategy that community colleges use to reduce the amount of time students spend in remediation and allow them to enroll more quickly—or immediately—in courses leading to certificates or degrees. This report describes the importance of acceleration, explains how it raises college completion rates, and highlights the key principles of successful acceleration models. --- --- ### 6630. Providing Structured Pathways to Guide Students Toward Completion: Game Changers Series ```yaml url: "https://www.wested.org/resource/providing-structured-pathways-to-guide-students-toward-completion-game-changers-series/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Andrea Venezia", "Thad Nodine", "Kathy Reeves Bracco"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164451/1370980395resource1280-3.pdf" doi: null license: null tags: [career-readiness, college-access] ``` This report outlines the issues that community colleges face as they design programs that allow students to explore their education and career options while also progressing toward a credential. --- --- ### 6631. Interventions in Developing Nations for Improving Primary and Secondary School Enrollment of Children: A Systematic Review ```yaml url: "https://www.wested.org/resource/interventions-in-developing-nations-for-improving-primary-and-secondary-school-enrollment-of-children-a-systematic-review/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Anthony Petrosino", "Claire Morgan", "Trevor Fronius", "Emily E. Tanner-Smith", "Robert F. Boruch"] document_url: null doi: null license: null tags: [response-to-intervention] ``` What does it take to get children into school and keep them there? Learn the effects of intervention programs designed to increase school enrollment in developing nations. --- --- ### 6632. Filling a Need: Professional Development for Charter School Teachers ```yaml url: "https://www.wested.org/resource/filling-a-need-professional-development-for-charter-school-teachers/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164146/1372727393article_profdevelopmentfillingneed_2012-3.pdf" doi: null license: null tags: [computer-assisted-learning, professional-development] ``` Teachers and administrators in independent charter schools tend to wear multiple hats and have enormous workloads. Most independent charters are small. Many are geographically isolated. And a good number are struggling financially. All too often, opportunities for high-quality professional development in this context are minimal or nonexistent. Charter School Teachers Online is working to advance professional development opportunities for charter school teachers. --- --- ### 6633. Early Childhood Mental Health: Raising Awareness, Taking Action ```yaml url: "https://www.wested.org/resource/early-childhood-mental-health-raising-awareness-taking-action/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164144/1372730177article_earlychildhoodmentalhealth_2012-3.pdf" doi: null license: null tags: [early-childhood] ``` This article examines how the California Center for Infant-Family and Early Childhood Mental Health has developed evidence-based practices that focus on assessing the state of the infant-parent relationship and working with families to strengthen it. --- --- ### 6634. Leadership Development: A Systems Approach ```yaml url: "https://www.wested.org/resource/leadership-development-a-systems-approach/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164132/1372728855article_leadershipdevelopment_2012-3.pdf" doi: null license: null tags: [] ``` A strong leader may be instrumental in starting to turn around a low-performing school, but it takes a systems approach to ensure the transformation is sustainable. --- --- ### 6635. College Bound in Middle School and High School?: How Math Course Sequences Matter ```yaml url: "https://www.wested.org/resource/college-bound-in-middle-school-and-high-school-how-math-course-sequences-matter/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Neal Finkelstein", "Juliet Tiffany-Morales", "Patrick M. Shields"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164233/139931976631921CFTL_MathPatterns_Main_Report-3.pdf" doi: null license: null tags: [college-access, k-12, math-education] ``` This study explores the connection between mathematics achievement in middle school and high school to better understand the degree to which students stay on the path toward postsecondary STEM study and, if students veer off the trajectory, to better understand when and why. --- --- ### 6636. Challenges Around Capability Improvements in a System of Self-Managed Schools in New Zealand ```yaml url: "https://www.wested.org/resource/challenges-around-capability-improvements-in-a-system-of-self-managed-schools-in-new-zealand/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Cathy Wylie"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164446/1370998797resource1273-3.pdf" doi: null license: null tags: [] ``` New Zealand, a small country of 4.3 million people, has a single national education system. This case study explores efforts to improve low-performing schools in this country, and describes the lessons learned and implications for other countries. --- --- ### 6637. Achieving an Education Revolution Through New Federalism in Australia ```yaml url: "https://www.wested.org/resource/achieving-an-education-revolution-through-new-federalism-in-australia/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164443/1371075991resource1272-3.pdf" doi: null license: null tags: [] ``` Securing a higher level of performance in all schools in all settings has been a major priority of governments in Australia for nearly 40 years. This case study reviews school improvement efforts in Australia and offers recommendations for other countries. --- --- ### 6638. Supporting Low-Performing Schools in Ontario, Canada ```yaml url: "https://www.wested.org/resource/supporting-low-performing-schools-in-ontario-canada/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164441/1371076635resource1271-3.pdf" doi: null license: null tags: [] ``` This case study explores Ontario, Canada's turnaround programs for low-performing schools and offers recommendations for other countries. --- --- ### 6639. Connection by Design: Students’ Perceptions of Their Community College Experiences ```yaml url: "https://www.wested.org/resource/connection-by-design-students-perceptions-of-their-community-college-experiences/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Thad Nodine", "Laura Jaeger", "Andrea Venezia", "Kathy Reeves Bracco", "research support from Public Agenda"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164439/1371593031resource1268-3.pdf" doi: null license: null tags: [college-access] ``` This report describes the perspectives of community college students — current students, completers, and non-completers on their community college experiences. A must-read for community colleges working to improve student completion rates! --- --- ### 6640. An Overview of Commercially Available Principal Evaluation Resources ```yaml url: "https://www.wested.org/resource/an-overview-of-commercially-available-principal-evaluation-resources/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Karen Kearney", "Laura Lara-Brady", "Heather Mattson", "Scott Vince"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164641/1380045145Commercially_Available_Principal_Evaluation_Resources-3.pdf" doi: null license: null tags: [] ``` To improve principal evaluation systems, state and district leaders must make decisions about commercially available resources that may be useful. This overview aims to assist state and district leaders in the decision-making process. --- --- ### 6641. California Infant/Toddler Curriculum Framework ```yaml url: "https://www.wested.org/resource/infant-toddler-curriculum-framework/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["California Department of Education", "Center for Child & Family Studies"] document_url: null doi: null license: null tags: [early-childhood] ``` The California Infant/Toddler Curriculum Framework provides early childhood professionals with a structure they can use to make informed decisions about curriculum practices. --- --- ### 6642. Family Engagement in Title I Schools ```yaml url: "https://www.wested.org/resource/family-engagement-in-title-i-schools/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Tricia Offutt"] document_url: null doi: null license: null tags: [] ``` Family engagement is crucial to school improvement. These three briefs illustrate how teachers and administrators can implement a successful academic family-teacher team model, create a comprehensive family engagement plan that encourages family-supported student learning, and more. --- --- ### 6643. How Next-Generation Standards and Assessments Can Foster Success for California’s English Learners: Policy Brief ```yaml url: "https://www.wested.org/resource/how-next-generation-standards-and-assessments-can-foster-success-for-californias-english-learners-policy-brief/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Robert Linquanti", "Kenji Hakuta"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164436/1371596264resource1264-3.pdf" doi: null license: null tags: [career-readiness, college-access, english-learners, formative-assessment] ``` This policy brief argues that next-generation college- and career-ready standards signal a fundamental shift in the expectations for sophisticated language practices required of all students. This shift has enormous systemic and policy implications for English learners, who represent more than 40 percent of the state's K-12 students. --- --- ### 6644. Scared Straight and Other Juvenile Awareness Programs for Preventing Juvenile Delinquency: A Systematic Review ```yaml url: "https://www.wested.org/resource/scared-straight/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Anthony Petrosino", "Carolyn Turpin-Petrosino", "Meghan E. Hollis-Peel", "Julia G. Lavenberg"] document_url: null doi: null license: null tags: [] ``` Systematic review results show that "Scared Straight" and similar programs for juvenile delinquents and children at risk for becoming delinquent fail to deter crime. --- --- ### 6645. Forward, Together: Better Schools Through Labor-Management Collaboration ```yaml url: "https://www.wested.org/resource/forward-together-better-schools-through-labor-management-collaboration/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Ken Futernick", "Sara McClellan", "Scott Vince"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164433/1371767244forwardtogether1-3.pdf" doi: null license: null tags: [] ``` Collaboration between school district management and labor unions is a critical precursor to improving student outcomes, yet few school districts have tried to bridge the gap. What do districts need to do in order to break out of the "us-versus-them" paradigm that is so prevalent in America's schools? --- --- ### 6646. Reimagining Our Inexperienced Adolescent Readers: From Struggling, Striving, Marginalized, and Reluctant to Thriving ```yaml url: "https://www.wested.org/resource/reimagining-our-inexperienced-adolescent-readers-from-struggling-striving-marginalized-and-reluctant-to-thriving/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2009 date_source: page-meta authors: ["Cynthia Greenleaf"] document_url: null doi: null license: null tags: [literacy] ``` This commentary, written by Cynthia Greenleaf, codeveloper of WestEd's Reading Apprenticeship instructional framework, and Kathleen Hinchman, confronts the issue of literacy instruction for older youth in the United States who struggle with reading. In many U.S. schools, many young people face an impoverished curriculum, receiving literacy instruction that is ill suited to their needs, or worse, receiving no literacy instruction at all. --- --- ### 6647. Common Core and Low-Performing Students ```yaml url: "https://www.wested.org/resource/common-core-and-low-performing-students/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164134/1372725851article_commoncorelowperforming_2012-3.pdf" doi: null license: null tags: [] ``` The Common Core State Standards (CCSS) provide an opportunity to change education practices to turn around the performance of student groups most in need of improvement. --- --- ### 6648. Surveys Rally Communities to Support and Protect Kids ```yaml url: "https://www.wested.org/resource/surveys-rally-communities-to-support-and-protect-kids/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164129/1372725388article_surveysrallycommunities_2012-3.pdf" doi: null license: null tags: [formative-assessment, sel] ``` The motivation behind the California Healthy Kids Survey (CHKS) and its partner, the California School Climate Survey, is to give schools a tool to turn troubling statistics into projects and programs that serve students' emotional, social, health, and safety needs and improve school climate. Download the article to learn more about CHKS, nationally recognized as a leading tool for the assessment of youth resilience. --- --- ### 6649. Interactive Lab Brings Chemistry to (Virtual) Life ```yaml url: "https://www.wested.org/resource/interactive-lab-brings-chemistry-to-virtual-life/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164130/1372728962article_interactivelab_2012-3.pdf" doi: null license: null tags: [] ``` An interactive virtual high school chemistry laboratory is drawing students into the inquiry process at the heart of chemistry and presenting them with interesting, real-life problems to solve. --- --- ### 6650. Critical Questions for Student Services: Research and Implications for Practice in California Community Colleges: A Series of Eight Memos Addressed to the California Community Colleges Chancellor’s Office ```yaml url: "https://www.wested.org/resource/critical-questions-for-student-services-research-and-implications-for-practice-in-california-community-colleges-a-series-of-eight-memos-addressed-to-the-california-community-colleges-chancellors-offic/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["WestEd and the RP Group"] document_url: null doi: null license: null tags: [college-access] ``` How can student services in California's community colleges better contribute to student success? A series of eight memos explores this issue. --- --- ### 6651. Evaluation of The Electric Company Summer Learning Program ```yaml url: "https://www.wested.org/resource/evaluation-of-the-electric-company-summer-learning-program/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Betsy McCarthy", "Lisa Michel", "Michelle Tiu", "Sara Atienza", "John Rice", "Jonathan Nakamoto", "Armando Tafoya"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164417/1372274814resource1236-3.pdf" doi: null license: null tags: [] ``` Thirty years ago, The Electric Company (TEC) television show won the hearts of children because it made learning fun. Read on to learn how a reinvention of the classic 70s show continues to show children that learning can be fun, thereby creating better academic outcomes. --- --- ### 6652. Instruction for Diverse Groups of English Language Learners ```yaml url: "https://www.wested.org/resource/instruction-diverse-groups-english-language-learners-56387/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Aída Walqui"] document_url: null doi: null license: null tags: [english-learners] ``` Common Core State Standards provide educators with an unprecedented opportunity to reconceptualize the teaching of English language learners (ELLs) and improve educational outcomes. This paper offers five guiding principles for maximizing the immense potential of ELLs in the classroom. --- --- ### 6653. Language and the Common Core State Standards ```yaml url: "https://www.wested.org/resource/language-common-core-state-standards-56386/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Aída Walqui"] document_url: null doi: null license: null tags: [] ``` Language pervades the Common Core State Standards even in those instances where the word "language" is not explicitly stated. This paper, written by Leo van Lier and WestEd's Aída Walqui, addresses the place and role of language within the new standards. --- --- ### 6654. Equal Access to Content Instruction for English Learners: An Example From Science ```yaml url: "https://www.wested.org/resource/equal-access-to-content-instruction-for-english-learners-an-example-from-science/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Zoe Ann Brown", "Kathy DiRanna"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164415/1372286186EqualAccessforEnglishLearners10-3.pdf" doi: null license: null tags: [english-learners, k-12] ``` How can we close the achievement gap for English learners? Access to science instruction may be the missing key. --- --- ### 6655. Effective District Planning and the Required Local Educational Agency Plan (LEAP): Insights from Successful Districts ```yaml url: "https://www.wested.org/resource/effective-district-planning-and-the-required-local-educational-agency-plan-leap-insights-from-successful-districts/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Eric Haas", "Heather Mattson", "Sharon Tucker"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164413/1372287150resource12271-3.pdf" doi: null license: null tags: [] ``` What are the key features of school district improvement plans leading to increased student achievement? Find out in this free report produced by the California Comprehensive Center at WestEd. --- --- ### 6656. How California’s Local Education Agencies Evaluate Teachers and Principals ```yaml url: "https://www.wested.org/resource/how-californias-local-education-agencies-evaluate-teachers-and-principals/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Melissa Eiler White", "Reino Makkonen", "Jerry Bailey", "Scott Vince"] document_url: null doi: null license: null tags: [] ``` Teachers and principals alike play key roles in improving education. That's why it's crucial for school districts to have in place effective systems for evaluating their performance. How do districts in California fare? Read this brief, which analyzes data from a survey taken by more than 90 percent of the state's local education agencies. --- --- ### 6657. Evaluation of Michigan’s 1003(g) School Improvement Grants: Implementation Trends in the First Year ```yaml url: "https://www.wested.org/resource/evaluation-of-michigans-1003g-school-improvement-grants-implementation-trends-in-the-first-year/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Juan Carlos Bojorquez", "John Rice", "Jerry Hipps", "Jian Li"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164409/1372363343resource1224-3.pdf" doi: null license: null tags: [] ``` This report summarizes implementation trends for the first year of WestEd's three-year evaluation of the districts and schools in Michigan that were awarded 1003(g) School Improvement Grants in fall 2010. --- --- ### 6658. Science Learning for Teachers That Improves Students’ Achievement ```yaml url: "https://www.wested.org/resource/science-learning-for-teachers-that-improves-istudents-i-achievement/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164127/1372726278article_sciencelearningforteachers_2012-3.pdf" doi: null license: null tags: [professional-development] ``` Professional development programs can document a positive impact on participating teachers, but does it make any difference for students? According to several rigorous research studies analyzing WestEd's Making Sense of SCIENCE professional development, the answer is a resounding yes. --- --- ### 6659. In Crime Prevention, What Is Best for Young People? ```yaml url: "https://www.wested.org/resource/in-crime-prevention-what-is-best-for-young-people/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164125/1372730596article_crimeprevention_2012-3.pdf" doi: null license: null tags: [] ``` Formal System Processing of Juveniles: Effects on Delinquency compares the crime-deterrent effectiveness when young offenders were processed through the official juvenile justice system or dealt with in an alternative way. The data show that the young people who went through the system were more likely to commit subsequent crimes than those assigned to a diversion program with services. Get the scoop. --- --- ### 6660. “Doing What Works” Bridges Research and Practice ```yaml url: "https://www.wested.org/resource/8220doing-what-works8221-bridges-research-and-practice/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164122/1372730294article_dwwresearchandpractice_2012-3.pdf" doi: null license: null tags: [college-access, computer-assisted-learning] ``` Doing What Works is an online wealth of high-quality, practical tools that school leaders, service providers, and university faculty can use, particularly for planning and conducting their own professional learning. --- --- ### 6661. The Characteristics and Experiences of Beginning Teachers in Seven Northeast and Islands Region States and Nationally ```yaml url: "https://www.wested.org/resource/the-characteristics-and-experiences-of-beginning-teachers-in-seven-northeast-and-islands-region-states-and-nationally/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Natalie Lacireno-Paquet", "Candice Bocala", "Trevor Fronius", "Dave Phillips"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164355/1372372726resource1215-3.pdf" doi: null license: null tags: [sel] ``` Do characteristics and experiences of beginning public school teachers on the East Coast differ from beginning teachers nationwide? Find out in this report. --- --- ### 6662. Using Multiple Forms of Data in Principal Evaluations: An Overview With Examples ```yaml url: "https://www.wested.org/resource/using-multiple-forms-of-data-in-principal-evaluations-an-overview-with-examples/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Nancy M. Sanders", "Scott Vince", "Karen Kearney"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164405/1394052656Multiple_forms_in_PEval_20120417_final-3.pdf" doi: null license: null tags: [] ``` This brief demystifies the concept of collecting and using multiple forms of information in principal evaluation systems and provides examples of those who have done so successfully. --- --- ### 6663. National Evaluation of Title III Implementation Supplemental Report: Exploring Approaches to Setting English Language Proficiency Performance Criteria and Monitoring English Learner Progress ```yaml url: "https://www.wested.org/resource/national-evaluation-of-title-iii-implementation-supplemental-report-exploring-approaches-to-setting-english-language-proficiency-performance-criteria-and-monitoring-english-learner-progress/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Gary Cook", "Robert Linquanti", "Marjorie Chinen", "Hyekyung Jung"] document_url: null doi: null license: null tags: [english-learners] ``` What are the best ways to measure the education progress of English language learners? This report, cowritten by WestEd's Robert Linquanti, is designed to help state education leaders with this very issue. --- --- ### 6664. Untapped Potential: The Status of Middle School Science Education in California ```yaml url: "https://www.wested.org/resource/untapped-potential-the-status-of-middle-school-science-education-in-california/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Ardice Hartry", "Rena Dorph", "Patrick M. Shields", "Juliet Tiffany-Morales", "Valeria Romero"] document_url: null doi: null license: null tags: [k-12] ``` Only one in seven California middle school students receive the kind of high quality science instruction that engages them in the exploration and practice of science. This report explains why. --- --- ### 6665. CenterView: Lost Opportunities: The Status of Science Education in California Middle Schools ```yaml url: "https://www.wested.org/resource/centerview-lost-opportunities-the-status-of-science-education-in-california-middle-schools/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["The Center for the Future of Teaching and Learning at WestEd"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164403/1372456403march12-3.pdf" doi: null license: null tags: [k-12] ``` Only one in seven California middle school students receive the kind of high quality science instruction that engage them in the exploration and practice of science. Students do not have the opportunities they need because the conditions that would support such learning are rarely in place. How can state and local policymakers help improve science learning? Find out in this issue of CenterView. --- --- ### 6666. CenterView: Willing But Not Yet Ready: A Glimpse of California Teachers’ Preparedness for the Common Core State Standards ```yaml url: "https://www.wested.org/resource/centerview-willing-but-not-yet-ready-a-glimpse-of-california-teachers-preparedness-for-the-common-core-state-standards/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["The Center for the Future of Teaching and Learning at WestEd"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164357/139932138032106february12-3.pdf" doi: null license: null tags: [college-access] ``` What do California teachers say about being ready to implement the Common Core State Standards? And what does the Center for the Future of Teaching and Learning at WestEd recommend that districts, schools, institutions of higher education, and state leaders do to help? Find out in this issue of CenterView. --- --- ### 6667. Improving the Assessment of Student Learning in the Arts: State of the Field and Recommendations ```yaml url: "https://www.wested.org/resource/improving-the-assessment-of-student-learning-in-the-arts-state-of-the-field-and-recommendations/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Sharon Herpin", "Jian Li"] document_url: null doi: null license: null tags: [formative-assessment] ``` How do we improve assessment of K-12 student learning in the arts, ultimately increasing academic performance? Find out in this first-of-its-kind study produced by WestEd for the National Endowment for the Arts. --- --- ### 6668. Focusing Formative Assessment on the Needs of English Language Learners ```yaml url: "https://www.wested.org/resource/focusing-formative-assessment-on-the-needs-of-english-language-learners/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["Laura Alvarez", "Sri Ananda", "Aída Walqui", "Edynn Sato", "Stanley N. Rabinowitz"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164711/1391626953FormativeAssessment_report5-3.pdf" doi: null license: null tags: [english-learners, formative-assessment] ``` How can formative assessment enhance the teaching and learning of English language learner (ELL) students? What, if anything, from our experience with summative assessment of ELL students can inform effective formative assessment practices? And finally, what are the opportunities and challenges inherent in integrating formative assessment into instruction for ELL students in this era of Common Core and other next generation standards? Find out in this paper. --- --- ### 6669. Building a Research Agenda to Improve Education Outcomes for Children and Youth in Foster Care: What the Experts Say ```yaml url: "https://www.wested.org/resource/building-a-research-agenda-to-improve-education-outcomes-for-children-and-youth-in-foster-care-what-the-experts-say/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["BethAnn Berliner"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164347/1372694634pp1201-3.pdf" doi: null license: null tags: [] ``` How can we ensure children and youth in the foster care system receive the quality schooling they need? This Policy Perspectives paper makes the case for developing a research base that educators and institutions can draw on when creating and implementing education strategies specifically for children and youth in foster care — a first step toward creating a brighter and successful future for foster kids. --- --- ### 6670. A Family-Centered Approach to Early Intervention ```yaml url: "https://www.wested.org/resource/a-family-centered-approach-to-early-intervention/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164119/1372729797article_familycenteredapproach_2011-3.pdf" doi: null license: null tags: [early-childhood, inclusive-design, response-to-intervention] ``` Tens of thousands of children are served each year by California Early Start, a statewide system that provides intervention services to infants and toddlers with disabilities and their families. Find out more about Early Start. --- --- ### 6671. Cracking the Code for Academic Literacy ```yaml url: "https://www.wested.org/resource/cracking-the-code-for-academic-literacy/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164115/1372724120article_academicliteracy_2011-3.pdf" doi: null license: null tags: [literacy] ``` Reading Apprenticeship®, a model of academic literacy developed by WestEd's Strategic Literacy Initiative, helps teachers use and explain the reading comprehension strategies distinctive to each content area. Find out more about Reading Apprenticeship in this free download. --- --- ### 6672. Factoring Principals Into School Improvement ```yaml url: "https://www.wested.org/resource/factoring-principals-into-school-improvement/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164118/1372726556article_schoolimproveprincipals_2011-3.pdf" doi: null license: null tags: [] ``` Policymakers rarely focus on the role of the school principal when examining ways to improve public education. Yet research shows that, next to the teacher, the principal has the strongest influence on student learning, particularly in high-poverty schools. --- --- ### 6673. Policing Schools’ Strategies: A Systematic Search for Experimental and Quasi-Experimental Studies ```yaml url: "https://www.wested.org/resource/policing-schools-strategies-a-systematic-search-for-experimental-and-quasi-experimental-studies/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Anthony Petrosino", "Sarah Guckenburg", "Trevor Fronius"] document_url: null doi: null license: null tags: [] ``` This report, written by WestEd's Anthony Petrosino, Sarah Guckenburg, and Trevor Fronius, documents a systematic search to identify experimental and quasi-experimental evaluations that assess the effectiveness of non-educational policing strategies and programs in schools. --- --- ### 6674. Evaluation of Quality Teaching for English Learners Professional Development ```yaml url: "https://www.wested.org/resource/evaluation-of-quality-teaching-for-english-learners-professional-development/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Johannes Bos", "Raquel C. Sanchez", "Fannie Tseng", "Nada Rayyes", "Lorena Ortiz", "Castle Sinicrope"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164359/1372696574qtel-3.pdf" doi: null license: null tags: [english-learners, professional-development] ``` This report presents findings from a rigorous study of the Quality Teaching for English Learners professional development program at WestEd. The study exemplifies the challenges of examining the effectiveness of a non-scripted professional development implementation tailored to participant needs under specific conditions of high student and teacher mobility within and across schools. --- --- ### 6675. Career Technical Education Pathways Initiative Fifth Annual Technical Report ```yaml url: "https://www.wested.org/resource/career-technical-education-pathways-initiative-fifth-annual-technical-report/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: ["WestEd", "California Department of Education", "California Community Colleges"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164349/1372705864resource1202-3.pdf" doi: null license: null tags: [career-readiness] ``` How can we prepare students for a successful career in the 21st Century California workforce? Find out in this annual report, highlighting the Career Technical Education Pathways Initiative's progress in 2010/11. --- --- ### 6676. How Can Simulations Be Components of Balanced State Science Assessment Systems? ```yaml url: "https://www.wested.org/resource/how-can-simulations-be-components-of-balanced-state-science-assessment-systems/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: ["Matt Silberglitt", "Michael Timms", "Edys Quellmalz"] document_url: null doi: null license: null tags: [formative-assessment] ``` Simulations are signaling a new era in science assessment. This brief explains why and recommends two models that policymakers may consider incorporating into state science assessment systems. --- --- ### 6677. Career Technical Education Pathways Initiative 2010-2011 Annual Report ```yaml url: "https://www.wested.org/resource/career-technical-education-pathways-initiative-2010-2011-annual-report/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: ["WestEd", "California Department of Education", "California Community Colleges"] document_url: null doi: null license: null tags: [career-readiness] ``` How can we help students prepare for successful careers in the 21st century? Find out in this free report, summarizing the most recent progress and impact of California's Career Technical Education (CTE) Pathways Initiative. --- --- ### 6678. Comparing Achievement Trends in Reading and Math Across Arizona Public School Student Subgroups ```yaml url: "https://www.wested.org/resource/comparing-achievement-trends-in-reading-and-math-across-arizona-public-school-student-subgroups/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Eric Crane", "Min Huang", "Vanessa X. Barrat"] document_url: null doi: null license: null tags: [literacy, math-education] ``` What percentage of Arizona public school students is proficient in reading and math? How does the percentage differ by student subgroup and school level? And what are the results when only charter schools are examined? Find out in this REL West research brief. --- --- ### 6679. How Four Districts Crafted Innovative Principal Evaluation Systems: Success Stories in Collaboration ```yaml url: "https://www.wested.org/resource/how-four-districts-crafted-innovative-principal-evaluation-systems-success-stories-in-collaboration/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: ["Ben Keating", "Leadership Initiative at WestEd"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164326/1372802381resource1109-3.pdf" doi: null license: null tags: [] ``` Are you looking for concrete examples of how to innovate principal evaluation systems? These informal case studies, written by Ben Keating of the Leadership Initiative at WestEd, examine the role of collaboration in the implementation of principal evaluation systems in four school districts. --- --- ### 6680. A Brief Overview of Principal Evaluation Literature: Implications for Selecting Evaluation Models ```yaml url: "https://www.wested.org/resource/a-brief-overview-of-principal-evaluation-literature-implications-for-selecting-evaluation-models/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: ["Integrated Leadership Development Initiative", "Nancy M. Sanders", "Karen Kearney"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164324/1372803211resource1108-3.pdf" doi: null license: null tags: [] ``` This overview provides highlights from The Policies and Practices of Principal Evaluation: A Review of the Literature, a comprehensive literature review of principal evaluation systems. With this base, the brief helps leaders consider options for developing their evaluation systems—building their own or choosing a commercially available product. --- --- ### 6681. Key Features of a Comprehensive Principal Evaluation System ```yaml url: "https://www.wested.org/resource/key-features-of-a-comprehensive-principal-evaluation-system/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: ["Integrated Leadership Development Initiative", "Ronald Leon", "Karen Kearney", "Stephen H. Davis", "Nancy M. Sanders", "Christopher Thomas"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164321/1394046040ILDI_KeyFeaturesV4_020612_FINAL-3.pdf" doi: null license: null tags: [] ``` This publication, cowritten by Karen Kearney of the Leadership Initiative at WestEd, draws from an in-depth review of research and professional literature on principal evaluation and personnel evaluation standards to present 13 key features identified as critical in establishing a comprehensive principal evaluation system. --- --- ### 6682. How Six States Are Implementing Principal Evaluation Systems ```yaml url: "https://www.wested.org/resource/how-six-states-are-implementing-principal-evaluation-systems/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: ["Heather Mattson", "Nancy M. Sanders", "Karen Kearney"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164319/1372807845resource1105-3.pdf" doi: null license: null tags: [] ``` This brief, cowritten by Heather Mattson and Karen Kearney of the Leadership Initiative at WestEd, provides policymakers and practitioners with information about current principal evaluation policies and systems, linked to useful resources, in six states. --- --- ### 6683. The Policies and Practices of Principal Evaluation: A Review of the Literature ```yaml url: "https://www.wested.org/resource/the-policies-and-practices-of-principal-evaluation-a-review-of-the-literature/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: ["Integrated Leadership Development Initiative", "Stephen H. Davis", "Nancy M. Sanders", "Karen Kearney"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164317/1372808763resource1104-3.pdf" doi: null license: null tags: [] ``` This comprehensive literature review, cowritten by Karen Kearney of the Leadership Initiative at WestEd, provides key points from primary and secondary sources that practitioners and policymakers can use to improve their principal evaluation systems. --- --- ### 6684. The Road Ahead for State Assessments ```yaml url: "https://www.wested.org/resource/the-road-ahead-for-state-assessments/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: ["PACE", "RENNIE CENTER for Education Research & Policy"] document_url: null doi: null license: null tags: [english-learners, formative-assessment] ``` This report, produced by the Rennie Center for Education Research & Policy and Policy Analysis for California Education (PACE), includes three papers that address critical issues in assessment policy. Senior Research Associate Robert Linquanti of WestEd contributed a paper on the assessment of English language learner students. --- --- ### 6685. Putting the Needs of Children in Foster Care on the Education Research Agenda ```yaml url: "https://www.wested.org/resource/putting-the-needs-of-children-in-foster-care-on-the-education-research-agenda/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164057/1372729146article_fostercarechildrenneeds_2011-3.pdf" doi: null license: null tags: [] ``` Children in foster care move like shadows through the school system, but they leave indelible marks. Largely ignored by the education community, as a group they've had consistently dismal education outcomes. A promising initiative is poised to change those circumstances. Ready to Succeed, a project born of the former California Collaborative for Children in Foster Care, aims to spotlight the education needs of children in foster care to find ways to support their success. --- --- ### 6686. Learning From Experience: The Indiana Institute for School Leadership Teams ```yaml url: "https://www.wested.org/resource/learning-from-experience-the-indiana-institute-for-school-leadership-teams/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164055/1372728747article_learningfromexperience_2011-3.pdf" doi: null license: null tags: [] ``` In almost any recipe for school improvement, leadership is a key ingredient. And yet districts across the country continue to struggle with chronically low-performing schools in need of more effective leadership. How can dynamic leaders be developed and their skills harnessed to make a difference for the schools most in need? For answers, a new institute in Indiana has taken a direct approach: Ask the principals who've already succeeded. --- --- ### 6687. Multi-Level Support for Early Educators ```yaml url: "https://www.wested.org/resource/multi-level-support-for-early-educators/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164052/1372728322article_multilevelsupport_2011-3.pdf" doi: null license: null tags: [learning-engineering] ``` WestEd's Comprehensive Approaches to Raising Educational Standards (CARES) has become a robust model of collaborative, data-driven support, constantly reevaluating needs and evolving to better serve local early educators. The benefits are both systemic and personal. --- --- ### 6688. STEM Teachers in Professional Learning Communities: From Good Teachers to Great Teaching ```yaml url: "https://www.wested.org/resource/stem-teachers-in-professional-learning-communities-from-good-teachers-to-great-teaching/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: ["Kathleen Fulton", "Ted Britton"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164314/13728727191098executivesummary-3.pdf" doi: null license: null tags: [computer-assisted-learning, k-12, math-education] ``` This executive report summarizes the impacts of learning teams, particularly in science, technology, engineering, and mathematics content areas, on teacher practice. --- --- ### 6689. Changing Course: A Guide to Increasing Student Completion in Community Colleges ```yaml url: "https://www.wested.org/resource/changing-course-a-guide-to-increasing-student-completion-in-community-colleges/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: ["Thad Nodine", "Andrea Venezia", "Kathy Reeves Bracco"] document_url: null doi: null license: null tags: [career-readiness, college-access] ``` Community college students are often overwhelmed with the array of academic sequences, workforce programs, transfer options, and continuing education opportunities available to them. This guide helps community college faculty, staff, and administrators rethink and redesign their systems, programs, and instruction to increase student completion rates. --- --- ### 6690. Three School Turnaround Principles for Success ```yaml url: "https://www.wested.org/resource/three-school-turnaround-principles-for-success/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164050/1372725271article_threeschoolturnaround_2011-3.pdf" doi: null license: null tags: [] ``` With more than a decade of experience in school reform, WestEd's Fred Tempes knows how challenging it is for chronically low-performing schools to improve. He also knows that almost any can accomplish dramatic turnaround. It takes hard work around a core set of principles over an extended period of time. --- --- ### 6691. Regional SIG Conference Explores “Revamped” Turnaround Strategies ```yaml url: "https://www.wested.org/resource/regional-sig-conference-explores-8220revamped8221-turnaround-strategies/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164048/1372726115article_SIGturnaroundstrategies_2011-3.pdf" doi: null license: null tags: [] ``` The Leading Successful School Turnarounds: Learning from Research and Practice conference empowered more than 250 participants with knowledge and strategies that encouraged them to use School Improvement Grants (SIGs) to take bold steps in making changes and reforms. --- --- ### 6692. Projected Need for Principals Varies Widely Across California ```yaml url: "https://www.wested.org/resource/projected-need-for-principals-varies-widely-across-california/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164046/1372727166article_projectedneedforprincipals_2011-3.pdf" doi: null license: null tags: [english-learners] ``` Effective school-site administrators play a key role in student achievement. As baby boomer administrators retire and student enrollment increases, California will be challenged to recruit enough well-qualified leaders. While there is no shortage nationally of candidates earning administrative credentials, it can be difficult to attract highly qualified administrators to the schools that most need them: those with high concentrations of poverty-level students or English language learner students, or those located in rural areas. --- --- ### 6693. School Turnaround Policies and Practices in Australia, Canada, England, and New Zealand: Overview and Implications ```yaml url: "https://www.wested.org/resource/school-turnaround-policies-and-practices-in-australia-canada-england-and-new-zealand-overview-and-implications/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: ["Martin Orland"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164303/1372888432turnaroundpolicyFINAL-3.pdf" doi: null license: null tags: [sel] ``` This policy report looks at how four countries with public education difficulties similar to those in the United States are attempting to significantly improve their lowest performing schools. Drawing from case studies of school turnaround efforts in these jurisdictions as of summer 2009, the author identifies common themes, distinctive characteristics, and their implications for efforts in the United States. A short summary of each case study is also included. --- --- ### 6694. Preparing Our Infant and Toddler Professional Workforce for the 21st Century: An Action Plan for the District of Columbia ```yaml url: "https://www.wested.org/resource/preparing-our-infant-and-toddler-professional-workforce-for-the-21st-century-an-action-plan-for-the-district-of-columbia/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: ["Great Start DC", "Dan Bellm", "WestEd"] document_url: null doi: null license: null tags: [career-readiness, early-childhood] ``` This report, coproduced by WestEd, presents an action plan for preparing the Washington, D.C. infant and toddler professional workforce for the 21st century. --- --- ### 6695. School Leadership: A Key to Teaching Quality ```yaml url: "https://www.wested.org/resource/school-leadership-a-key-to-teaching-quality-a-policy-brief-on-the-role-of-principals-in-strengthening-instruction/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: ["The Center for the Future of Teaching and Learning at WestEd"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164338/1432068079School_Leadership_CFTL-3.pdf" doi: null license: null tags: [] ``` Based on the forum's deliberations, as well as a review of the literature and other data, this policy brief explains ways principals can promote learning and support teachers. --- --- ### 6696. The Federal Comprehensive School Reform Program and School Turnaround: Key Evaluation Findings ```yaml url: "https://www.wested.org/resource/the-federal-comprehensive-school-reform-program-and-school-turnaround-key-evaluation-findings/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: ["Martin Orland"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164305/1373055567turnaroundpolicy2FINAL-3.pdf" doi: null license: null tags: [] ``` This policy report presents key findings from WestEd's five-year study of the Comprehensive School Reform program (CSR) and the agency's related study of the subset of CSR schools that made notable improvement under the program. In identifying the policy implications for future turnaround efforts in the United States, the author also draws from a third, related study of how four other countries have been addressing the same challenge. --- --- ### 6697. The Supply’s the Limit: Meeting the Challenge of Knowledge and Capacity Constraints to Significant Educational Improvement: A Presidential Essay ```yaml url: "https://www.wested.org/resource/the-supplys-the-limit-meeting-the-challenge-of-knowledge-and-capacity-constraints-to-significant-educational-improvement-a-presidential-essay/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: ["Martin Orland"] document_url: null doi: null license: null tags: [writing-instruction] ``` In this thoughtful essay, published as the annual Presidential Essay for the Association for Education Finance and Policy, Martin Orland, Director of Evaluation and Policy Research at WestEd, tackles the challenges policymakers face as they design and administer comprehensive school reform initiatives in the United States. --- --- ### 6698. Principal Evaluation Policies in California: On the Precipice of Reform ```yaml url: "https://www.wested.org/resource/principal-evaluation-policies-in-california-on-the-precipice-of-reform/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: ["Tiffany Morse"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164729/1394833101precipice_v7-3.pdf" doi: null license: null tags: [] ``` This brief reviews principal evaluation reform from the perspective of the federal government, discusses how federal initiatives affect reform at the local level, highlights notable developments, and looks at the future of evaluation reform in California. --- --- ### 6699. CenterView: Scientific Literacy—The Missing Ingredient ```yaml url: "https://www.wested.org/resource/centerview-scientific-literacy-the-missing-ingredient/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: ["The Center for the Future of Teaching and Learning at WestEd"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164341/139932410832086february11-3.pdf" doi: null license: null tags: [k-12, literacy] ``` This issue of CenterView, produced by the Center for the Future of Teaching and Learning at WestEd, offers suggestions to strengthen science education in California. --- --- ### 6700. QTEL Instructional Coaching: Whole School Change, One Teacher at a Time ```yaml url: "https://www.wested.org/resource/qtel-instructional-coaching-whole-school-change-one-teacher-at-a-time/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164045/1372726746article_QTELinstructionalcoaching_2011-3.pdf" doi: null license: null tags: [english-learners, professional-development] ``` Instructional coaches from outside a school offer fresh eyes and needed expertise to school improvement efforts. But to be effective change agents, they must build a genuine partnership with each teacher they coach. The WestEd Quality Teaching for English Learners approach defines three stages in a classroom lesson. Read on. --- --- ### 6701. Special Education Gains Shape Middle School Reform ```yaml url: "https://www.wested.org/resource/special-education-gains-shape-middle-school-reform/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164043/1372725732article_specialedmiddleschoolreform_2011-3.pdf" doi: null license: null tags: [inclusive-design, literacy, response-to-intervention] ``` Following an intensive reading intervention, the reading proficiency rate for sixth-grade special education students at Lennox Middle School in southern California jumped 35 percent in one year. In fact, they performed better than their general education classmates, whose proficiency rate was under 37 percent. This dramatic achievement helped drive a schoolwide instructional improvement effort. It also redefined how the school's general and special education teachers worked with one another—and with students. --- --- ### 6702. Language-Rich Approach Boosts English Learner Skills ```yaml url: "https://www.wested.org/resource/language-rich-approach-boosts-english-learnernbspskills/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164041/1372729880article_englishlearnerskills_2011-3.pdf" doi: null license: null tags: [english-learners] ``` Teachers at International High School in Austin, TX, thought they were doing a great job. Visitors to the school for new immigrants often praised the faculty for working with such a diverse population of students, some of whom had no prior formal education. Aída Walqui's observation was different. The Director of WestEd's Quality Teaching for English Learners (QTEL) told faculty members there was so much more they could do to engage students and accelerate their learning. --- --- ### 6703. Three-Way Partnership Transforms Arizona District ```yaml url: "https://www.wested.org/resource/three-way-partnership-transforms-arizona-district/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164039/1372727843article_partnershiptransformsAZ_2011-3.pdf" doi: null license: null tags: [] ``` The struggling Creighton Elementary School District in Phoenix was approached in May of 2008 by WestEd and the Ellis Center for Educational Excellence, a Phoenix-based philanthropy, to participate in a districtwide reform initiative. Two years later, student achievement exceeded expectations, and the district itself has transformed the way it operates. --- --- ### 6704. Do Schools in Rural and Nonrural Districts Allocate Resources Differently?: An Analysis of Spending and Staffing Patterns in the West Region States ```yaml url: "https://www.wested.org/resource/do-schools-in-rural-and-nonrural-districts-allocate-resources-differently-an-analysis-of-spending-and-staffing-patterns-in-the-west-region-states/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Jessie Levin", "Karen Manship", "Jay Chambers", "Jerry Johnson", "Charles Blankenship"] document_url: null doi: null license: null tags: [] ``` This report, prepared by researchers at the American Institutes for Research for the Regional Educational Laboratory West (REL West), presents the first detailed comparison of resource allocation between rural and nonrural districts in the West Region (Arizona, California, Nevada, and Utah). --- --- ### 6705. Adolescent Literacy: Effective Classroom and Intervention Practices: REL West Event Proceedings ```yaml url: "https://www.wested.org/resource/adolescent-literacy-effective-classroom-and-intervention-practices-rel-west-event-proceedings/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: null document_url: null doi: null license: null tags: [literacy, response-to-intervention] ``` These event proceedings describe two related Regional Educational Laboratory West events, highlight each speaker’s presentation points, capture themes that emerged from table discussions, and provide a list of additional resources. --- --- ### 6706. Formative Assessment: Not Just Another Test ```yaml url: "https://www.wested.org/resource/formative-assessment-not-just-another-test/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164037/1372729300article_formativeassessmentnotanother_2010-3.pdf" doi: null license: null tags: [formative-assessment] ``` Formative assessment is comprehensive, interactive, and a model of mastery learning, in which a student develops skills and confidence under the guidance of a seasoned professional. New York's Formative Assessment Project aims to change how educators think about formative assessment. --- --- ### 6707. Alignment to Assure Learning for ELL Students ```yaml url: "https://www.wested.org/resource/alignment-to-assure-learning-for-ell-students/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164035/1372724662article_alignmenttoassure_2010-3.pdf" doi: null license: null tags: [english-learners, formative-assessment] ``` Many students who are English language learners are not being taught the academic language skills they need to fully understand and respond to the questions asked on standardized tests. That is one of the key findings emerging from a collaborative study aimed at improving the achievement of English language learner students through better alignment between classroom instruction and state achievement standards and assessments. --- --- ### 6708. Simulations Signal a New Era in Science Assessment ```yaml url: "https://www.wested.org/resource/simulations-signal-a-new-era-in-science-assessment/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164031/1372725966article_simulationssignalnewera_2010-3.pdf" doi: null license: null tags: [computer-assisted-learning, formative-assessment, k-12] ``` A standardized science test might include a passage describing an underwater ecosystem and a series of related multiple-choice questions. But soon students could instead be asked to demonstrate how well they understand the way an underwater ecosystem works. SimScientists at WestEd is developing science test prototypes that feature computer-based assessment. The program encompasses five separate research projects examining the role science simulations can play in improving middle school science instruction, assessment, and optimum design. --- --- ### 6709. Culture and Assessment: Discovering What Students Really Know ```yaml url: "https://www.wested.org/resource/culture-and-assessment-discovering-what-students-really-know/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164016/1372730480article_cultureandassessment_2010-3.pdf" doi: null license: null tags: [formative-assessment] ``` How can we know what students know? The answer seems simple. We teach students new information, give them time to practice the concepts or skills, and assess their understanding with a quiz or test. We standardize the tests so that every student answers equally challenging questions. But what if the way we ask the questions unintentionally causes some students to fail? What if our assessments contain assumptions about language, culture, values, and experiences that these students don't share? --- --- ### 6710. Next-Generation Assessments ```yaml url: "https://www.wested.org/resource/next-generation-assessments-by-stanley-n-rabinowitz/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: ["Stanley N. Rabinowitz"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164013/1372728238article_nextgenerationassessment_2010-3.pdf" doi: null license: null tags: [formative-assessment, personalized-learning] ``` An unprecedented confluence of factors is causing many states to rethink their student-assessment programs. But careful thought and expert guidance will be needed if they are to avoid the problems of the past and take advantage of promising new developments. This next-generation model will include differentiated roles for assessment at the federal, state, and school levels; the use of multiple measures; and assessments that support accountability programs focused on both growth and current status. --- --- ### 6711. Sharing Data Between Child Welfare and Education to Improve Outcomes for Children and Youth in the Foster Care System ```yaml url: "https://www.wested.org/resource/sharing-data-between-child-welfare-and-education-to-improve-outcomes-for-children-and-youth-in-the-foster-care-system/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: ["The Center for the Future of Teaching and Learning at WestEd"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164328/139932892132077PolicyBriefFC.2010-3.pdf" doi: null license: null tags: [] ``` This policy brief, produced by the Center for the Future of Teaching and Learning at WestEd, outlines the steps needed to ensure more comprehensive and timely sharing of child welfare and education data for foster care students so that the professionals charged with helping them can make informed decisions. --- --- ### 6712. CenterView: Who Will be Left to Teach? ```yaml url: "https://www.wested.org/resource/centerview-who-will-be-left-to-teach/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: ["The Center for the Future of Teaching and Learning at WestEd"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164336/139933369232080.may10-3.pdf" doi: null license: null tags: [] ``` This issue of CenterView, produced by the Center for the Future of Teaching and Learning at WestEd, reviews current data and makes several recommendations for increasing the number of qualified teachers. --- --- ### 6713. Ready to Succeed in the Classroom: Findings from Teacher Discussion Groups on their Experiences and Aspirations Teaching Students in the Foster Care System ```yaml url: "https://www.wested.org/resource/ready-to-succeed-in-the-classroom-report/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: ["The Center for the Future of Teaching and Learning at WestEd"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164333/32079.RTSTeacherVoices.pdf" doi: null license: null tags: [] ``` This report is designed to be a conduit for the voices of teachers who have struggled to help foster children perform well in school so that they can share what they have learned with other teachers, whether they are novice or veteran. --- --- ### 6714. Ready to Succeed in the Classroom (Summary for Teachers) ```yaml url: "https://www.wested.org/resource/ready-to-succeed-in-the-classroom-summary-for-teachers/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: ["The Center for the Future of Teaching and Learning at WestEd"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164331/139933041632079.RTSsummary-3.pdf" doi: null license: null tags: [] ``` This summary for teachers is designed to be a conduit for the voices of teachers who have struggled to help foster children perform well in school so that they can share what they have learned with other novice or veteran teachers. --- --- ### 6715. One-Shot Deal?: Students’ Perceptions of Assessment and Course Placement in California’s Community Colleges ```yaml url: "https://www.wested.org/resource/one-shot-deal-students-perceptions-of-assessment-and-course-placement-in-californias-community-colleges/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: ["Andrea Venezia", "Kathy Reeves Bracco", "Thad Nodine"] document_url: null doi: null license: null tags: [college-access, formative-assessment] ``` Why do incoming students in California's community colleges view their college's intake processes — and particularly the course placement tests and counseling — as a one-shot deal and what can be done about it? --- --- ### 6716. Multiple Pathways to Student Success: Envisioning the New California High School ```yaml url: "https://www.wested.org/resource/multiple-pathways-to-student-success/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: ["California Department of Education"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164942/1442942858resourcemultiplepathwaystostudentsuccess-3.pdf" doi: null license: null tags: [] ``` Multiple Pathways to Student Success — in examining the means and conditions needed for expanding multiple pathways statewide — explores the ways in which this approach might fulfill California's need for a more cohesive vision of high school education. --- --- ### 6717. Effects of Problem Based Economics on High School Economics Instruction: Final Report ```yaml url: "https://www.wested.org/resource/effects-of-problem-based-economics-on-high-school-economics-instruction-final-report/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Neal Finkelstein", "Thomas Hanson", "Kevin (Chun-Wei) Huang", "Becca Klarin", "Min Huang"] document_url: null doi: null license: null tags: [] ``` The primary purpose of this REL West study is to assess student-level impacts of a problem-based instructional approach to high school economics. The study was designed as a within-school randomized controlled trial. Economics is a required course for high school graduation in California and, as of the 2008/09 school year, Arizona, the two study states. --- --- ### 6718. Do States Have Certification Requirements for Preparing General Education Teachers to Teach Students with Disabilities? Experience in the Northeast and Islands Region ```yaml url: "https://www.wested.org/resource/do-states-have-certification-requirements-for-preparing-general-education-teachers-to-teach-students-with-disabilities-experience-in-the-northeast-and-islands-region/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Candice Bocala", "Claire Morgan", "Susan Mundry", "Daniel Mello"] document_url: null doi: null license: null tags: [inclusive-design] ``` This report, prepared by REL Northeast Islands on teacher certification requirements in the Northeast and Islands Region, finds that eight of the nine jurisdictions require some coursework in teaching students with disabilities for initial licensure of general education teachers. --- --- ### 6719. Accommodations for English Language Learner Students: The Effect of Linguistic Modification of Math Test Item Sets ```yaml url: "https://www.wested.org/resource/accommodations-for-english-language-learner-students-the-effect-of-linguistic-modification-of-math-test-item-sets/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Edynn Sato", "Stanley N. Rabinowitz", "Carole Gallagher", "Kevin (Chun-Wei) Huang"] document_url: null doi: null license: null tags: [english-learners, formative-assessment, math-education] ``` This study found that simplifying the language—or linguistic modification—on standardized math test items made it easier for English language learners to focus on and grasp math concepts, and thus was a more accurate assessment of their math skills. --- --- ### 6720. Decentralizing Resources in Los Angeles High Schools: California’s Quality Education Investment Act ```yaml url: "https://www.wested.org/resource/decentralizing-resources-in-los-angeles-high-schools-californias-quality-education-investment-act/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: ["Margaret Bridges", "Bruce Fuller", "Andrew McEachin", "Icela Pelayo", "Neal Finkelstein"] document_url: null doi: null license: null tags: [] ``` This paper, coauthored by WestEd's Neal Finkelstein, looks at four Los Angeles high schools that received funding under California’s 2006 Quality Education Investment Act (QEIA), which focuses $2.6 billion on the state’s lowest-performing schools over a seven-year period, with participating schools agreeing to reduce class size, use only fully qualified teachers, ensure that levels of teacher experience match or exceed the district average, and hire additional counselors. --- --- ### 6721. STEM Teachers in Professional Learning Communities: A Knowledge Synthesis ```yaml url: "https://www.wested.org/resource/stem-teachers-in-professional-learning-communities-a-knowledge-synthesis/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: ["Kathleen Fulton", "Ted Britton"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/09/24172204/1098-executive-summary.pdf" doi: null license: null tags: [computer-assisted-learning, k-12, math-education] ``` This report describes a comprehensive knowledge synthesis of professional learning communities and their impact on science, technology, engineering, and mathematics teaching and learning in K-12 education. --- --- ### 6722. Comparability of Freshman Composition Courses Across a Sampling of California Community Colleges: An Analysis of Student Learning Outcomes ```yaml url: "https://www.wested.org/resource/comparability-of-freshman-composition-courses-across-a-sampling-of-california-community-colleges-an-analysis-of-student-learning-outcomes/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: ["Rachel Lagunoff", "Andrea Venezia", "Su Jin Jez"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/09/25114356/resource1239.pdf" doi: null license: null tags: [college-access, writing-instruction] ``` Are all community college courses in California that have the same general name (e.g., English 1A) — and for which students are assessed for course placement — comparable statewide, in what students are expected to learn? Find out in this REL West brief. --- --- ### 6723. Updated Multistate Review of Professional Teaching Standards ```yaml url: "https://www.wested.org/resource/updated-multistate-review-of-professional-teaching-standards/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: ["Melissa Eiler White", "Reino Makkonen", "Kari Becker Stewart"] document_url: null doi: null license: null tags: [] ``` This technical brief, prepared by Regional Educational Laboratory West at WestEd, updates A Multistate Review of Professional Teaching Standards by incorporating California’s recently adopted teaching standards alongside those from Florida, Illinois, North Carolina, Ohio, and Texas. --- --- ### 6724. What High Schools Can Do to Better Prepare Students for College ```yaml url: "https://www.wested.org/resource/what-high-schools-can-do-to-better-prepare-students-for-college/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164029/1372727486article_preparforcollege_2010-3.pdf" doi: null license: null tags: [college-access] ``` How can high schools help more of their students make it to college and be better prepared to do college-level work? Helping Students Navigate the Path to College: What High Schools Can Do, a practice guide from the U.S. Department of Education's What Works Clearinghouse, offers five straightforward recommendations. --- --- ### 6725. A New Focus on Interactive Learning at Community Colleges ```yaml url: "https://www.wested.org/resource/a-new-focus-on-interactive-learning-at-community-colleges/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164027/1372729649article_focusoninteractive_2010-3.pdf" doi: null license: null tags: [college-access, literacy] ``` The traditional emphasis on delivering content in community college classrooms through lectures may become less prevalent as teachers find better ways to help students engage in college-level learning. While lecturing may still have a role, it has significant limitations, especially for students new to college and those at risk of faring poorly. Enter the Strategic Literacy Initiative at WestEd's Reading Apprenticeship®, a research-based approach being adopted by a growing numbers of community college teachers. --- --- ### 6726. Grappling with the Gaps: Toward a Research Agenda to Meet the Educational Needs of Children and Youth in Foster Care ```yaml url: "https://www.wested.org/resource/grappling-with-the-gaps-toward-a-research-agenda-to-meet-the-educational-needs-of-children-and-youth-in-foster-care/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: ["The Center for the Future of Teaching and Learning at WestEd"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164245/139933379731956.ResearchGaps-3.pdf" doi: null license: null tags: [] ``` Students living in foster care face additional stresses and disruptions that can create serious barriers to a quality education. This report, prepared by BethAnn Berliner of WestEd for The Center for the Future of Teaching and Learning, lays the groundwork for new research priorities to improve the education outcomes for students living in foster care. --- --- ### 6727. What Are We Doing to Middle School English Learners? Findings and Recommendations for Change from a Study of California EL Programs (Research Report) ```yaml url: "https://www.wested.org/resource/what-are-we-doing-to-middle-school-english-learners-findings-and-recommendations-for-change-from-a-study-of-california-el-programs-research-report/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: ["Nanette Koelsch", "Aída Walqui", "Leslie Hamburger", "Donna Gaarder", "Alex Insaurralde", "Mary Schmida", "Steven Weiss", "Peggy Estrada"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/10/17153823/PD-10-02-full.pdf" doi: null license: null tags: [english-learners] ``` This Research Report provides an in-depth look at what Quality Teaching for English Learners researchers at WestEd documented in interviews and on-site observations. --- --- ### 6728. What Are We Doing to Middle School English Learners?: Findings and Recommendations for Change from a Study of California EL Programs (Narrative Summary) ```yaml url: "https://www.wested.org/resource/what-are-we-doing-to-middle-school-english-learners-findings-and-recommendations-for-change-from-a-study-of-california-el-programs-narrative-summary/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: ["Aída Walqui", "Nanette Koelsch", "Leslie Hamburger", "Donna Gaarder", "Alex Insaurralde", "Mary Schmida", "Steven Weiss"] document_url: null doi: null license: null tags: [english-learners] ``` This summary provides an accessible overview of English learner (EL) programs in California middle schools. --- --- ### 6729. Achieving Dramatic School Improvement: An Exploratory Study ```yaml url: "https://www.wested.org/resource/achieving-dramatic-school-improvement-an-exploratory-study/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: null authors: ["Daniel K. Aladjem", "Beatrice F. Birman", "Martin Orland", "Jenifer J. Harr-Robins", "Alberto Heredia", "Tom Parrish", "Stephen Ruffini"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/10/18122810/csr-5-year-report.pdf" doi: null license: null tags: [] ``` Eleven low-performing elementary and middle schools that received federal funding under the Comprehensive School Reform program showed notable improvement in student achievement during the period of their funding. The in-depth, retrospective case studies at the heart of this report look at how they did it, identifying both similarities and differences in approach. See, too, Evaluation of the Comprehensive School Reform Program Implementation and Outcomes: Fifth-Year Report. --- --- ### 6730. Evaluation of the Comprehensive School Reform Program Implementation and Outcomes: Fifth-Year Report ```yaml url: "https://www.wested.org/resource/evaluation-of-the-comprehensive-school-reform-program-implementation-and-outcomes-fifth-year-report/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: ["Amanda Hoffman", "E. Sidney Vaughn III", "Martin Orland"] document_url: null doi: null license: null tags: [] ``` This newly completed examination of the $1 billion federal Comprehensive School Reform (CSR) Program, conducted by WestEd and its CSR evaluation partner, American Institutes for Research, offers a cautionary tale about the challenges of large-scale school improvement efforts, as well as insights into the non-standardized nature of school improvement. It also includes recommendations for federal policy and for future research. See, too, its sub-study, Achieving Dramatic School Improvement: An Exploratory Study. --- --- ### 6731. Effective Principals for California Schools: Building a Coherent Leadership Development System ```yaml url: "https://www.wested.org/resource/effective-principals-for-california-schools-building-a-coherent-leadership-development-system/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: ["Karen Kearney", "Integrated Leadership Development Initiative"] document_url: null doi: null license: null tags: [career-readiness] ``` Is it really possible to have an effective principal in every school? This organizing frame for principal development recognizes that, with appropriate support, school-site leaders develop and hone their skills throughout the course of their career, becoming increasingly effective over time. Examining each stage in a principal's career — from aspiring principal to expert principal — this thought-provoking document serves as an organized and specific call to action for California's education policymakers at all levels. --- --- ### 6732. The Promise and Challenges of Dual Enrollment ```yaml url: "https://www.wested.org/resource/the-promise-and-challenges-of-dual-enrollment/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164026/1372730394article_dualenrollment_2010-3.pdf" doi: null license: null tags: [college-access] ``` California students who have historically been underrepresented at colleges are missing out on an opportunity to successfully transition to college, due in part to policies hindering them from earning college credit while in high school. "Dual" or "concurrent" enrollment programs have long been offered to academically gifted students needing more intellectual rigor than their high schools could provide. Now such programs are also being successfully used to improve the college readiness of low-income minority students. --- --- ### 6733. Once a Dropout, Not Always a Dropout ```yaml url: "https://www.wested.org/resource/once-a-dropout-not-ialways-i-a-dropout/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164024/1372728085article_onceadropout_2010-3.pdf" doi: null license: null tags: [dropout-prevention] ``` How many teenage dropouts eventually return to school, and why? Which students drop out permanently and which ones reenroll? And what results do the returning students achieve during the conventional four- or five-year time frame for high school graduation? For years researchers have painted a statistical portrait of high school dropouts. But until recently, researchers have ignored the story of what happens to high school dropouts who return to school. --- --- ### 6734. What Does “Postsecondary Readiness” Really Mean When There Are Multiple Pathways to Success? ```yaml url: "https://www.wested.org/resource/what-does-postsecondary-readiness-really-mean-when-there-are-multiple-pathways-to-success/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164022/1372727590article_postsecondaryreadiness_2010-3.pdf" doi: null license: null tags: [college-access] ``` "Postsecondary readiness" refers broadly to preparing students transitioning from high school to the multiple pathways after graduation, or specifically to being ready for college. But there is little consensus on what the term means. The growing interest reflects concern about how well students are prepared for education and employment beyond high school. But the multiple definitions reflect substantive differences in interpretation, purpose, and use. In planning policy or priorities, such differences can be significant. --- --- ### 6735. A Focus on Success: Q&A With WestEd’s Pamela Burdman on Community Colleges and Postsecondary Readiness ```yaml url: "https://www.wested.org/resource/a-focus-on-success-qa-with-westeds-pamela-burdman-on-community-colleges-and-postsecondary-readiness/" type: paper source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: null document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164020/1372729532article_focusonsuccess_2010-3.pdf" doi: null license: null tags: [college-access] ``` How do community colleges fit into the larger picture of postsecondary education? What can colleges do to help students who aren't academically prepared for college-level classes have a better chance of succeeding? Read this Q&A article. --- --- ### 6736. Formal System Processing of Juveniles: Effects on Delinquency ```yaml url: "https://www.wested.org/resource/formal-system-processing-of-juveniles-effects-on-delinquency/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: ["Anthony Petrosino", "Sarah Guckenburg"] document_url: null doi: null license: null tags: [] ``` The objective of this paper is to answer an important policy question: Does juvenile system processing reduce subsequent delinquency? Cowritten by WestEd's Anthony Petrosino and Sarah Guckenburg with Carolyn Turpin-Petrosino for the Campbell Collaboration, it presents the background, objectives, methodology, and results of this systematic review, as well as a list of references and an appendix. --- --- ### 6737. Infant and Toddler Spaces: Design for a Quality Classroom ```yaml url: "https://www.wested.org/resource/infant-and-toddler-spaces-design-for-a-quality-classroom/" type: framework source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2008 date_source: page-meta authors: ["Program for Infant/Toddler Care (PITC) and Community Playthings"] document_url: null doi: null license: null tags: [early-childhood] ``` This free guide, a collaboration between WestEd’s Program for Infant/Toddler Care (PITC) and Community Playthings, provides practical, research-based information on creating surroundings conducive to high quality infant/toddler group care and education. --- --- ### 6738. Concepts for Care: 20 Essays on Infant/Toddler Development and Learning ```yaml url: "https://www.wested.org/resource/concepts-for-care-20-essays-on-infant-toddler-development-and-learning/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2006 date_source: page-meta authors: ["J. Ronald Lally", "Peter Mangione", "Deborah Greenwald"] document_url: null doi: null license: null tags: [early-childhood, writing-instruction] ``` Learn what leading experts in the field of infant/toddler development and care are saying about new research and best practices. --- --- ### 6739. Building Academic Literacy: An Anthology for Reading Apprenticeship ```yaml url: "https://www.wested.org/resource/building-academic-literacy-an-anthology-for-reading-apprenticeship/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2003 date_source: page-meta authors: ["Audrey Fielding", "Ruth Schoenbach"] document_url: null doi: null license: null tags: [literacy] ``` This themed anthology for middle and high school students invites them to explore topics related to literacy and its relevance to their lives and their futures. --- --- ### 6740. Building Academic Literacy: Lessons from Reading Apprenticeship Classrooms, Grades 6-12 ```yaml url: "https://www.wested.org/resource/building-academic-literacy-lessons-from-reading-apprenticeship-classrooms-grades-6-12/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2003 date_source: page-meta authors: ["Audrey Fielding", "Ruth Schoenbach", "Marean Jordan"] document_url: null doi: null license: null tags: [literacy] ``` "Whenever we read books about teaching, we ask ourselves, 'But what does that look like in the classroom?' Building Academic Literacy: Lessons from Reading Apprenticeship Classrooms answers the question of what 'Academic Literacy' is, why it matters, and how teachers can develop these key intellectual habits in their students. This book, and its companion anthology, provide me the guidance and resources that I need." — Jim Burke, author, The Reader's Handbook and The English Teacher's Companion --- --- ### 6741. Nurturing the Nurturers: The Importance of Sound Relationships in Early Childhood Intervention ```yaml url: "https://www.wested.org/resource/nurturing-the-nurturers-the-importance-of-sound-relationships-in-early-childhood-intervention/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2002 date_source: page-meta authors: ["Douglas Quiett", "Bonnie Benard"] document_url: null doi: null license: null tags: [early-childhood, response-to-intervention] ``` Sound relationships are the essence of Marin City Families First, an early-intervention model designed by WestEd’s Center for Child and Family Studies to ensure the health and well-being of children in low-income communities. The report describes how home visitors support client families and how, in turn, home visitors receive support from the program supervisor. A case study illustrates how these supportive relationships play out with one family. --- --- ### 6742. Bridging Cultures in Our Schools: New Approaches That Work ```yaml url: "https://www.wested.org/resource/bridging-cultures-in-our-schools-new-approaches-that-work-knowledge-brief/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2000 date_source: page-meta authors: ["Elise Trumbull", "Carrie Rothstein-Fisch", "Patricia M. Greenfield"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164157/lcd-99-01.pdf" doi: null license: null tags: [] ``` As classrooms around the United States continue to become more and more culturally and linguistically diverse, educators need to understand the deep value orientations underlying... --- --- ### 6743. Fostering Academic Success for English Language Learners: What Do We Know? ```yaml url: "https://www.wested.org/resource/fostering-academic-success-for-english-language-learners-what-do-we-know/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 1999 date_source: page-meta authors: ["Robert Linquanti"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/10/31152236/Foster_Academic_Success_092309.pdf" doi: null license: null tags: [english-learners] ``` This publication synthesizes information from several authoritative sources in order to foster better educational practice and accountability for the success of English language learners. --- --- ### 6744. Culturally Responsive Mathematics and Science Education for Native Students ```yaml url: "https://www.wested.org/resource/culturally-responsive-mathematics-and-science-education-for-native-students/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 1995 date_source: page-meta authors: ["Native Education Initiative of the Regional Educational Laboratory Network", "Sharon Nelson-Barber", "Elise Trumbull"] document_url: null doi: null license: null tags: [k-12, math-education] ``` This publication reviews theory and research on approaches to mathematics and science education for Native students in the context of national standards-based reform. Ethnomathematics and... --- --- ### 6745. Fostering Resiliency in Kids: Protective Factors in the Family, School, and Community ```yaml url: "https://www.wested.org/resource/fostering-resiliency-in-kids-protective-factors-in-the-family-school-and-community/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 1991 date_source: page-meta authors: ["Bonnie Benard"] document_url: "https://wested2024.s3.us-west-1.amazonaws.com/wp-content/uploads/2024/07/11164201/1373568312resource93-3.pdf" doi: null license: null tags: [] ``` Every teacher knows the special student who overcomes the hazards of a risk-filled environment—poverty, violence, drugs—to become a healthy, competent young adult. This research synthesis... --- --- ### 7110. Building Better Futures: 5 Policy Principles for Equitable College and Career Advising and Pathways ```yaml url: "https://edtrust.org/rti/building-better-futures-5-policy-principles-for-equitable-college-and-career-advising-and-pathways/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-08-26 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, college-access, edtrust] ``` Every student deserves access to high-quality advising and pathways. This brief outlines five policy principles to expand opportunity and student success --- --- ### 7111. Higher Education Policymakers Are Focused on Preparing Students for AI. They Should Also Focus on Protecting Them ```yaml url: "https://edtrust.org/rti/higher-education-policymakers-are-focused-on-preparing-students-for-ai-they-should-also-focus-on-protecting-them/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-08-24 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` How will students be protected as AI becomes embedded throughout postsecondary education and training? --- --- ### 7112. Protect Public Schools: An Advocacy Toolkit to Fight School Voucher Programs ```yaml url: "https://edtrust.org/rti/advocacy-toolkit-to-fight-school-voucher-programs/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-08-03 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Here are resources communities can use to launch effective advocacy campaigns against school voucher programs. --- --- ### 7113. Accreditation Needs Reform. ED’s Forthcoming Proposed Rule Misses the Mark ```yaml url: "https://edtrust.org/rti/accreditation-needs-reform-eds-forthcoming-proposed-rule-misses-the-mark/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-07-23 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` The Department of Education's forthcoming proposed rule on accreditation would weaken accountability, erode academic freedom, and expand political influence over higher education --- --- ### 7114. What Happens When Grad PLUS Loans Disappear? ```yaml url: "https://edtrust.org/rti/what-happens-when-grad-plus-loans-disappear/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-07-23 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, edtrust] ``` State fact sheets show how ending Grad PLUS loans will widen funding gaps, increase private borrowing, and strain graduate education and workforce pipelines --- --- ### 7115. Beyond the Early Grades: The State of Adolescent Literacy in Massachusetts ```yaml url: "https://edtrust.org/rti/beyond-the-early-grades-the-state-of-adolescent-literacy-in-massachusetts/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-07-16 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, literacy] ``` Despite the state’s top national ranking, about half of middle and high schoolers lack the support needed to read at grade level --- --- ### 7116. Youth Participatory Action Research (YPAR) ```yaml url: "https://edtrust.org/rti/youth-participatory-action-research-ypar/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-07-13 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Unlike traditional research led by adult experts, Youth Participatory Action Research (YPAR) engages those most impacted as co-researchers --- --- ### 7117. FY27 Federal Budget Proposal Cuts Billions from Education Funding ```yaml url: "https://edtrust.org/rti/federal-funding-budget-proposal-cuts-education/" type: tool source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-07-10 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` EdTrust’s Federal Funding at Risk tool highlights what’s at stake if either the president’s or the House’s budget proposal is implemented --- --- ### 7118. New Loan Limits Threaten Graduate Education Access and Affordability ```yaml url: "https://edtrust.org/rti/new-loan-limits-threaten-graduate-education-access-and-affordability/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-06-23 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` The elimination of Grad PLUS loans will limit access to advanced degrees and drive many students toward riskier private loans --- --- ### 7125. Ready for Rigor: Expanding Access to Rigorous Coursework in Michigan ```yaml url: "https://edtrust.org/rti/ready-for-rigor-expanding-access-to-rigorous-coursework-in-michigan/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-05-18 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Our report examines where Michigan is falling short in preparing students for postsecondary pathways and what state and district leaders can do to expand access for students --- --- ### 7128. How to Strengthen the Emergency Safety Net for Today’s Students ```yaml url: "https://edtrust.org/rti/strengthening-the-emergency-student-safety-net/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-04-30 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Many college students struggle to cover basic needs like food and rent. Here’s how colleges can improve their emergency aid programs to better support students in times of crisis --- --- ### 7129. Explore the Updated Opportunity for All Website ```yaml url: "https://edtrust.org/rti/explore-the-updated-opportunity-for-all-website/" type: tool source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-04-15 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Michigan families, educators, and advocates deserve clear, accessible information about how our education system is serving students, and where we must do better --- --- ### 7130. The Hidden Bias in College ROI Frameworks ```yaml url: "https://edtrust.org/rti/hidden-bias-in-college-roi-frameworks/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-04-15 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Most ROI models underestimate the value of colleges serving high proportions of students of color and those from low-income backgrounds by focusing solely on graduate earnings and ignoring factors like race, income, and local job markets. But there’s a fairer way to evaluate colleges’ true worth --- --- ### 7131. Protecting Students Amid Federal Attacks on Higher Education Opportunities ```yaml url: "https://edtrust.org/rti/protecting-students-amid-federal-attacks-on-higher-education-opportunities/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-04-02 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Given the impending threats to the future of higher education, there are opportunities for states to make policy and resource decisions that can reduce the potential impact and scope of cuts --- --- ### 7132. A Guide for States on Implementing Workforce Pell Grants ```yaml url: "https://edtrust.org/rti/guide-to-implementing-workforce-pell-grants/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-04-02 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, edtrust] ``` A new guide explains how Workforce Pell expands federal financial aid to short-term, career-focused programs and how states and stakeholders can implement it effectively --- --- ### 7133. Good Teaching Matters: How Well-Qualified Teachers Can Close the Gap ```yaml url: "https://edtrust.org/rti/good-teaching-matters-how-well-qualified-teachers-can-close-the-gap-reissue/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-03-27 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Part of EdTrust’s 30th Anniversary: Reflecting on the Work That Still Matters --- --- ### 7134. Advancing College & Career Readiness: A Blueprint for School Board Policy ```yaml url: "https://edtrust.org/rti/advancing-college-career-readiness-a-blueprint-for-school-board-policy/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-03-23 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, college-access, edtrust] ``` Local school systems must adopt strong, lasting policies that help ensure that all students have access to clear pathways to college, careers, and well-paying jobs after graduation --- --- ### 7135. Understanding the Implementation of Universal FAFSA Completion Policies in Colorado, Illinois, Indiana, and Louisiana ```yaml url: "https://edtrust.org/rti/universal-fafsa-implementation-in-colorado-illinois-louisiana/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-03-16 date_source: listing authors: null document_url: null doi: null license: null tags: [attendance, college-access, edtrust] ``` A study of universal FAFSA policies in four states finds that they are most effective and equitable when combined with dedicated funding, opt-out flexibility, strong support networks, accountability systems, and policies that promote college attendance --- --- ### 7136. Indiana’s “Future Accountability Model” is Bad for Hoosier Students ```yaml url: "https://edtrust.org/rti/indianas-future-accountability-model-is-bad-for-hoosier-students/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-03-13 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` The Indiana Department of Education is asking the U.S. Department of Education for a waiver to let a new system which violates federal accountability rules replace its federally compliant system --- --- ### 7137. Examining State Education Agency Perspectives on School Improvement Supports ```yaml url: "https://edtrust.org/rti/examining-state-education-agency-perspectives-on-school-improvement-supports/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-03-12 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` State education agencies are responsible for investing resources, dismantling barriers, and championing long-term, systemwide change to ensure school improvement --- --- ### 7138. Strong Start, Strong Teachers: Supporting Teacher Preparation Programs for a Brighter Future ```yaml url: "https://edtrust.org/rti/strong-start-strong-teachers-supporting-teacher-preparation-programs-for-a-brighter-future/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-03-04 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, professional-development] ``` Our report examines Michigan's teacher preparation landscape, identify gaps in the pipeline, and outline clear, equity-focused policy solutions to ensure aspiring educators not only enroll but complete, succeed, and stay in the profession --- --- ### 7139. How Land-Grant Institutions Can Better Serve Indigenous Students ```yaml url: "https://edtrust.org/rti/how-land-grant-institutions-can-better-serve-indigenous-students/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-02-11 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` These institutions were founded on the premise of accessible education, but how accessible are they to Indigenous students? --- --- ### 7140. Protecting Students While Public Education is Under Attack ```yaml url: "https://edtrust.org/rti/protecting-students-while-public-education-is-under-attack/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-02-10 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Here are five urgent threats posed by the Trump administration’s retreat from public education & the dismantling of the Department of Education --- --- ### 7141. Federal Rulemaking Recap for Postsecondary Program Accountability: What Changed and What It Means for Higher Education ```yaml url: "https://edtrust.org/rti/federal-rulemaking-recap-for-postsecondary-program-accountability-what-changed-and-what-it-means-for-higher-education/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2026-01-15 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` The U.S. Department of Education (ED), signed off on regulations that would require all postsecondary programs to pass a single earnings test to remain eligible for federal student loans --- --- ### 7143. Consensus Reached, Questions Remain: The Workforce Pell Rulemaking Recap ```yaml url: "https://edtrust.org/rti/consensus-reached-questions-remain-the-workforce-pell-rulemaking-recap/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-12-19 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, edtrust] ``` US Department of Education has concluded the first week of negotiated rulemaking to implement the new Workforce Pell Grant program --- --- ### 7144. How the Elimination of Grad PLUS Loans and Classification of Professional Degrees Harm Women and Students of Color ```yaml url: "https://edtrust.org/rti/eliminating-grad-plus-loans-professional-degrees-harms-women-students-of-color/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-12-16 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` OBBBA’s new regulations impose a lifetime limit on all federal student loans, including undergraduate. This means many students may reach their borrowing limit before completing their degree --- --- ### 7145. The State of Math Instruction: Equity, Access, and Outcomes ```yaml url: "https://edtrust.org/rti/the-state-of-math-instruction-equity-access-and-outcomes/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-12-16 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, math-education] ``` This research brief illuminates two foundational pillars of effective math education in Massachusetts: the adoption and implementation of high-quality math curricula, and the availability of educators capable of delivering rigorous and engaging math instruction --- --- ### 7146. Hope and Hard Work Ahead: Building a Strong and Diverse Teacher Workforce for Michigan’s Students ```yaml url: "https://edtrust.org/rti/hope-and-hard-work-ahead-building-a-strong-and-diverse-teacher-workforce-for-michigans-students/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-12-09 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, edtrust] ``` As part of a series on how to build a strong teacher workforce that supports student success and tackles Michigan’s teacher shortage problem, this report examines how Michigan struggles to attract and retain teacher candidates of color --- --- ### 7147. New Roadmap Charts Bold Path for Equitable Public Higher Education in Massachusetts ```yaml url: "https://edtrust.org/rti/new-roadmap-charts-bold-path-for-equitable-public-higher-education-in-massachusetts/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-11-13 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` A new report outlines a strategic blueprint to expand access, improve student outcomes, and strengthen the public higher education system in Massachusetts --- --- ### 7148. Raising the Cost of Borrowing, Reducing Access: How the One Big Beautiful Bill Reshapes Financial Aid and Repayment ```yaml url: "https://edtrust.org/rti/raising-the-cost-of-borrowing-reducing-access-how-the-one-big-beautiful-bill-reshapes-financial-aid-and-repayment/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-11-06 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` The One Big Beautiful Bill Act (OBBBA) cuts key federal financial aid programs for undergraduate and graduate students and consumer protections for student loan repayment --- --- ### 7149. Implementing the PREP Allotment: Interactive Resources for School System Leaders ```yaml url: "https://edtrust.org/rti/implementing-the-prep-allotment-an-interactive-budget-workbook-for-school-system-leaders/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-11-05 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, professional-development] ``` Texas has made historic policy shifts to expand and incentivize high-quality teacher preparation --- --- ### 7150. An Overview of State Financial Aid in Illinois, Indiana, and Minnesota ```yaml url: "https://edtrust.org/rti/state-financial-aid-illinois-indiana-minnesota/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-10-30 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` As federal financial aid shrinks, college access and affordability will hinge on how states distribute student aid and set eligibility requirements. A new EdTrust report examines state financial aid programs in three Midwestern states. --- --- ### 7151. Building Futures: Strengthening the Educator Workforce Through Teacher Apprenticeships ```yaml url: "https://edtrust.org/rti/building-futures-strengthening-the-educator-workforce-through-teacher-apprenticeships/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-10-23 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, edtrust] ``` An excellent teacher is integral for student success, and most states have turned to registered teacher apprenticeship programs to widen their pool of educators --- --- ### 7152. Mapping Postsecondary Pathways: Understanding State Student College Enrollment Trends ```yaml url: "https://edtrust.org/rti/mapping-postsecondary-pathways-understanding-state-student-college-enrollment-trends/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-10-16 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` More students are attending college, and some are seeking more affordable routes to good jobs through community colleges, short-term credentials, and apprenticeships --- --- ### 7153. The Educational Aide Exemption Program: A Missing Link to Increase Texas’ Teacher Pipeline ```yaml url: "https://edtrust.org/rti/the-educational-aide-exemption-program-the-key-to-increasing-texas-teacher-pipeline/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-10-13 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Texas is facing a dire teacher shortage, yet most classroom-ready educational aides remain locked out of pathways to certification --- --- ### 7154. Chronic Absenteeism ```yaml url: "https://edtrust.org/rti/chronic-absenteeism/" type: tool source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-10-09 date_source: listing authors: null document_url: null doi: null license: null tags: [attendance, edtrust] ``` EdTrust created an interactive package designed to equip policymakers, advocates, and education leaders with policy analyses, guidance, and insight --- --- ### 7155. Making the New Higher Education Accountability Framework Pay Off ```yaml url: "https://edtrust.org/rti/making-the-new-higher-education-accountability-framework-pay-off/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-10-08 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Without stronger accountability, students from low- and middle-income backgrounds risk being burdened by debt with little chance of advancing up the economic ladder --- --- ### 7156. FY26 Federal Funding at Risk for America’s Schools ```yaml url: "https://edtrust.org/rti/fy26-federal-funding-at-risk-for-americas-schools/" type: tool source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-09-15 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` EdTrust has created an interactive tool that shows what’s at stake for states if the budget proposal from Trump or the House is adopted for school districts across the country, including high-poverty, urban, and rural districts --- --- ### 7157. FY26 Budget: What’s at Stake for Students, Schools, & Higher Education ```yaml url: "https://edtrust.org/rti/fy26-budget-whats-at-stake-for-students-schools-higher-education/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-09-15 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` The President, the House, and the Senate all have budget proposals for this fiscal year (FY). Find out which budget does more harm to students and families --- --- ### 7158. Supporting Student-Parents at Two-Year Colleges: Addressing the Affordability Gap ```yaml url: "https://edtrust.org/rti/supporting-student-parents-at-two-year-colleges-addressing-the-affordability-gap/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-09-09 date_source: listing authors: null document_url: null doi: null license: null tags: [attendance, college-access, edtrust] ``` Student-parents at community colleges pay at least $13,000 more per year, on average, than their peers without children once the full cost of attendance is factored in, an EdTrust brief finds --- --- ### 7159. An Equitable Approach to Improving Literacy ```yaml url: "https://edtrust.org/rti/an-equitable-approach-to-improving-literacy/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-07-29 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, literacy] ``` How to ensure more equitable reading opportunities and outcomes for all students --- --- ### 7160. State Fact Sheet: 2025 Budget Reconciliation ```yaml url: "https://edtrust.org/rti/state-fact-sheet-2025-budget-reconciliation/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-06-25 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Spending and tax changes proposed in the “One Big Beautiful Bill Act” will have devastating impacts on students and their families --- --- ### 7162. 5 Ways to Create Fair School Funding Formulas ```yaml url: "https://edtrust.org/rti/5-ways-to-create-fair-school-funding-formulas/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-05-20 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` EdTrust believes that state school funding systems should provide adequate and equitable funding levels to address students’ individual needs --- --- ### 7163. P-12 School Funding Glossary ```yaml url: "https://edtrust.org/rti/p-12-school-funding-glossary/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-05-20 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` School funding can be complex. We have compiled a list of common terms to help you understand how state school funding systems work --- --- ### 7164. New Analyses: Michigan in Bottom Ten in Nation for School Funding Weights for Students from Low-Income Backgrounds Amid Greatest Threat to Public Education in Decades ```yaml url: "https://edtrust.org/rti/new-analyses-michigan-in-bottom-ten-in-nation-for-school-funding-weights-for-students-from-low-income-backgrounds-amid-greatest-threat-to-public-education-in-decades/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-05-08 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Amid unprecedented threats to public education and sluggish post-pandemic learning recovery, a bipartisan coalition of Michigan organizations is calling on state leaders to prioritize investments and strategies that improve outcomes for vulnerable students --- --- ### 7165. The State of Math in Massachusetts: A Data-Driven Look at Massachusetts’ Math Crisis and What Can Be Done ```yaml url: "https://edtrust.org/rti/the-state-of-math-in-massachusetts-a-data-driven-look-at-massachusetts-math-crisis-and-what-can-be-done/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-04-24 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, college-access, edtrust, learning-engineering, math-education] ``` Math proficiency has sharply declined across the nation, and recent data shows that many Massachusetts students are entering higher education unprepared for the mathematical demands of college, careers, and beyond --- --- ### 7166. Why Environmental Justice Is Educational Justice ```yaml url: "https://edtrust.org/rti/why-environmental-justice-is-educational-justice/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-04-22 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Without education and action on climate change, students of color and students from low-income backgrounds will bear the brunt of its effects --- --- ### 7167. The Next Threat to Education: Congress’ Budget Reconciliation ```yaml url: "https://edtrust.org/rti/the-next-threat-to-education-congress-budget-reconciliation/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-04-14 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Here’s what families, advocates, and education leaders need to know — and what we can do about it --- --- ### 7168. The Department of Education’s Newest Broken Promise: Cutting Pandemic Relief Funding ```yaml url: "https://edtrust.org/rti/the-department-of-educations-newest-broken-promise-cutting-pandemic-relief-funding/" type: tool source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-04-08 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` The Dept of Ed is taking back $3 billion in pandemic relief funding that Congress already promised to states. What’s at stake? --- --- ### 7169. Invest in Need-Based Financial Aid to Achieve a Talent Strong Texas ```yaml url: "https://edtrust.org/rti/invest-in-need-based-financial-aid-to-achieve-a-talent-strong-texas/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-04-04 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, edtrust] ``` The Texas Legislature has the opportunity to strategically invest in financial aid programs to support low-income students to advance the state’s workforce goals --- --- ### 7170. How Emergency Relief Funding Helped Students Stay in College During the Pandemic ```yaml url: "https://edtrust.org/rti/how-emergency-relief-funding-helped-students-stay-in-college-during-the-pandemic/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-04-03 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Two EdTrust briefs paint a clearer picture of how federal emergency relief funding impacted college students and provide recommendations for improving future aid funding --- --- ### 7172. Find Out How Much Federal Education Aid Your State Could Lose ```yaml url: "https://edtrust.org/rti/find-out-how-much-federal-education-aid-your-state-could-lose/" type: tool source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-03-13 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` A 50-state scan of 2025 state budgets and the estimated new budget without federal education funding --- --- ### 7173. #SaveOurStudents: Advocacy Toolkit to Organize for Success ```yaml url: "https://edtrust.org/rti/saving-our-students-communications-toolkit-to-organizing-for-success/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-03-13 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` This toolkit equips advocates with the resources to mobilize state and local communities to resist these attacks and protect public education for current and future generations --- --- ### 7174. The Impacts of the Los Angeles Wildfires: Lessons for Schools Nationwide ```yaml url: "https://edtrust.org/rti/the-impacts-of-the-los-angeles-wildfires-lessons-for-schools-nationwide/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-03-11 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Devastating wildfires in Southern California in early January 2025 were historic in scale and impact --- --- ### 7176. A Scan of State Universal FAFSA Policies ```yaml url: "https://edtrust.org/rti/a-scan-of-state-universal-fafsa-policies/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-02-26 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Our new report looks at the policies of states that have had, currently have, or will soon implement universal FAFSA policies and examines the impact of these policies on FAFSA submission and completion rates and enrollment among Pell Grant recipients --- --- ### 7177. Opening Doors for More Americans – a Toolkit for State Advocates ```yaml url: "https://edtrust.org/rti/standing-for-dei-programs-in-your-state/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-02-12 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust, inclusive-design] ``` Despite the ongoing threats to diversity, equity, and inclusion, college DEI programs are important for students of color to feel like they belong. --- --- ### 7178. How District Leaders and Advocates Can Build Parent Support for Statewide Assessments ```yaml url: "https://edtrust.org/rti/how-district-leaders-and-advocates-can-build-parent-support-for-statewide-assessments/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-02-11 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, formative-assessment] ``` Addressing inequities in educational outcomes cannot happen without data from statewide summative assessments. --- --- ### 7179. EdTrust at the Texas Legislature ```yaml url: "https://edtrust.org/rti/edtrust-at-the-texas-legislature/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-01-14 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` EdTrust in Texas is driven by a bold vision: a future where every Texas child has the freedom to chase their dreams in classrooms that are safe, supportive, and led by skilled educators from diverse backgrounds. We imagine public schools that are well-resourced and accountable to the communities they serve—where parents and schools work together to […] --- --- ### 7180. Closing the Opportunity Divide: Addressing Michigan’s Teacher Shortage Problem for Students Most in Need ```yaml url: "https://edtrust.org/rti/closing-the-opportunity-divide-addressing-michigans-teacher-shortage-problem-for-students-most-in-need/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-01-13 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Michigan’s students who are the most underserved face the highest rates of inexperienced teachers, teachers who have emergency or temporary credentials, and educators who are teaching classes that are not in their field of expertise --- --- ### 7181. Registered Teacher Apprenticeship Programs: A 50-State Scan ```yaml url: "https://edtrust.org/rti/registered-teacher-apprenticeship-programs/" type: tool source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2025-01-10 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Registered Teacher Apprenticeship Programs let candidates earn a salary, train with a mentor & work toward teaching licensure. --- --- ### 7182. 5 Things to Know About Learning Loss and Recovery in Massachusetts ```yaml url: "https://edtrust.org/rti/5-things-to-know-about-learning-loss-and-recovery-in-massachusetts/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-12-09 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` On average, Massachusetts had worse pandemic ‘learning losses’ than the rest of the country. --- --- ### 7183. Designing Equitable Through-Year Assessments ```yaml url: "https://edtrust.org/rti/designing-equitable-through-year-assessments/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-12-04 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, formative-assessment] ``` This resource highlights crucial technical considerations for advocates and state administrators. --- --- ### 7184. 5 Things Every Equity Advocate Should Know About Through-Year Assessments ```yaml url: "https://edtrust.org/rti/5-things-every-equity-advocate-should-know-about-through-year-assessments/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-12-04 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, formative-assessment] ``` This brief looks at how equitable and thoughtfully designed through-year assessments can enhance summative assessment systems to better meet the academic needs of all students. --- --- ### 7185. Understanding the Full Cost of Short-Term Credentials ```yaml url: "https://edtrust.org/rti/understanding-the-full-cost-of-short-term-credentials/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-11-19 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Interest in short-term credentials is surging but their value is mixed. More research is needed to assess their effectiveness. --- --- ### 7186. Teacher Preparation and House Bill 8: Unlocking Community College Funding to Support Aspiring Educators ```yaml url: "https://edtrust.org/rti/teacher-preparation-and-house-bill-8/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-11-15 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust, professional-development] ``` Texas education advocates and policymakers are seeking innovative solutions to address the state’s alarming reliance on uncertified teachers. --- --- ### 7187. Updating the Higher Education Act to Better Serve Students of Color ```yaml url: "https://edtrust.org/rti/updating-the-higher-education-act-to-better-serve-students-of-color/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-10-29 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` It’s time to amend Titles III and V of the Higher Education Act to better meet the needs of 21st-century students of color and low-income students. Here’s how. --- --- ### 7188. Social, Emotional, and Academic Development (SEAD) Assessments: A Framework for State and District Leaders ```yaml url: "https://edtrust.org/rti/sead-assessments-a-framework-for-state-and-district-leaders/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-10-24 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, formative-assessment, sel] ``` Schools should use assessments to measure whether they are meeting students’ social and emotional development needs --- --- ### 7189. Advanced Coursework Resources ```yaml url: "https://edtrust.org/rti/advanced-coursework-resources/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-10-01 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` As states and districts consider the best ways to expand access to advanced coursework, they may consider these resources. --- --- ### 7190. A Vision for Equitable Pathways: Enhancing Support and Innovation in College and Career Counseling ```yaml url: "https://edtrust.org/rti/a-vision-for-equitable-pathways/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-09-04 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, college-access, edtrust] ``` Pathways help students move from P-12 to college & career more seamlessly. EdTrust & All4Ed report explains the ideal system. --- --- ### 7191. How to Prioritize Funding for Students’ Social, Emotional, and Academic Development ```yaml url: "https://edtrust.org/rti/esser-funding-social-emotional-development/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-08-07 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, sel] ``` Students’ social & emotional well-being are linked to academic learning. States should prioritize funding programs that holistically support students’ needs. --- --- ### 7192. Community Mobilization Guide ```yaml url: "https://edtrust.org/rti/community-mobilization-guide/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-07-16 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` EdTrust reached out to Measure for guidance on how to implement a community-led approach to evaluating and addressing challenges with Dallas Independent School District’s (Dallas ISD) disciplinary practices. --- --- ### 7193. Higher Education in Texas Prisons ```yaml url: "https://edtrust.org/rti/higher-education-in-texas-prisons/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-06-25 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` This brief looks at Higher Education in Prison (HEP) in Texas as it relates to programs provided inside the Texas Department of Criminal Justice (TDCJ). --- --- ### 7194. Common Questions About Automatic Enrollment Policies for Advanced Courses ```yaml url: "https://edtrust.org/rti/questions-automatic-enrollment-policies/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-06-05 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Automatic enrollment is a policy that ensures all students who are ready for advanced courses have access to them. --- --- ### 7195. 2024 State of Michigan Education Report: Seven Decades after Brown – Devastating Inequities, Unfair School Funding – and Reasons for Hope ```yaml url: "https://edtrust.org/rti/2024-state-of-michigan-education-report-seven-decades-after-brown-devastating-inequities-unfair-school-funding-and-reasons-for-hope/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-05-14 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Seven decades after the landmark U.S. Supreme Court case Brown vs. Board of Education, Michigan students of color continue to face devastating educational inequities in deeply under-resourced public schools --- --- ### 7196. The State of Advanced Coursework in Washington ```yaml url: "https://edtrust.org/rti/the-state-of-advanced-coursework-in-washington/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-05-10 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Washington has done exciting work in the past few years to broaden access to advanced coursework opportunities. --- --- ### 7197. Higher Education Emergency Aid in Texas ```yaml url: "https://edtrust.org/rti/higher-education-emergency-aid-in-texas/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-05-10 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` An EdTrust in Texas deep dive into the pandemic funding awarded to postsecondary students and recommendations moving forward. --- --- ### 7198. Straight From the Source: Texas Students & Practitioners Share Their Experiences With Higher Ed Emergency Relief Funds ```yaml url: "https://edtrust.org/rti/texas-students-practitioners-share-experiences-higher-ed-emergency-relief-funds/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-04-23 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` This report spotlights challenges that various Texas institutions faced and the creative ways in which these institutions confronted them and offers recommendations organized around key findings. --- --- ### 7199. Family Engagement State Policy Recommendations ```yaml url: "https://edtrust.org/rti/family-engagement-state-policy-recommendations/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-04-17 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, sel] ``` State leaders play a key role in supporting districts and schools in engaging families in their work to support the social, emotional, and academic needs of their students. --- --- ### 7200. Model Individual Score Report for State Summative Assessments ```yaml url: "https://edtrust.org/rti/score-report-state-summative-assessments/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-04-11 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, formative-assessment] ``` The report demonstrates how to incorporate the design elements discussed in EdTrust’s report “Making Assessment Reports More Meaningful for Students & Families.” --- --- ### 7201. Automatic Enrollment Policies for Advanced Coursework ```yaml url: "https://edtrust.org/rti/automatic-enrollment-policies-for-advanced-coursework/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-04-10 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Examples of States’ Opt-Out Policy Approaches Automatic Enrollment: Building on Success at the Local Level Many of the states that adopted automatic enrollment policies focused on early signs of success in districts or regions. The earliest example of this was in 2010, when Federal Way School District in Washington State passed an automatic enrollment policy and immediately […] --- --- ### 7202. What are Automatic Enrollment (Opt-Out) Policies? ```yaml url: "https://edtrust.org/rti/what-are-automatic-enrollment-opt-out-policies/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-04-10 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Automatic enrollment in advanced coursework policies, also called “opt-out” policies, are a potent policy lever to extend access to rigorous and potentially college-credit bearing courses for underserved students. --- --- ### 7203. Who Deserves State Financial Aid? Exploring the Eligibility Criteria for Students Entering Higher Education ```yaml url: "https://edtrust.org/rti/who-deserves-state-financial-aid/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-04-04 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` High tuition costs prevent many young people from attending college. EdTrust analyses 10 state financial aid programs. --- --- ### 7204. Early Literacy or Children’s Right to Read ```yaml url: "https://edtrust.org/rti/early-literacy-or-childrens-right-to-read/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-03-27 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, literacy] ``` Policymakers and education leaders must adopt policies and practices that ensure all students learn to read and have access to high-quality, diverse, and culturally responsive literacy instruction --- --- ### 7205. Navigating the Better FAFSA ```yaml url: "https://edtrust.org/rti/navigating-the-better-fafsa/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-03-21 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` In December 2020, Congress passed the bipartisan FAFSA Simplification Act that mandated a new, simpler Free Application for Federal Student Aid (FAFSA), which overhauled the federal financial aid formula. --- --- ### 7206. Literacy Matters: Addressing the Crisis in Massachusetts Education ```yaml url: "https://edtrust.org/rti/literacy-matters-addressing-the-crisis-in-massachusetts-education/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-03-15 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, literacy] ``` In Massachusetts, many students lack access to high-quality and culturally responsive reading instruction and materials, which has led to a literacy crisis that disproportionately impacts students from underserved communities. --- --- ### 7207. ‘Segregation Forever’? Private Universities Haven’t Increased Diversity in the Past 20 Years. What Now? ```yaml url: "https://edtrust.org/rti/private-universities-havent-increased-diversity/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-02-28 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` As an accompaniment to our analysis of Black student enrollment, EdTrust explored enrollment for Latino students at the nation’s 122 most selective private four-year colleges and universities. --- --- ### 7208. Educational Recovery and Acceleration through Equitable Funding: How Michigan’s Budget Can Improve Outcomes for all Students ```yaml url: "https://edtrust.org/rti/educational-recovery-and-acceleration-through-equitable-funding-how-michigans-budget-can-improve-outcomes-for-all-students/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-02-13 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` This document highlights key pieces of Governor Whitmer’s education budget recommendation and explore how these priorities, as well as other strategies, can advance equity and excellence in Michigan schools --- --- ### 7209. Increasing Access to Advanced Coursework in Texas ```yaml url: "https://edtrust.org/rti/increasing-access-to-advanced-coursework-in-texas/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-02-12 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` This brief provides data analyses and a scan of policies and practices in Texas for advocates, educators, and policymakers who are leading the work at the state level to increase access to advanced coursework for Black and Latino students. --- --- ### 7210. Advocating for Funding and Resource Equity as Federal COVID Relief Ends ```yaml url: "https://edtrust.org/rti/advocating-for-funding-and-resource-equity-as-federal-covid-relief-ends/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-02-09 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` The last of the $190 billion in federal COVID-19 relief funds, distributed to states and school districts through the Elementary and Secondary School Emergency Relief (ESSER) funds, will end in September 2024. While this one-time emergency funding was intended to primarily address the immediate impact of the pandemic on student learning, districts used ESSER funds […] --- --- ### 7211. Advocates’ Guide to Demanding Racially and Culturally Inclusive State Assessments ```yaml url: "https://edtrust.org/rti/guide-to-demanding-inclusive-state-assessments/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-02-06 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, formative-assessment, inclusive-design] ``` EdTrust argues for annual federally required assessments to be more inclusive, explaining why these changes are necessary, how they can provide more accurate data, and how policymakers can exert consumer pressure on vendors to create more inclusive assessments. --- --- ### 7212. Leading with Excellence ```yaml url: "https://edtrust.org/rti/leading-with-excellence/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-01-30 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` In today’s environment, schools and universities have become the epicenter of cultural and political conflict. --- --- ### 7213. Increasing Access to Advanced Coursework in Massachusetts ```yaml url: "https://edtrust.org/rti/increasing-access-to-advanced-coursework-in-massachusetts/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2024-01-30 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` These resources are designed to help advocates, educators, and policymakers compare best practices and make informed decisions at the state level on advanced coursework for students. --- --- ### 7214. Increasing Access to Advanced Coursework in Kentucky ```yaml url: "https://edtrust.org/rti/increasing-access-to-advanced-coursework-in-kentucky/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-12-13 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` This brief provides data analyses and a scan of policies and practices for advocates, educators, and policymakers who are leading the work to increase access to advanced coursework for Black and Latino students. --- --- ### 7215. Increasing Access to Advanced Coursework in Washington ```yaml url: "https://edtrust.org/rti/increasing-access-to-advanced-coursework-in-washington/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-12-12 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` This brief provides data analyses and a scan of policies and practices in Washington for advocates, educators, and policymakers who are leading the work at the state level to increase access to advanced coursework for Black and Latino students. --- --- ### 7216. Improving Students’ Access to Advanced Coursework ```yaml url: "https://edtrust.org/rti/improving-students-access-to-advanced-coursework/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-12-07 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` This series of work highlights EdTrust’s efforts in ensuring that Black and Latino students and students from low-income backgrounds have access to advanced coursework, because research shows that when they do have access, they thrive. --- --- ### 7217. A Map of Anti-DEI Efforts on College Campuses Across the U.S. ```yaml url: "https://edtrust.org/rti/a-map-of-anti-dei-efforts-on-college-campuses-across-the-u-s/" type: tool source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-11-15 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Threats to DEI are only growing stronger, with continued plans to introduce bills in the next legislative session, and attacks occurring on the accreditation front. Use our interactive dashboard to keep track of the evolving attacks on DEI across the states. --- --- ### 7218. Who Received Federal Emergency Aid Funding in Texas? A Closer Look at the Pandemic Funding Awarded to Postsecondary Students ```yaml url: "https://edtrust.org/rti/who-received-federal-emergency-aid-funding-in-texas-a-closer-look-at-the-pandemic-funding-awarded-to-postsecondary-students/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-11-14 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Based on reporting from calendar year 2021, our findings reflect the flow of pandemic emergency funds from the Department of Education to postsecondary institutions in Texas and ultimately to students. --- --- ### 7219. Creating Safer Schools: A Case Study ```yaml url: "https://edtrust.org/rti/creating-safer-schools-a-case-study/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-11-08 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` This mixed-methods case study examines two urban school districts in the United States. After public calls to end policing in schools, leaders in these districts reformed both policy and practice to support student safety. --- --- ### 7220. Budgeting for Equity Beyond ESSER: A Guide to Actionable State and District Policy Responses to the Fiscal Cliff ```yaml url: "https://edtrust.org/rti/budgeting-for-equity-beyond-esser-a-guide-to-actionable-state-and-district-policy-responses-to-the-fiscal-cliff/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-10-24 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` This guide provides key recommendations for how state and district leaders can equitably approach budgeting beyond ESSER. --- --- ### 7221. A Seat at the Policymaking Table: Supporting the Advocacy of Ed Prep Leaders at Minority-Serving Institutions` ```yaml url: "https://edtrust.org/rti/a-seat-at-the-policymaking-table-supporting-the-advocacy-of-ed-prep-leaders-at-minority-serving-institutions/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-10-10 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, college-access, edtrust] ``` This scan is intended to guide conversations with district board members and administration leaders to ensure their policies and practices lead to improved College, Career, and Military Readiness outcomes for students. --- --- ### 7222. Educator Diversity State Profile: New York ```yaml url: "https://edtrust.org/rti/educator-diversity-state-profile-new-york/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-10-06 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` A new report released by the New York Equity Coalition shows school level leadership does not represent the racial and ethnic diversity of the student population in New York State public schools. --- --- ### 7223. College and Career Readiness District-Level Policy Scan ```yaml url: "https://edtrust.org/rti/college-and-career-readiness-district-level-policy-scan/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-09-21 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, college-access, edtrust] ``` This scan is intended to guide conversations with district board members and administration leaders to ensure their policies and practices lead to... --- --- ### 7224. The Search for More Complex Racial and Ethnic Representation in Grade School Books ```yaml url: "https://edtrust.org/rti/the-search-for-more-complex-racial-and-ethnic-representation-in-grade-school-books/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-09-14 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, sel] ``` In a study of 300 children's books, Ed Trust identified large disparities in characters and topics describing White people vs. people of color in curricula --- --- ### 7225. How Colleges’ Anti-DEI Policies Affect Campus Racial Climate ```yaml url: "https://edtrust.org/rti/how-colleges-anti-dei-policies-affect-campus-racial-climate/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-08-29 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust, inclusive-design] ``` In the wake of the Supreme Court’s limitation on the use of affirmative action, some states and colleges are doing away with their diversity, equity, and inclusion (DEI) programs (see the map below). However, we argue that there needs to be even greater efforts on college campuses to support the belonging and success of students […] --- --- ### 7226. Advocating for Education Equity as ESSER Spending Winds Down ```yaml url: "https://edtrust.org/rti/watch-out-for-the-fiscal-cliff-advocating-for-education-equity-as-esser-spending-winds-down/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-08-22 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` New Ed Trust brief on how school emergency relief fund investments can have long-term, positive outcomes for underserved students. --- --- ### 7228. A.S.P.I.I.R.E.S: State Policy Review Framework ```yaml url: "https://edtrust.org/rti/aspiires-state-policy-review-framework/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-07-21 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Every state wants its residents to be able to compete in the 21st-century economy. That’s why several state leaders… --- --- ### 7229. How Certain States Are Supporting Social, Emotional, and Academic Development (SEAD) ```yaml url: "https://edtrust.org/rti/how-certain-states-are-supporting-social-emotional-and-academic-development-sead/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-06-23 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, sel] ``` Social, emotional, and academic development (SEAD) is a holistic approach to supporting students’ development and learning that is integral… --- --- ### 7231. Affirmative Action in Higher Education: Moving the Conversation Forward ```yaml url: "https://edtrust.org/rti/affirmative-action/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-06-15 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Affirmative action has historically been an instrument that colleges can use to ensure that students of color receive fair consideration for admissions. --- --- ### 7232. Tool for Representational Balance in Books ```yaml url: "https://edtrust.org/rti/tool-for-representational-balance/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-06-05 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` The Tool for Representational Balance in Books was created to provide curriculum publishers a framework for closely reviewing the books that make up curricular units so they may better understand how people, groups, and topics are represented. We have adapted this tool for general use by anyone, including students, parents, teachers, and community members interested in understanding what representation looks like across materials given to students. --- --- ### 7233. 5 State Policy Recommendations Fostering STEM Aspirations for Students of Color in Middle School ```yaml url: "https://edtrust.org/rti/5-state-policy-recommendations-fostering-stem-aspirations-for-students-of-color-in-middle-school/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-05-31 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, k-12, math-education] ``` Math and science are for everyone. But unfortunately, many students, and especially Black and Latino students, don’t receive that… --- --- ### 7234. Eliminating the Opportunity Gaps: Creating a Truly Fair and Equitable Funding System ```yaml url: "https://edtrust.org/rti/eliminating-the-opportunity-gaps-creating-a-truly-fair-and-equitable-funding-system/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-05-16 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Michigan has long had one of the most regressive school funding formulas, according to state and national research --- --- ### 7235. How Does Tennessee Support Students Social, Emotional, and Academic Development (SEAD)? ```yaml url: "https://edtrust.org/rti/how-does-tennessee-support-students-social-emotional-and-academic-development-sead/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-05-09 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, sel] ``` Social, emotional, and academic development (SEAD) is a holistic approach to supporting students' development and learning that is integral… --- --- ### 7236. How Does Massachusetts Support Students Social, Emotional, and Academic Development (SEAD)? ```yaml url: "https://edtrust.org/rti/how-does-massachusetts-support-students-social-emotional-and-academic-development-sead/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-05-09 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, sel] ``` Social, emotional, and academic development (SEAD) is a holistic approach to supporting students' development and learning that is integral… --- --- ### 7237. 5 Things Equity Advocates Should Know About…. Changes to the FAFSA for Fall 2023 ```yaml url: "https://edtrust.org/rti/5-things-equity-advocates-should-know-about-changes-to-the-fafsa-for-fall-2023/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-05-01 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` The new FAFSA, or Free Application for Federal Student Aid (FAFSA), has been delayed until December 2023. As a… --- --- ### 7238. Are Harris County Students Prepared for Success After High School? ```yaml url: "https://edtrust.org/rti/are-harris-county-students-prepared-for-success-after-high-school/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-04-14 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, college-access, edtrust] ``` What happens when a student graduates from high school but is not ready for college or a career? The… --- --- ### 7239. How Does Texas Support Students’ Social, Emotional, and Academic Development (SEAD)? ```yaml url: "https://edtrust.org/rti/how-does-texas-support-students-social-emotional-and-academic-development-sead/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-04-12 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, sel] ``` Social, emotional, and academic development (SEAD) is a holistic approach to supporting students' development and learning that is integral… --- --- ### 7240. How Does Louisiana Support Student’s Social, Emotional, and Academic Development (SEAD)? ```yaml url: "https://edtrust.org/rti/how-does-louisiana-support-students-social-emotional-and-academic-development-sead-2/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-04-04 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, sel] ``` This brief highlights how Louisiana is supporting students’ SEAD and areas for growth across six policy issues, as well as questions to ask district leaders about local implementation. --- --- ### 7241. Black Joy Consortium for Reimagining Education 2023 Platform Priorities ```yaml url: "https://edtrust.org/rti/black-joy-consortium-for-reimagining-education-2023-platform-priorities/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-04-04 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` The Black Joy Consortium is aligned to a vision for a reimagined education system that fully prepares Black students… --- --- ### 7242. 5 Questions to Ask District and School Leaders About Access to Advanced STEM Coursework in High School ```yaml url: "https://edtrust.org/rti/5-questions-to-ask-district-and-school-leaders-about-access-to-advanced-stem-coursework-in-high-school/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-03-02 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, computer-assisted-learning, edtrust, k-12] ``` Although many Black and Latino students aspire to go to college and are interested in science, technology, engineering, and… --- --- ### 7243. Key Criteria for Undocumented Student Higher Education Access and Success ```yaml url: "https://edtrust.org/rti/key-criteria-for-undocumented-student-higher-education-access-and-success/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-02-22 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Ed Trust researchers analyzed nine criteria in the 15 states with the largest shares of undocumented college students to determine whether state policies are helping or hurting undocumented students’ ability to attend college and how access and success for this underserved student population could be improved. --- --- ### 7244. Completing the Cycle: Supporting and Retaining Teachers of Color in Houston ```yaml url: "https://edtrust.org/rti/completing-the-cycle-supporting-and-retaining-teachers-of-color-in-houston/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-01-19 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Houston-area teachers told us what they need in order to succeed and stay in challenging academic environments. Amid teacher… --- --- ### 7245. How Does Washington Support Students’ Social, Emotional, and Academic Development (SEAD)? ```yaml url: "https://edtrust.org/rti/how-does-washington-support-students-social-emotional-and-academic-development-sead/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-01-19 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, sel] ``` Social, emotional, and academic development (SEAD) is a holistic approach to supporting students' development and learning that is integral… --- --- ### 7246. Want More High-Quality Teachers in Texas? Focus on Teacher Diversity ```yaml url: "https://edtrust.org/rti/want-more-high-quality-teachers-in-texas-focus-on-teacher-diversity/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-01-17 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` 73% of Texas students are children of color. However, only 41% of teachers are people of color. --- --- ### 7247. 2023 State of Michigan Education Report: Beyond the Pandemic ```yaml url: "https://edtrust.org/rti/2023-state-of-michigan-education-report-beyond-the-pandemic/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2023-01-09 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Our report presents ten research-based steps that Michigan must take to make our state a Top 10 Education State by 2030 --- --- ### 7248. 5 Things State and District Leaders Can Do to Advance Strong and Diverse School Leadership ```yaml url: "https://edtrust.org/rti/5-things-state-and-district-leaders-can-do-to-advance-strong-and-diverse-school-leadership/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-12-19 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` School leaders really matter. School leaders play a fundamental role in recruiting and supporting strong educators, driving rigorous instruction,… --- --- ### 7249. Increasing School Leader Diversity in Georgia ```yaml url: "https://edtrust.org/rti/increasing-school-leader-diversity-in-georgia/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-12-19 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Why School Leader Diversity MattersAll students, regardless of race or ethnicity, benefit from having teachers and school leaders of… --- --- ### 7250. Equal is not Good Enough: ADVOCACY BRIEF ```yaml url: "https://edtrust.org/rti/equal-is-not-good-enough-advocacy-brief/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-12-07 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` When it comes to providing children with a high-quality education, money matters. Research shows that sustained and significant increases… --- --- ### 7251. Faculty Diversity and Student Success Go Hand in Hand, So Why Are University Faculties So White? ```yaml url: "https://edtrust.org/rti/faculty-diversity-and-student-success-go-hand-in-hand-so-why-are-university-faculties-so-white/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-12-01 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Faculty diversity plays a key role in college student completion and can have a major impact on students’ sense… --- --- ### 7252. Equal Is Not Good Enough ```yaml url: "https://edtrust.org/rti/equal-is-not-good-enough/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-11-30 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` When it comes to providing children with a high-quality education, money matters. Yet, the U.S. education system is plagued… --- --- ### 7253. Educators of Color Make the Case for Teacher Diversity ```yaml url: "https://edtrust.org/rti/educators-of-color-make-the-case-for-teacher-diversity/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-11-15 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` While the majority of U.S students are children of color, only 20% of teachers are people of color. What’s… --- --- ### 7255. A School District Guide to Advocating for Equity in American Rescue Plan Spending ```yaml url: "https://edtrust.org/rti/a-school-district-guide-to-advocating-for-equity-in-american-rescue-plan-spending/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-10-27 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Since March 2021, school district leaders have been developing and implementing plans to spend their “ARP dollars,” that is,… --- --- ### 7256. Holding Colleges Accountable for Advancing Education Equity ```yaml url: "https://edtrust.org/rti/holding-colleges-accountable-for-advancing-education-equity/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-10-11 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` The cost of college continues to rise, making a college degree out of reach for millions of people — especially students of color and students from low-income backgrounds. All colleges and universities should put people over profits. Accountability in higher ed means making sure that state and federal governments adopt higher education policies that protect […] --- --- ### 7257. Increasing Resource Equity ```yaml url: "https://edtrust.org/rti/increasing-resource-equity/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-10-11 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` In recent decades, states generally have disinvested from higher education. Every year, a disproportionate share of more than $290 billion that states spend on higher education goes to the colleges that already have the most resources — primarily state flagships, which under-enroll Black students, Latino students, and students from low-income backgrounds. So, the colleges that […] --- --- ### 7258. Expanding College Access ```yaml url: "https://edtrust.org/rti/expanding-college-access/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-10-11 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` College should be available and accessible to everyone who seeks a postsecondary degree. However, the unfortunate truth is that race, ethnicity, and family income factor into a college student’s ability to earn a college degree. Ed Trust seeks to level the playing field and pushes state and institutional leaders to keep education equity at the […] --- --- ### 7259. Improving College Graduation Rates ```yaml url: "https://edtrust.org/rti/improving-college-graduation-rates/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-10-11 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, dropout-prevention, edtrust] ``` Getting to college is generally a cause for great celebration. But unfortunately, many college students start their college journey without ever earning their degree. Ed Trust analyzes campus racial climates and factors like food insecurity, homelessness, and other barriers that college students face while attending college. We also examine what student success looks like for […] --- --- ### 7260. Advocating for Underserved College Students ```yaml url: "https://edtrust.org/rti/advocating-for-underserved-college-students/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-10-11 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` At their founding, universities were reserved exclusively for White men. Fortunately, that is no longer the case. However, centuries later, there are still huge racial and ethnic disparities in who is allowed to attend college. As the United States population becomes more diverse, colleges and universities should reflect today’s population. That means creating higher learning […] --- --- ### 7261. How States Can Use American Rescue Plan Funding and Federal Grants to Support Teacher Diversity ```yaml url: "https://edtrust.org/rti/how-states-can-use-american-rescue-plan-funding-and-federal-grants-to-support-teacher-diversity/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-10-11 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, edtrust] ``` All students, regardless of race or ethnicity, benefit from having a racially and culturally diverse teacher workforce, and the… --- --- ### 7262. Improving Rigor & Representation in P-12 Curriculum ```yaml url: "https://edtrust.org/rti/improving-rigor-representation-in-p-12-curriculum/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-10-05 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Every student in America deserves to have access to a high-quality and culturally relevant curriculum, coursework, books, and other materials in order to perform at their maximum potential. The majority of today’s K-12 student body is racially, ethnically, and culturally diverse, and students thrive when they feel seen. Ed Trust’s P-12 practice team works to […] --- --- ### 7263. Using Federal & COVID-19 Relief Funds to Address Long-Standing Inequities ```yaml url: "https://edtrust.org/rti/using-federal-covid-19-relief-funds-to-address-long-standing-inequities/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-10-05 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` The COVID-19 pandemic that began in 2020 has had and will continue to have rippling repercussions that affect students, families, and educators for years to come. The pandemic also exacerbated and exposed long-standing inequities in the U.S. public school system that directly affect Black and Latino students. Thanks to the American Rescue Plan (ARP) enacted […] --- --- ### 7264. Ensuring Whole Child Well-Being Through Social, Emotional, & Academic Development ```yaml url: "https://edtrust.org/rti/ensuring-whole-child-well-being-through-social-emotional-academic-development/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-10-05 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, sel] ``` Children need more than just learning a specific set of skills and information. They are growing human beings with developing emotions and social skills that need support too. The two go hand in hand: When students’ mental health needs are supported by school counselors, school psychiatrists, and strong relationships with their teachers, they do better […] --- --- ### 7265. Ensuring Fair Funding for Student Success ```yaml url: "https://edtrust.org/rti/ensuring-fair-need-based-funding-for-underserved-students/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-10-05 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` State funding systems need to be fairer by directing significantly more resources to students and communities facing the steepest barriers to learning and opportunity --- --- ### 7266. Expanding Access, Affordability, & Quality of Early Childhood Education ```yaml url: "https://edtrust.org/rti/expanding-access-affordability-quality-of-early-childhood-education/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-10-05 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, edtrust, response-to-intervention] ``` Parents are a baby’s first teacher, but every child needs support along the way — that includes early intervention services for babies and toddlers and high-quality child care, preschool, and pre-K. Unfortunately, the disparities between children of color and children from low-income backgrounds and their White, more affluent counterparts start even at this young age, […] --- --- ### 7267. Preparing All Students for College and Career Success ```yaml url: "https://edtrust.org/rti/preparing-all-students-for-college-and-career-success/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-10-05 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, college-access, edtrust, math-education] ``` Advanced coursework opportunities can place students on the path toward college and career success. However, Black and Latino students across the country are often denied access to gifted and talented programs in elementary school and Algebra I in middle school. Then, in high school, Black students, Latino students, and students from low-income backgrounds are not […] --- --- ### 7268. Holding States, Districts, & Schools Accountable for Student Opportunities & Performance ```yaml url: "https://edtrust.org/rti/holding-states-districts-schools-accountable-for-student-opportunities-performance/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-10-05 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, english-learners, formative-assessment, inclusive-design] ``` Not too long ago, students from low-income families, students of color, English learners, and students with disabilities — who had long gone underserved in our nation’s schools — were invisible, hidden behind averages. But in 2002, federal legislation changed all that by requiring that each state have robust systems of standards, assessments, and accountability to […] --- --- ### 7269. Educator Diversity State Profiles ```yaml url: "https://edtrust.org/rti/educator-diversity-state-profiles/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-07-27 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Research says that teacher diversity benefits all students, regardless of race or ethnicity. However, while the majority of students… --- --- ### 7270. Educator Diversity State Profile: Louisiana ```yaml url: "https://edtrust.org/rti/educator-diversity-state-profile-louisiana/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-07-27 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Louisiana Demographic Data (2019-20) - Research says that teacher diversity benefits all students, regardless of race or ethnicity. However, while the majority of students in the u.s. Are of color, only about 20% of teachers are of color. --- --- ### 7271. Educator Diversity State Profile: Tennessee ```yaml url: "https://edtrust.org/rti/educator-diversity-state-profile-tennessee/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-07-27 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, edtrust] ``` Increasing the racial and cultural diversity of the teacher workforce takes a statewide commitment to collecting and analyzing educator workforce data and leading targeted, data-informed efforts to develop policies..,Increasing the racial and cultural diversity of the teacher workforce takes a statewide commitment to collecting and analyzing educator workforce data and leading targeted, data-informed efforts to develop policies that recruit, support, and retain a high-quality and diverse educator workforce. This brief is designed to support these efforts by providing data analyses and a landscape of policies and practices in each state for advocates, educators, and policymakers leading this work at the state level. See how Texas fares. --- --- ### 7272. Educator Diversity State Profile: North Carolina ```yaml url: "https://edtrust.org/rti/educator-diversity-state-profile-north-carolina/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-07-27 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Research says that teacher diversity benefits all students, regardless or race or ethnicity. However, while the majority of students in… --- --- ### 7273. Educator Diversity State Profile: Pennsylvania ```yaml url: "https://edtrust.org/rti/educator-diversity-state-profile-pennsylvania/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-07-27 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, edtrust] ``` Increasing the racial and cultural diversity of the teacher workforce takes a statewide commitment to collecting and analyzing educator workforce data and leading targeted, data-informed efforts to develop policies that recruit, support, and retain a high-quality and diverse educator workforce. This brief is designed to support these efforts by providing data analyses and a landscape of policies and practices in each state for advocates, educators, and policymakers leading this work at the state level. See how Texas fares. --- --- ### 7274. Educator Diversity State Profile: Texas ```yaml url: "https://edtrust.org/rti/educator-diversity-state-profile-texas/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-07-27 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, edtrust] ``` Increasing the racial and cultural diversity of the teacher workforce takes a statewide commitment to collecting and analyzing educator workforce data and leading targeted, data-informed efforts to develop policies that recruit, support, and retain a high-quality and diverse educator workforce. This brief is designed to support these efforts by providing data analyses and a landscape of policies and practices in each state for advocates, educators, and policymakers leading this work at the state level. See how Texas fares. --- --- ### 7275. Educator Diversity State Profile: Michigan ```yaml url: "https://edtrust.org/rti/educator-diversity-state-profile-michigan/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-07-27 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, edtrust] ``` Increasing the racial and cultural diversity of the teacher workforce takes a statewide commitment to collecting and analyzing educator workforce data and leading targeted, data-informed efforts to develop policies that recruit, support, and retain a high-quality and diverse educator workforce. This brief is designed to support these efforts by providing data analyses and a landscape of policies and practices in each state for advocates, educators, and policymakers leading this work at the state level. See how Texas fares. --- --- ### 7276. Educator Diversity State Profile: California ```yaml url: "https://edtrust.org/rti/educator-diversity-state-profile-california/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-07-27 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, edtrust] ``` Increasing the racial and cultural diversity of the teacher workforce takes a statewide commitment to collecting and analyzing educator workforce data and leading targeted, data-informed efforts to develop policies that recruit, support, and retain a high-quality and diverse educator workforce. This brief is designed to support these efforts by providing data analyses and a landscape of policies and practices in each state for advocates, educators, and policymakers leading this work at the state level. See how Texas fares. --- --- ### 7277. Educator Diversity State Profile: Illinois ```yaml url: "https://edtrust.org/rti/educator-diversity-state-profile-illinois/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-07-27 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, edtrust] ``` Increasing the racial and cultural diversity of the teacher workforce takes a statewide commitment to collecting and analyzing educator workforce data and leading targeted, data-informed efforts to develop policies that recruit, support, and retain a high-quality and diverse educator workforce. This brief is designed to support these efforts by providing data analyses and a landscape of policies and practices in each state for advocates, educators, and policymakers leading this work at the state level. See how Texas fares. --- --- ### 7278. Six Pillars of an Equitable Higher Education Nutrition Policy ```yaml url: "https://edtrust.org/rti/six-pillars-of-an-equitable-higher-education-nutrition-policy/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-07-18 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Between the rising cost of college, insufficient financial assistance, and the ongoing pandemic, college students are being forced to… --- --- ### 7280. Still Stalled: 2022 State of Michigan Education Report ```yaml url: "https://edtrust.org/rti/still-stalled-2022-state-of-michigan-education-report/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-05-17 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, literacy] ``` Michigan’s education performance is projected to position the state’s youngest students farther behind other states’ students for early reading by 2030 if the state does not change its performance trajectory --- --- ### 7282. Addressing Teacher Shortages in the Short- & Long-Term ```yaml url: "https://edtrust.org/rti/addressing-teacher-shortages-in-the-short-long-term/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-04-28 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` The pandemic has wreaked havoc on American lives and our nation’s schools, causing disruptions that have compromised their ability… --- --- ### 7283. EQUITY FIRST: Priorities for Higher Education Partnerships and Investments ```yaml url: "https://edtrust.org/rti/equity-first-priorities-for-higher-education-partnerships-and-investments/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-04-25 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Universal approaches have not sufficiently improved higher education outcomes for Black, Latino, and Indigenous students, and students from low-income… --- --- ### 7284. Why Are Black and Latino Students Shut Out of AP STEM Courses? ```yaml url: "https://edtrust.org/rti/why-are-black-and-latino-students-shut-out-of-ap-stem-courses/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-04-21 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, edtrust, k-12, math-education] ``` 2 in 5 Black and Latino students say they really enjoy STEM (science, technology, engineering, and math) courses and… --- --- ### 7286. Beyond the Ban ```yaml url: "https://edtrust.org/rti/beyond-the-ban/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-03-08 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Correctional education programs are an essential strategy for breaking the cycles of incarceration and poverty and helping formerly incarcerated individuals to reintegrate into society. --- --- ### 7287. A Toolkit for Advancing College Opportunity for Justice-Impacted Students – Texas ```yaml url: "https://edtrust.org/rti/a-toolkit-for-advancing-college-opportunity-for-justice-impacted-students-texas/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-03-08 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Letter From the Fellows“Education is freedom.” — Paulo Freire, Pedagogy of the Oppressed“As a society, our decision to heap… --- --- ### 7288. A Toolkit for Advancing College Opportunity for Justice-Impacted Students – Tennessee ```yaml url: "https://edtrust.org/rti/a-toolkit-for-advancing-college-opportunity-for-justice-impacted-students-tennessee/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-03-08 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Letter From the Fellows“Education is freedom.” — Paulo Freire, Pedagogy of the Oppressed“As a society, our decision to heap… --- --- ### 7289. A Toolkit for Advancing College Opportunity for Justice-Impacted Students – Ohio ```yaml url: "https://edtrust.org/rti/a-toolkit-for-advancing-college-opportunity-for-justice-impacted-students-ohio/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-03-08 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Letter From the Fellows “Education is freedom.” — Paulo Freire, Pedagogy of the Oppressed“ As a society, our decision to heap… --- --- ### 7290. A Toolkit for Advancing College Opportunity for Justice-Impacted Students – New York ```yaml url: "https://edtrust.org/rti/a-toolkit-for-advancing-college-opportunity-for-justice-impacted-students-new-york/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-03-08 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Letter From the Fellows “Education is freedom.” — Paulo Freire, Pedagogy of the Oppressed “As a society, our decision to heap… --- --- ### 7291. A Toolkit for Advancing College Opportunity for Justice-Impacted Students – Michigan ```yaml url: "https://edtrust.org/rti/a-toolkit-for-advancing-college-opportunity-for-justice-impacted-students-michigan/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-03-08 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Letter From the Fellows “Education is freedom.” — Paulo Freire, Pedagogy of the Oppressed “As a society, our decision to heap… --- --- ### 7292. A Toolkit for Advancing College Opportunity for Justice-Impacted Students – Louisiana ```yaml url: "https://edtrust.org/rti/a-toolkit-for-advancing-college-opportunity-for-justice-impacted-students-louisiana/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-03-08 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Letter From the Fellows “Education is freedom.” — Paulo Freire, Pedagogy of the Oppressed “As a society, our decision to heap… --- --- ### 7293. A Toolkit for Advancing College Opportunity for Justice-Impacted Students – Illinois ```yaml url: "https://edtrust.org/rti/a-toolkit-for-advancing-college-opportunity-for-justice-impacted-students-illinois/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-03-08 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Letter From the Fellows “Education is freedom.” — Paulo Freire, Pedagogy of the Oppressed “As a society, our decision to heap… --- --- ### 7294. A Toolkit for Advancing College Opportunity for Justice-Impacted Students – California ```yaml url: "https://edtrust.org/rti/a-toolkit-for-advancing-college-opportunity-for-justice-impacted-students-california/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-03-08 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Letter From the Fellows “Education is freedom.” — Paulo Freire, Pedagogy of the Oppressed “As a society, our decision to heap… --- --- ### 7295. Equity in Child Care is Everyone’s Business ```yaml url: "https://edtrust.org/rti/equity-in-child-care-is-everyones-business/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2022-02-22 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Families across the country rely on high-quality child care programs, so that children can learn while parents work. Before… --- --- ### 7296. Getting Black Students Better Access to Non-Novice Teachers ```yaml url: "https://edtrust.org/rti/getting-black-students-better-access-to-non-novice-teachers/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2021-12-15 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Every year, thousands of individuals take on one of the most important jobs: TEACHING. While new teachers bring energy… --- --- ### 7297. Getting Latino Students Better Access to Non-Novice Teachers ```yaml url: "https://edtrust.org/rti/getting-latino-students-better-access-to-non-novice-teachers/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2021-12-15 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Every year, thousands of individuals take on one of the most important jobs: TEACHING. While new teachers bring energy… --- --- ### 7298. 5 Things for Advocates to Know About Equitable School Nutrition ```yaml url: "https://edtrust.org/rti/5-things-for-advocates-to-know-about-equitable-school-nutrition/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2021-11-30 date_source: listing authors: null document_url: null doi: null license: null tags: [attendance, edtrust, literacy, math-education] ``` Access to adequate and nutritious food for students and their families is fundamental to educational equity. A critical part of reliable access to food is school meals, one of the best sources of nutritious food for students. Adequate school nutrition is linked to improve d literacy and math scores, improved cognitive function, reduced absenteeism, and long-term positive educational outcomes. --- --- ### 7299. Engine of Inequality: Michigan’s Education System ```yaml url: "https://edtrust.org/rti/engine-of-inequality-michigans-education-system/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2021-09-09 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Michigan’s education system has served as an engine of inequality when it should be providing opportunities for all kids to learn --- --- ### 7301. A Natural Fit: Supporting After-School Staff of Color in Teacher Pipelines ```yaml url: "https://edtrust.org/rti/a-natural-fit-supporting-after-school-staff-of-color-in-teacher-pipelines/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2021-07-21 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, edtrust] ``` The need to provide a strong and diverse teacher workforce for all students is particularly relevant now as school… --- --- ### 7302. State Guidance for High-Impact Tutoring ```yaml url: "https://edtrust.org/rti/state-guidance-for-high-impact-tutoring/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2021-05-27 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, response-to-intervention] ``` The recent passage of the American Rescue Plan Act (ARPA) is infusing America’s K12 public schools with unprecedented, desperately… --- --- ### 7303. Action Guide: Targeting Resources from the American Rescue Plan to Address the Needs of English Learners ```yaml url: "https://edtrust.org/rti/action-guide-targeting-resources-from-the-american-rescue-plan-to-address-the-needs-of-english-learners/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2021-05-26 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, english-learners] ``` For more than 15 months, students, families, and educators across the country have been adjusting to new ways of… --- --- ### 7304. Increasing Equity in Early Intervention ```yaml url: "https://edtrust.org/rti/increasing-equity-in-early-intervention/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2021-05-25 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, inclusive-design, response-to-intervention] ``` Early intervention is the key to setting children with delays and disabilities on a path to long-term success. Yet children of color face barriers to accessing these services. --- --- ### 7305. Recommendations for State Leaders to Advance Equity Using Funds from the American Rescue Plan ```yaml url: "https://edtrust.org/rti/recommendations-for-state-leaders-to-advance-equity-using-funds-from-the-american-rescue-plan/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2021-05-18 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` The COVID-19 crisis has disrupted education for all students, but has hit students from vulnerable and systemically neglected populations… --- --- ### 7306. 5 Questions to Ask Districts About How They Will Use New Federal Funding to Support Students ```yaml url: "https://edtrust.org/rti/5-questions-to-ask-districts-about-how-they-will-use-new-federal-funding-to-support-students/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2021-05-06 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` The American Rescue Plan (ARP) Act provides almost $125 billion for education, including at least $109 billion that goes… --- --- ### 7307. Lessons Learned: Avoiding Inequitable Teacher Layoffs ```yaml url: "https://edtrust.org/rti/lessons-learned-avoiding-inequitable-teacher-layoffs/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2021-04-16 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Actions for State and District LeadersThe economic recession brought on by the COVID-19 pandemic has left states with unprecedented… --- --- ### 7308. Re-Imagining Outcomes-Based Funding ```yaml url: "https://edtrust.org/rti/re-imagining-outcomes-based-funding/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2021-04-01 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` College students, staff, and faculty all across the country are demanding greater racial and socioeconomic justice in higher education,… --- --- ### 7309. How Dual Enrollment Programs Can Help Close Equity Gaps in Louisiana ```yaml url: "https://edtrust.org/rti/how-dual-enrollment-programs-can-help-close-equity-gaps-in-louisiana/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2021-03-29 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, college-access, edtrust] ``` Inequitable policies, practices, and systems make college and career opportunities inaccessible for many students who wish to engage in more advanced coursework, while often leaving those students who manage to matriculate woefully underprepared for success. --- --- ### 7310. What the American Rescue Plan Act of 2021 Means for Texas ```yaml url: "https://edtrust.org/rti/what-the-american-rescue-plan-act-of-2021-means-for-texas/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2021-03-22 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` On March 11, President Biden signed the American Rescue Plan Act of 2021 (ARP) into law, providing $1.9 trillion… --- --- ### 7311. The American Rescue Plan Act of 2021 – What’s in It for Equity ```yaml url: "https://edtrust.org/rti/the-american-rescue-plan-act-of-2021-whats-in-it-for-equity/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2021-03-18 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` President Biden signed the American Rescue Plan Act of 2021 into law on March 11, 2021. The law disperses $1.9T in… --- --- ### 7312. Targeted Intensive Tutoring ```yaml url: "https://edtrust.org/rti/targeted-intensive-tutoring/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2021-03-17 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, response-to-intervention] ``` As the nation continues to battle the COVID-19 pandemic and at-home learning continues, there will be a need to… --- --- ### 7313. The Importance of Strong Relationships Between Teachers & Students ```yaml url: "https://edtrust.org/rti/the-importance-of-strong-relationships/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2021-03-17 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Anxiety, stress, and in some cases, trauma are prevalent as we live through the COVID-19 pandemic. Students are facing… --- --- ### 7314. Expanded Learning Time ```yaml url: "https://edtrust.org/rti/expanded-learning-time/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2021-03-17 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` As the nation continues to battle the COVID-19 pandemic and at-home learning continues, there will be a need to… --- --- ### 7315. Explaining the Federal COVID-19 Relief and Year-End Funding Package ```yaml url: "https://edtrust.org/rti/explaining-the-federal-covid-19-relief-and-year-end-funding-package/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2021-01-05 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` The federal government passed a substantial year-end funding package in late December 2020. One part of that package contains $900 billion… --- --- ### 7316. Using Professional Judgment in Financial Aid to Advance Racial Justice & Equity ```yaml url: "https://edtrust.org/rti/using-professional-judgment-in-financial-aid/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-12-03 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Public higher education has long been unaffordable for many students, especially for Black and Latino students, who have substantially… --- --- ### 7317. Educator Diversity State Profile: OHIO ```yaml url: "https://edtrust.org/rti/educator-diversity-state-profile-ohio/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-12-02 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, edtrust] ``` RESEARCH SAYS THAT TEACHER DIVERSITY BENEFITS ALL STUDENTS, REGARDLESS OF RACE OR ETHNICITY. HOWEVER, WHILE THE MAJORITY OF STUDENTS IN THE U.S. ARE OF COLOR, ONLY ABOUT 20% OF TEACHERS ARE OF COLOR. Increasing the racial and cultural diversity of the teacher workforce takes a statewide commitment to collecting and analyzing educator workforce data and […] --- --- ### 7318. Educator Diversity State Profile: Massachusetts ```yaml url: "https://edtrust.org/rti/educator-diversity-state-profile-massachusetts/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-12-02 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Research says that teacher diversity benefits all students, regardless or race or ethnicity. However, while the majority of students in… --- --- ### 7320. Right Direction. Miles to Go. ```yaml url: "https://edtrust.org/rti/right-direction-miles-to-go/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-11-17 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Over the past few years, Washington has experienced significant job growth — so much so that Washington had the… --- --- ### 7321. Ensuring Safe and Supportive School Climates in Texas ```yaml url: "https://edtrust.org/rti/ensuring-safe-and-supportive-school-climates-in-texas/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-11-10 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Disparities in opportunities to learn have left thousands of Texas students — particularly Black, Latino, and students from low-income backgrounds — disconnected from school. --- --- ### 7322. Improving Equity In College And Career Readiness Outcomes In Texas ```yaml url: "https://edtrust.org/rti/improving-equity-in-college-and-career-readiness-outcomes-in-texas/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-11-10 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, college-access, edtrust] ``` TEXAS BOASTS THE SECOND LARGEST ECONOMY IN THE UNITED STATES AND HAS HAD THE LONGEST SUSTAINED ECONOMIC EXPANSION IN AMERICAN HISTORY.[1] But today, around 65% of jobs nationwide require at least some postsecondary education. And like all states, Texas has current average attainment levels below those required for the jobs of the future.[2] The increasing […] --- --- ### 7323. COVID-19 Education Equity Guide: Expanding Learning Time ```yaml url: "https://edtrust.org/rti/covid-19-education-equity-guide-expanding-learning-time/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-10-29 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Increasing time and attention for students based on their needs can significantly boost learning for students who are behind.… --- --- ### 7324. COVID-19 Education Equity Guide: Supportive School Climates That Foster Students’ Social, Emotional, and Academic Development ```yaml url: "https://edtrust.org/rti/covid-19-education-equity-guide-supportive-school-climates-that-foster-students-social-emotional-and-academic-development/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-10-29 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, sel] ``` Existing research shows that all learning is inherently social and emotional, and resources that support the holistic development of… --- --- ### 7325. COVID-19 Education Equity Guide: Equity-Driven Approaches To Measure Student Learning ```yaml url: "https://edtrust.org/rti/covid-19-education-equity-guide-equity-driven-approaches-to-measure-student-learning/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-10-29 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` COVID-19 has not only widened existing educational disparities – e.g., in access to strong and diverse teachers, a high-quality curriculum, and grade-level content – between White students and students of color and affluent students and students from low-income backgrounds, but health and economic disparities as well. Recent data show that the most vulnerable students, particularly […] --- --- ### 7326. COVID-19 Education Equity Guide: Teacher Equity and Diversity ```yaml url: "https://edtrust.org/rti/covid-19-education-equity-guide-teacher-equity-and-diversity/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-10-29 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Teaching quality can impact student learning more than any other in-school factor, especially for students who are further behind.… --- --- ### 7327. COVID-19 Education Equity Guide: Graduation and College and Career Readiness ```yaml url: "https://edtrust.org/rti/covid-19-education-equity-guide-graduation-and-college-and-career-readiness/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-10-29 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, college-access, edtrust] ``` Curriculum and instructional materials that are aligned to high standards, appropriately challenging for students’ grade level, and culturally responsive… --- --- ### 7328. COVID-19 Education Equity Guide: Digital Access ```yaml url: "https://edtrust.org/rti/covid-19-education-equity-guide-digital-access/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-10-29 date_source: listing authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, edtrust] ``` Across the country, many districts and schools have moved learning completely or partially online for at least the fall… --- --- ### 7329. COVID-19 Education Equity Guide: School Funding ```yaml url: "https://edtrust.org/rti/covid-19-education-equity-guide-school-funding/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-10-29 date_source: listing authors: null document_url: null doi: null license: null tags: [dropout-prevention, edtrust] ``` Research shows that increased school spending leads to higher graduation rates, higher wages, and a reduction in adult poverty,… --- --- ### 7330. A Promise Worth Keeping ```yaml url: "https://edtrust.org/rti/a-promise-worth-keeping/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-10-21 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Free college programs have been around for some time, but they have proliferated in recent years, prompted by rising… --- --- ### 7332. “And they cared”: How to Create Better, Safer Learning Environments for Girls of Color ```yaml url: "https://edtrust.org/rti/and-they-cared-how-to-create-better-safer-learning-environments-for-girls-of-color/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-08-20 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` All across the country, girls of color are excluded from school for subjective offenses like these, missing out on… --- --- ### 7333. Segregation Forever? ```yaml url: "https://edtrust.org/rti/segregation-forever/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-07-21 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` While the COVID-19 pandemic and the police killings of Breonna Taylor, George Floyd, and Rayshard Brooks have shined a… --- --- ### 7337. 11 Ways Governors Can Use Their Federal Stimulus Funds to Prioritize Education Equity ```yaml url: "https://edtrust.org/rti/11-ways-governors-can-use-their-federal-stimulus-funds-to-prioritize-education-equity/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-05-18 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` The CARES Act (S.3548) allocates nearly $31 billion to P-12 and higher education as part of an education stabilization… --- --- ### 7338. 10 Questions for Equity Advocates to Ask About Distance Learning ```yaml url: "https://edtrust.org/rti/10-questions-for-equity-advocates-to-ask-about-distance-learning/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-05-07 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Across the country, school buildings remain closed due to the COVID-19 pandemic. These school closures are a stark reminder… --- --- ### 7339. A P-12 Education Agenda in Response to COVID-19 ```yaml url: "https://edtrust.org/rti/a-p-12-education-agenda-in-response-to-covid-19/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-04-15 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Over the past several weeks, The Education Trust has monitored states’ tireless efforts to support districts, schools, educators, and… --- --- ### 7340. A Higher Education Equity Agenda in Response to COVID-19 ```yaml url: "https://edtrust.org/rti/a-higher-education-equity-agenda-in-response-to-covid-19/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-04-15 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` The federal government responded to the tremendous strain the coronavirus has put on students and families, faculty, administrators, staff,… --- --- ### 7342. Louisiana COVID-19 Supplemental SNAP Benefits ```yaml url: "https://edtrust.org/rti/louisiana-covid-19-supplemental-snap-benefits/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-04-06 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` For many students, especially those from low-income backgrounds, school may be the only place where they can get meals.… --- --- ### 7343. The Coronavirus Aid, Relief, and Economic Security (CARES) Act (S. 3548) Education Fact Sheet ```yaml url: "https://edtrust.org/rti/the-coronavirus-aid-relief-and-economic-security-cares-act-s-3548/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-04-01 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Congress has passed three coronavirus relief bills: the Coronavirus Preparedness and Response Supplemental Appropriations Act of 2020 (H.R.6074), the… --- --- ### 7344. Child Hunger and the Coronavirus Pandemic ```yaml url: "https://edtrust.org/rti/child-hunger-and-the-coronavirus-pandemic/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-03-24 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Getting Food to Students From Low-Income Backgrounds During School Closures --- --- ### 7346. Advanced Coursework in Your State ```yaml url: "https://edtrust.org/rti/advanced-coursework-tool/" type: tool source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2020-01-09 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` The data in this tool examines whether Black and Latino students are fairly represented in advanced courses, in each… --- --- ### 7348. 5 Things to Advance Equity in Access to and Success in Advanced Coursework ```yaml url: "https://edtrust.org/rti/5-things-to-advance-equity-in-access-to-and-success-in-advanced-coursework/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2019-12-09 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Use data to identify the barriers that prevent students of color and students from low-income families from enrolling in… --- --- ### 7349. 5 Things to Advance Equity in State Accountability Systems, School Improvement, and Reporting ```yaml url: "https://edtrust.org/rti/5-things-to-advance-equity-in-state-accountability-systems-school-improvement-and-reporting/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2019-12-09 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Only include indicators in state accountability systems that keep student learning front and center Ensure… --- --- ### 7350. 5 Things to Advance Equity in Access to Strong and Diverse Educators ```yaml url: "https://edtrust.org/rti/5-things-to-advance-equity-in-access-to-strong-and-diverse-educators/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2019-12-09 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Set – then meet – clear goals at the state and district level to increase access to strong and… --- --- ### 7352. 5 Things to Advance Equity in State Funding Systems ```yaml url: "https://edtrust.org/rti/5-things-to-advance-equity-in-state-funding-systems/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2019-12-09 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` equity in state funding systems --- --- ### 7355. Young Learners, Missed Opportunities ```yaml url: "https://edtrust.org/rti/young-learners-missed-opportunities/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2019-11-06 date_source: listing authors: null document_url: null doi: null license: null tags: [early-childhood, edtrust] ``` High-quality early childhood education (ECE) is important to the rapid development that happens in the first five years of… --- --- ### 7357. Creating Accountability for College Access and Success: Recommendations for the Higher Education Act and Beyond ```yaml url: "https://edtrust.org/rti/creating-accountability-for-college-access-and-success-recommendations-for-the-higher-education-act-and-beyond/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2019-09-19 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` There are not many issues that the public and policymakers from diverse backgrounds and political beliefs can agree on,… --- --- ### 7358. Broken Mirrors ```yaml url: "https://edtrust.org/rti/broken-mirrors-latino-representation-spanish/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2019-09-11 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Como entidades exentas de impuestos y respaldadas por los contribuyentes, las universidades y los institutos superiores públicos de EE.… --- --- ### 7359. Broken Mirrors: Latino Representation at Public Colleges ```yaml url: "https://edtrust.org/rti/broken-mirrors-latino-representation-english/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2019-09-11 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` As tax-exempt, taxpayer-supported entities, U.S. public colleges and universities should advance the public interest by ensuring all U.S. residents… --- --- ### 7361. Broken Mirrors: Black Representation at Public Colleges ```yaml url: "https://edtrust.org/rti/broken-mirrors-black-representation/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2019-03-06 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` If America’s public colleges and universities are supposed to be true democratic engines of opportunity and social mobility, their… --- --- ### 7362. School Counselors Matter ```yaml url: "https://edtrust.org/rti/school-counselors-matter/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2019-02-01 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, sel] ``` As part of a school support team, school counselors provide critical social-emotional and academic supports. Through a comprehensive school… --- --- ### 7363. Aiming for Equity ```yaml url: "https://edtrust.org/rti/aiming-for-equity/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2019-01-09 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` A college education has never been more important. Over 99 percent of all jobs created during the recovery from… --- --- ### 7365. Motivation and Engagement in Student Assignments ```yaml url: "https://edtrust.org/rti/motivation-and-engagement-in-student-assignments/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2018-11-01 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` When students have the opportunity to attend classes that are engaging, creative, and relatable to their lives, they are… --- --- ### 7366. A Promise Fulfilled ```yaml url: "https://edtrust.org/rti/a-promise-fulfilled/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2018-09-06 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Each fall, millions of college students across the country start classes in hopes of earning their degree. However, the… --- --- ### 7367. National & State Trends in Degree Attainment for Latino Adults ```yaml url: "https://edtrust.org/rti/national-state-trends-in-degree-attainment-latino-adults/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2018-06-14 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, edtrust] ``` The U.S. requires a well-educated workforce to grow our economy, strengthen our democracy, and solve big problems at home… --- --- ### 7369. Checking In: Are Math Assignments Measuring Up? ```yaml url: "https://edtrust.org/rti/checking-math-assignments-measuring-2/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2018-04-05 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, college-access, edtrust, math-education] ``` Nearly every state includes measures of college- and career-readiness in their accountability plans under the Every Student Succeeds Act,… --- --- ### 7370. Equity-Focused Priorities for a Reauthorized Higher Education Act (HEA) ```yaml url: "https://edtrust.org/rti/equity-focused-priorities-for-a-reauthorized-higher-education-act-hea/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2018-03-27 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` The Higher Education Act (HEA) was signed into law in 1965 in the spirit of expanding opportunity so that… --- --- ### 7371. Ed Trust Higher Education Act (HEA) Priorities ```yaml url: "https://edtrust.org/rti/ed-trust-higher-education-act-hea-priorities/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2018-03-27 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Strengthen the Pell Grant program by restoring annual inflation adjustments and increasing maximum awards provide postsecondary education programs… --- --- ### 7372. Equity Matters in the Higher Education Act ```yaml url: "https://edtrust.org/rti/equity-matters-in-the-higher-education-act/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2018-03-27 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` "Higher education is a powerful engine of social mobility, and the benefits to society of more people earning postsecondary…" --- --- ### 7373. Accountability for Access and Success in the Higher Education Act ```yaml url: "https://edtrust.org/rti/accountability-for-access-and-success-in-the-higher-education-act/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2018-03-27 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Equity-focused accountability has the potential to refocus our higher education system on its most important purpose: successful outcomes for… --- --- ### 7374. Investing in the Development and Scaling of Evidence-Based Practices for Improve Student Success ```yaml url: "https://edtrust.org/rti/investing-in-the-development-and-scaling-of-evidence-based-practices-for-improve-student-success/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2018-03-27 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Research from The Education Trust has consistently shown that, with dedicated and intentional effort, institutions can close access and… --- --- ### 7375. Investing in Pell is Investing in the American Dream ```yaml url: "https://edtrust.org/rti/investing-in-pell-is-investing-in-the-american-dream/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2018-03-27 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Pell Grants help make higher education accessible for over 7.5 million students. Over one-third of White students, two-thirds of… --- --- ### 7376. Investing in Second Chances: Lifting the Ban on Pell Access for Incarcerated Students ```yaml url: "https://edtrust.org/rti/investing-in-second-chances-lifting-the-ban-on-pell-access-for-incarcerated-students/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2018-03-27 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` As our country continues to grapple with how to best reform the criminal justice system, there is bipartisan momentum… --- --- ### 7377. Nuestras historias, nuestras luchas, nuestras fortalezas ```yaml url: "https://edtrust.org/rti/nuestras-historias-nuestras-luchas-nuestras-fortalezas/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2018-02-14 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Los Estados Unidos está atravesando un cambio cultural diverso y el personal docente se está quedando rezagado: si bien… --- --- ### 7378. Our Stories, Our Struggles, Our Strengths ```yaml url: "https://edtrust.org/rti/our-stories-our-struggles-our-strengths/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2018-02-14 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, edtrust] ``` America is experiencing a diverse, cultural shift and the teacher workforce is lagging behind: While Latino students make up… --- --- ### 7379. Equality Isn’t Equity: Every Student Needs A Great School Counselor ```yaml url: "https://edtrust.org/rti/equality-isnt-equity-every-student-needs-a-great-school-counselor/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2018-01-30 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` High-quality school counselors are critical to our young people. As educational advisers, they guide students through their educational journeys,… --- --- ### 7380. A Look at Latino Success Tool ```yaml url: "https://edtrust.org/rti/look-latino-success-tool/" type: tool source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2018-01-19 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Use the set of charts below to see how individual colleges and universities compare to their peers serving similar… --- --- ### 7381. Trends in State ESSA Plans ```yaml url: "https://edtrust.org/rti/trends-in-state-essa-plans/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2017-12-18 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Strong school accountability systems can send a clear message that the achievement of all groups of students matters and… --- --- ### 7382. A Look at Latino Student Success ```yaml url: "https://edtrust.org/rti/look-latino-student-success/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2017-12-14 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` More Latino students are enrolling in four-year colleges and universities than ever before. But what happens to these students… --- --- ### 7389. Tackling Gaps in Access to Strong Teachers ```yaml url: "https://edtrust.org/rti/tackling-gaps-access-strong-teachers/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2017-10-03 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Of the many inequities in our education system, gaps in access to strong teaching have proven to be among… --- --- ### 7390. Systems for Success: Thinking Beyond Access to AP ```yaml url: "https://edtrust.org/rti/systems-success-thinking-beyond-access-ap/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2017-07-26 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` The national data are clear: more students of color are taking AP exams, but success rates for these students… --- --- ### 7391. For Equity-Oriented State Leaders: 9 Ideas for Stimulating School Improvement Under ESSA ```yaml url: "https://edtrust.org/rti/equity-oriented-state-leaders-9-ideas-stimulating-school-improvement-essa/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2017-03-21 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` s state education leaders redesign their school accountability systems under the Every Student Succeeds Act (ESSA), there’s been a… --- --- ### 7392. A Look at Black Student Success ```yaml url: "https://edtrust.org/rti/blackstudentsuccess/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2017-03-01 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` More Black students are enrolling in four-year colleges and universities than ever before. But what happens to these students… --- --- ### 7393. Through Our Eyes: Perspectives and Reflections From Black Teachers ```yaml url: "https://edtrust.org/rti/through-our-eyes/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2016-11-03 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, edtrust] ``` Federal, state, and district leaders have recognized the need to diversify the teaching workforce, and many are already working… --- --- ### 7394. A Glimpse Inside the Coffers: Endowment Spending at Wealthy Colleges and Universities ```yaml url: "https://edtrust.org/rti/a-glimpse-inside-the-coffersendowment-spending-at-wealthy-colleges-and-universities/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2016-08-04 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Amid intense national conversations on income inequality, A Glimpse Inside the Coffers finds that extreme wealth stratification is occurring… --- --- ### 7395. Using Data to Improve Student Outcomes: Learning From Leading Colleges ```yaml url: "https://edtrust.org/rti/using-data-to-improve-student-outcomes/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2016-05-23 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Using Data to Improve Student Outcomes: Learning From Leading Colleges is a guide to inform university leaders and others… --- --- ### 7396. Rising Tide II: Do Black Students Benefit as Grad Rates Increase? ```yaml url: "https://edtrust.org/rti/risingtideii/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2016-03-23 date_source: listing authors: null document_url: null doi: null license: null tags: [dropout-prevention, edtrust] ``` Rising Tide II: Do Black Students Benefit as Grad Rates Increase? looks at a decade of graduation rates for… --- --- ### 7397. The Every Student Succeeds Act: What’s in It? What Does It Mean for Equity? ```yaml url: "https://edtrust.org/rti/the-every-student-succeeds-act-whats-in-it-what-does-it-mean-for-equity/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2016-01-13 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` On December 10, President Obama signed the Every Student Succeeds Act (ESSA) into law. ESSA is the most recent version of the federal government’s biggest K-12 law, the Elementary and Secondary Education Act, which came into effect in 1965. ESSA contains a number of meaningful levers that education leaders, parents, members of the business and civil rights communities, […] --- --- ### 7398. Rising Tide: Do College Grad Rate Gains Benefit All Students? ```yaml url: "https://edtrust.org/rti/rising-tide/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2015-12-02 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, dropout-prevention, edtrust] ``` Today, we released a new analysis, looking at a decade of graduation rates at four-year, public institutions. The report… --- --- ### 7399. The Pell Partnership: Ensuring a Shared Responsibility for Low-Income Student Success ```yaml url: "https://edtrust.org/rti/pellgradrates/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2015-09-24 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Several organizations reporting on higher education issues have estimated a significant gap in the college completion rates of the… --- --- ### 7400. Checking In: Do Classroom Assignments Reflect Today’s Higher Standards? ```yaml url: "https://edtrust.org/rti/checking-in-do-classroom-assignments-reflect-todays-higher-standards/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2015-09-02 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, college-access, edtrust] ``` Nearly every state has adopted new, more rigorous standards for college and career readiness over the past five years.… --- --- ### 7401. Breaking the Glass Ceiling of Achievement for Low-Income Students and Students of Color ```yaml url: "https://edtrust.org/rti/breaking-the-glass-ceiling-of-achievement-for-low-income-students-and-students-of-color-2/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2015-04-16 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` National Association of Black Journalists; Inaugural Institute on EducationCharlotte, NC Download Presentation --- --- ### 7402. Beyond Pell: A Next-Generation Design for Federal Financial Aid ```yaml url: "https://edtrust.org/rti/beyond-pell-a-next-generation-design-for-federal-financial-aid/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2014-10-01 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Our current financial aid system focuses on helping students after they enroll, but does nothing for students who cannot… --- --- ### 7403. Report: Tough Love: Bottom-Line Quality Standards for Colleges ```yaml url: "https://edtrust.org/rti/tough-love-bottom-line-quality-standards-for-colleges/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2014-06-17 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` With roughly $180 billion in federal student aid and tax benefits provided each year to colleges and universities with… --- --- ### 7404. Falling Out of the Lead: Tracking High-Achievers Through High School and Beyond ```yaml url: "https://edtrust.org/rti/falling-out-of-the-lead-tracking-high-achievers-through-high-school-and-beyond/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2014-03-22 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Marni Bromberg and Christina Theokas Young Education Professionals (YEP) DC Conference Presented… --- --- ### 7405. Higher Education Practice Guide: Learning From High-Performing and Fast-Gaining Institutions ```yaml url: "https://edtrust.org/rti/education-trust-higher-education-practice-guide-learning-from-high-performing-and-fast-gaining-institutions/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2014-01-16 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` With growing concern for postsecondary degree attainment sweeping public discourse in state and national circles… --- --- ### 7406. Preparing and Advancing Teachers and School Leaders: A New Approach for Federal Policy ```yaml url: "https://edtrust.org/rti/preparing-and-advancing-teachers-and-school-leaders/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2013-09-23 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Preparing and Advancing Teachers and School Leaders: A New Approach for Federal Policy | Education Trust The failure of many teacher and leader preparation programs to address the demands educators will face upon graduation, or the needs of districts who will hire them, is unfair to teachers and devastating to students, especially the low-income students […] --- --- ### 7407. Intentionally Successful: Improving Minority Student College Graduation Rates ```yaml url: "https://edtrust.org/rti/intentionally-successful-improving-minority-student-college-graduation-rates/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2013-07-17 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, dropout-prevention, edtrust] ``` Employing new data reported to the U.S. Department of Education, The Education Trust finds encouraging news for those concerned… --- --- ### 7408. Uneven at the Start: Differences in State Track Records Foreshadow Challenges and Opportunities for Common Core ```yaml url: "https://edtrust.org/rti/uneven-at-the-start-differences-in-state-track-records-foreshadow-challenges-and-opportunities-for-common-core/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2013-07-09 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, formative-assessment] ``` In this report, EdTrust uses data from the National Assessment of Educational Progress (NAEP) to examine how states performed and improved over the last decade—both overall and for low-income students and students of color --- --- ### 7409. Finding America’s Missing AP and IB Students ```yaml url: "https://edtrust.org/rti/finding-americas-missing-ap-and-ib-students-2/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2013-06-05 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Programs like Advanced Placement (AP) and International Baccalaureate (IB) are designed to provide high school students with challenging… --- --- ### 7410. Breaking the Glass Ceiling of Achievement for Low-Income Students and Students of Color ```yaml url: "https://edtrust.org/rti/breaking-the-glass-ceiling-of-achievement-for-low-income-students-and-students-of-color/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2013-05-14 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` While gaps between student groups have narrowed over time at the below basic level of performance, gaps at the advanced level have widened. And among higher income groups, gap-widening between white students and students of color is more pronounced. Educators seeking to close gaps must raise the bar for all students. This is the first report in the Shattering […] --- --- ### 7411. Doing Away With Debt: Using Existing Resources to Ensure College Affordability for Low and Middle-Income Families ```yaml url: "https://edtrust.org/rti/doing-away-with-debt-using-existing-resources-to-ensure-college-affordability-for-low-and-middle-income-families/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2013-02-14 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` America has some of the finest colleges in the world, but the promise of higher education... --- --- ### 7412. A Step Forward or a Step Back? State Accountability in the Waiver Era ```yaml url: "https://edtrust.org/rti/a-step-forward-or-a-step-back-state-accountability-in-the-waiver-era/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2013-02-07 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` NCLB waivers have opened the door to innovation but also a lot of backsliding when it comes to using… --- --- ### 7413. Advancing to Completion: Increasing degree attainment by improving graduation rates and closing gaps for Hispanic students ```yaml url: "https://edtrust.org/rti/advancing-to-completion-increasing-degree-attainment-by-improving-graduation-rates-and-closing-gaps-for-hispanic-students/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2012-09-20 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, dropout-prevention, edtrust] ``` Some U.S. colleges are making the grade for Latino students. Instead of settling for lower success rates, they are… --- --- ### 7414. Advancing to Completion: Increasing degree attainment by improving graduation rates and closing gaps for African-American students ```yaml url: "https://edtrust.org/rti/advancing-to-completion-increasing-degree-attainment-by-improving-graduation-rates-and-closing-gaps-for-african-american-students/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2012-09-20 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, dropout-prevention, edtrust] ``` Some U.S. colleges are making the grade for African-American students. Instead of settling for lower success rates, they are… --- --- ### 7415. Building and Sustaining Talent: Creating Conditions in High-Poverty Schools That Support Effective Teaching and Learning ```yaml url: "https://edtrust.org/rti/building-and-sustaining-talent-creating-conditions-in-high-poverty-schools-that-support-effective-teaching-and-learning/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2012-06-26 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Improving public education depends on attracting, nurturing, and retaining talented teachers in schools... --- --- ### 7416. Lifting the Fog on Inequitable Financial-Aid Policies ```yaml url: "https://edtrust.org/rti/lifting-the-fog-on-inequitable-financial-aid-policies/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2011-11-14 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` At every level, from the federal government to the campus, spending has shifted away from the students who most… --- --- ### 7417. Getting it Right: Crafting Federal Accountability for Higher Student Performance and a Stronger America ```yaml url: "https://edtrust.org/rti/getting-it-right-crafting-federal-accountability-for-higher-student-performance-and-a-stronger-america/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2011-09-13 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Whether through reauthorizing the Elementary and Secondary Education Act or using the Department of Education’s waiver authority, federal policymakers… --- --- ### 7418. Priced Out: How the Wrong Financial-Aid Policies Hurt Low-Income Students ```yaml url: "https://edtrust.org/rti/priced-out-how-the-wrong-financial-aid-policies-hurt-low-income-students/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2011-06-01 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` In “Priced Out: How the Wrong Financial-Aid Policies Hurt Low-Income Students,” The Education Trust demonstrates how much low-income students must stretch to pay for college, even after all sources of grant aid are taken into account. The report finds that just five of nearly 1,200 four-year colleges and universities have student bodies that are at […] --- --- ### 7419. Getting It Done ```yaml url: "https://edtrust.org/rti/getting-it-done/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2011-01-03 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Getting It Done turns to the crucial issue of school leadership, exploring how school principals have led improvements in… --- --- ### 7420. Subprime Opportunity: The Unfulfilled Promise of For-Profit Colleges and Universities* ```yaml url: "https://edtrust.org/rti/subprime-opportunity-the-unfulfilled-promise-of-for-profit-colleges-and-universities/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2010-11-22 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` Three years after the U.S. housing market collapse, our country continues to suffer the effects of misplaced priorities and weak regulation of subprime mortgage lenders. Meanwhile, as Ed Trust’s report “Subprime Opportunity” warns, the most vulnerable Americans are being targeted by yet another set of corporations peddling access to the American dream but delivering little […] --- --- ### 7421. Close the Hidden Funding Gaps in Our Schools ```yaml url: "https://edtrust.org/rti/close-the-hidden-funding-gaps-in-our-schools/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2010-04-01 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` “Close the Hidden Funding Gaps in Our Schools” shines a light on widespread and unjust district budgeting practices and… --- --- ### 7422. College Results Online Brief: Top Gap Closers* ```yaml url: "https://edtrust.org/rti/college-results-online-brief-top-gap-closers/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2010-01-28 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, computer-assisted-learning, edtrust] ``` "Some public four-year colleges and universities have made good progress in closing graduation-rate gaps. Published: January 28, 2010 … --- --- ### 7423. College Results Online Brief: Top Gainers* ```yaml url: "https://edtrust.org/rti/college-results-online-brief-top-gainers/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2010-01-28 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, computer-assisted-learning, dropout-prevention, edtrust] ``` Some public four-year colleges and universities make big improvements in minority graduation rates. Published: January 28, 2010 Interested… --- --- ### 7424. Opportunity Adrift: Our Flagship Universities Are Straying From Their Public Mission ```yaml url: "https://edtrust.org/rti/opportunity-adrift-our-flagship-universities-are-straying-from-their-public-mission/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2010-01-13 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Public flagship and research universities spend millions of dollars every year to aid wealthy students who don't need it... --- --- ### 7425. Charting a Necessary Path: The Baseline Report of the Access to Success Initiative ```yaml url: "https://edtrust.org/rti/charting-a-necessary-path-the-baseline-report-of-the-access-to-success-initiative/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2009-12-03 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` The baseline report of the Access to Success Initiative shows that low-income and minority students enroll in and graduate... --- --- ### 7426. Fighting for Quality and Equality, Too ```yaml url: "https://edtrust.org/rti/fighting-for-quality-and-equality-too/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2009-11-09 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` If state leaders invest resources and energy wisely, they don’t have to choose between excellence and equity. This paper… --- --- ### 7427. Ten Essential Elements for Change in School Counselor Preparation Programs ```yaml url: "https://edtrust.org/rti/ten-essential-elements-for-change-in-school-counselor-preparation-programs/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2009-06-26 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` The Transforming School Counseling (TSC) Initiative seeks to change the school counseling profession by changing the master’s degree programs… --- --- ### 7428. How It’s Being Done ```yaml url: "https://edtrust.org/rti/how-its-being-done-2/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2009-01-03 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` In addition to a careful analysis of why Massachusetts leads the nation in academic performance, How It's Being Done… --- --- ### 7429. Yes We Can: Telling Truths and Dispelling Myths About Race and Education in America ```yaml url: "https://edtrust.org/rti/yes-we-can-telling-truths-and-dispelling-myths-about-race-and-education-in-america/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2006-09-01 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` This report examines the educational practices and policies that have raised academic achievement for low-income and minority students, and… --- --- ### 7430. Making Data Work: A Parent and Community Data Guide ```yaml url: "https://edtrust.org/rti/parent-and-community-data-guide/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2004-01-01 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` This easy-to-use guide gives parents and the public the tools to collect and analyze school data to improve student achievement. Published: January 1, 2004 Permissions Policy Interested in using The Education Trust’s publications or presentations? Check out our policy. --- --- ### 7431. No Child Left Behind User Guide ```yaml url: "https://edtrust.org/rti/no-child-left-behind-user-guide/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2003-10-01 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` School accountability systems have the potential to be a powerful tool to help close the long-standing gaps in achievement… --- --- ### 7432. No Child Left Behind Fact Sheets ```yaml url: "https://edtrust.org/rti/no-child-left-behind-fact-sheets/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2003-10-01 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` These quick easy one page fact sheets provide vital information on key provisions of NCLB. Published: October 1, 2003… --- --- ### 7433. Questions to Ask About NCLB ```yaml url: "https://edtrust.org/rti/questions-to-ask-about-nclb/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2003-09-01 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Public reporting of school, district, and state data is one of the cornerstones of No Child Left Behind (NCLB).… --- --- ### 7434. Latino Achievement in America ```yaml url: "https://edtrust.org/rti/latino-achievement-in-america/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2003-01-01 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` This brief two-pager and PowerPoint documents the current status of Latino Achievement in America, high-performing schools, and ways communities… --- --- ### 7435. African American Achievement in America ```yaml url: "https://edtrust.org/rti/african-american-achievement-in-america/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2003-01-01 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` This brief two-pager documents the current status of African American Achievement in America… --- --- ### 7436. Still At Risk: Mathematics in the US ```yaml url: "https://edtrust.org/rti/still-at-risk-mathematics-in-the-us/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2002-05-01 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, math-education] ``` Published: May 1, 2002 Permissions Policy Interested in using The Education Trust’s publications or presentations? Check out our policy. --- --- ### 7437. Honor in the Boxcar: Equalizing Teacher Quality ```yaml url: "https://edtrust.org/rti/honor-in-the-boxcar-equalizing-teacher-quality/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 2000-06-01 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` Some of the country’s best minds grapple with a question at the heart of education reform: How do we… --- --- ### 7438. Ticket to Nowhere: The Gap Between Leaving High School and Entering College and High-Performance Jobs ```yaml url: "https://edtrust.org/rti/ticket-to-nowhere-the-gap-between-leaving-high-school-and-entering-college-and-high-performance-jobs/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 1999-09-01 date_source: listing authors: null document_url: null doi: null license: null tags: [college-access, edtrust] ``` This report documents significant gaps between the course and testing requirements for high school graduation and those for admission… --- --- ### 7439. Not Good Enough: A Content Analysis of Teacher Licensing Examinations ```yaml url: "https://edtrust.org/rti/not-good-enough-a-content-analysis-of-teacher-licensing-examinations/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 1999-05-01 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` This report shows that many states grant teaching licenses without requiring that individuals demonstrate knowledge of the subject area that they intend to teach. Published: May 1, 1999 Permissions Policy Interested in using The Education Trust’s publications or presentations? Check out our policy. --- --- ### 7440. Good Teaching Matters: How Well-Qualified Teachers Can Close the Gap ```yaml url: "https://edtrust.org/rti/good-teaching-matters-how-well-qualified-teachers-can-close-the-gap/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: page-meta date_added: 2026-08-30 published_date: 1998-06-01 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust] ``` This report marshals findings from several recent large-scale studies of student achievement to argue that policy makers hoping to… --- --- ### 7481. Achievement and Growth Norms for Spanish MAP Reading Fluency Foundational Skills ```yaml url: "https://www.nwea.org/research/publication/achievement-and-growth-norms-for-spanish-map-reading-fluency-foundational-skills-report/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026-08 date_source: page-meta authors: ["Ayesha K. Hashim"] document_url: null doi: null license: null tags: [formative-assessment, literacy] ``` This technical report details the development of achievement and growth norms for the Spanish MAP Reading Fluency Foundational Skills assessment, covering grades K–3 across three key domains: Phonological Awareness, Phonics & Word Recognition, and Language Comprehension. Using a large, multi-year dataset (2022–2025) and a model-based norming approach, the study establishes percentile-based benchmarks that allow educators to evaluate student performance at a point in time and measure growth between testing periods (fall, winter, spring). See More --- --- ### 7482. Technical Appendix for “Getting Algebra Placement Right: Expanding Opportunity and Strengthening Preparation” ```yaml url: "https://www.nwea.org/research/publication/technical-appendix-for-getting-algebra-placement-right-expanding-opportunity-and-strengthening-preparation/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026-08 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [math-education] ``` This is the technical appendix to the research brief, “Getting Algebra Placement Right: Expanding Opportunity and Strengthening Preparation,” which examines whether taking Algebra in 8th grade instead of 9th grade improves student outcomes. --- --- ### 7483. Getting Algebra Placement Right: Expanding Opportunity and Strengthening Preparation ```yaml url: "https://www.nwea.org/research/publication/getting-algebra-placement-right-expanding-opportunity-and-strengthening-preparation/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026-08 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [math-education] ``` This research brief examines whether taking Algebra in 8th grade instead of 9th grade improves student outcomes. Using a nationwide sample of MAP Growth scores for middle schoolers, NWEA researchers looked at how many students who were ready for Algebra actually enrolled, and how outcomes were affected for students who were or were not ready for the course. See More --- --- ### 7484. How Post‑COVID Norm Shifts Change the Meaning of MAP Growth Metrics for School Accountability ```yaml url: "https://www.nwea.org/research/publication/how-post%e2%80%91covid-norm-shifts-change-the-meaning-of-map-growth-metrics-for-school-accountability/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026-07 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` This white paper examines how the 2025 update to NWEA’s MAP® Growth™ national norms changes the interpretation and use of key norm referenced metrics in school accountability contexts. We show how shifts in post COVID achievement and growth patterns and the introduction of NWEA’s enhanced item selection algorithm (EISA), call for careful review of commonly used metrics. See More --- --- ### 7485. Tech Appendix for Struggling adolescent readers left behind: Evidence of post-COVID-19 declines and pathways forward ```yaml url: "https://www.nwea.org/research/publication/tech-appendix-for-struggling-adolescent-readers-left-behind-evidence-of-post-covid-19-declines-and-pathways-forward/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026-08 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [literacy] ``` This is the technical appendix to the “Struggling adolescent readers left behind: Evidence of post-COVID-19 declines and pathways forward” research brief, which highlights an urgent challenge in academic recovery: middle school reading. --- --- ### 7486. Struggling adolescent readers left behind: Evidence of post-COVID-19 declines and pathways forward ```yaml url: "https://www.nwea.org/research/publication/struggling-adolescent-readers-left-behind-evidence-of-post-covid-19-declines-and-pathways-forward/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026-08 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [literacy, math-education] ``` Using data from the MAP Growth National Dashboard, this research brief highlights an urgent challenge in academic recovery: middle school reading. While students have shown encouraging progress in math and elementary reading since the pandemic, reading achievement among grades 6-8 remain stagnant, with the lowest-performing students falling even further behind. See More --- --- ### 7487. Chronic absenteeism: A continued impediment to academic recovery ```yaml url: "https://www.nwea.org/research/publication/chronic-absenteeism-a-continued-impediment-to-academic-recovery/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026-07 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [attendance, literacy, math-education] ``` This research brief examines the relationship between chronic absenteeism and academic recovery from COVID-era disruptions to learning. Using MAP Growth data from 2,000 US school districts, NWEA researchers analyzed whether persistently high absenteeism rates were associated with slower recovery in math and reading. See More --- --- ### 7488. Technical Appendix for Chronic absenteeism: A continued impediment to academic recovery ```yaml url: "https://www.nwea.org/research/publication/technical-appendix-for-chronic-absenteeism-a-continued-impediment-to-academic-recovery/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026-07 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [attendance] ``` This is the technical appendix for “Chronic absenteeism: A continued impediment to academic recovery,” research brief, which examines the relationship between chronic absenteeism and academic recovery from COVID-era disruptions to learning. --- --- ### 7489. 2025 MAP Growth Norms Technical Manual ```yaml url: "https://www.nwea.org/research/publication/2025-map-growth-norms-technical-manual/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026-07 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` NWEA® continuously refines the statistical models underlying MAP Growth Achievement and Growth Norms to enhance their accuracy and validity. This 2025 norms update addresses several critical factors: evolving U.S. student demographics, documented shifts in academic performance following the COVID-19 pandemic, and the item-selection algorithm in the newly enhanced MAP® Growth™. These updated norms enable educators to: Evaluate student and school achievement and growth Individualize instruction and set goals with students Support conversations about achievement and growth patterns See More --- --- ### 7490. Behind at the starting line: What Kindergarten test scores tell us about reaching proficiency in 3rd grade ```yaml url: "https://www.nwea.org/research/publication/behind-at-the-starting-line-what-kindergarten-test-scores-tell-us-about-reaching-proficiency-in-3rd-grade/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` NWEA research brief examining Kindergarten test scores from more than 400,000 U.S. students and noting patterns that can predict academic success or identify students at risk of falling further behind. This early identification is key for educators, enabling them to intervene and influence learning trajectories before the next critical milestone: third grade. See More --- --- ### 7491. Technical Appendix for Behind at the starting line: What Kindergarten test scores tell us about reaching proficiency in 3rd grade ```yaml url: "https://www.nwea.org/research/publication/technical-appendix-for-behind-at-the-starting-line-what-kindergarten-test-scores-tell-us-about-reaching-proficiency-in-3rd-grade/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` This is the technical appendix for the NWEA research brief titled, “Behind at the Starting Line,” which examines Kindergarten test scores from more than 400,000 U.S. students and noting patterns that can predict academic success or identify students at risk of falling further behind. This early identification is key for educators, enabling them to intervene and influence learning trajectories before the next critical milestone: third grade. See More --- --- ### 7492. Technical Appendix: Academically diverse classrooms, deeper needs — What teachers face after the pandemic ```yaml url: "https://www.nwea.org/research/publication/technical-appendix-academically-diverse-classrooms-deeper-needs-what-teachers-face-after-the-pandemic/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026-04 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [writing-instruction] ``` This is the technical appendix to the research, “Academically diverse classrooms, deeper needs,” research brief examines the academic diversity of post-COVID classrooms, including the composition and spread of academic achievement levels. Key findings highlight the challenges facing educators as more students are off-track and further behind grade-level proficiency. See More --- --- ### 7493. Spanish MAP Reading Fluency Technical Report ```yaml url: "https://www.nwea.org/research/publication/spanish-map-reading-fluency-technical-report/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026-04 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [early-childhood, formative-assessment, literacy, personalized-learning] ``` This technical report provides a comprehensive overview of the Spanish MAP Reading Fluency assessment, an adaptive, group-administered tool designed to evaluate and support early literacy development for Pre-K through grade 4 students. The report details the assessment’s design framework, grounded in the Simple View of Reading, and explains how it measures both foundational reading skills (such as phonological awareness, phonics, and language comprehension) and oral reading fluency, including accuracy, rate, and comprehension. It describes the structure of the assessment, including adaptive routing between foundational skills and passage reading, as well as the development of item pools and test forms tailored to Spanish language learning and biliteracy contexts. See More --- --- ### 7494. MAP Growth Spanish Technical Report- Addendum ```yaml url: "https://www.nwea.org/research/publication/map-growth-spanish-technical-report-addendum/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026-04 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment, literacy, math-education] ``` This addendum supplements the main MAP Growth technical report by focusing on the Spanish-language Math and Reading assessments. It outlines how these assessments are developed (including transadaptation and Spanish-specific item creation), and presents psychometric evidence confirming that the Spanish versions are reliable, valid, and aligned with the same rigorous standards as the English assessments, while accounting for linguistic differences. See More --- --- ### 7495. MAP Growth technical report ```yaml url: "https://www.nwea.org/research/publication/map-growth-technical-report/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment, personalized-learning] ``` This comprehensive technical report documents the design, development, and validation of MAP Growth assessments for the 2024–2025 school year. It provides evidence supporting the assessment’s psychometric quality, including adaptive testing methods, reliability, validity, fairness, and score interpretation, demonstrating how MAP Growth measures student achievement and growth across grades and subjects. See More --- --- ### 7496. Technical Appendix: Should kindergartners be redshirted? Costs likely outweigh academic benefits ```yaml url: "https://www.nwea.org/research/publication/technical-appendix-should-kindergartners-be-redshirted-costs-likely-outweigh-academic-benefits/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026-03 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` This is the technical appendix for the research brief titled, “Should kindergartners be redshirted?” which examines the data on holding back five-year-olds from starting kindergarten – a practice known as redshirting. --- --- ### 7497. Trend Snapshots: COVID-19 recovery in K–2, positive recovery trends ```yaml url: "https://www.nwea.org/research/publication/trend-snapshots-covid-19-recovery-in-k-2-positive-recovery-trends/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026-03 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [] ``` This short research brief highlights trends seen in the latest data released in the NWEA Map Growth National Dashboard. In this latest edition of Trend Snapshots, key findings focus on trends in K-2 academic recovery following the COVID pandemic. --- --- ### 7498. Tech Appendix for “From loss to recovery: Diverging paths and uneven gains across schools” ```yaml url: "https://www.nwea.org/research/publication/tech-appendix-for-from-loss-to-recovery-diverging-paths-and-uneven-gains-across-schools/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026-02 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [] ``` This is the technical appendix to the research brief titled, “From loss to recovery: Diverging paths and uneven gains across schools,” which examines two components of school recovery post-COVID pandemic to better understand recovery patterns. --- --- ### 7499. MAP Growth Goal Explorer User’s Guide and FAQ ```yaml url: "https://www.nwea.org/research/publication/map-growth-goal-explorer-users-guide/" type: framework source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026-02 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [] ``` This user’s guide for the MAP Growth Goal Explorer describes how to use this interactive tool, the benchmarks it uses to provide context on student growth goals, a framework for goal setting, instructions for how to download information from the tool, and answers to frequently asked questions. --- --- ### 7500. Lessons in resilience: A playbook for recovery from natural disasters ```yaml url: "https://www.nwea.org/research/publication/lessons-in-resilience-a-playbook-for-recovery-from-natural-disasters/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2026-01 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [] ``` This research brief is a follow-up report to NWEA’s brief examining the impact of extreme weather disruptions to teaching and learning. This report offers practical strategies and recommendations to school districts for preparing for extreme weather events to recover faster and lessen the impact on students and teachers. See More --- --- ### 7501. Technical Appendix: Unequal Access to 8th-Grade Algebra: How School Offerings and Placement Practices Limit Opportunity ```yaml url: "https://www.nwea.org/research/publication/technical-appendix-unequal-access-to-8th-grade-algebra-how-school-offerings-and-placement-practices-limit-opportunity/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2025-11 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [math-education] ``` This is the technical appendix to the “Unequal Access to 8th-Grade Algebra: How School Offerings and Placement Practices Limit Opportunity” research brief, which examines how access to early Algebra remains highly inequitable across the United States. --- --- ### 7502. Technical Appendix: MAP Growth Specialty School National Dashboard ```yaml url: "https://www.nwea.org/research/publication/technical-appendix-map-growth-specialty-school-national-dashboard/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2025-10 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [] ``` The purpose of this technical appendix is to describe the sample and methods used to create the MAP Growth Specialty School National Dashboard. The specialty school types we focus on in this dashboard are U.S. public charter schools and U.S. private schools. Within private schools, we also disaggregate further into the following categories of private schools: (a) Catholic schools, (b) Jewish schools, (c) Lutheran schools, (d) Islamic schools, (e) Seventh-day Adventists, (f) other religious schools, and (g) non-religious schools. See More --- --- ### 7503. Technical appendix for “Hot test days, lower math scores: How heat affects student achievement” ```yaml url: "https://www.nwea.org/research/publication/technical-appendix-for-hot-test-days-lower-math-scores-how-heat-affects-student-achievement/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2025-10 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [literacy, math-education] ``` This is the technical appendix to “Hot test days, lower math scores: How heat affects student achievement” research report that examines the impact of environmental temperatures on student performance in math and reading, and whether those effects are more extreme for students in high-poverty schools, where cooling conditions may be less reliable. See More --- --- ### 7505. User Guide and FAQ: MAP Growth National Dashboard ```yaml url: "https://www.nwea.org/research/publication/user-guide-and-faq-map-growth-national-dashboard/" type: framework source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2025-10 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [] ``` This user guide explains how to navigate the MAP® Growth™ National Dashboard, understand the key metrics and terms, make appropriate comparisons of data, and communicate findings responsibly. This guide also includes a robust “Frequently Asked Questions” section that provides in-depth answers about the dashboard and its uses. See More --- --- ### 7506. Technical Appendix: MAP Growth National Dashboard ```yaml url: "https://www.nwea.org/research/publication/technical-appendix-map-growth-national-dashboard/" type: framework source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2025-10 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [] ``` This is the accompanying technical appendix to the MAP Growth National Dashboard providing more details of the data and describing more fully the sample and methods used within the dashboard. --- --- ### 7507. Specialty Schools National Dashboard ```yaml url: "https://www.nwea.org/research/publication/achievement-and-growth-tables-for-private-schools/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [formative-assessment] ``` This interactive tool provides information about academic achievement and growth for several categories of US schools that used MAP Growth assessments. These groups included secular and religious private schools (including Roman Catholic, Jewish, Lutheran, Islamic, Seventh-Day Adventist, and other religiously affiliated institutions) as well as public charter schools. Use this dashboard to examine patterns of growth and achievement across seasons, academic subjects, school types, and student demographics. See More --- --- ### 7509. MAP Growth Goal Explorer ```yaml url: "https://www.nwea.org/research/publication/map-growth-goal-explorer/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2025 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [] ``` The MAP Growth Goal Explorer is designed to support and simplify the goal-setting process by showing a range of possible fall-to-spring growth goals against the backdrop of important academic benchmarks. This tool is intended to help teachers, families, and students work together to establish goals that strike a balance between what is meaningful and what is realistic. See More --- --- ### 7512. The Impact of Severe Weather Events on Education: Revisiting Hurricane Katrina While Preparing for the Next Disaster ```yaml url: "https://www.nwea.org/research/publication/the-impact-of-severe-weather-events-on-education-revisiting-hurricane-katrina-while-preparing-for-the-next-disaster/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2025-08 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [] ``` This research brief raises awareness of the scale and variation of educational impacts from the growing number of weather-related challenges facing U.S. schools. It addresses two critical questions: how does severe weather disrupt schools and affect the people in them; and which schools and communities are at most risk? Findings highlight four key takeaways: 1) Many U.S. schools face major budget and infrastructure challenges related to severe weather; 2) teachers need support to meet students’ varied needs following a weather-related disruptions; 3) a day of school missed after a severe weather event can translate to more than a day of learning lost; and 4) no school is totally “low-risk” from weather-related disruptions. See More --- --- ### 7520. Technical appendix for “Boys regain the advantage in middle school STEM skills: Post-COVID trends in gender achievement gaps” ```yaml url: "https://www.nwea.org/research/publication/technical-appendix-for-boys-regain-the-advantage-in-middle-school-stem-skills-post-covid-trends-in-gender-achievement-gaps/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2025-05 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [formative-assessment, k-12, math-education] ``` This is the accompanying technical appendix to the research study, “Boys regain the advantage in middle school STEM skills: Post-COVID trends in gender achievement gaps,” leveraging data from three national assessments, as well as enrollment in Algebra, to examine trends in gender gaps in 8th grade STEM skills over the course of the pandemic. See More --- --- ### 7521. Spanish MAP Reading Fluency content guide ```yaml url: "https://www.nwea.org/research/publication/spanish-map-reading-fluency-content-guide/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2025-04 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [early-childhood, english-learners, formative-assessment, literacy, personalized-learning] ``` This document presents the test design and specifications for Spanish MAP Reading Fluency, an adaptive assessment that supports students on their path to reading comprehension by assessing and helping to improve both oral reading fluency and foundational reading skills. It is designed for students who do not yet read with solid fluency and understanding and adapts to accommodate pre-readers, early readers, and independent readers in pre-K to grade 5 with the goal of helping all students be able to read with comprehension. Spanish MAP Reading Fluency is designed to support biliteracy programs and emergent bilinguals in multiple educational contexts. See More --- --- ### 7524. Technical Brief – COVID’s impact on science achievement: Trends from 2019 through 2024 ```yaml url: "https://www.nwea.org/research/publication/technical-brief-covids-impact-on-science-achievement-trends-from-2019-through-2024/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2024-09 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [k-12] ``` This is the accompanying technical brief to the new report (Covid’s impact on science achievement: Trends from 2019 through 2024) that examines the pandemic’s impacts on academic achievement and gain in Science and continues ongoing research by NWEA® analyzing the degree to which the COVID-19 pandemic, and its associated school closures, influenced student learning. See More --- --- ### 7525. English MAP Reading Fluency technical report ```yaml url: "https://www.nwea.org/research/publication/english-map-reading-fluency-technical-report/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2024-08 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment, literacy] ``` This technical report documents the processes and procedures employed by NWEA to build and support the English MAP Reading Fluency assessment. --- --- ### 7527. Technical Brief Recovery still elusive: 2023-24 student achievement highlights persistent achievement gaps and a long road ahead ```yaml url: "https://www.nwea.org/research/publication/technical-brief-recovery-still-elusive-2023-24-student-achievement-highlights-persistent-achievement-gaps-and-a-long-road-ahead/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2024-07 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [literacy, math-education] ``` Based on data from 2023-24, this brief shares several key findings, including: Growth during 2023-24 fell short of pre-pandemic trends in nearly all grades. This continues the trend of stalled progress observed in the previous school year and indicates that pandemic recovery remains elusive. The gap between pre-COVID and COVID test score averages widened in 2023-24 in nearly all grades, by an average of 36% in reading and 18% in math. The average student will need the equivalent of 4.8 additional months of schooling to catch up in reading and 4.3 months in math. These estimates are similar to last year for math, and larger for reading. Comparing across race/ethnicity groups, growth for all students lagged pre-pandemic trends in 2023-24. Marginalized students remain the furthest from recovery. See More --- --- ### 7528. Predicting Amira Reading Mastery Based on NWEA MAP Reading Fluency Benchmark Assessment Scores ```yaml url: "https://www.nwea.org/research/publication/predicting-amira-reading-mastery-based-on-nwea-map-reading-fluency-benchmark-assessment-scores/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2024-07 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment, literacy] ``` This document presents results from a linking study conducted by NWEA in May 2024 to statistically connect the grades 1–5 English Amira Reading Mastery (ARM) scores with the Scaled-Words-Correct-Per-Minute (SWCPM) scores from the MAP Reading Fluency benchmark assessment taken during Fall and Winter 2023–2024. See More --- --- ### 7532. Typical learning for whom? Guidelines for selecting benchmarks to calculate months of learning ```yaml url: "https://www.nwea.org/research/publication/73510/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2023-11 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [math-education] ``` To describe the impact of the COVID-19 pandemic on students, researchers have translated test scores into months of learning to claim how many months/years students are behind in school. Despite its perceived accessibility, there are major downsides to this translation. To inform future uses by researchers and media, we discuss in this brief how to calculate this metric as well as its trade-offs. See More --- --- ### 7534. Technical appendix: 2022-23 achievement data reveal stalled progress toward pandemic recovery ```yaml url: "https://www.nwea.org/research/publication/technical-appendix-2022-23-achievement-data-reveal-stalled-progress-toward-pandemic-recovery/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2023-07 date_source: page-meta authors: ["Megan Kuhfeld", "Naomi Duran", "Karyn Lewis", "Carrie Phillips", "Samantha Musacchia"] document_url: null doi: null license: null tags: [] ``` The purpose of this technical appendix is to share more detailed results and to describe more fully the sample and methods used in the research included in the brief, Education’s long COVID: 2022-23 achievement data reveal stalled progress toward pandemic recovery. We examined academic gains in the 2022-23 school year relative to pre-pandemic years. We also tracked the gap in achievement between the COVID year student group compared to their pre-pandemic peers. See More --- --- ### 7535. Executive Summary: Content proximity spring 2022 pilot study ```yaml url: "https://www.nwea.org/research/publication/executive-summary-content-proximity-spring-2022-pilot-study/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2023-06 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment] ``` This executive summary outlines results from the Content Proximity spring 2022 pilot study, including information on the validity, reliability, and test score comparability of MAP Growth assessments that leverage this new item-selection algorithm. --- --- ### 7536. Content Proximity Spring 2022 Pilot Study Research Report ```yaml url: "https://www.nwea.org/research/publication/content-proximity-spring-2022-pilot-study-research-report/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2023-06 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment] ``` The purpose of this research report is to provide detailed information about updates to the MAP Growth item-selection algorithm. This brief includes results from the Content Proximity pilot study, including information on the validity, reliability, and test score comparability of MAP Growth assessments that leverage this new item-selection algorithm. See More --- --- ### 7537. Achievement and Growth Norms for Course-Specific MAP Growth Tests ```yaml url: "https://www.nwea.org/research/publication/achievement-and-growth-norms-for-course-specific-map-growth-tests/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2023-02 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [math-education] ``` This report documents the procedure used to produce the achievement and growth user norms for a series of the course-specific MAP® Growth™ subject tests, including Algebra 1, Geometry, Algebra 2, Integrated Math I, Integrated Math II, Integrated Math III, and Biology/Life Science. Among these tests, Integrated Math I, Integrated Math II, Integrated Math III, and Biology/Life Science were the first time to have their norms available. The remaining tests, i.e., Algebra 1, Geometry, and Algebra 2, had their norms updated including receiving more between-term growth norms by using more recent test events. Procedure for norm sample selection and a model-based approach using the multivariate true score model (Thum & He, 2019) that factors out known imprecision of scores to generate the norms are also provided in detail, along with the snapshots of the achievement and growth norms for each test. See More --- --- ### 7538. Technical appendix for progress towards pandemic recovery continued signs of rebounding achievement at the start of the 2022-2023 school year ```yaml url: "https://www.nwea.org/research/publication/technical-appendix-for-progress-towards-pandemic-recovery-continued-signs-of-rebounding-achievement-at-the-start-of-the-2022-2023-school-year/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-12 date_source: page-meta authors: ["Megan Kuhfeld", "Naomi Duran", "Karyn Lewis", "Carrie Phillips", "Samantha Musacchia"] document_url: null doi: null license: null tags: [] ``` The purpose of this technical appendix is to share more detailed results and to describe more fully the sample and methods used in the research included in the brief, Progress towards pandemic recovery: Continued signs of rebounding achievement at the start of the 2022-23 school year. We investigated two main research questions in this brief: 1) How do summer learning patterns in summer 2022 compare to a pre-pandemic summer? 2) Do we continue to see signs of test scores rebounding at the start of the 2022-23 school year? See More --- --- ### 7539. GGMncv: Nonconvex penalized Gaussian graphical models in R ```yaml url: "https://www.nwea.org/research/publication/ggmncv-nonconvex-penalized-gaussian-graphical-models-in-r/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning, sel] ``` Studying complex relations in multivariate datasets is a common task across the sciences. Recently, the Gaussian graphical model has emerged as an increasingly popular model for characterizing the conditional dependence structure of random variables. Although the graphical lasso (ℓ1-regularization) is the most well-known estimator, it has several drawbacks that make it less than ideal for model selection. There are now alternative forms of regularization that were developed specifically to overcome issues inherent to the `1-penalty. To date, however, these alternatives have been slow to work their way into software for research workers. To address this dearth of software, I developed the package GGMncv that includes a variety of nonconvex penalties, two algorithms for their estimation, plotting capabilities, and an approach for making statistical inference. As an added bonus, GGMncv can be used for nonconvex penalized least squares. After describing the various nonconvex penalties, the functionality of GGMncv is demonstrated through examples using a dataset from personality psychology. See More --- --- ### 7540. District and school leaders’ perspectives on leading & learning during the COVID-19 pandemic ```yaml url: "https://www.nwea.org/research/publication/district-and-school-leaders-perspectives-on-leading-learning-during-the-covid-19-pandemic/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-10 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [college-access] ``` The Education Policy Innovation Collaborative (EPIC) at Michigan State University (MSU) is conducting a study of Michigan school district responses to the COVID-19 pandemic and efforts to support student learning. This research is in response to the Return to Learn legislation (2020 PA 147, 148, 149), which tasked the Michigan Department of Education (MDE) with studying student progress toward learning goals during and beyond the 2020-21 school year, as well as understanding how schools were effective at meeting educational goals and attainment across in-person, hybrid, and remote instructional modalities. In this report, we capture the perspectives of district, school, and teacher leaders (hereafter referred to as “local leaders”) to surface best practices for supporting student learning during COVID-19. We ask: a) What common successes and challenges did local leaders report with regards to supporting student learning? b) How did local leaders support student learning in similar and different ways across instructional modalities? c) What were local leaders’ ongoing priorities and challenges as they navigated the 2021-22 school year? See More --- --- ### 7541. Technical appendix for: The widening achievement divide during COVID-19 ```yaml url: "https://www.nwea.org/research/publication/technical-appendix-for-the-widening-achievement-divide-during-covid-19/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-11 date_source: page-meta authors: ["Megan Kuhfeld", "Naomi Duran", "Karyn Lewis", "Carrie Phillips", "Samantha Musacchia"] document_url: null doi: null license: null tags: [literacy, math-education] ``` The purpose of this technical appendix is to share more detailed results and to describe more fully the sample and methods used in the research included in the brief, The widening achievement divide during COVID-19. We investigated two main research questions in this brief: To what degree have students’ reading and math test scores become more variable as a result of the COVID-19 pandemic? How do achievement gains across the pandemic compare to pre-pandemic trends for students who were low- or high-achieving at the start of the pandemic? See More --- --- ### 7542. Assessment in the time of COVID-19: Understanding patterns of student disengagement during remote low-stakes testing ```yaml url: "https://www.nwea.org/research/publication/assessment-in-the-time-of-covid-19-understanding-patterns-of-student-disengagement-during-remote-low-stakes-testing/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-06 date_source: page-meta authors: ["Naomi Duran", "Susan Kowalski"] document_url: null doi: null license: null tags: [formative-assessment, personalized-learning] ``` The arrival of the COVID-19 pandemic had a profound effect on K-12 education. Most schools transitioned to remote instruction, and some used remote testing to assess student learning. Remote testing, however, is less controlled than in-school testing, leading to concerns regarding test-taking engagement. This study compared the disengagement of students remotely administered an adaptive interim assessment in spring 2020 with their disengagement on the assessment administered in-school during fall 2019. Results showed that disengagement gradually increased across grade level. This pattern was not meaningfully different between the two testing contexts, with the exception of results for American Indian/Alaska Native students, who showed higher disengagement under remote testing. In addition, the test’s engagement feature – which automatically paused the test event of a disengaged student and notified the test proctor – had a consistently positive impact whether the proctor was in the same room as the student or proctoring was done remotely. See More --- --- ### 7543. Measuring student reading comprehension performance: Considerations of accuracy, equity, and engagement by embedding comprehension items within reading passages ```yaml url: "https://www.nwea.org/research/publication/measuring-student-reading-comprehension-performance-considerations-of-accuracy-equity-and-engagement-by-embedding-comprehension-items-within-reading-passages/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-06 date_source: page-meta authors: ["Megan Kuhfeld", "Naomi Duran", "Karyn Lewis", "Carrie Phillips", "Samantha Musacchia"] document_url: null doi: null license: null tags: [english-learners, formative-assessment, inclusive-design, literacy] ``` Reading comprehension is measured differently between classroom and more formal approaches to assessment. Traditional reading comprehension assessments often prompt students to read a multi-paragraph passage prior to displaying a set of questions that are related to the passage; however, this approach is not utilized during classroom practices. The study suggests that assessments may inadvertently measure extraneous constructs (e.g., working memory, attention, language, reading ability) by prompting students to answer items at the conclusion of the reading passage. The current study evaluates the effect of asking items throughout the passage (i.e., embedding items) to achieve a more precise measure of reading comprehension by removing barriers for students to demonstrate their understanding. Results showed a significant impact of embedding comprehension items within reading passages on the measurement of student achievement in comparison to answering items at the end of the passage. This may be a more valid approach to measurement of reading comprehension resulting in improved student reading comprehension scores. This approach also has the potential to become a more equitable measurement of reading comprehension by removing barriers to measurement, particularly for marginalized groups (e.g., students with disabilities, memory-load difficulties, English language learners, test anxiety). See More --- --- ### 7544. The instructional legacy of COVID-19: Teacher adaptation in response to the pandemic ```yaml url: "https://www.nwea.org/research/publication/the-instructional-legacy-of-covid-19-teacher-adaptation-in-response-to-the-pandemic/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-06 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [formative-assessment, personalized-learning, sel] ``` While being adaptive is a key characteristic of effective teaching, teachers can be resistant to change. In Spring of 2020, American teachers transitioned suddenly to distance learning because of the COVID-19 pandemic. This presented an opportunity to investigate teacher adaptations to extreme changes in teaching conditions. A survey study of 71 K-8 teachers conducted in Spring of 2020 found that teachers engaged in three of the core practices of adaptive experts. Moreover, most teachers planned to transfer what they learned to adapt future in-person teaching, and 30% of teachers planned to adopt transformative teaching practices. One positive outcome of the pandemic is that it promoted teacher adaptation and may have even prompted some teachers to develop lasting new practices. See More --- --- ### 7545. Estimating and comparing growth using longitudinal interim achievement data with seasonal trends ```yaml url: "https://www.nwea.org/research/publication/estimating-and-comparing-growth-using-longitudinal-interim-achievement-data-with-seasonal-trends/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-02 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment, sel] ``` Sources of longitudinal achievement data are increasing thanks partially to the expansion of available interim assessments. These tests are often used to monitor the progress of students, classrooms, and schools within and across school years. Yet, few statistical models equipped to approximate the distinctly seasonal patterns in the data exist, nor is there much guidance on how to choose among models. In this study, we present a general statistical model motivated by the seasonal character of interim achievement data and conduct analyses aimed at reducing barriers to the generation of empirical benchmarks for repeated measures achievement data. The model is designed to combine features from traditional polynomial models that estimate year-to-year growth but ignore within-year gains and losses with those from piecewise models, which directly estimate within-year gains/losses but do not include terms for year-to-year growth. Implications for research and policy are discussed. See More --- --- ### 7546. Achievement and growth norms for English MAP Reading Fluency Foundational Skills ```yaml url: "https://www.nwea.org/research/publication/achievement-and-growth-norms-for-english-map-reading-fluency-foundational-skills/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [literacy] ``` This report documents the norming study procedure used to produce the achievement and growth user norms for English MAP Reading Fluency Foundational Skills. It also provides snapshots of the achievement and growth norms for each grade and domain. --- --- ### 7547. Looking beyond vision: Supports for students who are blind or visually impaired in mathematics ```yaml url: "https://www.nwea.org/research/publication/looking-beyond-vision-supports-for-students-who-are-blind-or-visually-impaired-in-mathematics/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-06 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, inclusive-design, math-education] ``` This review examines research on math achievement in students who are blind or visually impaired (BVI), and seeks to show the opportunities that BVIs have access to in order to demonstrate their knowledge of mathematics as well as the unique challenges they face and the ways in which these barriers have (or have not) been addressed. Math achievement for students who are BVI often lags that of their peers (Bell & Silverman, 2019; Cryer et al., 2013) though there is substantial evidence that vision is not required for the development of number sense or other math skills and concepts, and that students who are BVI can develop these skills using non-visual pathways (Amalric, 2018; Crollen & Collignon, 2020; Ahlberg & Csocsán (1999). However, few studies have explored math education for BVI students, and the limited research that exists on online math access for BVIs focuses on presentation modalities such as auditory methods, haptic feedback, and tactile input for the purpose of describing visual information (Scalise et al., 2018). Nevertheless, research indicates that given proper academic supports within the school setting (Giesen et al., 2012), and access to multi-representational materials (Scalise et al., 2018) that engage multiple senses (Crollen & Collignon, 2020), many of the barriers that prevent BVIs’ access to mathematical content can be greatly reduced. With an inclusive assessment showing growth over time (Rottmann et al., 2020), and when given opportunities to engage independently (Beal & Rosenblum, 2018), BVIs can demonstrate their mathematical knowledge, perceive their own growth in mathematics, and gain some much-needed confidence in their ability to succeed in technical fields of education. See More --- --- ### 7548. Using Artificial Intelligence (AI) to improve math accessibility for students with visual impairments ```yaml url: "https://www.nwea.org/research/publication/using-artificial-intelligence-ai-to-improve-math-accessibility-for-students-with-visual-impairments/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-06 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, literacy, math-education] ``` This study, which is part of a larger project that aims to make online math more accessible to students with visual impairments (VI), examines the text quality of math assessment items for students with VI who use screen readers. Using data from about 29.5 million students taking standard versions of the MAP Growth math assessment, and 48,845 students taking accessible versions, we identified high-quality items, those that measured achievement for both students with and without VI equally well, and low-quality items, which showed differences between the two groups of students. The researchers introduced three word embedding methods and three classifiers to predict item quality for accessible assessments. This work advanced our understanding of barriers, and used cutting-edge technologies to develop a new way to better present math content online to improve accessibility and increase the opportunity to learn math for students for students with VI. See More --- --- ### 7549. Technical appendix for: Student achievement in 2021-22: Cause for hope and continued urgency ```yaml url: "https://www.nwea.org/research/publication/technical-appendix-for-student-achievement-in-2021-22-cause-for-hope-and-continued-urgency/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-07 date_source: page-meta authors: ["Megan Kuhfeld", "Naomi Duran", "Karyn Lewis", "Carrie Phillips", "Samantha Musacchia"] document_url: null doi: null license: null tags: [] ``` The purpose of this technical appendix is to share more detailed results and to describe more fully the sample and methods used in the research included in the brief, Student achievement in 2021-22: Cause for hope and continued urgency. We investigated two main research questions in this brief: How do achievement gains across the 2021-22 school year compare to pre-pandemic trends? Are there any initial signs of rebounding or recovery? How does student achievement in spring 2022 compare to pre-pandemic levels? In addition to these two primary research questions, we also investigated one supplementary research question regarding whether achievement has become more distributed over the pandemic. See More --- --- ### 7550. Bayesian uncertainty estimation for Gaussian graphical models and centrality indices ```yaml url: "https://www.nwea.org/research/publication/bayesian-uncertainty-estimation-for-gaussian-graphical-models-and-centrality-indices/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-02 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` In the network approach to psychopathology, psychological constructs are conceptualized as networks of interacting components (e.g., the symptoms of a disorder). In this network view, interest is on the degree to which symptoms influence each other, both directly and indirectly. These direct and indirect influences are often captured with centrality indices, however, the estimation method often used with these networks, the frequentist graphical LASSO (GLASSO), has difficulty estimating (uncertainty in) these measures. Bayesian estimation might provide a solution, as it is better suited to deal with bias in the sampling distribution of centrality indices. This study therefore compares estimation of symptom networks with Bayesian GLASSO- and Horseshoe priors to estimation using the frequentist GLASSO using extensive simulations. Results showed that the Bayesian GLASSO performed better than the Horseshoe, and that the Bayesian GLASSO outperformed the frequentist GLASSO with respect to bias in edge weights, centrality measures, correlation between estimated and true partial correlations, and specificity. Sensitivity was better for the frequentist GLASSO, but performance of the Bayesian GLASSO is usually close. With respect to uncertainty in the centrality measures, the Bayesian GLASSO shows good coverage for strength and closeness centrality, but uncertainty in betweenness centrality is estimated less well. See More --- --- ### 7551. Changes in school composition during the COVID-19 pandemic: Implications for school-average interim test score use ```yaml url: "https://www.nwea.org/research/publication/changes-in-school-composition-during-the-covid-19-pandemic-implications-for-school-average-interim-test-score-use/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-01 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment, writing-instruction] ``` School officials regularly use school-aggregate test scores to monitor school performance and make policy decisions. After the U.S. Department of Education offered assessment waivers to all 50 states in 2019–2020, many educators and policymakers advocated for assessment programs to be restarted in the 2020–2021 school year to evaluate the state of teaching and learning and to inform policies for recovery from the coronavirus disease 2019 (COVID-19) pandemic. However, the use of school-aggregate test scores for these purposes relies on the assumption that differences in aggregate scores can be accurately interpreted as representing real and meaningful differences in school progress and performance. There are serious concerns about the accuracy of such interpretations even under routine schooling conditions, but the pandemic may exacerbate these issues and further compromise the comparability of these test scores. In this report, RAND researchers investigate one specific issue that may contaminate utilization of COVID-19–era school-aggregate scores and result in faulty comparisons with historical and other proximal aggregate scores: changes in school composition over time. To investigate this issue, they examine data from NWEA’s MAP Growth assessments, interim assessments used by states and districts during the 2020–2021 school year. See More --- --- ### 7552. BFpack: Flexible Bayes factor testing of scientific theories in R ```yaml url: "https://www.nwea.org/research/publication/bfpack-flexible-bayes-factor-testing-of-scientific-theories-in-r/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-11 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning, sel] ``` There have been considerable methodological developments of Bayes factors for hypothesis testing in the social and behavioral sciences, and related fields. This development is due to the flexibility of the Bayes factor for testing multiple hypotheses simultaneously, the ability to test complex hypotheses involving equality as well as order constraints on the parameters of interest, and the interpretability of the outcome as the weight of evidence provided by the data in support of competing scientific theories. The available software tools for Bayesian hypothesis testing are still limited however. In this paper we present a new R package called BFpack that contains functions for Bayes factor hypothesis testing for the many common testing problems. The software includes novel tools for (i) Bayesian exploratory testing (e.g., zero vs positive vs negative effects), (ii) Bayesian confirmatory testing (competing hypotheses with equality and/or order constraints), (iii) common statistical analyses, such as linear regression, generalized linear models, (multivariate) analysis of (co)variance, correlation analysis, and random intercept models, (iv) using default priors, and (v) while allowing data to contain missing observations that are missing at random. See More --- --- ### 7553. GGMnonreg: Non-regularized Gaussian graphical models in R ```yaml url: "https://www.nwea.org/research/publication/ggmnonreg-non-regularized-gaussian-graphical-models-in-r/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-11 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [sel] ``` Studying complex relations in multivariate datasets is a common task across the sciences. Graphical modeling is quite common in fields with wide data, that is, when there are more variables (p) than observations (n). Accordingly, many regularization-based approaches have been developed for those kinds of data. There are key drawbacks of regularization, including, but not limited to, the fact that obtaining a valid measure of parameter uncertainty is very (very) difficult (Bühlmann et al., 2014) and there can be an inflated false positive rate (see for example, Donald R. Williams et al., 2019). Cognitive neuroscientists model brain connectivity with the goal of unearthing functional and structural associations between cortical regions (Ortiz et al., 2015). In clinical psychology, researchers wish to better understand the intricate web of symptom interrelations that underlie mental health disorders (Borsboom et al., 2011; McNally, 2016). To this end, graphical modeling has emerged as an oft-used tool in the chest of scientific inquiry. The basic idea is to characterize multivariate relations by learning the conditional dependence structure. The cortical regions or symptoms are nodes and the featured connections linking nodes are edges that graphically represent the conditional dependence structure. Graphical modeling is quite common in fields with wide data, that is, when there are more variables (p) than observations (n). Accordingly, many regularization-based approaches have been developed for those kinds of data. There are key drawbacks of regularization, including, but not limited to, the fact that obtaining a valid measure of parameter uncertainty is very (very) difficult (Bühlmann et al., 2014) and there can be an inflated false positive rate (see for example, Donald R. Williams et al., 2019). More recently, graphical modeling has emerged in psychology (Epskamp et al. 2018), where the data is typically long or low-dimensional (p < n; Donald R. Williams et al. (2019), Donald R. Williams & Rast (2019)). The primary purpose of GGMnonreg is to provide methods that were specifically designed for low-dimensional data (e.g., those common in the social-behavioral sciences). See More --- --- ### 7554. Putting the individual into reliability: Bayesian testing of homogeneous within-person variance in hierarchical models ```yaml url: "https://www.nwea.org/research/publication/putting-the-individual-into-reliability-bayesian-testing-of-homogeneous-within-person-variance-in-hierarchical-models/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-11 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` Measurement reliability is a fundamental concept in psychology. It is traditionally considered a stable property of a questionnaire, measurement device, or experimental task. Although intraclass correlation coefficients (ICC) are often used to assess reliability in repeated measure designs, their descriptive nature depends upon the assumption of a common within-person variance. This work focuses on the presumption that each individual is adequately described by the average within-person variance in hierarchical models. And thus whether reliability generalizes to the individual level, which leads directly into the notion of individually varying ICCs. In particular, we introduce a novel approach, using the Bayes factor, wherein a researcher can directly test for homogeneous within-person variance in hierarchical models. Additionally, we introduce a membership model that allows for classifying which (and how many) individuals belong to the common variance model. The utility of our methodology is demonstrated on cognitive inhibition tasks. We find that heterogeneous within-person variance is a defining feature of these tasks, and in one case, the ratio between the largest to smallest within-person variance exceeded 20. This translates into a tenfold difference in person-specific reliability! We also find that few individuals belong to the common variance model, and thus traditional reliability indices are potentially masking important individual variation. We discuss the implications of our findings and possible future directions. The methods are implemented in the R package vICC See More --- --- ### 7555. Examining the performance of the trifactor model for multiple raters ```yaml url: "https://www.nwea.org/research/publication/examining-the-performance-of-the-trifactor-model-for-multiple-raters/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-12 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [math-education] ``` Researchers in the social sciences often obtain ratings of a construct of interest provided by multiple raters. While using multiple raters provides a way to help avoid the subjectivity of any given person’s responses, rater disagreement can be a problem. A variety of models exist to address rater disagreement in both structural equation modeling and item response theory frameworks. Recently, a model was developed by Bauer et al. (2013) and referred to as the “trifactor model” to provide applied researchers with a straightforward way of estimating scores that are purged of variance that is idiosyncratic by rater. Although the intent of the model is to be usable and interpretable, little is known about the circumstances under which it performs well, and those it does not. We conduct simulation studies to examine the performance of the trifactor model under a range of sample sizes and model specifications and then compare model fit, bias, and convergence rates. See More --- --- ### 7556. Achievement growth in K-8 Catholic schools using NWEA data ```yaml url: "https://www.nwea.org/research/publication/achievement-growth-in-k-8-catholic-schools-using-nwea-data/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment, literacy, math-education] ``` Using a national sample of kindergarten to eighth grade students from Catholic and public schools who took MAP Growth assessments, we examine achievement growth over time between sectors. Our findings suggest that while Catholic school students score higher in math and reading than public school students on average, they also enter each school year at a higher level. Public school students close this gap to some degree during the school year. Additionally, these patterns varied by age and subject. Catholic school students in the earlier grades show less growth in both reading and math during the academic year compared to their public school peers, but in middle school, growth patterns in math were comparable across sectors. See More --- --- ### 7557. Identifying students who are off-track academically in 9th grade: The role of social-emotional learning trajectories ```yaml url: "https://www.nwea.org/research/publication/identifying-students-who-are-off-track-academically-in-9th-grade-the-role-of-social-emotional-learning-trajectories-journal/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [sel] ``` Research shows that successfully transitioning from intermediate school to secondary school is pivotal for students to remain on track to graduate. Studies also indicate that a successful transition is a function not only of how prepared the students are academically but also whether they have the social-emotional learning (SEL) skills to succeed in a more independent secondary school environment. Yet, little is known about whether students’ SEL skills are stable over time, and if they are not, whether a student’s initial level of SEL skills at the start of intermediate school or change in SEL skills over time is a better indicator of whether the student will be off track academically in 9th grade. This study begins to investigate this issue. We use four years of longitudinal SEL data from students in a large urban district with a sample size of about 3,000 students per timepoint. We use several years of longitudinal SEL data to fit growth models for three constructs shown to be related to successfully transitioning to secondary school. In so doing, we examine whether a student’s mean SEL score in 6th grade (status) or growth between 6th and 8th grade is more predictive of being off track academically in 9th grade. Results indicate that, while status is more frequently significant, growth for self-management is also predictive above and beyond status on that construct. Findings suggest that understanding how a student develops social-emotionally can improve identification of students not on track to succeed in high school. See More --- --- ### 7558. The forgotten 20 percent: Achievement and growth in rural schools across the nation ```yaml url: "https://www.nwea.org/research/publication/the-forgotten-20-percent-achievement-and-growth-in-rural-schools-across-the-nation-brief/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-03 date_source: page-meta authors: ["Naomi Duran", "Susan Kowalski"] document_url: null doi: null license: null tags: [literacy, math-education] ``` New research using data from over 2,300 rural schools across the US provides unique insight into math and reading achievement of students in rural schools so educators and policymakers can better understand and support the potential needs of rural schools. --- --- ### 7559. Achievement and growth for English Learners ```yaml url: "https://www.nwea.org/research/publication/achievement-and-growth-for-english-learners-journal/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-02 date_source: page-meta authors: ["Naomi Duran", "Susan Kowalski"] document_url: null doi: null license: null tags: [english-learners, inclusive-design, literacy, math-education] ``` This study reports achievement and growth from kindergarten to 4th grade for three groups of English Learners (ELs): (a) ever-ELs; (b) ELs consistently eligible for service; and (c) EL and Special Education dually-identified students. All three EL groups had lower test scores than never-ELs throughout K-4. In math, ELs grew more than never-ELs during academic years but lost more during summers. In reading, ELs grew less than never-ELs in K-1 and grew more in later grades, but ELs also lost more during summers. These findings suggest summer support is required to help ELs maintain and develop academic skills. See More --- --- ### 7560. MAP Reading Fluency theory of action ```yaml url: "https://www.nwea.org/research/publication/map-reading-fluency-theory-of-action/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-08 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [literacy] ``` The MAP Reading Fluency theory of action shows the hypothesized mechanisms of change and intermediate goals leading to the overarching goal of helping all students read fluently with comprehension. --- --- ### 7561. MAP Growth theory of action ```yaml url: "https://www.nwea.org/research/publication/map-growth-theory-of-action/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-03 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment] ``` The MAP Growth theory of action describes key features of MAP Growth and its position in a comprehensive assessment system. The basic premise of the theory of action is that all students learn when MAP Growth is situated in a comprehensive assessment system and used for its intended purposes to yield information about student learning and enable educators to make data-informed decisions about curriculum and instruction. The infographic illustrates the components of the MAP Growth theory of action, shedding light on the connectedness of the parts and the claims that are central to the validity argument. See More --- --- ### 7562. An investigation of item parameter invariance using focused calibration samples for MAP Growth ```yaml url: "https://www.nwea.org/research/publication/an-investigation-of-item-parameter-invariance-using-focused-calibration-samples-for-map-growth/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-11 date_source: page-meta authors: ["Fang Peng", "Kang Xue", "Carmen Hall", "John Newburn"] document_url: null doi: null license: null tags: [] ``` Two studies were conducted to evaluate whether the existing MAP Growth item parameter estimates are invariant across different calibration samples. Study 1 explored the degree to which on-grade only item parameter estimates were comparable to their original all-grade counterparts. Study 2 explored the degree to which item parameter estimates using responses from the target grade plus the adjacent grades were comparable to their on-grade and all-grade counterparts. See More --- --- ### 7563. MAP Growth item parameter drift study ```yaml url: "https://www.nwea.org/research/publication/map-growth-item-parameter-drift-study/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2022-01 date_source: page-meta authors: ["Fang Peng", "Kang Xue", "Carmen Hall", "John Newburn"] document_url: null doi: null license: null tags: [] ``` This report documents the results of an item parameter drift study designed to check the parameter stability of MAP Growth items. --- --- ### 7564. Proportional relationships decluttered—at last! ```yaml url: "https://www.nwea.org/research/publication/proportional-relationships-decluttered-at-last/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [math-education] ``` Math experts detail an elegant new approach to teaching this conceptual cornerstone of advanced mathematics. --- --- ### 7565. Achievement and growth norms for course-specific MAP Growth Algebra 1, Geometry, and Algebra 2 tests ```yaml url: "https://www.nwea.org/research/publication/achievement-and-growth-norms-for-course-specific-map-growth-algebra-1-geometry-and-algebra-2-tests/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019-07 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [math-education] ``` This report describes the norming procedures used to produce the user norms—including fall, winter, and spring achievement and fall-to-spring growth norms—for the course-specific MAP Growth Mathematics tests in Algebra 1, Geometry, and Algebra 2. Specifically, the norming procedures include the selection of a norming sample and the use of a model-based approach (i.e., a multivariate true score model that factors out known imprecision of scores) to generate the norms. This report also provides snapshots and an explanation of the resulting achievement and growth norms. See More --- --- ### 7566. MAP Growth K-2 item fit analysis study: A follow-up study ```yaml url: "https://www.nwea.org/research/publication/map-growth-k-2-item-fit-analysis-study-a-follow-up-study/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-05 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` This is a follow-up analysis to the May 2019 item fit analysis study to evaluate the fit of the items whose item difficulties were adjusted in the more recent 2020 follow-up scale alignment study. This study looked at different items than what were used in the 2019 analysis. --- --- ### 7567. MAP Growth linking studies: Intended uses, methodology, and recent studies ```yaml url: "https://www.nwea.org/research/publication/map-growth-linking-studies-intended-uses-methodology-and-recent-studies/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-11 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` This document presents the intended uses and methodology of the MAP Growth linking studies, a description of the results provided in the linking study reports, and a summary of the recent linking studies conducted by NWEA to incorporate the new 2020 norms. --- --- ### 7568. Technical appendix for: Learning during COVID-19: An update on student achievement and growth at the start of the 2021-22 school year ```yaml url: "https://www.nwea.org/research/publication/technical-appendix-for-learning-during-covid-19-an-update-on-student-achievement-and-growth-at-the-start-of-the-2021-22-school-year/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-12 date_source: page-meta authors: ["Megan Kuhfeld", "Naomi Duran", "Karyn Lewis", "Carrie Phillips", "Samantha Musacchia"] document_url: null doi: null license: null tags: [] ``` The purpose of this technical appendix is to share more detailed results and to describe more fully the sample and methods used in the research included in the brief, Learning during COVID-19: An update on student achievement and growth at the start of the 2021-22 school year. We investigated two research questions: How does student achievement in fall 2021 compare to pre-pandemic levels (namely fall 2019)? How did academic gains between fall 2019 and fall 2021 compare to normative growth expectations? See More --- --- ### 7569. Automated item generation (AIG): A future for more equitable measurement ```yaml url: "https://www.nwea.org/research/publication/automated-item-generation-aig-a-future-for-more-equitable-measurement/" type: presentation source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-09 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` This presentation summarizes the work that’s been done at NWEA to implement automated item generation (AIG), in addition to traditional approaches, to leverage the future. --- --- ### 7570. Equating WCPM scores across passages of MAP Reading Fluency ```yaml url: "https://www.nwea.org/research/publication/equating-words-correct-per-minute-wcpm-scores-across-passages-of-map-reading-fluency/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-03 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment, literacy] ``` NWEA equated words-correct-per-minute (WCPM) scores from oral reading passages included in the NWEA MAP Reading Fluency assessment. Equipercentile equating with loglinear presmoothing was applied to convert raw WCPM scores from a non-reference passage to those from a reference passage. The goals of this study were to (1) develop a method to choose a reference passage and passage pairs for equating WCPM scores from a large number of passages and (2) determine if equated WCPM scores provide a more accurate indication of students’ oral reading fluency ability compared to the raw WCPM scores from passages that vary in difficulty. See More --- --- ### 7571. The road to COVID recovery: How districts are seizing the once-in-a-generation opportunity to learn from ESSER interventions ```yaml url: "https://www.nwea.org/research/publication/the-road-to-covid-recovery-how-districts-are-seizing-the-once-in-a-generation-opportunity-to-learn-from-esser-interventions/" type: presentation source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-11 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [response-to-intervention] ``` The American Rescue Plan provides $122 billion for COVID recovery in schools. With more than 40 state plans approved, how are districts collecting, monitoring, reporting and learning from the unprecedented interventions? What can districts do now to design and implement data collection processes that will shape collective learning? In this webinar, you will hear how district leaders and researchers are approaching this opportunity to alter life outcomes for generations. See More --- --- ### 7572. Variation in respondent speed and its implications: Evidence from an adaptive testing scenario ```yaml url: "https://www.nwea.org/research/publication/variation-in-respondent-speed-and-its-implications-evidence-from-an-adaptive-testing-scenario/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-06 date_source: page-meta authors: ["Amy Endo"] document_url: null doi: null license: null tags: [formative-assessment, literacy, personalized-learning, sel] ``` The more frequent collection of response time data is leading to an increased need for an understanding of how such data can be included in measurement models. Models for response time have been advanced, but relatively limited large-scale empirical investigations have been conducted. We take advantage of a large data set from the adaptive NWEA MAP Growth Reading Assessment to shed light on emergent features of response time behavior. We identify two behaviors in particular. The first, response acceleration, is a reduction in response time for responses that occur later in the assessment. We note that such reductions are heterogeneous as a function of estimated ability (lower ability estimates are associated with larger increases in acceleration) and that reductions in response time lead to lower accuracy relative to expectation for lower ability students. The second is within-person variation in the association between time usage and accuracy. Idiosyncratic within-person changes in response time have inconsistent implications for accuracy; in some cases additional response time predicts higher accuracy but in other cases additional response time predicts declines in accuracy. These findings have implications for models that incorporate response time and accuracy. Our approach may be useful in other studies of adaptive testing data. See More --- --- ### 7573. Schools as refractors: Change in variance in children’s cognitive skills change while in school versus out ```yaml url: "https://www.nwea.org/research/publication/schools-as-refractors-change-in-variance-in-childrens-cognitive-skills-change-while-in-school-versus-out/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-09 date_source: page-meta authors: ["Naomi Duran", "Susan Kowalski"] document_url: null doi: null license: null tags: [formative-assessment, literacy, math-education] ``` How does schooling affect inequality in students’ academic skills? Studies comparing children’s trajectories during summers and school years provide a provocative way of addressing this question, but the most persuasive seasonal studies (1) focus primarily on skill gaps between social categories (e.g., social class, race/ethnicity), which constitute only a small fraction of overall skill inequality, and (2) are restricted to early grades, making it difficult to know whether the patterns extend into later grades. In this study, we use seasonal comparisons to examine the possibilities that schooling exacerbates, reduces, or reproduces overall skill inequality in math, reading, language use, and science with recent national data on U.S. public school students spanning numerous grade levels from the NWEA MAP Growth assessment. Our results suggest that schooling has a compensatory effect on inequality in reading, language, and science skills but not math skills. We conclude by discussing the theoretical implications of our findings, possible reasons why the math findings differ from those of other subjects, and discrepant seasonal patterns across national data sets. See More --- --- ### 7574. A method for identifying partial test-taking engagement ```yaml url: "https://www.nwea.org/research/publication/a-method-for-identifying-partial-test-taking-engagement/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-06 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` Effort-moderated (E-M) scoring is intended to estimate how well a disengaged test taker would have performed had they been fully engaged. It accomplishes this adjustment by excluding disengaged responses from scoring and estimating performance from the remaining responses. The scoring method, however, assumes that the remaining responses are not affected by disengagement. A recent study provided evidence that the responses used in E-M scoring can sometimes reflect less-than-full, or partial engagement. In these instances, E-M scores will be less trustworthy because they can still be distorted by disengagement. This paper describes a method for identifying partial engagement and provides validation evidence to support its use and interpretation. When test events indicate the presence of partial engagement, effort-moderated scores should be interpreted cautiously. See More --- --- ### 7575. Family perceptions of participating in a structured summer kindergarten transition program ```yaml url: "https://www.nwea.org/research/publication/family-perceptions-of-participating-in-a-structured-summer-kindergarten-transition-program/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-09 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [attendance, early-childhood] ``` Many school districts provide one-time transition events to help students prepare for the rigors of kindergarten; yet, research shows families desire additional information and opportunities to help their children thrive once school begins. Researchers for this study interviewed 39 parents whose children participated in a three-week structured kindergarten transition program designed to promote parental involvement in school, reduce students’ chronic absenteeism, and increase children’s readiness for kindergarten. All interviewees expressed that participating in the program yielded benefits for themselves and their children. Respondents shared that meeting education staff members early during the summer, familiarizing themselves with the layout and routines of their schools, and building stronger social connections with other families were of particular value in helping them prepare for the start of kindergarten. Similarly, understanding kindergarten expectations more thoroughly and acquiring tools to support their children at home were deemed especially beneficial for those families who had not previously participated in preschool or other structured school opportunities. In addition to positive feedback, participants proposed various ways that adjusting the program could better meet the needs of all stakeholders. Suggestions included increasing the length of the student sessions, improving communication between district and families, re-structuring the parent information sessions to be more conducive to working families, and staffing the program with more individuals who would stay on as teachers during the transition from summer to fall. Parent suggestions from this study were synthesized into multiple implications for practice and substantiated by current relevant literature. See More --- --- ### 7576. Predictors and consequences of school mobility in middle childhood ```yaml url: "https://www.nwea.org/research/publication/predictors-and-consequences-of-school-mobility-in-middle-childhood/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: null document_url: null doi: null license: null tags: [] ``` In this prospective longitudinal study (N = 1094, M age = 5.6 years to M age = 11.1 years), the authors examined family factors associated with school mobility and then asked if either a move during the previous year or cumulative moves across elementary school were related to child functioning. Family factors were not linked to a recent move or a single move, but changes in family income and household structure did predict higher odds of two or more moves in elementary school. There was no evidence that a recent move or a single move was related to children’s academic or social functioning. Effects of two or more moves on child functioning were not significant after controlling for the number of analyses that were conducted. Taken together, school mobility during elementary school did not appear to be a pervasive risk although the authors were unable to study very high rates of school mobility because of very small sample sizes. See More --- --- ### 7577. Six insights regarding test-taking disengagement ```yaml url: "https://www.nwea.org/research/publication/six-insights-regarding-test-taking-disengagement/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-08 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment] ``` There has been increasing concern about the presence of disengaged test taking in international assessment programs and its implications for the validity of inferences made regarding a country’s level of educational attainment. This issue has received a growing research interest over the past 20 years, with notable advances in both the measurement of disengagement as well as our understanding of its distortive impact on both individual and aggregated scores. In this paper, the author discusses six important insights yielded by this research and their implications for assessment programs. See More --- --- ### 7578. The impact of disengaged test taking on a state’s accountability test results ```yaml url: "https://www.nwea.org/research/publication/the-impact-of-disengaged-test-taking-on-a-states-accountability-test-results/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-07 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment, inclusive-design, math-education, sel] ``` This study investigated test-taking engagement on the Spring 2019 administration of a large-scale state summative assessment. Through the identification of rapid-guessing behavior – which is a validated indicator of disengagement – the percentage of Grade 8 test events with meaningful amounts of rapid guessing was 5.5% in mathematics, 6.7% in English Language Arts (ELA), and 3.5% in science. Disengagement rates on the state summative test were also found to vary materially across gender, ethnicity, Individualized Educational Plan (IEP) status, Limited English Proficient (LEP) status, free and reduced lunch (FRL) status, and disability status. However, school mean performance, proficiency rates, and relative ranking were only minimally affected by disengagement. Overall, results of this study indicate that disengagement has a material impact on individual state summative test scores, though its impact on score aggregations may be relatively minor. See More --- --- ### 7579. Technical appendix for: Learning during COVID-19: Reading and math achievement in the 2020-2021 school year ```yaml url: "https://www.nwea.org/research/publication/technical-appendix-for-learning-during-covid-19-reading-and-math-achievement-in-the-2020-2021-school-year/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-07 date_source: page-meta authors: ["Megan Kuhfeld", "Naomi Duran", "Karyn Lewis", "Carrie Phillips", "Samantha Musacchia"] document_url: null doi: null license: null tags: [literacy, math-education] ``` The purpose of this technical appendix is to share more detailed results and to describe more fully the sample and methods used in the research included in the brief, Learning during COVID-19: Reading and math achievement in the 2020-21 school year. Two research questions were investigated in this brief: 1. How do gains across the 2020-21 school year compare to pre-pandemic trends? 2. How does student achievement in spring of 2021 compare to pre-pandemic levels? See More --- --- ### 7580. Transforming education through COVID-19 recovery and learning acceleration: research findings, policy recommendations, and lessons from the ground ```yaml url: "https://www.nwea.org/research/publication/transforming-education-through-covid-19-recovery-and-learning-acceleration-research-findings-policy-recommendations-and-lessons-from-the-ground/" type: presentation source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-07 date_source: page-meta authors: ["Megan Kuhfeld", "Naomi Duran", "Karyn Lewis", "Carrie Phillips", "Samantha Musacchia"] document_url: null doi: null license: null tags: [] ``` In this webinar, learn as leaders from the Alliance for Excellent Education, the National Urban League, UnidosUS, and Middletown Public Schools, discuss new research from NWEA on the academic progress of students during the pandemic data-contrast="auto"> and implications for policies and practices aimed to support recovery and accelerate learning for historically underserved communities. COVID-19 altered nearly every facet of education last year. With students and educators returning to classrooms this fall, we must understand the impact of the pandemic on learning, particularly for students of color and students living in poverty. Using data from this past year, policymakers and education leaders can deploy the unprecedented influx of federal funding to support recovery, accelerate learning, and transform schools. As we work together toward recovery, we can use this critical moment in education to reimagine education and build more equitable systems that provide all children with an excellent education. In this webinar, the panelists share: new research on the academic trends of students during the past school year as compared to a more typical school year; what these findings suggest about widening education inequality, specifically the impact this past year had on students of color and students experiencing poverty; recommendations for states and districts on how to use the recent federal aid to transform education for historically underserved students; and the perspective of a district leader and what their district is doing to support students as they return to school this coming fall. See More --- --- ### 7581. Exploring the educational impacts of COVID-19 ```yaml url: "https://www.nwea.org/research/publication/exploring-the-educational-impacts-of-covid-19/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2023 date_source: page-meta authors: ["Megan Kuhfeld", "Naomi Duran", "Karyn Lewis", "Carrie Phillips", "Samantha Musacchia"] document_url: null doi: null license: null tags: [formative-assessment] ``` This visualization was developed to provide state-level insights into how students performed on MAP Growth in the 2020–2021 school year. Assessments are one indicator, among many, of the student impact from COVID-19. Our goal with this tool is to create visible data that informs academic recovery efforts that will be necessary in the 2022 school year and beyond. See More --- --- ### 7582. Understanding differential growth during school years and summers for students in special education ```yaml url: "https://www.nwea.org/research/publication/understanding-differential-growth-during-school-years-and-summers-for-students-in-special-education-paper/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Naomi Duran", "Susan Kowalski"] document_url: null doi: null license: null tags: [inclusive-design, literacy, math-education] ``` Under the Individuals with Disabilities Education Act, schools are required to provide a free and appropriate public education to students with disabilities and show that the students are making academic progress. This study compares within- and across-years academic growth from kindergarten to 4th grade for students who were ever in special education (ever-SPED) to students who were never in special education (never-SPED). We follow one cohort of 4,228 students for five years and assess the students up to three times per year. Although ever-SPED students started kindergarten with lower math and reading test scores and grew less in both subjects than never-SPED students during the kindergarten school year, ever-SPED students grew more than never-SPED students during the 1st and 2nd grade school years in math and 1st, 3rd, and 4th grade school years in reading. However, ever-SPED students lost more learning during every summer than never-SPED students. This led the test score disparities between the two to grow from under 0.4 standard deviations in kindergarten to 0.9 standard deviations in 4th grade. These findings suggest that summer learning opportunities are crucial for improving educational outcomes for students with disabilities. See More --- --- ### 7583. Understanding differential growth during school years and summers for students in special education ```yaml url: "https://www.nwea.org/research/publication/understanding-differential-growth-during-school-years-and-summers-for-students-in-special-education/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-05 date_source: page-meta authors: ["Naomi Duran", "Susan Kowalski"] document_url: null doi: null license: null tags: [inclusive-design] ``` New research examining academic achievement and growth of students with and without disabilities in grades K-4 provides new insight into how differential growth during school years and summers may shape disparities. The results suggest that, with support, students with disabilities grow as much or more academically during the school year than their peers without disabilities during some years, but that steeper summer learning losses for students with disabilities contribute to widening disparities. See More --- --- ### 7584. Do students rapidly guess repeatedly over time? A longitudinal analysis of student test disengagement, background, and attitudes ```yaml url: "https://www.nwea.org/research/publication/do-students-rapidly-guess-repeatedly-over-time-a-longitudinal-analysis-of-student-test-disengagement-background-and-attitudes-presentation/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019-08 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [sel] ``` Considerable research has examined the use of rapid guessing measures to identify disengaged item responses. However, little is known about students who rapidly guess over the course of several tests. In this study, we use achievement test data from six administrations over three years to investigate whether rapid guessing is a stable trait-like behavior or if rapid guessing is determined mostly by situational variables. Additionally, we examine whether rapid guessing over the course of several tests is associated with certain psychological and background measures. We find that rapid guessing tends to be more state-like compared to academic achievement scores, which are fairly stable. Further, we show that repeated rapid guessing is strongly associated with students’ academic self-efficacy and self-management scores. These findings have implications for detecting rapid guessing and intervening to reduce its effect on observed achievement test scores. See More --- --- ### 7585. Avoiding bias from sum scores in growth estimates: An examination of IRT-based approaches to scoring longitudinal survey responses ```yaml url: "https://www.nwea.org/research/publication/avoiding-bias-from-sum-scores-in-growth-estimates/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-10 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment, sel] ``` A huge portion of what we know about how humans develop, learn, behave, and interact is based on survey data. Researchers use longitudinal growth modeling to understand the development of students on psychological and social-emotional learning constructs across elementary and middle school. In these designs, students are typically administered a consistent set of self-report survey items across multiple school years, and growth is measured either based on sum scores or scale scores produced based on item response theory (IRT) methods. Although there is great deal of guidance on scaling and linking IRT-based large-scale educational assessment to facilitate the estimation of examinee growth, little of this expertise is brought to bear in the scaling of psychological and social-emotional constructs. Through a series of simulation and empirical studies, we produce scores in a single-cohort repeated measure design using sum scores as well as multiple IRT approaches and compare the recovery of growth estimates from longitudinal growth models using each set of scores. Results indicate that using scores from multidimensional IRT approaches that account for latent variable covariances over time in growth models leads to better recovery of growth parameters relative to models using sum scores and other IRT approaches. See More --- --- ### 7586. A multi-rater latent growth curve model ```yaml url: "https://www.nwea.org/research/publication/a-multi-rater-latent-growth-curve-model/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-05 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [sel] ``` To avoid the subjectivity of having a single person evaluate a construct of interest (e.g., a student’s self-efficacy in school), multiple raters are often used. Increasingly, data that use multiple raters to evaluate psychological and social-emotional constructs over time are available. While a range of models to address measurement issues that arise when using multiple raters have been presented, including a small number for longitudinal data, few if any models are available to estimate growth in the presence of multiple raters. In this study, we provide a model that removes all but the shared perceptions of raters at a given timepoint (i.e., removes unique rater variance), then adds on a latent growth curve model across timepoints. Through simulation and empirical studies, we examine the performance of the model in terms of recovering true growth parameters, and relative to more crude approaches like estimating growth based on a single rater. Our results indicate that the model we propose performs quite well along these dimensions, and shows promise for use by researchers who want to estimate growth based on longitudinal multi-rater data. See More --- --- ### 7587. Comparing different response time threshold setting methods to detect low effort on a large-scale assessment ```yaml url: "https://www.nwea.org/research/publication/comparing-different-response-time-threshold-setting-methods-to-detect-low-effort-on-a-large-scale-assessment/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-04 date_source: page-meta authors: ["Steven Wise", "Megan Kuhfeld", "John Cronin"] document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, literacy, personalized-learning] ``` Low examinee effort is a major threat to valid uses of many test scores. Fortunately, several methods have been developed to detect noneffortful item responses, most of which use response times. To accurately identify noneffortful responses, one must set response time thresholds separating those responses from effortful ones. While other studies have compared the efficacy of different threshold-setting methods, they typically do so using simulated or small-scale data. When large-scale data are used in such studies, they often are not from a computer-adaptive test (CAT), use only a handful of items, or do not comprehensively examine different threshold-setting methods. In this study, we use reading test scores from over 728,923 3rd–8th-grade students in 2,056 schools across the United States taking a CAT consisting of nearly 12,000 items to compare threshold-setting methods. In so doing, we help provide guidance to developers and administrators of large-scale assessments on the tradeoffs involved in using a given method to identify noneffortful responses. See More --- --- ### 7588. The learning curve: Revisiting within-year linear growth assumptions ```yaml url: "https://www.nwea.org/research/publication/35099/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-02 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [literacy, math-education] ``` Important educational policy decisions, like whether to shorten or extend the school year, often require accurate estimates of how much students learn during the year. Yet, related research relies on a mostly untested assumption: that growth in achievement is linear throughout the entire school year. We examine this assumption using a data set containing math and reading test scores for over seven million students in kindergarten through 8th grade across the fall, winter, and spring of the 2016-17 school year. Our results indicate that assuming linear within-year growth is often not justified, particularly in reading. Implications for investments in extending the school year, summer learning loss, and racial/ethnic achievement gaps are discussed. See More --- --- ### 7589. Supporting COVID-19 recovery for students with disabilities: Research findings, policy recommendations, and lessons from the ground ```yaml url: "https://www.nwea.org/research/publication/supporting-covid-19-recovery-for-students-with-disabilities-research-findings-policy-recommendations-and-lessons-from-the-ground/" type: presentation source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-06 date_source: page-meta authors: ["Megan Kuhfeld", "Naomi Duran", "Karyn Lewis", "Carrie Phillips", "Samantha Musacchia"] document_url: null doi: null license: null tags: [formative-assessment, inclusive-design] ``` In this webinar by the Alliance for Excellent Education, NWEA, and the National Center for Learning disabilities, learn about recent research on academic growth for students in special education before the pandemic and implications for policies and practices designed to spur COVID-19 recovery. The COVID-19 pandemic has impacted historically underserved students much more severely than their peers. With the oscillation between learning environments over the past year, it has been difficult for schools to provide the learning services necessary for students with disabilities to succeed, and they have suffered disproportionately from the reduction in instructional time and disconnection from their school communities. At the same time, the disruption in assessment systems at the state and local levels has made it challenging to quantify the unfinished learning. Fortunately, the unprecedented influx of federal funding for K-12 education, most recently through the American Recovery Plan, presents an opportunity to accelerate learning and provide supports for our most vulnerable communities, including students with disabilities. In this on-demand webinar, the panelists share: new research on the academic growth trends of students with disabilities in special education during the school year as compared to the summer before the pandemic; what these trends may suggest about the potential experiences of students with disabilities during the pandemic; recommendations for states and districts on how to use the recent federal aid to transform education for students with disabilities; and the perspective of a district leader and what their district is doing to support students with disabilities. See More --- --- ### 7590. User guide for interpreting the NWEA state dashboard: Exploring the educational impacts of COVID-19 ```yaml url: "https://www.nwea.org/research/publication/user-guide-for-interpreting-the-nwea-state-dashboard-exploring-the-educational-impacts-of-covid-19/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-05 date_source: page-meta authors: ["Megan Kuhfeld", "Naomi Duran", "Karyn Lewis", "Carrie Phillips", "Samantha Musacchia"] document_url: null doi: null license: null tags: [formative-assessment] ``` The NWEA state dashboard, Exploring the Educational Impacts of COVID-19, provides insight into the educational impacts of COVID-19 related academic disruptions for students in public schools within a state who participated in MAP Growth assessments. This guide explains the analyses, statistics, terms, and data included in the dashboard, as well as what they can tell us about unfinished learning in the state. See More --- --- ### 7591. Robust IRT scaling: Considerations in constructing item bank from tests across years ```yaml url: "https://www.nwea.org/research/publication/robust-irt-scaling-considerations-in-constructing-item-bank-from-tests-across-years/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` This study investigates the impact of three different IRT scaling and equating methods in building an item bank of tests from 23 years of a national licensure exam. The study focuses on several key psychometric issues including scaledriftandequatingerrors. --- --- ### 7592. From through-course summative to adaptive through-year models for large-scale assessment: A literature review ```yaml url: "https://www.nwea.org/research/publication/from-through-course-summative-to-adaptive-through-year-models-for-large-scale-assessment-a-literature-review/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment, personalized-learning] ``` The purpose of this literature review is to study the advantages and limitations of various through-course summative assessment models with the goal of informing the design of the NWEA through-year solution. --- --- ### 7593. Arguing about the effectiveness of assessments for the classroom ```yaml url: "https://www.nwea.org/research/publication/arguing-about-the-effectiveness-of-assessments-for-the-classroom/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment, math-education] ``` Approaches to test score use and test purpose lack the well-developed methodological guidelines and established sources of evidence available for intended score interpretation. We argue in this paper that this lack fails to reflect the ultimate purpose of a test score—to help solve an important problem faced by intended test users. We explore the treatment of intended test purpose and test score use under the chain of assumption/inferences perspective identified within an argument-based approach to validity. Next, we revisit the notion of test score use and argue that, at least for classroom assessments based on complex constructs, such as learning progressions in math and science, test score use can be more effectively conceptualized as part of a potential solution to solving a problem, or “job-to-be-done.”. We argue for shifting from the definition of validity to the concept of effectiveness. Finally, we illustrate an argument- based approach to test score effectiveness by contrasting effectiveness arguments for interim assessments based on a conventional test blueprint or a test blueprint augmented with learning progressions. See More --- --- ### 7594. MAP Growth K–2 item fit analysis study ```yaml url: "https://www.nwea.org/research/publication/map-growth-k-2-item-fit-analysis-study/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [literacy, math-education] ``` Item fit analysis examines how accurately observed response data fit the underlying model. In test analysis, item fit can be used to validate the calibration process of item parameters. The purpose of this study is to examine the fit of MAP Growth K–2 items involved in a scale alignment study conducted by NWEA to realign the scales underlying the MAP Growth K–2 and MAP Growth 2–5 Reading and Mathematics tests. Part of that study involved adjusting the difficulties of MAP Growth K–2 items (i.e., each item’s Rasch Unit (RIT) value) using growth model predictions from longitudinal test results. To make sure the items with the adjusted RIT values still fit the underlying Rasch model, this study examines the model-data fit of these items using two different samples. Specifically, for each sample, infit and outfit indices, along with point measure correlations were calculated, followed by a comparison of how these indices differ using the old and new (i.e., original and adjusted) item difficulties and person ability estimates. The results from the different samples were also compared with each other. See More --- --- ### 7595. A comparison of item parameter estimates in Pychometrik and the existing item calibration tool ```yaml url: "https://www.nwea.org/research/publication/a-comparison-of-item-parameter-estimates-in-pychometrik-and-the-existing-item-calibration-tool/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` The design features of the existing MAP Growth item calibration system have become too restrictive to support the expanding business and product development needs of NWEA. As such, Pychometrik, a new item calibration tool built with Python, was recently developed to allow psychometricians autonomy in the item calibration process for all NWEA shelf products. To evaluate the performance of Pychometrik against the existing tool, two studies were conducted: (1) an item parameter estimate comparability study using both real data and simulations and (2) an item parameter recovery simulation study to evaluate the parameter recovery accuracy of the new tool. Results from both studies support the use of Pychometrik for future item calibrations. See More --- --- ### 7596. MAP Growth universal screening benchmarks: Establishing MAP Growth as an effective universal screener ```yaml url: "https://www.nwea.org/research/publication/map-growth-universal-screening-benchmarks-establishing-map-growth-as-an-effective-universal-screener/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2025-09 date_source: page-meta authors: ["Ayesha K. Hashim"] document_url: null doi: null license: null tags: [formative-assessment, literacy, math-education, response-to-intervention] ``` The report documents the process NWEA followed to determine and validate the cut scores for fall, winter, and spring that can be used to identify students in Grades K–8 who have severe learning difficulties and need intensive intervention in reading and mathematics. Universal screening cut scores were first identified and validated for the English MAP Growth Reading and Mathematics assessments, followed by establishing the universal screening cut scores for Spanish MAP Growth Reading. An added memorandum presents the updated threshold scores by grades and terms for MAP Growth Mathematics and Reading. See More --- --- ### 7597. A large-scale, long-term study of scale drift: The micro view and the macro view ```yaml url: "https://www.nwea.org/research/publication/a-large-scale-long-term-study-of-scale-drift-the-micro-view-and-the-macro-view/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` The development of measurement scales for use across years and grades in educational settings provides unique challenges, as instructional approaches, instructional materials, and content standards all change periodically. This study examined the measurement stability of a set of Rasch measurement scales that have been in place for almost 40 years. See More --- --- ### 7598. Simulation study for evaluating MAP Growth item pools with grade-level constraints ```yaml url: "https://www.nwea.org/research/publication/simulation-study-for-evaluating-map-growth-item-pools-with-grade-level-constraints/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019-08 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` This simulation study examines the measurement precision, item exposure rates, and the depth of the MAP Growth item pools under various grade-level restrictions. --- --- ### 7599. A longitudinal study of reading growth for students with visual impairments ```yaml url: "https://www.nwea.org/research/publication/a-longitudinal-study-of-reading-growth-for-students-with-visual-impairments-2/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [formative-assessment, literacy] ``` Little is known about growth in reading for students with visual impairments. Understanding reading development for students with visual impairments as they progress through school provides expectations for academic growth and informs instructional practices. Using data from Northwest Evaluation Association’s Measures of Academic Progress assessment, reading achievement was analyzed from 224 students with visual impairments in grades 3–10, in four states over an eight-year time period. Reading growth for students with visual impairments were compared with a nationally normed group of students from the general population. See More --- --- ### 7600. Spanish MAP Growth Reading technical report ```yaml url: "https://www.nwea.org/research/publication/spanish-map-growth-reading-technical-report/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-03 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment, literacy] ``` This technical report documents the processes and procedures employed by NWEA to build and support the Spanish MAP Growth Reading assessment. --- --- ### 7601. Calibration of Spanish MAP Growth Math tests ```yaml url: "https://www.nwea.org/research/publication/calibration-of-spanish-map-growth-math-tests/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-06 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [english-learners, formative-assessment, math-education] ``` The calibration study was conducted to investigate the consequences of replacing the English MAP Growth Mathematics item parameters with the Spanish mathematics item parameters from calibrating Spanish items using empirical data. Spanish mathematics items currently have the same item parameters as their English counterparts, but calibrating the Spanish instead using empirical student data will result in a more reliable and valid assessment. The final calibration results are based on monolingual data only (i.e., Spanish test responses), but bilingual results are also used as references. See More --- --- ### 7602. Effects of computerized adaptive test designs on content coverage and efficiency of reading comprehension test with passages aligned to Common Core State Standards ```yaml url: "https://www.nwea.org/research/publication/effects-of-computerized-adaptive-test-designs-on-content-coverage-and-efficiency-of-reading-comprehension-test-with-passages-aligned-to-common-core-state-standards/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning, literacy, personalized-learning] ``` The major purpose of this paper is to investigate the effects of CAT test design and bank distribution on the content coverage and the efficiency of the tests. --- --- ### 7603. The effect of nonignorable missing data in computerized adaptive test on item fit statistics for polytomous item response models ```yaml url: "https://www.nwea.org/research/publication/the-effect-of-nonignorable-missing-data-in-computerized-adaptive-test-on-item-fit-statistics-for-polytomous-item-response-models/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning, personalized-learning] ``` For both linear and adaptive tests, it is crucial to evaluate model-data fit because the goodness-of-fit of item response theory (IRT) models are relevant to any purpose of a test. To date, all item fit statistics are derived based on linear tests and almost all studies have been done in the context of linear testing. These studies are conducted based on assumptions under regular conditions for fixed test forms, such as no missing responses and normal distribution of unidimensional ability for a population. See More --- --- ### 7604. Examine construct validity of computerized adaptive test in K–12 assessments ```yaml url: "https://www.nwea.org/research/publication/examine-construct-validity-of-computerized-adaptive-test-in-k-12-assessments/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2012 date_source: page-meta authors: ["Fang Peng", "Kang Xue", "Carmen Hall", "John Newburn"] document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, personalized-learning] ``` The purpose of this study is to investigate the effect of missing data in computerized adaptive tests (CAT) on test construct validity. The CAT method is now becoming more popular in educational assessment. However, conducting construct validity on CAT data has unique challenges for researchers because of the nature of missing data in the CAT. Unlike linear tests in which missing mechanisms that is defined as missing type can be regarded as missing at random, the CAT algorithm determines that missing CAT is not random. The study using simulation methods examined the effect of different missing data generated from different IRT models on recovery of internal structure of tests at both item and item cluster levels. Results show it is impossible to recover the CAT test internal structure by using items as observable variables, but by parceling items and using parcels as observable variables, the test internal structure can be recovered. Parceling has the effect of over fitting models. See More --- --- ### 7605. Validation of longitudinal achievement constructs of vertically scaled computerised adaptive tests: a multiple-indicator, latent-growth modelling approach ```yaml url: "https://www.nwea.org/research/publication/validation-of-longitudinal-achievement-constructs-of-vertically-scaled-computerised-adaptive-tests-a-multiple-indicator-latent-growth-modelling-approach/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning, personalized-learning] ``` It is a commonly accepted assumption by educational researchers and practitioners that an underlying longitudinal achievement construct exists across grades in K–12 achievement tests. This assumption provides the necessary assurance to measure and interpret student growth over time. However, evidence is needed to determine whether the achievement construct remains consistent or shifts over grades or time. The current investigative study uses a multiple-indicator, latent-growth modelling (MLGM) approach to examine the longitudinal achievement construct and its invariance for MAP Growth. See More --- --- ### 7606. Construct validity and measurement invariance of computerized adaptive testing: Application to Measures of Academic Progress (MAP) using confirmatory factor analysis ```yaml url: "https://www.nwea.org/research/publication/construct-validity-and-measurement-invariance-of-computerized-adaptive-testing-application-to-measures-of-academic-progress-map-using-confirmatory-factor-analysis/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning, personalized-learning] ``` There are many challenges to providing validity evidence for CAT tests because of its uniqueness compared to fixed form tests. This study, using real data, provides empirical evidence of construct and invariance construct of MAP scales across grades at different academic calendars for 10 different states. Results show the consistency and reasonableness of interpretation of the MAP RIT scale across grades and academic calendar years for the different states. See More --- --- ### 7607. A semi-supervised learning-based diagnostic classification method using artificial neural networks ```yaml url: "https://www.nwea.org/research/publication/a-semi-supervised-learning-based-diagnostic-classification-method-using-artificial-neural-networks/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment] ``` The purpose of cognitive diagnostic modelling is to classify students’ latent attribute profiles using their responses to the diagnostic assessment. In recent years, each theoretical diagnostic classification model makes different assumptions about the relationship between a student’s response pattern and attribute profile. The previous research studies showed that the misspecification of TDCM and inaccurate Q-matrix impact classification accuracy. Artificial Neural Networks have been proposed as a promising approach to convert a pattern of item responses into a diagnostic classification in some research studies. However, the ANNs methods produced very unstable and unappreciated estimation unless a great deal of care was taken. In this research, we combined ANNs with two typical theoretical diagnostic classification models, the DINA model and DINO model, within a semi-supervised learning framework to achieve a robust and accurate classification. In both simulated study and real data study, the experimental results showed that the proposed method could achieve appreciated performance across different test conditions, especially when the diagnostic quality of assessment was not high and the Q-matrix contained misspecified elements. This research study is the first time of applying the thinking of semi-supervised learning into CDM. Also, we used the validating test to choose the appropriate parameters for the ANNs instead of using typical statistical criteria, such as AIC, BIC. See More --- --- ### 7608. Predicting the difficulty and response time of multiple choice questions using transfer learning ```yaml url: "https://www.nwea.org/research/publication/predicting-the-difficulty-and-response-time-of-multiple-choice-questions-using-transfer-learning/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Amy Endo"] document_url: null doi: null license: null tags: [k-12] ``` This paper reports on whether transfer learning can improve the prediction of the difficulty and response time parameters for ≈ 18,000 multiple-choice questions from a high-stakes medical exam. The type of the signal that bestpredicts difficulty and response time is also explored, both in terms of representation abstraction and item component used as input (e.g., whole item, answer options only, etc.). Theresults indicate that, for our sample, transferlearning can improve the prediction of item difficulty when response time is used as an auxiliary task but not the other way around. In addition, difficulty was best predicted using signal from the item stem (the description of theclinical case), while all parts of the item were important for predicting the response time. See More --- --- ### 7609. Semi-supervised learning method for adjusting biased item difficulty estimates caused by nonignorable missingness under 2PL-IRT model ```yaml url: "https://www.nwea.org/research/publication/semi-supervised-learning-method-for-adjusting-biased-item-difficulty-estimates-caused-by-nonignorable-missingness-under-2pl-irt-model-2/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` In data collected from virtual learning environments (VLEs), item response theory (IRT) models can be used to guide the ongoing measurement of student ability. However, such applications of IRT rely on unbiased item parameter estimates associated with test items in the VLE. Without formal piloting of the items, one can expect a large amount of non-ignorable missing data in the VLE log file data, and this is expected to negatively impact IRT item parameter estimation accuracy, which then negatively impacts any future ability estimates utilized in the VLE. In the psychometric literature, methods for handling missing data are mostly centered around conditions in which the data and the amount of missing data are not as large as those that come from VLEs. In this paper, we introduce a semi-supervised learning method to deal with a large proportion of missingness contained in VLE data from which one needs to obtain un-biased item parameter estimates. The proposed framework showed its potential for obtaining unbiased item parameter estimates that can then be fixed in the VLE in order to obtain ongoing ability estimates for operational purposes. See More --- --- ### 7610. Comparability of MAP Growth tests administered through different technology and psychometric infrastructure: An engine evaluation study based on empirical data ```yaml url: "https://www.nwea.org/research/publication/comparability-of-map-growth-tests-administered-through-different-technology-and-psychometric-infrastructure-an-engine-evaluation-study-based-on-empirical-data/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-09 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, personalized-learning] ``` This report presents the results of a mode comparability study conducted based on empirical data to evaluate how scores from MAP Growth administered on the constraint-based engine (CBE) compare to those administered on the current MAP Growth engine known as COLO. CBE was originally developed to deliver end-of-year state summative assessments, but it has been enhanced to also deliver interim tests such as MAP Growth multiple times throughout the year. While CBE and COLO differ in software infrastructure and psychometric adaptive algorithms, these differences should have little impact on test scores when delivering tests built from the same test blueprints. Two studies are being conducted as part of Project Altair to investigate mode comparability: (1) a study using simulated data and (2) a study based on empirical student data as presented in this report. Results from both studies will help determine if MAP Growth assessments can be administered on CBE in their current form without affecting scores. See More --- --- ### 7611. Comparability of MAP Growth tests administered through different technology and psychometric infrastructure: A simulation study ```yaml url: "https://www.nwea.org/research/publication/comparability-of-map-growth-tests-administered-through-different-technology-and-psychometric-infrastructure-a-simulation-study/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-03 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, personalized-learning] ``` This report presents the results of a mode comparability study conducted through simulations to evaluate how scores from MAP Growth administered on the constraint-based engine (CBE) compare to those administered on the current MAP Growth engine known as COLO. The CBE was originally developed to deliver end-of-year state summative assessments, but it has been enhanced to also deliver interim tests such as MAP Growth multiple times throughout the year. While the CBE and COLO differ in software infrastructure and psychometric adaptive algorithms, these differences should have little impact on test scores when delivering tests built from the same test blueprints. Two studies are being conducted as part of Project Altair to investigate mode comparability: (1) a study using simulated data as presented in this report and (2) a study based on empirical student data. Results from both studies will help determine if MAP Growth assessments can be administered on CBE in their current form without affecting scores. See More --- --- ### 7612. Incorporating person covariates and response times as collateral information to improve person and item parameter estimations ```yaml url: "https://www.nwea.org/research/publication/incorporating-person-covariates-and-response-times-as-collateral-information-to-improve-person-and-item-parameter-estimations/" type: presentation source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2011 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` For decades, researchers and practitioners have made a great deal of effort to study a variety of methods to increase parameter accuracy, but only recently can researchers start focusing on improving parameter estimations by using a joint model that could incorporate RT and students information as CI. Given that many tests are currently administrated by computers and recorded RT as much other personal information is usually thrown out as test byproduct, how to use such available (may be valuable) information to improve the quality of many high stake tests has become urgent issues for states and test industries. So far in practice, the consequence of not using CI in estimation is ignored and few studies have focused on this issue; the present study attempts to provide empirical evidence on the consequence of ignoring CI on improvement parameter estimation. See More --- --- ### 7613. Preparing early learners: Considerations for supporting the kindergarten class of 2021 ```yaml url: "https://www.nwea.org/research/publication/preparing-early-learners-considerations-for-supporting-the-kindergarten-class-of-2021/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2021-03 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [early-childhood] ``` Among the many ways in which schools are being transformed by the COVID-19 pandemic, the change in public school kindergarten enrollment is one likely to have important consequences in classrooms across the nation. Because the academic and nonacademic skills students develop in their preschool and early elementary school years are foundational to important longer-term outcomes, understanding these changes and finding ways to effectively support our youngest students’ learning is critical for educators and leaders. Drawing on recent research, we offer four timely considerations for district, school, and classroom leaders. See More --- --- ### 7614. Learning during COVID-19: Initial findings on students’ reading and math achievement and growth ```yaml url: "https://www.nwea.org/research/publication/learning-during-covid-19-initial-findings-on-students-reading-and-math-achievement-and-growth-visualization/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Megan Kuhfeld", "Naomi Duran", "Karyn Lewis", "Carrie Phillips", "Samantha Musacchia"] document_url: null doi: null license: null tags: [literacy, math-education] ``` In our report, Learning during COVID-19: Initial findings on students’ reading and math achievement and growth, we examine how school shutdowns impacted student achievement at the start of the 2020-21 school year. Using data from schools all over the country, we’ve built these visualizations to explore three key questions: How have students performed this fall compared to a typical school year? How has student growth changed since school buildings closed in March 2020? How does observed student achievement in fall 2020 compare to NWEA’s projections? See More --- --- ### 7615. NISS Ingram Olkin Forum: COVID and the Schools: Modeling Openings, Closings, and Learning Loss ```yaml url: "https://www.nwea.org/research/publication/niss-ingram-olkin-forum-covid-and-the-schools-modeling-openings-closings-and-learning-loss/" type: presentation source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` In this National Institute of Statistical Sciences (NISS) Ingram Olkin “ Statistics Serving Society ” Forum, experts from around the country share statistical and data-analytic challenges they have faced as they have reported on and researched issues around the impact of COVID-19 in U.S. schools. Read more on the forum and presenters on the NISS webpage. See More --- --- ### 7616. When does inequality grow? A seasonal analysis of racial/ethnic disparities in learning from kindergarten through eighth grade ```yaml url: "https://www.nwea.org/research/publication/when-does-inequality-grow-a-seasonal-analysis-of-racial-ethnic-disparities-in-learning-from-kindergarten-through-eighth-grade/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-12 date_source: page-meta authors: ["Naomi Duran", "Susan Kowalski"] document_url: null doi: null license: null tags: [early-childhood] ``` What role does schooling play in the development of racial/ethnic inequalities in academic skills? Seasonal learning studies, which allow researchers to compare the growth of achievement gaps when school is in versus out of session, provide important evidence regarding whether schools reduce, reproduce, or exacerbate educational inequalities. Most studies that have compared the growth of achievement gaps when school is in versus out of session have been restricted to the early grades. In this study, we examine seasonal patterns of racial/ethnic achievement gaps using test scores from over 2.5 million kindergarten to eighth-grade students. Following three different cohorts of students from 2015 to 2018, we find that Black-White achievement gaps widen during school periods and shrink during summers, whereas Asian students generally pull ahead of White students at a faster rate during summers. At the same time, we find that disparities observed among older students are largely in place among kindergartners. Our results imply that although schooling does have disparate impacts on the learning trajectories of students, schools play less of a role in widening racial/ethnic achievement gaps than children’s prekindergarten environments. See More --- --- ### 7617. Fall 2019 to fall 2020 MAP Growth attrition analysis ```yaml url: "https://www.nwea.org/research/publication/fall-2019-to-fall-2020-map-growth-attrition-analysis/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-11 date_source: page-meta authors: ["Megan Kuhfeld", "Naomi Duran", "Karyn Lewis", "Carrie Phillips", "Samantha Musacchia"] document_url: null doi: null license: null tags: [formative-assessment, math-education, sel] ``` This study examined patterns of MAP Growth assessment attrition by schools and students from fall 2019 to fall 2020. Using data for 5.2 million students who tested in fall 2019, we compared the characteristics of students tested in fall 2020 (“stayers”) and students not tested in fall 2020 (“attriters”). The results of this study showed systematic demographic differences across subjects and grades: a larger fraction of attriters were minoritized students, students with lower achievement in fall 2019, and students in schools with higher concentrations of racial/ethnic minorities and socioeconomically-disadvantaged students. These findings suggest that considerable caution is warranted when interpreting fall 2020 assessment results, especially in relationship to previous, typical academic years that may include a substantively different group of students. The systematic differences between attriters and students who were tested in fall 2020 mean that the impacts of COVID-19 on student achievement are likely underestimated. Educational leaders should carefully consider demographic shifts in the students who tested as they make decisions on how to best support their students’ growth and recovery. See More --- --- ### 7618. Technical appendix for: Learning during COVID-19: Initial findings on students’ reading and math achievement and growth ```yaml url: "https://www.nwea.org/research/publication/technical-appendix-for-learning-during-covid-19-initial-findings-on-students-reading-and-math-achievement-and-growth/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-11 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [literacy, math-education] ``` This technical brief provides additional detail on the samples, methodology, and results from analyses highlighted in the brief, Learning during COVID-19: Initial findings on students’ reading and math achievement and growth. --- --- ### 7619. Comparability analysis of remote and in-person MAP Growth testing in fall 2020 ```yaml url: "https://www.nwea.org/research/publication/comparability-analysis-of-remote-and-in-person-map-growth-testing-in-fall-2020/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-11 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment, sel] ``` This study compared the psychometric characteristics and indicators of test quality of fall 2020 MAP Growth tests administered remotely and in-person. Using test scores from over 535,000 K-8 students in 147 school districts (92 operating fully remotely this fall, 55 offering in-person instruction to all students), this study provides insight into the comparability of remote versus in-school assessment. We found high levels of marginal reliability and test engagement across all grades, as well as consistent trends in test scores for remote and in-person tests for students in grades 3-8. Taken together, these findings increase confidence in the quality of data gathered from remotely administered MAP Growth assessments in grades 3 and up. See More --- --- ### 7620. A cessation of measurement: Identifying test taker disengagement using response time ```yaml url: "https://www.nwea.org/research/publication/a-cessation-of-measurement-identifying-test-taker-disengagement-using-response-time-book/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-06 date_source: page-meta authors: ["Steven Wise", "Megan Kuhfeld", "John Cronin"] document_url: null doi: null license: null tags: [] ``` This chapter explores both what happens when test takers disengage and how this disengagement should be managed during scoring. The potency of an item response’s information depends on the strength of a positive relationship between response correctness and achievement level. This is a familiar concept in measurement: under classical test theory authors routinely remove items that do not exhibit positive item-total correlations during item analyses. Hence, the choice to include/exclude rapid guesses during scoring hinges primarily on whether measurement is intended to indicate as accurately as possible what the test taker knows and can do or if it represents an achievement hurdle that is considered the test taker’s responsibility to clear. Research using this capability has revealed that test takers generally disengage during only a portion of their items and that these disengaged responses reflect a momentary cessation of measurement. These findings underscore the essential role of test-taking engagement in our pursuit of valid scores. See More --- --- ### 7621. Projecting the potential impact of COVID-19 school closures on academic achievement ```yaml url: "https://www.nwea.org/research/publication/projecting-the-potential-impact-of-covid-19-school-closures-on-academic-achievement/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-10 date_source: page-meta authors: ["Megan Kuhfeld", "Naomi Duran", "Karyn Lewis", "Carrie Phillips", "Samantha Musacchia"] document_url: null doi: null license: null tags: [attendance, literacy, math-education] ``` As the COVID-19 pandemic upended the 2019–2020 school year, education systems scrambled to meet the needs of students and families with little available data on how school closures may impact learning. In this study, we produced a series of projections of COVID-19-related learning loss based on (a) estimates from absenteeism literature and (b) analyses of summer learning patterns of 5 million students. Under our projections, returning students are expected to start fall 2020 with approximately 63 to 68% of the learning gains in reading and 37 to 50% of the learning gains in mathematics relative to a typical school year. However, we project that losing ground during the school closures was not universal, with the top third of students potentially making gains in reading. See More --- --- ### 7622. Growth patterns and distance learning tips for students who are deaf and hard of hearing webinar ```yaml url: "https://www.nwea.org/research/publication/growth-patterns-and-distance-learning-tips-for-students-who-are-deaf-and-hard-of-hearing-webinar/" type: presentation source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-10 date_source: page-meta authors: ["Naomi Duran", "Susan Kowalski"] document_url: null doi: null license: null tags: [literacy] ``` In this webinar, Dr. Stephanie Cawthon and colleagues share new research following the academic growth trajectories of students who are deaf or hard of hearing (DHH) from grades 2-8. The data show that growth over time tells a different story than studies limited to growth within a year, with students continuing to grow and acquire literacy skills well into middle school. In the second presentation, Jessica Meissner, the Director of Curriculum and Instruction at the Rochester School for the Deaf, shares tips for supporting students who are DHH in distance learning. See More --- --- ### 7623. Projecting the impact of the COVID-19 spring school closures on student learning ```yaml url: "https://www.nwea.org/research/publication/projecting-the-impact-of-the-covid-19-spring-school-closures-on-student-learning/" type: presentation source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Megan Kuhfeld", "Naomi Duran", "Karyn Lewis", "Carrie Phillips", "Samantha Musacchia"] document_url: null doi: null license: null tags: [attendance] ``` As the COVID-19 pandemic upended the 2019-20 school year for millions of students, education systems scrambled to meet the needs of students and families, including planning how best to approach instruction during the 2020-21 school year given students may be farther behind than in a typical year. Yet, education leaders have little data on the impacts of school closures on learning. While the COVID-19 learning interruptions are unprecedented in modern times, existing research on the impacts of missing school (due to regular summer breaks, school closures related to weather, and absenteeism) on learning can nonetheless inform projections of potential learning loss due to the pandemic. In this talk, Kuhfeld will discuss a series of projections of COVID-19-related learning loss and its potential effect on test scores in the 2020-21 school year. Additionally, she will outline on-going work to measure student learning between the 2019-20 and 2020-21 school years in the context of mostly remote test administration this fall. See More --- --- ### 7624. Assessment education: Bridging research, theory, and practice to promote equity and student learning ```yaml url: "https://www.nwea.org/research/publication/assessment-education-bridging-research-theory-and-practice-to-promote-equity-and-student-learning/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-09 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [formative-assessment] ``` This book focuses on practical uses of assessment in education, and provides resources and strategies for teachers, administrators, and other educational leaders who strive toward data-informed instruction that balances the use of assessment to address opportunity gaps–a critical element now more than ever as schools face the challenge of education in the era of COVID. Ultimately, the book hopes to shift the focus away from the rhetoric of punitive testing back to the important support quality assessments can provide in producing accurate and timely information to maximize student learning. See More --- --- ### 7625. A “Lost Year” of Data? What Disruptions From COVID-19 Mean For Education Research ```yaml url: "https://www.nwea.org/research/publication/a-lost-year-of-data-what-disruptions-from-covid-19-mean-for-education-research/" type: presentation source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [inclusive-design, response-to-intervention] ``` This Bellwether Education Partners webinar brings together academic and government experts to discuss how education research can continue to offer meaningful, relevant information to policymakers and practitioners after the “lost year” of data from COVID disruptions to schools and testing, and how the pursuit of evidence to improve our education systems and policies can rebound from this moment. How should educators and evaluators measure student performance moving forward, and what proof points can they use to guide their efforts? What stopgaps are researchers putting in place to address missing data, and how is the U.S. Department of Education considering long-term data collection efforts? What interventions can be used remotely to support equity and inclusion? See More --- --- ### 7626. Do students rapidly guess repeatedly over time? A longitudinal analysis of student test disengagement, background, and attitudes ```yaml url: "https://www.nwea.org/research/publication/do-students-rapidly-guess-repeatedly-over-time-a-longitudinal-analysis-of-student-test-disengagement-background-and-attitudes/" type: presentation source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-09 date_source: page-meta authors: ["Steven Wise", "Megan Kuhfeld", "John Cronin"] document_url: null doi: null license: null tags: [english-learners, sel] ``` This session from the 2020 National Council on Measurement in Education virtual conference presents new research findings on understanding and managing test-taking disengagement. (Presentation begins at 22:55). Considerable research has examined the use of rapid guessing measures to identify disengaged item responses. However, little is known about students who rapidly guess over the course of several tests. In this study, we use achievement test data from six administrations over three years to investigate whether rapid guessing is a stable trait-like behavior or if rapid guessing is determined mostly by situational variables. We do so using a Latent State Trait (LST) model (Prenoveau et al., 2011) displayed in Figure 1. In these models, the relative standing of an individual relative to her peers at each time point is decomposed into a trait factor that is free of situational or interactional effects and an occasion factor capturing the situational or interactional component. If an individual’s rank ordering is entirely consistent over time, then the variance of the observed variables is completely attributable to the trait factor. Within such models, we also examine whether rapid guessing over the course of several tests is associated with certain psychological measures, such as academic self-efficacy survey scores, and background variables like English learner status. We find that rapid guessing tends to be fairly state-like compared to academic achievement scores, which are fairly stable. Further, we show that repeated rapid guessing is strongly associated with students’ academic self-efficacy and self-management scores. These findings have implications for detecting rapid guessing and intervening to reduce its effect on observed achievement test scores. See More --- --- ### 7627. Using retest data to evaluate and improve effort-moderated scoring ```yaml url: "https://www.nwea.org/research/publication/using-retest-data-to-evaluate-and-improve-effort-moderated-scoring-presentation/" type: presentation source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-09 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment, literacy, math-education] ``` This session from the National Council on Measurement in Education 2020 virtual conference presents new research findings on understanding and managing test-taking disengagement (presentation begins at 22:55). Wise, S., & Kuhfeld, M. (2020, September). Using retest data to evaluate and improve effort-moderated scoring. National Council on Measurement in Education virtual conference. There has been increased research into managing test-taking disengagement. Some research focused on methods for adjusting scores for the effects of rapid guessing, which is a validated indicator of disengaged item responding. One example is the effort-moderated (E-M) model (Wise & DeMars, 2006), in which rapid guesses are identified and excluded during scoring. E-M scoring is intended to estimate the score a disengaged test taker would have received had they been fully engaged. Although it is challenging to evaluate the accuracy of E-M score adjustments, we developed a unique dataset that permits such an evaluation. Study 1 analyzed a dataset based on archived RIT-score data from MAP Growth assessments in math and reading from students who had been retested within a short period of time. This allowed us to study the accuracy of E-M scoring. Across two testing terms, instances of students being retested within one day were identified. Within this group, over 5,000 cases were found in which students exhibited disengagement (10%+ rapid guesses) on the first testing and zero rapid guesses on the retest. Table 1 shows that E-M scores partially accounted for the observed RIT score differences. Study 2 will investigate, using the same dataset, a purification method for improving E-M score accuracy. Specifically, the use of various secondary time thresholds for identifying responses excluded during E-M scoring will be investigated. The new method is expected to improve our ability to estimate the score distortion caused by test-taking disengagement, thus enhancing the value of E-M scoring. See More --- --- ### 7628. Parameter estimation accuracy of the effort-moderated IRT model under multiple assumption violations ```yaml url: "https://www.nwea.org/research/publication/parameter-estimation-accuracy-of-the-effort-moderated-irt-model-under-multiple-assumption-violations/" type: presentation source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-09 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` This session from the 2020 National Council on Measurement in Education virtual conference presents new research findings on understanding and managing test-taking disengagement. Soland, J.& Rios, J. (2020, September). Parameter estimation accuracy of the effort-moderated IRT model under multiple assumption violations. National Council on Measurement in Education 2020 virtual conference. See More --- --- ### 7629. A cessation of measurement: Identifying test taker disengagement using response time ```yaml url: "https://www.nwea.org/research/publication/a-cessation-of-measurement-identifying-test-taker-disengagement-using-response-time/" type: presentation source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-09 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning, sel] ``` In this session from the National Council on Measurement in Education 2020 virtual conference (from 1:06:40 in video), Dr. Wise shares research insights into test disengagement and how disengagement should be managed in scoring. There is a long tradition of using achievement tests to assess an individual’s knowledge, skills, and abilities. During such tests, a series of items is administered to a test taker, and the responses to each of these items provide information that is aggregated to produce a test score. The validity of inferences made based on the resulting score depends, in part, on the assumption that each item response reflects the construct or domain of interest. The reality, however, is that test takers do sometimes disengage from their test and give responses that do not reflect their knowledge, skills, and abilities. When computer-based tests are used, such item responses can be identified as rapid-guessing behavior. The presence of rapid guesses in test data invites the question of what to do about them. In this presentation, we contend that because rapid guesses do not reflect what a test taker knows and can do they do not contribute to measurement and therefore should be excluded from scoring. This assertion is based on belief that rapid guessing on an item represents a test taker’s choice to “opt out” of the measurement process. We provide evidence to support this assertion through both data analyses and previous research findings. Collectively, this evidence shows that rapid guesses reflect a distinctly different, construct-irrelevant responses process. Moreover, if rapid guesses are included in scoring, they introduce systematic measurement errors that can seriously distort scores. See More --- --- ### 7630. Correlates of change in elementary students’ perceptions of interactions with their teacher ```yaml url: "https://www.nwea.org/research/publication/correlates-of-change-in-elementary-students-perceptions-of-interactions-with-their-teacher/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-06 date_source: page-meta authors: ["Naomi Duran", "Susan Kowalski"] document_url: null doi: null license: null tags: [sel] ``` Students’ perceptions of interactions with their teacher lay the stage for future interactions, ultimately influencing students’ success in school. While prior work has elucidated what individual and contextual factors contribute to the development of middle and high school students’ perceptions, less is known about elementary students’ perceptions. As such, the present study leveraged a racially/ethnically diverse sample of third and fourth grade students and teachers in a large, urban district to investigate whether stable student and teacher characteristics (e.g., sex) and observed quality of classroom interactions influenced change in students’ perceptions of interactions with their teacher. Results indicated that students rated their teacher more positively from Time 1 to Time 2 when female and in classrooms characterized by positive teacher-student interactions. Unexpectedly, students in classrooms characterized by high Instructional Support rated their teachers less positively over time. Implications for teacher-student relationships and students’ academic and social-emotional achievement are discussed. See More --- --- ### 7631. NWEA 2020 MAP Growth Achievement Status and Growth Norms for Students and Schools ```yaml url: "https://www.nwea.org/research/publication/nwea-2020-map-growth-achievement-status-and-growth-norms-for-students-and-schools/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-07 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment, sel] ``` The 2020 MAP Growth Norms aim to provide accurate statistical descriptions of growth in performance on the English version of MAP Growth assessments for the population of students attending Grades K-12 in U.S. public schools. In addition, the 2020 MAP Growth Norms: provide a way for users of MAP Growth assessments to consistently and accurately reference the performance of present and future students to performance characteristic of the population; develop stronger statistical support for inferences about student and school achievement status and growth; introduce methodological advances that will substantively reduce error and strengthen norm-referenced inferences about growth from one time point to another; and extend support for norm-referenced inferences for the school when it is treated as the unit-of analysis. The 2020 MAP Growth Norms study further aims to consolidate, refine, and enhance methodology developed and introduced in earlier studies, and document how the methods and information developed contribute to the theory and practice of growth measurement. See More --- --- ### 7632. Using retest data to evaluate and improve effort-moderated scoring ```yaml url: "https://www.nwea.org/research/publication/using-retest-data-to-evaluate-and-improve-effort-moderated-scoring/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` There has been a growing research interest in the identification and management of disengaged test taking, which poses a validity threat that is particularly prevalent with low‐stakes tests. This study investigated effort‐moderated (E‐M) scoring, in which item responses classified as rapid guesses are identified and excluded from scoring. Using achievement test data composed of test takers who were quickly retested and showed differential degrees of disengagement, three basic findings emerged. First, standard E‐M scoring accounted for roughly one‐third of the score distortion due to differential disengagement. Second, a modified E‐M scoring method that used more liberal time thresholds performed better—accounting for two‐thirds or more of the distortion. Finally, the inability of E‐M scoring to account for all of the score distortion suggests the additional presence of nonrapid item responses that reflect less‐than‐full engagement by some test takers. See More --- --- ### 7633. Do response styles affect estimates of growth on social-emotional constructs? Evidence from four years of longitudinal survey scores ```yaml url: "https://www.nwea.org/research/publication/do-response-styles-affect-estimates-of-growth-on-social-emotional-constructs-evidence-from-four-years-of-longitudinal-survey-scores-journal/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-07 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [sel] ``` Survey respondents employ different response styles when they use the categories of the Likert scale differently despite having the same true score on the construct of interest. For example, respondents may be more likely to use the extremes of the response scale independent of their true score. Research already shows that differing response styles can create a construct-irrelevant source of bias that distorts fundamental inferences made based on survey data. While some initial studies examine the effect of response styles on survey scores in longitudinal analyses, the issue of how response styles affect estimates of growth is underexamined. In this study, we conducted empirical and simulation analyses in which we scored surveys using item response theory (IRT) models that do and do not account for response styles, and then used those different scores in growth models and compared results. Generally, we found that response styles can affect estimates of growth parameters including the slope, but that the effects vary by psychological construct, response style, and IRT model used. See More --- --- ### 7634. Research partnership map ```yaml url: "https://www.nwea.org/research/publication/research-partnership-map/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` Through partnerships with respected universities, foundations, and think tanks, and collaborations with school systems across the country, NWEA researchers work to expand understanding and bring new insights to improve education and learning. Explore this interactive map to learn more about some of our research partnerships. See More --- --- ### 7635. The impact of test-taking disengagement on item content representation ```yaml url: "https://www.nwea.org/research/publication/the-impact-of-test-taking-disengagement-on-item-content-representation-brief/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` Rapid-guessing can distort test scores and adversely affect measurement. New research shows how disengaged responses can also distort content representation. --- --- ### 7636. Impacts of school entry age on academic growth through second grade ```yaml url: "https://www.nwea.org/research/publication/impacts-of-school-entry-age-on-academic-growth-through-second-grade/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-06 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` Does entering school older give students an edge? New research suggests an early advantage may fade in later grades. --- --- ### 7637. Catching up or falling behind: Measuring middle school achievement trajectories for college readiness ```yaml url: "https://www.nwea.org/research/publication/catching-up-or-falling-behind-measuring-middle-school-achievement-trajectories-for-college-readiness/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [college-access, literacy, math-education, response-to-intervention, sel] ``` This study presents a framework that uses academic trajectories in the middle grades for identifying students in need of intervention and providing targeted support. We apply a set of academic college readiness benchmarks to rich longitudinal data for more than 360,000 students in 5900 schools across 49 states and the District of Columbia. In both math and reading, each student was assessed up to six times (fall and spring of 6th, 7th, and 8th grade). We show that student-level and school-level demographic characteristics significantly predict academic trajectories. Compared to White and Asian students, higher proportions of Black and Hispanic student are consistently off-track for college readiness throughout middle school. Among students who started 6th grade on track, being male, Black, Hispanic, and attending schools with a higher percentage of students who are eligible for free or reduced-price lunch are positively associated with falling off track. The final version of this paper is available at: Johnson A, Kuhfeld M, & King G. (2021). Measuring middle school achievement trajectories for college readiness. Educational Policy. doi: 10.1177/08959048211006833 See More --- --- ### 7638. The effects of early college opportunities on English Learners ```yaml url: "https://www.nwea.org/research/publication/the-effects-of-early-college-opportunities-on-english-learners/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Naomi Duran", "Susan Kowalski"] document_url: null doi: null license: null tags: [attendance, college-access, english-learners, response-to-intervention] ``` English Learners (ELs) lag behind their peers in postsecondary attainment. As the EL population in the U.S. continues to grow, so does concern over their underrepresentation in higher education. Research shows that Early College High Schools have a significant impact on high school and college outcomes for students from low income and racial/ethnic minority backgrounds, but how similar opportunities might extend to ELs remains unknown. We report findings from the first three years of an intervention that offers Early College opportunities in high schools serving large EL populations. Leveraging an exogenous policy change and rich administrative records, we examine the outcomes of pre- and post-program cohorts of ELs (N=15,090) in treated and untreated high schools. We find a large, significant impact on the number of college credits earned in 12th grade but no effect on immediate college attendance after high school. The probability of attending a four-year college significantly decreased See More --- --- ### 7639. Projecting the potential impacts of COVID-19 school closures on academic achievement ```yaml url: "https://www.nwea.org/research/publication/projecting-the-potential-impacts-of-covid-19-school-closures-on-academic-achievement/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Megan Kuhfeld", "Naomi Duran", "Karyn Lewis", "Carrie Phillips", "Samantha Musacchia"] document_url: null doi: null license: null tags: [attendance, literacy, math-education, personalized-learning] ``` With 55 million students in the United States out of school due to the COVID-19 pandemic, education systems are scrambling to meet the needs of schools and families, including planning how best to approach instruction in the fall given students may be farther behind than in a typical year. Yet, education leaders have little data on how much learning has been impacted by school closures. While the COVID-19 learning interruptions are unprecedented in modern times, existing research on the impacts of missing school (due to absenteeism, regular summer breaks, and school closures) on learning can nonetheless inform projections of potential learning loss due to the pandemic. In this study, we produce a series of projections of COVID-19-related learning loss and its potential effect on test scores in the 2020-21 school year based on (a) estimates from prior literature and (b) analyses of typical summer learning patterns of five million students. Under these projections, students are likely to return in fall 2020 with approximately 63-68% of the learning gains in reading relative to a typical school year and with 37-50% of the learning gains in math. However, we estimate that losing ground during the COVID-19 school closures would not be universal, with the top third of students potentially making gains in reading. Thus, in preparing for fall 2020, educators will likely need to consider ways to support students who are academically behind and further differentiate instruction. See More --- --- ### 7640. Validation and applications of rapid guessing to detect test taker disengagement ```yaml url: "https://www.nwea.org/research/publication/validation-and-applications-of-rapid-guessing-to-detect-test-taker-disengagement/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-04 date_source: page-meta authors: ["Steven Wise", "Megan Kuhfeld", "John Cronin"] document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment] ``` The International Association for the Evaluation of Educational Achievement (IEA) together with the Leibniz Institute for Research and Information in Education (DIPF) and the Centre for International Student Assessment (ZIB) offer an invitation to a three-day workshop on analyzing log file and process data from international large-scale assessments in education. The event will take place as an interactive webinar and online video conference on June 17 th – 19 th 2020. See More --- --- ### 7641. COVID-19 closures & learning loss ```yaml url: "https://www.nwea.org/research/publication/covid-19-closures-learning-loss/" type: presentation source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-04 date_source: page-meta authors: ["Megan Kuhfeld", "Naomi Duran", "Karyn Lewis", "Carrie Phillips", "Samantha Musacchia"] document_url: null doi: null license: null tags: [] ``` As the coronavirus (COVID-19) pandemic closes schools across the nation, schools and districts are working hard to meet the needs of 55.1 million students in an unprecedented time. While it is difficult to speculate on what missing months of school may mean for student achievement, research on seasonal learning and summer learning loss can offer some insights. Join the conversation with, Dr. Beth Tarasawa, Sal Khan, Dr. Jesus Jara, and Kimberly Cockrell to learn more about the implications of the research as well as insights for action to help educators, policymakers, and families address and plan for the impacts of this extended pause in classroom instruction. See More --- --- ### 7642. Technical appendix for The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement ```yaml url: "https://www.nwea.org/research/publication/technical-appendix-for-the-covid-19-slide-what-summer-learning-loss-can-tell-us-about-the-potential-impact-of-school-closures-on-student-academic-achievement/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Megan Kuhfeld", "Naomi Duran", "Karyn Lewis", "Carrie Phillips", "Samantha Musacchia"] document_url: null doi: null license: null tags: [] ``` This technical appendix outlines the methodology behind the projections in the NWEA research white paper, The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement. --- --- ### 7643. The impact of a technology-enhanced math performance task on student cognitive engagement in mathematics ```yaml url: "https://www.nwea.org/research/publication/the-impact-of-a-technology-enhanced-math-performance-task-on-student-cognitive-engagement-in-mathematics/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, math-education] ``` Technology may play a critical role in impacting student engagement, specifically within an assessment context. Using a mixed methods approach, I examined the relationship between varying degrees of technology-enhancements applied in a mathematics performance task on the outcome of student cognitive engagement. Using a counterbalanced quasi-experimental design, I evaluated the impact of three performance task platforms on student self-reported cognitive engagement in from a sample of students in grades 6-8 in Oregon, Washington, and North Carolina (N = 450). The three performance task platforms (a) included technology-enhanced (technology-based including animation and interactivity), (b) technology-enabled (computer-based without including animation and interactivity), (c) and paper-and-pencil. The measure used for cognitive engagement (CE-S-DSP & SOS) was a hybrid of previously used self-reporting tools and showed preferable reliability for the overall score of cognitive engagement. The data were not able to be explored using a 5-factor confirmatory factory analysis, due to model fit limitations. Results from the between subjects analysis of variance and did not suggest a relationship between performance task platform (modality type) and student cognitive engagement. Qualitative interview data indicated that students preferred using technology to take tests and overall showed favorability for the technology-enhanced performance task, specifically the interactivity and animations to help visualize and work through the problem. Yet, despite the positive links to technology-enhancements, there were features of paper-and-pencil tasks that students appreciated such as the ability to navigate between the items and the ability to take notes. Results indicated that just putting tests on computers may not be enough and technological affordance should be purposefully implemented. Findings from this study can help inform future use of platform type, technological enhancements employed, and strategies for technology use within an assessment context. See More --- --- ### 7644. “No fun games”: Engagement effects of two gameful assessment prototypes ```yaml url: "https://www.nwea.org/research/publication/no-fun-games-engagement-effects-of-two-gameful-assessment-prototypes/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Amy Endo"] document_url: null doi: null license: null tags: [formative-assessment] ``` Assessments with features of games propose to address student motivation deficits common in traditional assessments. This study examines the impact of two “gameful assessment” prototypes on student engagement and teacher perceptions among 391 Grades 3–7 students and 14 teachers in one Midwestern and one Northwestern school. Using mixed methods, it finds higher satisfaction for students taking gameful assessments, and conflicting attitudes from teachers regarding the impact of gameful assessments on students’ intrinsic motivation and desire to learn. The article concludes by discussing opportunities for continued iteration and innovation in gameful assessment design. See More --- --- ### 7645. Instructors’ technology experience and iPad delivered intervention implementation: A mixed methods replication study ```yaml url: "https://www.nwea.org/research/publication/instructors-technology-experience-and-ipad-delivered-intervention-implementation-a-mixed-methods-replication-study/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Amy Endo"] document_url: null doi: null license: null tags: [computer-assisted-learning, math-education, professional-development, response-to-intervention] ``` Instructor facilitation is an essential element in the successful implementation of technology-based interventions in authentic school settings. This manuscript reports results from two studies conducted during the development of KinderTEK, an iPad delivered kindergarten mathematics intervention, to determine the relationship between instructor-reported technology experience and intervention implementation, as measured by student use. Study results show participating instructors had a range of pre-intervention technological experience with iPads and this range corresponded with variable student use in terms of both within class variability of student use and percentage of students meeting the duration of use target. Consistent with previous research, findings also indicate that second-order technology barriers may be most influential on intervention implementation; however, the quantity of barriers reported (regardless of type) was also associated with the percentage of students meeting target durations of use in each class. Lastly, instructors who reported moderate experience with iPads and/or no barriers to technology integration demonstrated the least desirable student use patterns. Implications for technology-based intervention implementation and professional development are discussed. See More --- --- ### 7646. Are all biases bad? Collaborative grounded theory in developmental evaluation of education policy ```yaml url: "https://www.nwea.org/research/publication/are-all-biases-bad-collaborative-grounded-theory-in-developmental-evaluation-of-education-policy/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Amy Endo"] document_url: null doi: null license: null tags: [] ``` Using two researchers as independent instruments for interpretation in education policy evaluation, this study applies a collaborative grounded theory approach to qualitative data analysis and theory generation. This study argues that varied perspectives should be a critical component in the methodological and analytical choices of education research, especially when the sought after outcome is deeper understanding of the impact, both positive and negative, of an education program or policy. In this study, rather than using one researcher to confirm the reliability of the other, the study explores the outcome of drawing on the positional reflexivity of two researchers, each with a distinct perspective, as a potential strength to cogenerate themes and theory in the evaluation of complex policy or programs. The data for this analysis originated from interviews of education leaders (n= 13) from two states with contrasting approaches to teacher evaluation: Kentucky and California. See More --- --- ### 7647. A longitudinal study of reading growth for students with visual impairments ```yaml url: "https://www.nwea.org/research/publication/a-longitudinal-study-of-reading-growth-for-students-with-visual-impairments/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017-03 date_source: page-meta authors: ["Megan Kuhfeld", "Naomi Duran", "Karyn Lewis", "Carrie Phillips", "Samantha Musacchia"] document_url: null doi: null license: null tags: [formative-assessment, literacy] ``` Little is known about growth in reading for students with visual impairments. Understanding reading development for students with visual impairments as they progress through school provides expectations for academic growth and informs instructional practices. Using data from Northwest Evaluation Association’s Measures of Academic Progress assessment, reading achievement was analyzed from 224 students with visual impairments in grades 3 – 10, in four states over an eight-year time period. Reading growth for students with visual impairments were compared with a nationally normed group of students from the general population. Findings indicate students with visual impairments initial performance in reading achievement in third grade is lower than the national norm. While this population’s growth trajectories in reading are trending upward at a steady pace, the gap between students with visual impairments and the national norm is wide. However, the initial review of the data suggests that the rate of growth for students with visual impairments is greater. In particular, the results indicate accelerated growth between 9th and 10th grade, whereas students at the same grade level in the nationally normed group tend to drop in reading growth at this time. Study limitations and recommendations for future research are discussed. See More --- --- ### 7648. Mapping the road to college ```yaml url: "https://www.nwea.org/research/publication/mapping-the-road-to-college/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Daniel Long", "Megan Kuhfeld", "Scott J. Peters"] document_url: null doi: null license: null tags: [college-access] ``` College Explorer from NWEA® helps students, parents, and teachers develop pathways to higher education. This powerful tool links MAP® Growth™ scores with national benchmarks for colleges, universities, and even specific majors. Together with goal setting and parent conferences, College Explorer can help students develop a plan, consider new possibilities, and put post-secondary dreams within reach. See More --- --- ### 7649. The learning curve: Revisiting the assumption of linear growth across the school year ```yaml url: "https://www.nwea.org/research/publication/the-learning-curve-revisiting-the-assumption-of-linear-growth-across-the-school-year/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning, literacy, math-education] ``` Important educational policy decisions, like whether to shorten or extend the school year, often require accurate estimates of how much students learn during the year. Yet, related research relies on a mostly untested assumption: that growth in achievement is linear throughout the entire school year. We examine this assumption using a data set containing math and reading test scores for over seven million students in kindergarten through 8th grade across the fall, winter, and spring of the 2016-17 school year. Our results indicate that assuming linear within-year growth is often not justified, particularly in reading. Implications for investments in extending the school year, summer learning loss, and racial/ethnic achievement gaps are discussed. The final version of this paper is available at: Kuhfeld, M. & Soland, J. (2021). The learning curve: Revisiting within-year linear growth assumptions. Journal of Research on Educational Effectiveness, 14:1, 143-171. https://www.tandfonline.com/doi/full/10.1080/19345747.2020.1839990 See More --- --- ### 7650. Self-efficacy and the ELL achievement gap ```yaml url: "https://www.nwea.org/research/publication/self-efficacy-and-the-ell-achievement-gap/" type: presentation source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019-11 date_source: page-meta authors: ["Naomi Duran", "Susan Kowalski"] document_url: null doi: null license: null tags: [english-learners] ``` In this webinar, learn more about the relationship between self-efficacy and the achievement gap for English Language Learners (ELLs). --- --- ### 7651. The impact of test-taking disengagement on item content representation ```yaml url: "https://www.nwea.org/research/publication/the-impact-of-test-taking-disengagement-on-item-content-representation/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020-03 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [literacy, sel] ``` In achievement testing there is typically a practical requirement that the set of items administered should be representative of some target content domain. This is accomplished by establishing test blueprints specifying the content constraints to be followed when selecting the items for a test. Sometimes, however, students give disengaged responses to some of their test items, which raises the issue of the degree to which the set of engaged responses maintain the intended content representation. The current investigation reports the results of two studies focused on rapid-guessing behavior. The first study showed evidence that differential rapid guessing often resulted in test events with meaningfully distorted content representation. The second study found that the differences in test taking engagement across content categories were primarily due to differences in the reading load of items. Implications for test-score validity are discussed along with suggestions for addressing the problem. See More --- --- ### 7652. Do response styles affect estimates of growth on social-emotional constructs? Evidence from four years of longitudinal survey scores ```yaml url: "https://www.nwea.org/research/publication/do-response-styles-affect-estimates-of-growth-on-social-emotional-constructs-evidence-from-four-years-of-longitudinal-survey-scores/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [sel] ``` Survey respondents use different response styles when they use the categories of the Likert scale differently despite having the same true score on the construct of interest. For example, respondents may be more likely to use the extremes of the response scale independent of their true score. Research already shows that differing response styles can create a construct-irrelevant source of bias that distorts fundamental inferences made based on survey data. While some initial studies examine the effect of response styles on survey scores in longitudinal analyses, the issue of how response styles affect estimates of growth is underexamined. In this study, we conducted empirical and simulation analyses in which we scored surveys using item response theory (IRT) models that do and do not account for response styles, and then used those different scores in growth models and compared results. Generally, we found that response styles can affect estimates of growth parameters including the slope, but that the effects vary by psychological construct, response style, and model used. See More --- --- ### 7653. Modeling student test-taking motivation in the context of an adaptive achievement test ```yaml url: "https://www.nwea.org/research/publication/modeling-student-test-taking-motivation-in-the-context-of-an-adaptive-achievement-test-paper/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [personalized-learning, sel] ``` This study examined the utility of response time-based analyses in understanding the behavior of unmotivated test takers. For an adaptive achievement test, patterns of observed rapid-guessing behavior and item response accuracy were compared to the behavior expected under several types of models that have been proposed to represent unmotivated test taking behavior. Test taker behavior was found to be inconsistent with these models, with the exception of the effort moderated model (S.L. Wise & DeMars, 2006). Effort-moderated scoring was found to both yield scores that were more accurate than those found under traditional scoring, and exhibit improved person fit statistics. In addition, an effort-guided adaptive test was proposed and shown to alleviate item difficulty mis-targeting caused by unmotivated test taking See More --- --- ### 7654. Reconciling long-term education policy goals with short-term school accountability models ```yaml url: "https://www.nwea.org/research/publication/reconciling-long-term-education-policy-goals-with-short-term-school-accountability-models-paper/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [college-access, literacy, math-education, response-to-intervention] ``` Schools are increasingly held accountable for their contributions to students’ academic growth in math and reading. Under The Every Student Succeeds Act, most states are estimating how much schools improve student achievement over time and using those growth metrics to identify the bottom 5% of schools for remediation. These growth determinations are often based on student test scores from two to three years of data. Yet, many objectives ascribed to schools under federal and state policy involve improving much longer-term student outcomes, including preparing students for college. To date, little research has investigated the implications of this discrepancy for school accountability. We begin to close that gap by examining how much rank orderings of schools change when basing estimates of student growth on short- versus long-term timespans. Our results indicate that estimated school effectiveness is highly sensitive to the timespan, suggesting that short-term accountability policies may be generating unintended consequences relative to long-term goals like preparing students for college. See More --- --- ### 7655. Estimating student growth on psychological and social-emotional constructs: A comparison of multiple scoring approaches ```yaml url: "https://www.nwea.org/research/publication/estimating-student-growth-on-psychological-and-social-emotional-constructs-a-comparison-of-multiple-scoring-approaches/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Megan Kuhfeld", "Melissa Diliberti", "Andrew McEachin", "Jon Schweig", "Louis T. Mariano"] document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, sel] ``` A huge portion of what we know about how humans develop, learn, behave, and interact is based on survey data. Researchers use longitudinal growth modeling to understand the development of students on psychological and social-emotional learning constructs across elementary and middle school. In these designs, students are typically administered a consistent set of self-report survey items across multiple school years, and growth is measured either based on sum scores or scale scores produced based on item response theory (IRT) methods. While there is great deal of guidance on scaling and linking IRT-based large-scale educational assessment to facilitate the estimation of examinee growth, little of this expertise is brought to bear in the scaling of psychological and social-emotional constructs. Through a series of simulation and empirical studies, we produce scores in a single-cohort repeated measure design using sum scores as well as multiple IRT approaches and compare the recovery of growth estimates from longitudinal growth models using each set of scores. Results indicate that using scores from multidimensional IRT approaches that account for latent variable covariances over time in growth models leads to better recovery of growth parameters relative to models using sum scores and other IRT approaches. The final version of this paper is available at: Kuhfeld, M., & Soland, J. (2020). Avoiding bias from sum scores in growth estimates: An examination of IRT-based approaches to scoring longitudinal survey responses. Psychological Methods. Advance online publication. https://doi.org/10.1037/met0000367 See More --- --- ### 7656. School effectiveness, summer loss, and federal accountability: Applying the compound polynomialmodel in a program evaluation context ```yaml url: "https://www.nwea.org/research/publication/school-effectiveness-summer-loss-and-federal-accountability-applying-the-compound-polynomialmodel-in-a-program-evaluation-context/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Ayesha K. Hashim"] document_url: null doi: null license: null tags: [formative-assessment, literacy, math-education] ``` Under The Every Student Succeeds Act (ESSA) of 2015, school are being held accountable for their contributions to student growth in math and reading achievement. Meanwhile research shows that estimates of school effectiveness are sensitive to whether they account for the time students spend out of school during the summer. Despite the importance of student growth under ESSA and evidence on how summer learning loss can impact estimates of school effectiveness, most statistical models used in research and accountability do not account for the seasonality of achievement data. In this study, we apply the Compound Polynomial or “CP” model in a school evaluation context. The CP model addresses the seasonality of student test scores by simultaneously estimating between- and within-year growth. By presenting the CP in this context, we provide a new statistical model that can be used to estimate school effectiveness in the presence of seasonal data. From a policy standpoint, we produce evidence on how much ignoring summer loss may impact school accountability determinations under ESSA and other accountability frameworks that draw evidence from trends in assessment data. See More --- --- ### 7657. The relationship between test-taking disengagement and performance on MAP Growth retests ```yaml url: "https://www.nwea.org/research/publication/the-relationship-between-test-taking-disengagement-and-performance-on-map-growth-retests/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Steven Wise", "Megan Kuhfeld", "John Cronin"] document_url: null doi: null license: null tags: [formative-assessment] ``` Educators sometimes ask: do students rapidly guess because they don’t know the answer to a question, or do rapid guesses reflect a lack of engagement with the test? Would a student’s scores improve if that student engaged more with the assessment and rapidly guessed on fewer items? Examining MAP® Growth™ test scores and levels of student test engagement for over 100,000 tests for which students retested within one day, the results showed that students’ test taking engagement often differed between the initial test and the retest. Students who rapid-guessed less on retest tended to see score gains, sometimes greater than 10 RIT points, with the largest gains seen for students who initially showed the highest levels of rapid guessing. Students who rapid-guessed more on retest, in contrast, generally showed score declines. The findings provide evidence that that rapid guesses reflect a lack of engagement rather than a lack of knowledge, and support NWEA’s recommendation that educators should retest disengaged students. The findings also underscore the importance of increasing the student’s motivation before retesting to improve engagement and suggest that educators should be cautious if they do not retest students who show high levels of rapid guessing, since these scores pose a threat to the validity of the test score interpretations. See More --- --- ### 7658. Trends in children’s academic skills at school entry: 2010 – 2017 ```yaml url: "https://www.nwea.org/research/publication/trends-in-childrens-academic-skills-at-school-entry-2010-2017-paper/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [early-childhood, literacy, math-education] ``` Students’ level of academic skills at school entry are a strong predictor of later academic success, and focusing on improving these skills during the preschool years has been a priority during the past ten years. Evidence from two prior nationally representative studies indicated that incoming kindergarteners’ math and literacy skills were higher in 2010 than 1998, but no national studies have examined trends since 2010. This study examines academic skills at kindergarten entry from 2010 and 2017 using data from over 2 million kindergarten students. Results indicated kindergarteners in 2017 have slightly lower math and reading skills than in 2010, but that inequalities at school entry by race/ethnicity and school poverty level have decreased during this period. See More --- --- ### 7659. Using assessment metadata to quantify the impact of test disengagement on estimates of educational effectiveness ```yaml url: "https://www.nwea.org/research/publication/using-assessment-metadata-to-quantify-the-impact-of-test-disengagement-on-estimates-of-educational-effectiveness-paper/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment] ``` Educational stakeholders have long known that students might not be fully engaged when taking an achievement test, and that such disengagement could undermine the inferences drawn from observed scores. Thanks to the growing prevalence of computer-based tests and the new forms of metadata they produce, researchers have developed and validated procedures for using item response times—the seconds that elapse between when an item is presented and answered—to identify responses to items that are likely disengaged. In this study, we introduce those disengagement metrics for a policy and evaluation audience, including how disengagement might bias estimates of educational effectiveness. Analytically, we use data from a state administering a computer-based test to examine the effect of test disengagement on estimates of school contributions to student growth, achievement gaps, and summer learning loss. In so doing, we broaden the literature investigating how test disengagement can influence uses of aggregated test scores, provide guidance for policymakers and evaluators on how to account for disengagement in their own work, and consider the promise and limitations of using achievement test metadata for related purposes. See More --- --- ### 7660. Impacts of school entry age on academic growth through 2nd Grade: A multi-state regression discontinuity analysis ```yaml url: "https://www.nwea.org/research/publication/impacts-of-school-entry-age-on-academic-growth-through-2nd-grade-a-multi-state-regression-discontinuity-analysis/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2020 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment] ``` The belief that additional time allows children to become more ready for school has affected public policy and individual practices. Prior studies estimated either associations between school entry age and academic growth or causal effects on achievement measured at one or two points. This paper contributes novel causal evidence for the impacts of kindergarten entry age on academic growth in the first three years of school. We embed regression discontinuity into a piecewise multilevel growth model and apply it to rich assessment data from three states. Being a year older leads to higher initial achievement and higher kindergarten growth rates but lower growth rates during 1st and 2nd grades. Effects do not differ by gender or race. See More --- --- ### 7661. English Language Learners, self-efficacy, and the achievement gap: understanding the relationship between academic and social-emotional growth ```yaml url: "https://www.nwea.org/research/publication/english-language-learners-self-efficacy-and-the-achievement-gap-understanding-the-relationship-between-academic-and-social-emotional-growth/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Naomi Duran", "Susan Kowalski"] document_url: null doi: null license: null tags: [english-learners, literacy, math-education, sel] ``` Due in part to the challenges associated with learning a new language, English Language Learners (ELLs) typically begin school with lower achievement than their non-ELL peers, and those achievement gaps often close slowly if at all. A separate body of research shows that achievement is associated with social-emotional learning constructs like self-efficacy, yet this relationship has rarely been examined for ELLs. In this study, multivariate models that jointly estimate growth in achievement and self-efficacy during middle school are used to see how underlying developmental processes relate for ELLs. Results indicate that self-efficacy tends to decline for all students despite growth in math and reading, and that achievement and self-efficacy are much lower for ELLs. Further, there is evidence that slower growth in math and reading for ELLs is associated with their low self-efficacy at the beginning of middle school (self-efficacy mediates the association between ELL status and achievement growth). Implications for closing achievement gaps between ELLs and non-ELLs are discussed. See More --- --- ### 7662. School effectiveness, summer loss and federal accountability ```yaml url: "https://www.nwea.org/research/publication/school-effectiveness-summer-loss-and-federal-accountability/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Ayesha K. Hashim"] document_url: null doi: null license: null tags: [] ``` Learn more about the effect of seasonality on estimates of school effectiveness and how ignoring summer loss can impact which schools are identified as low performers. --- --- ### 7663. English Language Learners, self-efficacy, and the achievement gap ```yaml url: "https://www.nwea.org/research/publication/english-language-learners-self-efficacy-and-the-achievement-gap/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Naomi Duran", "Susan Kowalski"] document_url: null doi: null license: null tags: [english-learners] ``` Learn more about the relationship between self-efficacy and the persistence of achievement gaps for English Language Learners. --- --- ### 7664. Are achievement gap estimates biased by differential student test effort? ```yaml url: "https://www.nwea.org/research/publication/are-achievement-gap-estimates-biased-by-differential-student-test-effort/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Naomi Duran", "Susan Kowalski"] document_url: null doi: null license: null tags: [] ``` New research shows that test effort differs substantially across student gender and racial subgroups. What does this mean for achievement gap estimates? --- --- ### 7665. Identifying students who are off-track academically in ninth grade – the role of social-emotional learning trajectories ```yaml url: "https://www.nwea.org/research/publication/identifying-students-who-are-off-track-academically-in-ninth-grade-the-role-of-social-emotional-learning-trajectories/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Emily Morton", "Megan Kuhfeld", "Ayesha K. Hashim", "Scott J. Peters"] document_url: null doi: null license: null tags: [sel] ``` Do students’ social-emotional learning (SEL) skills in middle school predict being off-track to graduate high school? --- --- ### 7666. Measuring social-emotional learning – the tradeoff between measuring narrower skills versus broad competencies ```yaml url: "https://www.nwea.org/research/publication/measuring-social-emotional-learning-the-tradeoff-between-measuring-narrower-skills-versus-broad-competencies/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [sel] ``` Is social-emotional learning (SEL) a set of discrete skills or a broader competency? New research provides insights. --- --- ### 7667. The impact of technology-enhanced items on test-taker disengagement ```yaml url: "https://www.nwea.org/research/publication/the-impact-of-technology-enhanced-items-on-test-taker-disengagement/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Amy Endo"] document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment] ``` Can technology-enhanced items increase student engagement on assessments? A new study provides insight. --- --- ### 7668. The impact of proctor notification when students disengage ```yaml url: "https://www.nwea.org/research/publication/the-impact-of-proctor-notification-when-students-disengage/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` How do you help make sure students give their best effort on testing day? New research on student test engagement shows how proctor notification can make a significant impact. --- --- ### 7669. Are social-emotional learning competencies stable over time? Implications for practice, policy, and evaluation ```yaml url: "https://www.nwea.org/research/publication/are-social-emotional-learning-competencies-stable-over-time-implications-for-practice-policy-and-evaluation/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [sel] ``` Social-emotional learning competencies are important for student success, but are they stable over time? This study explores this question and the implications for teachers and schools. --- --- ### 7670. Validating the SEDA measures of district educational opportunities via a common assessment ```yaml url: "https://www.nwea.org/research/publication/validating-the-seda-measures-of-district-educational-opportunities-via-a-common-assessment-brief/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment] ``` SEDA provides a unique measure of educational opportunity across the United States. New research supports SEDA achievement scores, but also reveals some differences in growth estimates. --- --- ### 7671. Reconciling long-term education policy goals with short-term school accountability models ```yaml url: "https://www.nwea.org/research/publication/reconciling-long-term-education-policy-goals-with-short-term-school-accountability-models/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Ayesha K. Hashim"] document_url: null doi: null license: null tags: [] ``` Learn more about the effect of seasonality on estimates of school effectiveness and how ignoring summer loss can impact which schools are identified as low performers. --- --- ### 7672. Trends in children’s academic skills at school entry: 2010 – 2017 ```yaml url: "https://www.nwea.org/research/publication/trends-in-childrens-academic-skills-at-school-entry-2010-2017/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` This study provides the first national insight into trends and disparities in the academic skills of children at school entry for students who began kindergarten between 2010 and 2017. --- --- ### 7673. What happens when test takers disengage? Understanding and addressing rapid guessing ```yaml url: "https://www.nwea.org/research/publication/what-happens-when-test-takers-disengage-understanding-and-addressing-rapid-guessing/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [sel] ``` How does rapid-guessing differ from solution behavior? Research provides insight into test disengagement and how disengagement should be managed in scoring. --- --- ### 7674. Measuring the impact of test disengagement on estimates of educational effectiveness ```yaml url: "https://www.nwea.org/research/publication/measuring-the-impact-of-test-disengagement-on-estimates-of-educational-effectiveness/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` Learn more about our examination of student disengagement and how it may bias estimates of effectiveness based on observed test results. --- --- ### 7675. When does inequality grow? School, summer, and achievement gaps ```yaml url: "https://www.nwea.org/research/publication/when-does-inequality-grow-school-summer-and-achievement-gaps/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Naomi Duran", "Susan Kowalski"] document_url: null doi: null license: null tags: [] ``` What role does schooling play in the development of racial and ethnic inequalities in academic skills? An analysis of 2M students provides insights into seasonal learning and achievement gaps. --- --- ### 7676. Can item response times provide insight into students’ motivation and self-efficacy in math ```yaml url: "https://www.nwea.org/research/publication/can-item-response-times-provide-insight-into-students-motivation-and-self-ef%ef%ac%81cacy-in-math/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [math-education, sel] ``` What can we glean about students’ social-emotional learning from how long they spend on math test questions? New research shows promise and limitations of using response time metadata to measure SEL. --- --- ### 7677. The utility of adaptive testing in addressing the problem of unmotivated examinees ```yaml url: "https://www.nwea.org/research/publication/the-utility-of-adaptive-testing-in-addressing-the-problem-of-unmotivated-examinees/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning, personalized-learning] ``` In low-stakes testing programs, test developers have the dual responsibilities of developing and administering a high-quality test that can yield valid scores, and motivating examinees to put forth their best effort to perform well on that test. However, unmotivated examinees present a major threat to validity of scores from these types of testing programs. This integrative review examines the motivational benefits of computerized adaptive tests (CATs), and demonstrates that they can have important advantages over conventional tests in both identifying instances when examinees are exhibiting low effort, and effectively addressing the validity threat posed by unmotivated examinees. See More --- --- ### 7678. Response time as an indicator of test taker speed: assumptions meet reality ```yaml url: "https://www.nwea.org/research/publication/response-time-as-an-indicator-of-test-taker-speed-assumptions-meet-reality/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` The growing presence of computer-based testing has brought with it the capability to routinely capture the time that test takers spend on individual test items. This, in turn, has led to an increased interest in potential applications of response time in measuring intellectual ability and achievement. Goldhammer (this issue) provides a very useful overview of much of the research in this area, and he provides a thoughtful analysis of the speed-ability trade-off and its impact on measurement. This author does not claim to understand why test takers tend to increase their time efficiency during MAP test events, although he notes that, having reanalyzed some of his own data, he had observed this phenomenon in data from 2 very different testing programs. How commonly this effect is present in test data is, for the time being, unclear. Whatever its nature, however, this increasing efficiency effect appears to (at least sometimes) represent an additional systematic factor influencing response time. And whenever this effect is present to a material degree, it threatens the validity of models that presume that item response time is systematically influenced only by item time intensity and the test taker’s ability and working speed. It confounds attempts to exploit a speed-ability trade-off, which is central to many of the models that Goldhammer discussed. If exhibited speed can change without a commensurate change in exhibited ability, the usefulness of response time in estimating a test taker’s ability is undermined. Hence, whenever an increased efficiency effect is present, it represents an inconvenient reality for response-time-based psychometric models. See More --- --- ### 7679. Effort analysis: Individual score validation of achievement test data ```yaml url: "https://www.nwea.org/research/publication/effort-analysis-individual-score-validation-of-achievement-test-data/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` Whenever the purpose of measurement is to inform an inference about a student’s achievement level, it is important that we be able to trust that the student’s test score accurately reflects what that student knows and can do. Such trust requires the assumption that a student’s test event is not unduly influenced by construct-irrelevant factors that could distort his score. This article examines one such factor—test-taking motivation—that tends to induce a person-specific, systematic negative bias on test scores. Because current measurement models underlying achievement testing assume students respond effortfully to test items, it is important to identify test scores that have been materially distorted by non-effortful test taking. A method for conducting effort-related individual score validation is presented, and it is recommended that measurement professionals have a responsibility to identify invalid scores to individuals who make inferences about student achievement on the basis of those scores. See More --- --- ### 7680. Modeling student test-taking motivation in the context of an adaptive achievement test ```yaml url: "https://www.nwea.org/research/publication/modeling-student-test-taking-motivation-in-the-context-of-an-adaptive-achievement-test/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [personalized-learning, sel] ``` This study examined the utility of response time‐based analyses in understanding the behavior of unmotivated test takers. For the data from an adaptive achievement test, patterns of observed rapid‐guessing behavior and item response accuracy were compared to the behavior expected under several types of models that have been proposed to represent unmotivated test taking behavior. Test taker behavior was found to be inconsistent with these models, with the exception of the effort‐moderated model. Effort‐moderated scoring was found to both yield scores that were more accurate than those found under traditional scoring, and exhibit improved person fit statistics. In addition, an effort‐guided adaptive test was proposed and shown by a simulation study to alleviate item difficulty mistargeting caused by unmotivated test taking. See More --- --- ### 7681. A general approach to measuring test-taking effort on computer-based tests ```yaml url: "https://www.nwea.org/research/publication/a-general-approach-to-measuring-test-taking-effort-on-computer-based-tests/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, sel] ``` There has been an increased interest in the impact of unmotivated test taking on test performance and score validity. This has led to the development of new ways of measuring test-taking effort based on item response time. In particular, Response Time Effort (RTE) has been shown to provide an assessment of effort down to the level of individual item responses. A limitation of RTE, however, is that it is intended for use with selected response items that must be answered before a test taker can move on to the next item. The current study outlines a general process for measuring item-level effort that can be applied to an expanded set of item types and test-taking behaviors (such as omitted or constructed responses). This process, which is illustrated with data from a large-scale assessment program, should improve our ability to detect non-effortful test taking and perform individual score validation. See More --- --- ### 7682. Students improve even amid evaluation controversy ```yaml url: "https://www.nwea.org/research/publication/students-improve-even-amid-evaluation-controversy/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2016 date_source: page-meta authors: ["Ayesha K. Hashim"] document_url: null doi: null license: null tags: [formative-assessment] ``` In 2012, New York education officials and the state’s teachers union announced one of the nation’s most aggressive programs for teacher and principal evaluation — the Annual Professional Performance Review system (APPR) — which required that 40% of an educator’s evaluation be based on student growth, using a combination of the state assessment and locally selected assessments; the other 60% to be based primarily on classroom observations. Positive student achievement and growth results for students in New York suggest that improvements to the teacher evaluation process that emphasize the importance of strong evaluation procedures, the systematic collection of evidence of teacher performance, and the use of data to inform the process, have promise for improving educator effectiveness far more than a narrower punitive approach. Such an approach is most likely to get the support of administrators and teachers and may also be the approach that will have the most positive effect on student achievement over time. See More --- --- ### 7683. Propensity score stratification using multilevel models to examine charter school achievement effects ```yaml url: "https://www.nwea.org/research/publication/propensity-score-stratification-using-multilevel-models-to-examine-charter-school-achievement-effects/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [math-education] ``` The rapid expansion of charter schools reflects a growing interest in education reform and school turnaround efforts across the United States. However, national research on charter school performance remains inconclusive. Of particular debate is the impact of transferring from a traditional public school to a charter school on student achievement and growth. We employ propensity score stratification and multilevel models to balance key covariates between treatment and control groups of a cross-state sample of students, which provides a more complex picture of charter school achievement effects in a quasi-experimental context. We find that charter school students perform consistently better on standardized mathematic achievement measures, and some students grow faster than their traditional public school peers, although the differences are modest. Furthermore, our application of propensity score stratification using multilevel models reduces selection bias which arises from confounding variables and improves the accuracy of charter school effect estimations. See More --- --- ### 7684. An investigation of examinee test-taking effort on a large-scale assessment ```yaml url: "https://www.nwea.org/research/publication/an-investigation-of-examinee-test-taking-effort-on-a-large-scale-assessment/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, literacy, sel] ``` Assessment results collected under low-stakes testing situations are subject to effects of low examinee effort. The use of computer-based testing allows researchers to develop new ways of measuring examinee effort, particularly using response times. At the item level, responses can be classified as exhibiting either rapid-guessing behavior or solution behavior based on the item response time. Most previous research involving the study of response times has been conducted using locally developed instruments. The purpose of the current study was to examine the amount of rapid-guessing behavior within a commercially available, low-stakes instrument. Results indicate that smaller amounts of rapid-guessing behavior exist within the data compared to published results using other instruments. Additionally, rapid-guessing behavior varied by item and was significantly related to item length, item position, and presence of ancillary reading material. The amount of rapid-guessing behavior was consistently very low among various demographic subpopulations. On average, rapid-guessing behavior was observed on only 1% of item responses. Also found was that a small amount of rapid-guessing behavior can impact institutional rankings. See More --- --- ### 7685. The effective use of student and school descriptive indicators of learning progress: From the conditional growth index to the learning productivity measurement system ```yaml url: "https://www.nwea.org/research/publication/the-effective-use-of-student-and-school-descriptive-indicators-of-learning-progress-from-the-conditional-growth-index-to-the-learning-productivity-measurement-system/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [formative-assessment, inclusive-design, sel] ``` Modeling student growth has been a federal policy requirement under No Child Left Behind (NCLB). In addition to tracking student growth, the latest Race To The Top (RTTP) federal education policy stipulates the evaluation of teacher effectiveness from the perspective of added value that teachers contribute to student learning and growth. Student growth modeling and teacher value-added modeling are complex. The complexity stems, in part, from issues due to non-random assignment of students into classes and schools, measurement error in students’ achievement scores that are utilized to evaluate the added value of teachers, multidimensionality of the measured construct across multiple grades, and the inclusion of covariates. National experts at the Twelfth Annual Maryland Assessment Research Center’s Conference on “Value Added Modeling and Growth Modeling with Particular Application to Teacher and School Effectiveness” present the latest developments and methods to tackle these issues. This book includes chapters based on these conference presentations. Further, the book provides some answers to questions such as what makes a good growth model? What criteria should be used in evaluating growth models? How should outputs from growth models be utilized? How auxiliary teacher information could be utilized to improve value added? How multiple sources of student information could be accumulated to estimate teacher effectiveness? Whether student-level and school-level covariates should be included? And what are the impacts of the potential heterogeneity of teacher effects across students of different aptitudes or other differing characteristics on growth modeling and teacher evaluation? Overall, this book addresses reliability and validity issues in growth modeling and value added modeling and presents the latest development in this area. In addition, some persistent issues have been approached from a new perspective. This edited volume provides a very good source of information related to the current explorations in student growth and teacher effectiveness evaluation. See More --- --- ### 7686. Relationships between poverty and school performance ```yaml url: "https://www.nwea.org/research/publication/relationships-between-poverty-and-school-performance/" type: presentation source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019-07 date_source: page-meta authors: ["Naomi Duran", "Susan Kowalski"] document_url: null doi: null license: null tags: [] ``` An NWEA webinar by Dr. Andy Hegedus on the relationships between poverty and school performance --- --- ### 7687. Increasing parental involvement of English language learner families: What the research says ```yaml url: "https://www.nwea.org/research/publication/increasing-parental-involvement-of-english-language-learner-families-what-the-research-says/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [english-learners, literacy] ``` The nearly 10 million English Language Learners (ELLs) represent the fastest-growing segment of the US’s public school student population. While research continually finds that ELL parents, generally speaking, place a high value on their children’s education, many immigrant, refugee, and ELL parents experience their relationships with their children’s schools very differently from mainstream English-speaking families. Schools often struggle to meet the unique instructional and linguistic needs of these students, and communities with large ELL populations face the additional challenge of communicating with parents, who may have limited fluency in English and comparatively low levels of literacy in their native languages [Arias, M. B., and M. Morillo-Campbell. 2008. Promoting ELL Parental Involvement: Challenges in Contested Times. Education Policy Research Unit. http://epsl.asu.edu/epru/documents/EPSL-0801-250-EPRU.pdf.]. Additionally, immigrant and ELL parents may have had negative experiences with educational institutions or less exposure to formal schooling. Thus, for schools to increase parental involvement most effectively, both traditional and nontraditional approaches to family engagement must be implemented within practices that are culturally and linguistically appropriate. This article provides an overview of the barriers that limit ELL parental involvement, recommends strategies that promote family engagement, and concludes with a case study of one public school district’s successful outreach efforts. See More --- --- ### 7688. Is Moneyball the next big thing in education? ```yaml url: "https://www.nwea.org/research/publication/is-moneyball-the-next-big-thing-in-education/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [sel] ``` Predictive analytics in education can offer a benefit as long as educators heed the differences between how the tools are used in industry and how they should be used differently in schooling. Perhaps most important, teachers already know a great deal about their students — far more than an investor knows about a stock or a baseball scout about an up-and-coming pitcher. In fact, teachers are a veritable treasure trove of data on student behaviors, attitudes, and aspirations, information not typically included in a statistical model. Teachers also have far more power to shape what happens to students, an influence driven in part by their opinions of each child. Using predictive analytics in education while ignoring these differences may lead not only to misidentifying students at risk of dropping out but also negatively influence how teachers view those students. See More --- --- ### 7689. The phantom collapse of student achievement in New York ```yaml url: "https://www.nwea.org/research/publication/the-phantom-collapse-of-student-achievement-in-new-york/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` When New York state released the first results of the exams under the Common Core State Standards, many wrongly believed that the results showed dramatic declines in student achievement. A closer look at the results showed that student achievement may have increased. Another lesson from the exams is that states need to closely coordinate new data with existing data when they switch to different measuring instruments. See More --- --- ### 7690. Developing practitioner-scholars though university-school district research partnerships: Multiple perspectives on collaborative research ```yaml url: "https://www.nwea.org/research/publication/developing-practitioner-scholars-though-university-school-district-research-partnerships-multiple-perspectives-on-collaborative-research/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [college-access] ``` University schools of education play a critical role in preparing our K-12 leaders for future challenges by adding to our research-based knowledge, enabling us to meet the growing needs of our public school systems. Yet, university–district research partnership models vary widely, and many struggle to develop research projects collaboratively that both assist public school districts and improve the profession.1 Furthermore, with increasingly tight budgets, many local districts lack research personnel to evaluate program efficacy or investigate best practices that raise student achievement. We highlight an example of a successful university–district partnership in Multnomah County, Oregon, which offers district-driven research support while providing opportunities for practitioner-scholars to learn firsthand how to perform rigorous evaluation work. This article details the early kindergarten transition (EKT) program evaluation study conducted by a university–district partnership, as well as testimony from district leadership on the utility of the research deliverables and the longterm benefits of the research collaboration. See More --- --- ### 7691. Is teacher value added a matter of scale? The practical consequences of treating an ordinal scale as interval for estimation of teacher effects ```yaml url: "https://www.nwea.org/research/publication/is-teacher-value-added-a-matter-of-scale-the-practical-consequences-of-treating-an-ordinal-scale-as-interval-for-estimation-of-teacher-effects/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment] ``` Research shows that assuming a test scale is equal-interval can be problematic, especially when the assessment is being used to achieve a policy aim like evaluating growth over time. However, little research considers whether teacher value added is sensitive to the underlying test scale, and in particular whether treating an ordinal scale as interval might lead to erroneous conclusions about teacher quality. This article addresses the issue by estimating teacher value added, then applying extremely mild nonlinear transformations to the original scale and re-estimating the value added. Although by definition at most one of these scales can be equal-interval, all are treated as if interval-scaled when estimating value added. Results show that value added is sensitive to the scale used. While rank orderings of teachers do not change radically by transformation, even mild departures from the original scale can change a teacher’s odds of being considered high- or low-performing by a factor of 5. See More --- --- ### 7692. The potential of adaptive assessment ```yaml url: "https://www.nwea.org/research/publication/the-potential-of-adaptive-assessment/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, personalized-learning] ``` It often feels as though our schools are designed as factories whose goal is to create a consistent product (the successful graduate) with the same attributes time after time. And our accountability and assessment policies appear to be built to reinforce this factory-style model. But technology now offers a different approach that is being used by increasing numbers of schools: computerized adaptive testing (CAT). In this article, the authors explain how CAT provides a more precise, accurate picture of the achievement levels of both low-achieving and high-achieving students by adjusting questions as the testing goes along. The immediate, informative test results enable teachers to differentiate instruction to meet individual students’ current academic needs. See More --- --- ### 7693. Evaluating content alignment in computerized adaptive testing ```yaml url: "https://www.nwea.org/research/publication/evaluating-content-alignment-in-computerized-adaptive-testing/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2015 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning, personalized-learning] ``` The alignment between a test and the content domain it measures represents key evidence for the validation of test score inferences. Although procedures have been developed for evaluating the content alignment of linear tests, these procedures are not readily applicable to computerized adaptive tests (CATs), which require large item pools and do not use fixed test forms. This article describes the decisions made in the development of CATs that influence and might threaten content alignment. It outlines a process for evaluating alignment that is sensitive to these threats and gives an empirical example of the process. See More --- --- ### 7694. Combining academic, noncognitive, and college knowledge measures to identify students not on track for college: A data-driven approach ```yaml url: "https://www.nwea.org/research/publication/combining-academic-noncognitive-and-college-knowledge-measures-to-identify-students-not-on-track-for-college-a-data-driven-approach/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [college-access, learning-engineering] ``` Research shows college readiness can be predicted using a variety of measures, including test scores, grades, course-taking patterns, noncognitive instruments, and surveys of how well students understand the college admissions process. However, few studies provide guidance on how educators can prioritize predictors of college readiness across instruments, constructs, and frameworks to optimally identify students not on track for college. Using a nationally representative dataset with thousands of measures, I employ data reduction techniques to identify a handful of variables that are the strongest predictors of college readiness and understand what they measure. Based on my models, enrolling in college and persisting for a semester can be predicted with almost 90 percent accuracy using a small set of predictors. Evidence suggests these predictors measure academic preparation, postsecondary aspirations, teacher perceptions of readiness, and socioeconomic status. Educators can use results to help identify appropriate supports for students not on track for college. See More --- --- ### 7695. Learning styles: Considerations for technology enhanced item design: Learning styles ```yaml url: "https://www.nwea.org/research/publication/learning-styles-considerations-for-technology-enhanced-item-design-learning-styles/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment] ``` Learning styles (LS) have been used for classifying students by their preferences relative to taking information in, processing it and demonstrating their ability in the context of education. This paper investigates the role of LS in K-12 education by considering the manner in which student LS are assessed and the extent to which they have informed K-12 instruction. The paper illustrates the impact of LS on teachers, pedagogy, student engagement and assessment. The theoretical framework of LS theory is discussed. Furthermore, this paper identifies a gap in the literature regarding LS and assessment; specifically the development of assessments based on LS. The authors suggest adapting student assessment utilizing technology-enhanced items (TEIs) developed based on students’ LS may provide a more reliable measure of student ability. Implications for practice and limitations are discussed. See More --- --- ### 7696. Rapid‐guessing behavior: Its identification, interpretation, and implications ```yaml url: "https://www.nwea.org/research/publication/rapid%e2%80%90guessing-behavior-its-identification-interpretation-and-implications/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2017 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning, sel] ``` The rise of computer‐based testing has brought with it the capability to measure more aspects of a test event than simply the answers selected or constructed by the test taker. One behavior that has drawn much research interest is the time test takers spend responding to individual multiple‐choice items. In particular, very short response time—termed rapid guessing—has been shown to indicate disengaged test taking, regardless whether it occurs in high‐stakes or low‐stakes testing contexts. This article examines rapid‐guessing behavior—its theoretical conceptualization and underlying assumptions, methods for identifying it, misconceptions regarding its dynamics, and the contextual requirements for its proper interpretation. It is argued that because it does not reflect what a test taker knows and can do, a rapid guess to an item represents a choice by the test taker to momentarily opt out of being measured. As a result, rapid guessing tends to negatively distort scores and thereby diminish validity. Therefore, because rapid guesses do not contribute to measurement, it makes little sense to include them in scoring. See More --- --- ### 7697. Making teacher goal setting more powerful ```yaml url: "https://www.nwea.org/research/publication/making-teacher-goal-setting-more-powerful/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2014 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [] ``` Most of us believe that when individuals have goals, their performance improves, and this belief is being put to the test in schools today. In an effort to create alignment between district and school improvement efforts, teachers are more likely than ever to have formal performance goals. For example, many schools require teachers to have documented performance goals, which are either created collaboratively between a teacher and a principal or are established by the principal for the teacher. In either case, these goals are often focused on attaining measurable student achievement or learning targets. In this article, Andrew Hegedus provides an overview on research findings on goal setting and performance and specific recommendations on how to apply these findings to teacher goal setting in ways that will benefit both teachers and students. See More --- --- ### 7698. Moving from data to making a difference ```yaml url: "https://www.nwea.org/research/publication/moving-from-data-to-making-a-difference/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [sel] ``` The problems faced within education resemble the problems in many social settings in that they lack clear definitions, have many potential causes, lack simple solutions, and defy straightforward measurement. In this article, Andrew Hegedus shares a view on the types of problems faced in education and outlines key characteristics of a process that begins with collecting data and ends with evaluating progress. See More --- --- ### 7699. An information-based approach to identifying rapid-guessing thresholds ```yaml url: "https://www.nwea.org/research/publication/an-information-based-approach-to-identifying-rapid-guessing-thresholds/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [sel] ``` The identification of rapid guessing is important to promote the validity of achievement test scores, particularly with low-stakes tests. Effective methods for identifying rapid guesses require reliable threshold methods that are also aligned with test taker behavior. Although several common threshold methods are based on rapid guessing response accuracy or visual inspection of response time distributions, this paper describes a new information-based approach to setting thresholds that does not share the limitations of other methods. A pair of information-based methods are introduced, and an empirical comparison study found the new methods to more reliably set thresholds than methods based on response accuracy or visual inspection. See More --- --- ### 7700. The (non)impact of differential test taker engagement on aggregated scores ```yaml url: "https://www.nwea.org/research/publication/the-nonimpact-of-differential-test-taker-engagement-on-aggregated-scores/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, sel] ``` Disengaged test taking tends to be most prevalent with low-stakes tests. This has led to questions about the validity of aggregated scores from large-scale international assessments such as PISA and TIMSS, as previous research has found a meaningful correlation between the mean engagement and mean performance of countries. The current study, using data from the computer-based version of the PISA-Based Test for Schools, examined the distortive effects of differential engagement on aggregated school-level scores. The results showed that, although there was considerable differential engagement among schools, the school means were highly stable due to two factors. First, any distortive effects of disengagement in a school were diluted by a high proportion of the students exhibiting no non-effortful behavior. Second, and most interestingly, disengagement produced both positive and negative distortion of individual student scores, which tended to cancel out much of the net distortive effect on the school’s mean. See More --- --- ### 7701. Identifying disengaged survey responses: New evidence using response time metadata ```yaml url: "https://www.nwea.org/research/publication/identifying-disengaged-survey-responses-new-evidence-using-response-time-metadata/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [] ``` Disengaged responding is a phenomenon that often biases observed scores from achievement tests and surveys in practically and statistically significant ways. This problem has led to the development of methods to detect and correct for disengaged responses on both achievement test and survey scores. One major disadvantage when trying to detect disengaged responses on surveys is that, unlike on achievement tests, there are no correct answers. As a result, validating decision rules for detection methods is problematic. In this study, we condition results from a variety of detection methods used to identify disengaged survey responses on response times. We then show how this conditional approach may be useful in identifying where to set response time thresholds for survey items, as well as in avoiding misclassification when using other detection methods. See More --- --- ### 7702. The effects of effort monitoring with proctor notification on test-taking engagement, test performance, and validity ```yaml url: "https://www.nwea.org/research/publication/the-effects-of-effort-monitoring-with-proctor-notification-on-test-taking-engagement-test-performance-and-validity/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning, sel] ``` When we administer educational achievement tests, we want to be confident that the resulting scores validly indicate what the test takers know and can do. However, if the test is perceived as low stakes by the test taker, disengaged test taking sometimes occurs, which poses a serious threat to score validity. When computer-based tests are used, disengagement can be detected through occurrences of rapid-guessing behavior. This empirical study investigated the impact of a new effort monitoring feature that can detect rapid guessing, as it occurs, and notify proctors that a test taker has become disengaged. The results showed that, after a proctor notification was triggered, test-taking engagement tended to increase, test performance improved, and test scores exhibited higher convergent validation evidence. The findings of this study provide validation evidence that this innovative testing feature can decrease disengaged test taking. See More --- --- ### 7703. A path to completion? The impacts of statewide articulation agreements on enrollment and attainment ```yaml url: "https://www.nwea.org/research/publication/a-path-to-completion-the-impacts-of-statewide-articulation-agreements-on-enrollment-and-attainment/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Daniel Long", "Megan Kuhfeld", "Scott J. Peters"] document_url: null doi: null license: null tags: [career-readiness, college-access] ``` The United States (US) is faced with a crisis in college completion as states are increasingly depending on a highly skilled and educated workforce (Falconetti, 2009; Long, 2005; Perna & Finney, 2014). This crisis is not solely the result of too few students enrolling in college, but also that students who enroll do not complete their educational journey. It is estimated that over 31 million students over the last 20 years have enrolled in but not completed post-secondary education (Shapiro, Dunbar, Yuan, Harrell, Will, & Ziskin, 2014). As a result, states are exploring policy options to increase the number of graduates through increasing enrollments and reducing the number of students who leave school prior to earning a degree. One way that states are addressing the need to increase the number of graduates is to create streamlined pathways through the post-secondary landscape. These pathways create policies around the transfer of credits and credentials between institutions. These sets of policies that tie public two-year and public four-year institutions together are known as articulation agreements. This study measures the effect of adopting statewide articulation agreement policies on college enrollment, associate degree attainment, and bachelor’s degree attainment using data from the Integrated Postsecondary Educational Data Systems (IPEDS). The effects of articulation agreements on the specified student outcomes are estimated using a Difference-in-Difference (DiD) approach. See More --- --- ### 7704. Finding root causes effectively: A powerful way to improve schools ```yaml url: "https://www.nwea.org/research/publication/finding-root-causes-effectively-a-powerful-way-to-improve-schools/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2010 date_source: page-meta authors: ["Emily Morton", "Megan Kuhfeld", "Ayesha K. Hashim", "Scott J. Peters"] document_url: null doi: null license: null tags: [personalized-learning] ``` Most School Improvement Plans (SIPs) in education do not guide staff efforts to tackle the root causes that prevent significant performance improvement. It is unlikely student achievement will improve should these root causes remain. As a result, NCLB mandated consequences will eventually be imposed. These consequences increase pressure to address the root causes, but do not, in themselves, help schools determine or remove the root causes. SIPs generally reflect surface level discussions about the root causes of school performance issues. This then leads to plans that address symptoms rather than causes. By improving SIP quality through better determinations of the root causes of school performance issues, staff and administrative efforts will be more focused and directed in ways that have a higher likelihood of improving results. A review of education research and literature found that educators are urged to create cultures of inquiry and to determine root causes of problems to improve student achievement; however, almost no guidance actually exists that provides a school team a detailed methodology for finding these root causes. Using experience gained by facilitating the determination of root causes in schools and in industrial settings, as well as lessons from research and literature both within and outside of education, this paper provides a recommend process, and detailed protocols and tools for defining problems to be investigated and determining their root causes. The process differentiates the facilitation, protocols and tools to be employed based on the school’s existing organizational culture and its past performance results. These recommendations also support the development of a collaborative, inquiry based culture. Additional proposals are then provided for the entire SIP process, as well as for school district central office support, based on the lessons learned from developing the recommended process, protocols and tools. See More --- --- ### 7705. Controlling construct-irrelevant factors through computer-based testing: Disengagement, anxiety, & cheating ```yaml url: "https://www.nwea.org/research/publication/controlling-construct-irrelevant-factors-through-computer-based-testing-disengagement-anxiety-cheating/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning] ``` A decision of whether to move from paper-and-pencil to computer-based tests is based largely on a careful weighing of the potential benefits of a change against its costs, disadvantages, and challenges. This paper briefly discusses the trade-offs involved in making such a transition, and then focuses on a relatively unexplored benefit of computer-based tests – the control of construct-irrelevant factors that can threaten test score validity. Several unique advantages provided by computer-based tests are described, and how these advantages can be used to manage the effects of several common construct-irrelevant factors is discussed. Ultimately, the potential for expanded control may prove to be one of the most important benefits of computer-based tests. See More --- --- ### 7706. Predicting time to reclassification for English learners: A joint modeling approach ```yaml url: "https://www.nwea.org/research/publication/predicting-time-to-reclassification-for-english-learners-a-joint-modeling-approach/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [english-learners] ``` The development of academic English proficiency and the time it takes to reclassify to fluent English proficient status are key issues in English learner (EL) policy. This article develops a shared random effects model (SREM) to estimate English proficiency development and time to reclassification simultaneously, treating student-specific random effects as latent covariates in the time to reclassification model. Using data from a large Arizona school district, the SREM resulted in predictions of time to reclassification that were 93% accurate compared to 85% accuracy from a conventional discrete-time hazard model used in prior literature. The findings suggest that information about English-language development is critical for accurately predicting the grade an EL will reclassify. See More --- --- ### 7707. The achievement gap or the engagement gap? Investigating the sensitivity of gaps estimates to test motivation ```yaml url: "https://www.nwea.org/research/publication/the-achievement-gap-or-the-engagement-gap-investigating-the-sensitivity-of-gaps-estimates-to-test-motivation/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Ayesha K. Hashim"] document_url: null doi: null license: null tags: [college-access, k-12] ``` Achievement gaps are a metric of fundamental importance to U.S. practice and policy. Gap estimates are often used to measure the effectiveness and fairness of the education system at a given point in time, over the course of decades, and as children progress through school. Further, gaps can provide insight into broader societal issues that stem from education. Gaps between male and female students are often used in research on why women participate less in quantitative college majors, enter related fields, and have lower earnings, on average, than men. Black-White gaps, meanwhile, shed light on societal progress in addressing longstanding inequities related to socioeconomic disparity, segregation, and discrimination. Given how much we use gaps data, having estimates that are accurate and unbiased is necessary to making sure appropriate conclusions are being drawn about education and societal issues broadly. See More --- --- ### 7708. Are achievement gap estimates biased by differential student test effort? Putting an important policy metric to the test. ```yaml url: "https://www.nwea.org/research/publication/are-achievement-gap-estimates-biased-by-differential-student-test-effort-putting-an-important-policy-metric-to-the-test/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Naomi Duran", "Susan Kowalski"] document_url: null doi: null license: null tags: [sel] ``` Achievement gaps motivate a range of practices and policies aimed at closing those gaps. Most gaps studies assume that differences in observed test scores across subgroups are measuring differences in content mastery. For such an assumption to hold, students in the subgroups being compared need to be giving similar effort on the test. Studies already show that low test effort is prevalent and biases observed test scores downward. What research does not demonstrate is whether test effort differs by subgroup and, therefore, biases estimates of achievement gaps. Purpose: This study examines whether test effort differs by student subgroup, including by race and gender. The sensitivity of achievement gap estimates to any differences in test effort is also considered. Research Design: A behavioral proxy for test effort called “rapid guessing” was used. Rapid guessing occurs when students answer a test item so fast, they could not have understood its content. Rates of rapid guessing were compared across subgroups. Then, achievement gaps were estimated unconditional and conditional on measures of rapid guessing. Findings: Test effort differs substantially by subgroup, with males rapidly guessing nearly twice as often as females in later grades, and Black students rapidly guessing more often than White students. However, these differences in rapid guessing generally do not impact substantive interpretations of achievement gaps, though basic conclusions about male-female gaps and changes in gaps as students progress through school may change when models account for test effort. Conclusions: Although the bias introduced into achievement gap estimates by differential test effort is hard to quantify, results provide an important reminder that test scores reflect achievement only to the extent that students are willing and able to demonstrate what they have learned. Understanding why there are subgroup differences in test effort would likely be useful to educators and is worthy of additional study. See More --- --- ### 7709. Evaluating the relationships between poverty and school performance ```yaml url: "https://www.nwea.org/research/publication/evaluating-the-relationships-between-poverty-and-school-performance-whitepaper/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Naomi Duran", "Susan Kowalski"] document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, personalized-learning] ``` This study examined the relationships between poverty and a school’s academic performance (both student achievement and growth). Educators, advocates, and policymakers can use these data to shape how people look at the performance of schools in their communities and to inform education policy (e.g., the effect of evaluating schools based on achievement vs. growth). The results suggest that the use of achievement measures when evaluating school performance in federal education policy and use of achievement by states biases the evaluation against schools who serve vulnerable populations with potentially adverse impacts on students most historically marginalized. Instead, schools and educators serving students living in poverty, experiencing trauma, and facing the greatest educational and economic barriers need to be recognized and supported when doing good work rather than doubly punished. This study also argues that a more accurate picture of what schools are contributing academically is needed for all communities. To conduct this study, student achievement and growth were examined in about 1,500 schools randomly selected from the user base of the MAP® Growth™ assessment from NWEA®. MAP Growth is a computer adaptive interim assessment used by more than 9,500 schools, districts, and education agencies around the world. The analyses investigated the relationships between student achievement and growth and school-level poverty variables like free and reduced-priced lunch (FRL) status. The results are then presented in ways educators can readily duplicate for their own setting. Online data visualizations providing interactive ways for people to examine their own questions related to this study (e.g., how are growth and achievement related to poverty in rural schools vs. city schools?) are also available as supplemental material (Hegedus, 2018). See More --- --- ### 7710. Modeling academic achievement and self-efficacy as joint developmental processes: Evidence for education, counseling, and policy ```yaml url: "https://www.nwea.org/research/publication/modeling-academic-achievement-and-self-efficacy-as-joint-developmental-processes-evidence-for-education-counseling-and-policy/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Ayesha K. Hashim"] document_url: null doi: null license: null tags: [dropout-prevention, math-education] ``` Academic self-efficacy is a construct associated with high school graduation rates and achievement, including mathematics test scores. While many studies consider the longitudinal relationship between math and self-efficacy scores, they tend to fit models that assume the two constructs do not have unique developmental trajectories (growth models), nor do they examine how the constructs relate within persons. In this study, repeated measures of math achievement and self-efficacy are used to fit a variety of latent curve models that jointly estimate growth in both constructs. Results indicate that, while there is a significant association between growth in self-efficacy and growth in math, within-person deviations from those growth trajectories at a given point in time do not appear related across constructs. Implications for education, psychology, and policy are discussed. See More --- --- ### 7711. Advancing educational quality in Rwanda: Improving teachers’ literacy pedagogy and print environments ```yaml url: "https://www.nwea.org/research/publication/advancing-educational-quality-in-rwanda-improving-teachers-literacy-pedagogy-and-print-environments/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [literacy, professional-development, response-to-intervention] ``` This study investigates the impact of a teacher professional development (PD) program in rural Rwanda, part of a randomized controlled trial of Save the Children’s early literacy intervention, “Literacy Boost.” We focus on the impact of training on teachers’ pedagogical content knowledge (PCK), classroom practices, and classroom print environment. Teachers in sectors assigned to receive PD had significantly higher levels of early literacy PCK than teachers in control sectors, and they reported using significantly more research-based literacy pedagogical practices. Classroom observations also suggested increases in desired pedagogical practices, but differences were not statistically significant. The impact on classroom print environments was large and significant. We discuss implications for improving the quality of early literacy instruction in the least developed countries. See More --- --- ### 7712. A level playing field: College readiness standards ```yaml url: "https://www.nwea.org/research/publication/a-level-playing-field-college-readiness-standards-whitepaper/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2013 date_source: page-meta authors: ["Naomi Duran", "Susan Kowalski"] document_url: null doi: null license: null tags: [career-readiness, college-access] ``` This study examines the academic growth of 35,000 elementary and middle school students in 31 states—all of them high achievers within their own schools—over a three-year period. Of particular interest were the growth and performance of high-achieving students within high-poverty schools, where “growth” focused on change over time and “performance” focused on single points in time. As the focus of accountability has shifted from basic proficiency to college and career readiness, we wondered whether high-poverty students were “on track” to meet this higher standard by the end of high school. To study this, we compared a sample of NWEA schools’ achievement scores in elementary and middle school grades, and their associated probability of being on trach to meet ACT® college readiness benchmarks at the end of high school. See More --- --- ### 7713. The prevalence of parent-teacher interaction in developing countries and its effect on student outcomes ```yaml url: "https://www.nwea.org/research/publication/the-prevalence-of-parent-teacher-interaction-in-developing-countries-and-its-effect-on-student-outcomes/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [formative-assessment] ``` This study investigated the violation of local independence assumptions within unidimensional item response theory (IRT) models. Bayesian posterior predictive model checking (PPMC) methods are increasingly being used to investigate multidimensionality in IRT models. The current work proposes a PPMC method for evaluating local dependence in IRT models that are estimated using full-information maximum likelihood. The proposed approach, which was termed as “PPMC assuming posterior normality” (PPMC-N), provides a straightforward method to account for parameter uncertainty in model fit assessment. A simulation study demonstrated the comparability of the PPMC-N and the Bayesian PPMC approach in the detection of local dependence in dichotomous IRT models. See More --- --- ### 7714. Using assessment metadata to quantify the impact of test disengagement on estimates of educational effectiveness ```yaml url: "https://www.nwea.org/research/publication/using-assessment-metadata-to-quantify-the-impact-of-test-disengagement-on-estimates-of-educational-effectiveness/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Wei He"] document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment] ``` Educational stakeholders have long known that students might not be fully engaged when taking an achievement test and that such disengagement could undermine the inferences drawn from observed scores. Thanks to the growing prevalence of computer-based tests and the new forms of metadata they produce, researchers have developed and validated procedures for using item response times to identify responses to items that are likely disengaged. In this study, we examine the impact of two techniques to account for test disengagement—(a) removing unengaged test takers from the sample and (b) adjusting test scores to remove rapidly guessed items—on estimates of school contributions to student growth, achievement gaps, and summer learning loss. Our results indicate that removing disengaged examinees from the sample will likely induce bias in the estimates, although as a whole accounting for disengagement had minimal impact on the metrics we examined. Last, we provide guidance for policy makers and evaluators on how to account for disengagement in their own work and consider the promise and limitations of using achievement test metadata for related purposes. See More --- --- ### 7715. The changing landscape of assessment and accommodation policies ```yaml url: "https://www.nwea.org/research/publication/the-changing-landscape-of-assessment-and-accommodation-policies/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Ayesha K. Hashim"] document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment] ``` Educational assessments must include accommodations in the pursuit of accessibility for all, but the development and drive for accommodations on assessments is everchanging, like a boat drifting between two ports. It seems when accommodations “make shore,” they seem to sit in a unique spot with assessments, like an ecotone of sorts. Accommodations are adopted, but feel transitional, and therefore rarely seem like an organic and fully equal part of an assessment. And then public or industry expectations can change, new technology can arise, and accommodations can drift in a new direction. Let’s review the accommodations landscape— discover the past, highlight our present progress, and uncover new areas to explore. See More --- --- ### 7716. A matter of time: variations in high school course-taking by years-as-EL subgroup ```yaml url: "https://www.nwea.org/research/publication/a-matter-of-time-variations-in-high-school-course-taking-by-years-as-el-subgroup/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Naomi Duran", "Susan Kowalski"] document_url: null doi: null license: null tags: [english-learners] ``` English learners (ELs) lag behind their peers in academic achievement and attainment, partly due to limited exposure to academic content. Prior studies that examine high school course-taking find significant course access gaps between ELs and non-ELs but provide little information on the relation between course-taking and time spent as an EL. This study improves upon previous research by addressing this dimension of heterogeneity and reporting detailed by-subject analyses. I use student-level data (N = 41,343) from a unique district in California with a large number of Chinese and Spanish ELs. I find substantial heterogeneity in general and advanced course-taking based on time spent as an EL. But differences disappear once eighth grade test scores are taken into consideration. See More --- --- ### 7717. Identifying naturally occurring direct assessments of social-emotional competencies: The promise and limitations of survey and assessment disengagement metadata ```yaml url: "https://www.nwea.org/research/publication/identifying-naturally-occurring-direct-assessments-of-social-emotional-competencies-the-promise-and-limitations-of-survey-and-assessment-disengagement-metadata/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Amy Endo"] document_url: null doi: null license: null tags: [formative-assessment, sel] ``` Social-emotional learning (SEL) is gaining increasing attention in education policy and practice due to growing evidence that related constructs are strongly predictive of long-term academic achievement and attainment. However, the work of educators to support SEL is hampered by a lack of available, unbiased measures of related competencies. In this study we conducted a literature review to investigate whether assessment metadata (typically data relevant to how students behave on a test or survey) can provide information on SEL constructs. Implications of this new source of SEL data for practice, policy, and research are discussed. See More --- --- ### 7718. Can item response times provide insight into students’ motivation and self-efficacy in math? An initial application of test metadata to understand students’ social emotional needs ```yaml url: "https://www.nwea.org/research/publication/can-item-response-times-provide-insight-into-students-motivation-and-self%e2%80%90efficacy-in-math-an-initial-application-of-test-metadata-to-understand-students-social-emotional-needs/" type: paper source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2019 date_source: page-meta authors: ["Megan Kuhfeld", "Daniel Long", "Scott J. Peters"] document_url: null doi: null license: null tags: [computer-assisted-learning, math-education, sel] ``` As computer‐based tests become more common, there is a growing wealth of metadata related to examinees’ response processes, which include solution strategies, concentration, and operating speed. One common type of metadata is item response time. While response times have been used extensively to improve estimates of achievement, little work considers whether these metadata may provide useful information on social–emotional constructs. This study uses an analytic example to explore whether metadata might help illuminate such constructs. Specifically, analyses examine whether the amount of time students spend on test items (after accounting for item difficulty and estimates of true achievement), and difficult items in particular, tell us anything about the student’s academic motivation and self‐efficacy. While results do not indicate a strong relationship between mean item durations and these constructs in general, the amount of time students spend on very difficult items is highly correlated with motivation and self‐efficacy. The implications of these findings for using response process metadata to gain information on social–emotional constructs are discussed. See More --- --- ### 7719. Evaluating the relationships between poverty and school performance ```yaml url: "https://www.nwea.org/research/publication/evaluating-the-relationships-between-poverty-and-school-performance/" type: report source: "NWEA Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-08-30 published_date: 2018 date_source: page-meta authors: ["Naomi Duran", "Susan Kowalski"] document_url: null doi: null license: null tags: [] ``` In the report – Evaluating the Relationships Between Poverty and School Performance – we investigate how the heavy weighting of achievement data in the evaluation of U.S. schools clouds how much learning may actually be occurring, particularly in high-poverty communities. While achievement data plays a critical role in tracking student progress, the study shows that growth measures offer a clearer, more accurate picture of learning. The gallery below presents our findings and gives you the chance to explore how your school site compares to schools from the sample. See More --- --- ### 8956. ATS Hub Field Note — Essential Practices for Breakthrough R&D in Education ```yaml url: "https://digitalpromise.dspacedirect.org/items/27bb689f-dd97-4650-a9d3-dcfd6c20bbdd" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-08 date_source: listing authors: ["Higgins, Erin", "Griffiths, Rebecca"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment] ``` To support the development of a robust, coordinated field of education innovation, this field note outlines the essential practices for Breakthrough R&D in Education. The Accelerate, Transform, Scale (ATS) Hub defines breakthrough solutions as novel advances that fundamentally redefine persistent educational challenges and drive system-level change. By adapting the Bridgespan Group’s Strong Field Framework, this field note emphasizes that codifying agreed-upon methods, standards, and processes is a critical step toward maturing the ecosystem. The authors propose ten essential practices for breakthrough R&D that provide a foundational structure for researchers and innovators to align their efforts, foster interdisciplinary collaboration, and build the capacity needed to achieve scalable, transformative improvements in learning outcomes. This document serves as a starting point for the field to refine these standards, measure implementation, and create the conditions necessary for lasting impact across the U.S. education system. --- --- ### 8957. Digital Fluency: Integrating Future-Forward Skills Into Every Career Pathway ```yaml url: "https://digitalpromise.dspacedirect.org/items/2574439a-3a90-422d-80b6-d31caa93636b" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-08 date_source: listing authors: ["Smith, Kimberly", "Young, Viki"] document_url: null doi: null license: null tags: [career-readiness, computer-assisted-learning, digital-promise] ``` Jobs are shifting. As technology proliferates across the employment landscape from automation to artificial intelligence (AI), every job across every sector—from white collar to blue collar—requires technical capabilities. This paper from Digital Promise's Center for Learner Pathway Innovations explores the concept of digital fluency, as coined by Jennifer Sparrow, and expands its five defined components to include cybersecurity, grounded in their rapidly scaling work to design, implement, and support credentialed cybersecurity pathways across the country. Read to learn why digital fluency is a must have for every career pathway in today’s society. --- --- ### 8958. Pause, Collect, Reflect Protocol ```yaml url: "https://digitalpromise.dspacedirect.org/items/12e194a7-3bd6-404c-8ccb-37aa237483d6" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-08 date_source: listing authors: ["Morris, Mallory", "Dunbar, Kyle"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment] ``` This guide provides suggestions for building effective Pause, Collect, and Reflect routines to support the effective implementation of student portfolios to support Portrait of a Graduate assessment. --- --- ### 8959. K-12 AI Infrastructure: Findings from Educator and Developer Outreach ```yaml url: "https://digitalpromise.dspacedirect.org/items/d0b2af67-6d6d-4815-9a34-c7f5f44cb394" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-08 date_source: listing authors: ["Griffiths, Rebecca", "Peters Hinton, Vanessa", "Daal, Shelton", "Pattenhouse, Megan"] document_url: null doi: null license: null tags: [computer-assisted-learning, digital-promise, formative-assessment, k-12] ``` This report presents findings from the K-12 AI Infrastructure Program's outreach to educators, edtech developers, and other stakeholders, conducted during late 2025 to mid-2026. It examines what educators want from AI tools, where current AI applications fall short, how education technology developers are responding, and what public infrastructure is needed to bridge these gaps. Educators want AI systems grounded in their district's curricula, values, and student populations, capable of supporting formative assessment at scale, and able to return time to overburdened staff. However, generic AI tools can undermine curriculum coherence, and student-facing applications raise concerns about effectiveness, wellbeing, and safety. Existing trust proxies, such as certifications, fail to address underlying privacy and fairness issues, while evaluation standards for AI-based edtech remain immature. The report identifies five priority infrastructure gaps: knowledge graphs supporting ambient assessment, child speech recognition and representative voice datasets, longitudinal and holistic student data systems, shared evaluation benchmarks, and context engineering infrastructure. The authors argue that publicly available, modular infrastructure—rather than proprietary, vendor-specific solutions—is needed to help AI tools better align with pedagogical goals while protecting student privacy and serving historically underserved populations. --- --- ### 8960. Powerful Learning with Emerging Technology: Educator Guide ```yaml url: "https://digitalpromise.dspacedirect.org/items/0e5d73f2-5d6b-4546-aa4f-5bb61d130c5f" type: presentation source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-07 date_source: listing authors: ["Pattenhouse, Megan", "Wegmer, Chris", "Windham, Savannah", "Chou, Nancy", "Vollavahn, Andrew", "Foster, AJ", "Noakes, Sierra"] document_url: null doi: null license: null tags: [computer-assisted-learning, digital-promise] ``` While research on AI use in the classroom should be an ongoing commitment, this guide provides educators with research-based foundations for exploring the use of AI in the classroom. Educators can explore questions that resonate with them to learn about what the field currently knows and what research can tell us about when and how to use or not use AI in the classroom. This guide explores emerging research on critical thinking, metacognition, accessibility and how they interact with AI. --- --- ### 8961. Powerful Learning: Fostering Agency, Purpose, and Curiosity Through Connection ```yaml url: "https://digitalpromise.dspacedirect.org/items/52083095-30f8-4be1-a397-3701fa112d14" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-07 date_source: listing authors: ["Anton, Gabriella", "Mills, Kelly", "Jacob, Sharin", "Chou, Nancy", "McNeil, Kelly", "Wegemer, Chris"] document_url: null doi: null license: null tags: [digital-promise] ``` This publication introduces the Powerful Learning Framework to establish a shared guidepost for education stakeholders. It defines Powerful Learning by centering connection, alongside agency, purpose, and curiosity. Synthesizing core theories of how people learn, connection serves as a powerful foundation for developing knowledge, skills, and dispositions, while agency, purpose, and curiosity drive long-term well-being and future readiness. The framework highlights a systems perspective to scale this vision, introducing key factors that shape transformation at the instructional level and systems level. Through vignettes, the publication illustrates Powerful Learning across instructional and system levels, demonstrating how they interact as parts of a connected educational system. --- --- ### 8962. Classroom-Based Experimentation in a Digital Learning Platform ```yaml url: "https://digitalpromise.dspacedirect.org/items/e653fc0c-e8b0-4698-94bc-e05a70c9b97d" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-07 date_source: listing authors: ["Murphy, April"] document_url: null doi: null license: null tags: [computer-assisted-learning, digital-learning-platforms, digital-promise, literacy, math-education, personalized-learning, response-to-intervention] ``` Educational research often struggles to balance laboratory-style control with the real-world scale of authentic classrooms. This paper explores how classroom-embedded, digitally integrated experimentation addresses this tension by generating actionable evidence directly within digital learning environments. Using Carnegie Learning’s MATHia intelligent tutoring system alongside UpGrade—an open-source A/B testing platform—the author highlights three diverse field trials encompassing nearly 100 experiments and hundreds of thousands of students. These include an XPRIZE study on localized personalization, an IES-funded reading readability initiative leveraging Large Language Models (LLMs), and an ongoing project evaluating targeted metacognitive prompts. From these large-scale applications, three foundational insights emerge for optimizing digital education research: seamlessly weaving interventions into daily instruction to eliminate teacher burden, capturing real-time learning metrics through intrinsic system-generated data, and prioritizing small, theory-driven manipulations to isolate specific cognitive mechanisms. While logistical constraints like sequence-dependent timing and varying state curricula present ongoing challenges, the paper concludes that embedding rigorous, focused experiments into adaptive software offers a scalable, non-disruptive framework. This approach simultaneously advances learning science theory and drives iterative, evidence-based development in educational technology. --- --- ### 8963. A Bibliographic Analysis of Digital Learning Platforms as Research Infrastructure ```yaml url: "https://digitalpromise.dspacedirect.org/items/93394faf-5284-4c27-aa46-0ecc900b3fe4" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-07 date_source: listing authors: ["Risha, Zak", "Roschelle, Jeremy"] document_url: null doi: null license: null tags: [computer-assisted-learning, digital-learning-platforms, digital-promise, learning-engineering, response-to-intervention] ``` Modern educational research increasingly relies on large-scale data from digital learning platforms (DLPs) to run experiments and reduce data-collection costs, giving rise to an emerging "DLPs-as-research-infrastructure" subfield. Lacking a dedicated journal or scholarly society, this fragmented community is distributed across diverse venues and disciplines. To map its social ties, intellectual foundations, and adjacent research, we conducted an exploratory, multi-level bibliometric analysis. Using the organizers of the Annual Workshop on A/B Testing and Platform-Enabled Learning Research as a seed corpus, we applied three complementary methods: co-authorship networks, bibliographic coupling, and semantic embeddings via advanced language models. Our findings reveal a small, conceptually coherent, but institutionalized and dispersed subcommunity rooted in diverse intellectual lineages like intelligent tutoring systems and learning analytics. Crucially, network simulation demonstrated that workshop publications serve as vital structural bridges, significantly reducing distance across separate research clusters. This work provides a descriptive snapshot of the DLP-as-research-infrastructure movement and offers a replicable methodological framework for other emerging domains to identify, unify, and scale their scholarly communities. --- --- ### 8964. From Fragmented Data to Actionable Insights: The CICS and Innovare Co-Design Approach to AI-Driven Intervention ```yaml url: "https://digitalpromise.dspacedirect.org/items/b158eb72-5863-4408-b68b-970c29cfea3a" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-08 date_source: listing authors: ["Cocuzza, Beth", "Noakes, Sierra", "Aso, Chioma", "Goldschmidt, Lisa", "Bennett, Kathleen", "Vollavanh, Andrew"] document_url: null doi: null license: null tags: [computer-assisted-learning, digital-promise, learning-engineering, response-to-intervention] ``` This report chronicles the rapid-cycle co-design partnership between Chicago International Charter Schools (CICS) and Innovare, aimed at dismantling data silos to better support freshman success. The collaboration replaced fragmented, time-intensive workflows with a unified On-Track dashboard and an AI-assisted intervention planner, demonstrating how technology can streamline administrative tasks while preserving essential educator judgment. By fostering a high-trust environment, the teams successfully aligned technical infrastructure with research-based school practices, transforming the typical vendor relationship into a responsive, co-designed ecosystem. This case study offers a blueprint for leaders to move beyond simple automation, ensuring that AI-enabled tools actively amplify educator expertise and foster sustainable, data-driven student success. --- --- ### 8965. Designing Student Success Systems Intentionally: How Warwick Public Schools and Panorama Bridge the Gap with Co-Designed Technical Solutions ```yaml url: "https://digitalpromise.dspacedirect.org/items/0cb2aa05-3e3d-4401-a127-f410cde891aa" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-06 date_source: listing authors: ["Cocuzza, Beth", "Noakes, Sierra", "Aso, Chioma", "Goldschmidt, Lisa", "Bennett, Kathleen"] document_url: null doi: null license: null tags: [computer-assisted-learning, digital-promise, learning-engineering, response-to-intervention] ``` This case study examines the collaborative co-design partnership between Warwick Public Schools and Panorama Education to develop more responsive, scalable student success solutions. Recognizing that traditional edtech often fails to align with the unique workflows of educators, the project utilized user-centered design principles to bridge the gap between technological potential and daily classroom practice. By prioritizing equity of voice and shared values, district and vendor teams transformed their relationship from a standard vendor-client transaction into a deep, data-driven partnership focused on actionable insights. The collaboration empowered school staff to more effectively leverage data for targeted interventions, ultimately ensuring that technology serves as a proactive tool rather than a passive administrative burden. This work provides a scalable blueprint for districts nationwide, demonstrating that when educators and providers co-create solutions, they can better prioritize equitable student success and long-term graduation outcomes. --- --- ### 8966. EdTech Procurement Framework ```yaml url: "https://digitalpromise.dspacedirect.org/items/a9dc507c-e4a3-47f1-9750-e5d5ed8410bb" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-06 date_source: listing authors: ["Noakes, Sierra", "Pattenhouse, Megan", "Foster, AJ", "Vollavanh, Andrew"] document_url: null doi: null license: null tags: [digital-promise] ``` The EdTech Procurement Framework provides a six-step process to support education leaders with making informed, evidence-based edtech decisions. The steps—Analyze & Inventory, Discover & Decide, Design & Plan, Mobilize & Implement, Evaluate & Reflect, and Sustain & Scale—guide districts from identifying needs through long-term adoption, providing a structured pathway and supporting resources for improving procurement infrastructure at every stage. --- --- ### 8967. EdTech Quality Indicators Guide: Leveraging the Five EdTech Quality Indicators to save time and money, reduce risk, and improve student outcomes ```yaml url: "https://digitalpromise.dspacedirect.org/items/f1e0fd08-9047-42e7-9a2d-190ccb4d10dd" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-06 date_source: listing authors: ["Digital Promise", "1EdTech", "CAST", "CoSN", "ISTE", "SETDA"] document_url: null doi: null license: null tags: [computer-assisted-learning, digital-promise, learning-engineering, response-to-intervention] ``` Developed by the EdTech Quality Collaborative, the EdTech Quality Indicators Guide helps education leaders bridge the gap across technology selection, piloting, and procurement to support evidence-based decision making. It centers on five core quality indicators—Safety, Evidence, Inclusivity, Usability, and Interoperability—and leverages third-party validations from the EdTech Index to streamline product vetting. The guide outlines a comprehensive, data-driven six-step framework to analyze district needs, pilot interventions, plan rollouts, and evaluate return on investment. It features practical templates and evaluation rubrics designed to optimize resource allocation, reduce risk, and improve student outcomes. --- --- ### 8968. ATS Hub Field Note — AI Model Evaluation ```yaml url: "https://digitalpromise.dspacedirect.org/items/ed855fb2-c4fe-42db-82f6-31cf00b351e4" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-06 date_source: listing authors: ["Li, Warren", "Kurimchak, Melanie", "Whitmer, John"] document_url: null doi: null license: null tags: [computer-assisted-learning, digital-promise, formative-assessment] ``` The rapid integration of Artificial Intelligence into educational technology necessitates a rigorous approach to model evaluation, as the consequences of unchecked AI systems fall heavily on students, educators, and organizations. When AI tools are deployed to individualize learning, score student work, or generate feedback without robust assessment, they risk undermining learning outcomes, particularly for underresourced populations. This field note emphasizes that effective AI evaluation must be anchored in human judgment and established education measurement standards, specifically focusing on validity, reliability, and fairness. While edtech developers face increasing pressure to demonstrate the efficacy of their tools, many lack shared standards for evaluating AI outputs. This document provides a practical framework for assessing AI quality, synthesizing various approaches including human expert review, custom automated evaluation, and standardized benchmarks.As AI evaluation emerges as a top priority across the sector, adopting these structured, evidence-based practices is essential for building trustworthy educational tools that genuinely support teaching and learning, ultimately ensuring that technological innovation advances rather than hinders student success. --- --- ### 8969. ATS Hub Field Note — The UX Design Loop ```yaml url: "https://digitalpromise.dspacedirect.org/items/5790016d-f492-413c-a7c3-92a7a7429b4a" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-06 date_source: listing authors: ["Gartrell, James", "Johnson, Erik"] document_url: null doi: null license: null tags: [digital-promise, formative-assessment] ``` This field note introduces the 5-Phase user experience (UX) Design Loop as a transformative framework for education R&D teams. As AI technologies accelerate development cycles, this methodology helps teams navigate the shift from traditional static design to rapid, code-first prototyping. The loop emphasizes a cyclical, iterative process: aligning on core problems, designing concepts based on user needs, translating ideas into testable interfaces, conducting feedback sessions with real people, and synthesizing insights to drive informed product decisions. By leveraging AI-powered tools like V0 and Cursor, development teams can significantly compress the time from ideation to prototype, allowing greater focus on the critical human-led work of deep understanding and team alignment. The authors further address unique sector-specific challenges, including distinguishing between end-users and purchasers, identifying representative testing environments, and establishing meaningful metrics for small-scale learning. --- --- ### 8972. Thinking Math! by Innovamat ```yaml url: "https://evidenceforessa.org/program/innovamat-2/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [computer-assisted-learning, formative-assessment, k-12, math-education, personalized-learning, professional-development] ``` Innovamat’s core curriculum, Thinking Math!, is a PreK-8 mathematics program grounded in socio-constructivist principles. It aims to develop conceptual understanding, mathematical fluency, problem-solving, and mathematical reasoning. The curriculum is built around research-based learning progressions, a Concrete-Pictorial-Abstract model, and rich mathematical activities designed to connect concepts, interleave and space practice for long-term retention, and provide meaningful contexts for learning. Teachers receive detailed lesson guides, access to a digital platform for lesson planning and progress monitoring, a set of manipulative materials, student logbooks, and an adaptive student application for individualized practice. The program includes ongoing professional development and coaching from dedicated math content specialists. --- --- ### 8973. Edpuzzle Originals ```yaml url: "https://evidenceforessa.org/program/edpuzzle-originals/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [digital-learning-platforms, formative-assessment, learning-engineering, literacy, math-education, personalized-learning] ``` Edpuzzle is an interactive learning platform that transforms how educators deliver video-based instruction by turning passive viewing into active learning experiences. The platform enables teachers to make content – including videos, slides, and quizzes – interactive by weaving in questions, commentary, and engaging elements at precise moments throughout the material, or quickly choose ready-to-go standards-aligned content. Teachers have access to customization tools that let them edit their assignments to fit their specific needs, such as adding audio notes or strategically placing different question types like multiple-choice or open-ended prompts. Edpuzzle Originals are ready-made, professionally-developed lessons that align with Common Core standards while still allowing teachers to adapt the lessons to their unique classroom requirements. Edpuzzle provides comprehensive insight into student learning as well. Educators can see exactly how students interact with content by tracking viewing habits, identifying where students struggle, and measuring comprehension through embedded assessments. This data-driven approach supports differentiation and personalized instruction. Edpuzzle is compatible with the flipped classroom model, distance learning, and traditional face-to-face instruction. Teachers can integrate Edpuzzle with existing learning management systems for assigning and grading. Whether used to support elementary math concepts, high school literature analysis, or many other instructional contexts, Edpuzzle can be incorporated by educators as a tool to present content and activities across a range of grade levels and subject areas, allowing teachers to adapt its use based on students’ needs and instructional goals. --- --- ### 8974. Teachers Involve Parents in Schoolwork (TIPS) ```yaml url: "https://evidenceforessa.org/program/teachers-involve-parents-in-schoolwork-tips/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [k-12, math-education] ``` Teachers Involve Parents in Schoolwork (TIPS) is a researcher and educator-designed, implemented and tested partnership process for teachers to regularly keep families involved in their children's education. Through TIPS’ interactive homework, teachers provide students assignments that require them to talk to someone at home about something interesting that they are learning in class; helping to keep school on the agenda at home so that children know their parents believe schoolwork and homework are important and worth talking about. TIPS has interactive homework activities broken out by grade level (i.e., elementary, middle and high school) and subjects (i.e., language arts, math and science). --- --- ### 8979. Cultivating Math Mindsets: Teaching Practices That Enable Equitable Classroom Learning ```yaml url: "https://learningpolicyinstitute.org/product/cultivating-math-mindsets-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-06-10 date_source: listing authors: ["Heather Price", "Julie Fitz"] document_url: null doi: null license: null tags: [k-12, lpi, math-education, student-belonging] ``` Steep declines in math achievement driven by COVID-19-era school disruptions have renewed interest in improving math instruction. A study of 10 California middle school teachers identifies the classroom conditions needed for students to thrive as math learners: positive relationships, a sense of belonging, growth mindsets, and high-quality instruction. --- --- ### 8980. Adolescence and the Reimagined High School: Scientific Perspectives on Development, Learning, and Civic Reasoning ```yaml url: "https://learningpolicyinstitute.org/product/gdtf-adolescence-reimagined-high-school" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-05-07 date_source: listing authors: ["Mary Helen Immordino-Yang", "Linda Darling-Hammond", "Douglas Knecht"] document_url: null doi: null license: null tags: [k-12, lpi] ``` Research points to adolescence as a critical period of opportunity and development. School design that centers relationships, meaningful inquiry, civic reasoning, and identity development can foster powerful adolescent learning. Policies supporting systemic and structural redesign across California can create environments that honor adolescents’ needs and help develop their full potential. --- --- ### 8981. Multilingual Learners of English: Progress of California's English Learners and the Resources That Support Their Educational Achievements ```yaml url: "https://learningpolicyinstitute.org/product/gdtf-multilingual-learners-english" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-05-07 date_source: listing authors: ["Dion Burns", "Heather Price"] document_url: null doi: null license: null tags: [english-learners, lpi] ``` Over the past two decades, California has implemented policy reforms to support multilingual learners of English. New research provides an overview of the state's progress, examines remaining challenges, and provides policy recommendations for key actors in the state. --- --- ### 8982. California Principals: Trends in Supply, Preparation, Distribution, Retention, and Turnover ```yaml url: "https://learningpolicyinstitute.org/product/gdtf-california-principals-trends" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-05-07 date_source: listing authors: ["Nicole Arshan", "Linda Darling-Hammond", "Wesley Wei"] document_url: null doi: null license: null tags: [lpi, sel] ``` Research confirms that principal turnover negatively impacts student achievement and teacher retention. A California-focused analysis of statewide data examines trends in principal preparation, experience, and distribution, identifying key school, district, and principal characteristics associated with turnover across the state. --- --- ### 8983. California Schools’ Revenue Sources and Constraints ```yaml url: "https://learningpolicyinstitute.org/product/gdtf-california-schools-revenue" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-05-07 date_source: listing authors: ["Jonathan Kaplan", "Efrain Mercado Jr."] document_url: null doi: null license: null tags: [k-12, lpi] ``` California's revenue system critically shapes TK-12 funding for nearly six million students. State and local revenue constraints create instability and limit adequate support. This report examines where education funding comes from, why it fluctuates, how it is allocated, and how it can be improved. --- --- ### 8984. California Community Schools: Past, Present, and Early Impacts of the California Community Schools Partnership Program ```yaml url: "https://learningpolicyinstitute.org/product/gdtf-california-community-schools" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-05-07 date_source: listing authors: ["Laura E. Hernández", "Walker Swain", "Anna Maier"] document_url: null doi: null license: null tags: [attendance, english-learners, lpi, school-discipline] ``` California’s historic investment in community schools is showing promising early results. Participating schools reduced chronic absenteeism and suspensions, improved academic outcomes, and produced particularly strong gains for Black students, English learners, and students from low-income families—offering evidence that community schools can help close long-standing opportunity gaps. --- --- ### 8985. California’s Teacher Shortages: Trends in Supply, Demand, and Turnover ```yaml url: "https://learningpolicyinstitute.org/product/gdtf-californias-teacher-shortages-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-06-30 date_source: listing authors: ["Melanie Leung-Gagné", "Lucy Sorensen", "Tara Kini", "Susan Kemper Patrick", "Desiree Carver-Thomas", "Tiffany S. Tan", "Linda Darling-Hammond", "Thomas M. Smith", "Yiwang Li"] document_url: null doi: null license: null tags: [career-readiness, lpi] ``` California's teacher shortage crisis has tripled the number of teachers practicing with substandard credentials since 2012–13, disproportionately impacting students of color and low-income communities. While recent state investments have increased well-prepared teachers significantly, many programs are sunsetting. Sustained, coordinated policy action is needed to stabilize the state’s workforce. --- --- ### 8986. Teacher Residencies in California: Enrollment, Preparation, and Outcomes of Residency-Prepared Teachers ```yaml url: "https://learningpolicyinstitute.org/product/ca-teacher-residencies-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-06-22 date_source: listing authors: ["Susan Kemper Patrick", "Tiffany S. Tan", "Julie Fitz", "Cathy Yun"] document_url: null doi: null license: null tags: [career-readiness, formative-assessment, lpi] ``` California’s investment in teacher residencies has led to the recruitment and retention of a racially and ethnically diverse teacher workforce with higher passing rates on the state assessment and higher entry rates into the profession than other preparation pathways. Through residencies, candidates receive financial support and year-long guidance from a mentor in the classroom, while completing coursework. --- --- ### 8987. An Overview of Teacher Shortages: 2026 ```yaml url: "https://learningpolicyinstitute.org/product/state-teacher-shortages-2026-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-07-13 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, lpi] ``` For three consecutive years, a scan of teacher shortages shows increases in the combined estimated number of unfilled positions and positions filled by teachers who are not fully certified. Learn about the latest trends and evidence-based strategies to build a stronger, more stable teacher workforce. --- --- ### 8988. Preparing and Supporting Early Childhood Educators ```yaml url: "https://learningpolicyinstitute.org/product/preparing-supporting-early-childhood-educators-factsheet" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-06-22 date_source: listing authors: null document_url: null doi: null license: null tags: [career-readiness, early-childhood, lpi] ``` Well-prepared, well-supported early childhood educators are essential to high-quality learning experiences for young children. Building that workforce depends on strong educator preparation, effective recruitment and retention strategies, and supportive state policies. --- --- ### 8989. Evaluation of KIPP Atlanta Schools ```yaml url: "https://www.mathematica.org/publications/evaluation-of-kipp-atlanta-schools" type: report source: "Mathematica" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2026-06-30 date_source: listing authors: ["Alicia Demers", "Ira Nichols-Barrer", "Maria Bartlett", "Adam Korte", "Philip Gleason"] document_url: null doi: null license: null tags: [career-readiness, college-access] ``` This evaluation examines how KIPP Atlanta Schools influences academic achievement and long-term student success, including college enrollment, persistence, credential completion, and workforce outcomes. --- --- ### 8992. Teacher-Delivered Behavioral Interventions in Grades K-5 ```yaml url: "https://ies.ed.gov/ncee/WWC/PracticeGuide/31" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2024-12 date_source: listing authors: null document_url: null doi: null license: null tags: [k-12, rct, response-to-intervention, sel, wwc] ``` This practice guide provides teachers with seven recommendations for implementing low-intensity behavioral interventions in grade K–5 classrooms to support students in demonstrating expected behaviors in the classroom so that students and their classmates can engage in learning. --- --- ### 8993. Dropout Prevention ```yaml url: "https://ies.ed.gov/ncee/WWC/PracticeGuide/9" type: framework source: "What Works Clearinghouse" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-30 published_date: 2008-08 date_source: listing authors: null document_url: null doi: null license: null tags: [dropout-prevention, k-12, wwc] ``` Geared toward educators, administrators, and policymakers, this guide provides recommendations that focus on reducing high school dropout rates. --- --- ### 8994. Families and Schools Together (FAST) ```yaml url: "https://evidenceforessa.org/program/families-and-schools-together-fast/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-31 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [professional-development] ``` Families and Schools Together (FAST) partners with community-based organizations and schools across the U.S. to provide training, support, and technical assistance for their FAST Program and FAST Institute. The FAST Program meets for weekly 2.5-hour in-person or virtual sessions over an 8 - 10-week cycle. During these sessions, a trained FAST Team of local parents, youth (for middle and high school levels only), educators, and mental health and other community professionals facilitates and provides coaching and support to participating families engaging in special play/conversation time with their children and other participating families. The FAST Institute provides training and coaching for family engagement professionals, educators, and staff on best practices in teacher training and family and community engagement through an equity-focused approach. During these sessions, facilitators/coaches and participants review key research, discuss best practices and share tools and strategies school staff can use daily when working with families through group discussions and hands-on approaches. --- --- ### 8995. Parent Teacher Home Visits ```yaml url: "https://evidenceforessa.org/program/parent-teacher-home-visits/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-31 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [response-to-intervention] ``` Parent Teacher Home Visits model was co-created by parents and educators using the community organizing principles of shared leadership. Participating teachers conduct 30-40 minute home visits in which educators listen, ask questions, and make observations that they can take back to their classrooms to improve instruction for the learner. As a two-visit model, PTHV encourages the first relationship-building visit to occur in the summer or early fall, followed by ongoing communication throughout the year and a second visit that focuses on academics or any other relevant issue to the student or family. The PTHV model has five non-negotiables: Visits are voluntary and arranged in advance Teachers are trained and compensated for visits Visits focus on hopes and dreams Educators visit a cross-section of students (not a targeted intervention) Educators go in pairs and reflect --- --- ### 8996. Connect Science ```yaml url: "https://evidenceforessa.org/program/connect-science/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-31 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [] ``` Connect Science is a curricular approach designed to prepare teachers to use Next Generation Science Standards (NGSS) instructional practices, teach social and collaborative skills, and facilitate a service-learning experience in their science class. The sequence of 31 lessons are typically taught over 14 weeks or more; they replace existing fourth grade science units and can be integrated with other content instruction. --- --- ### 8997. SaferSanerSchools Whole-School Change ```yaml url: "https://evidenceforessa.org/program/safersanerschools-whole-school-change/" type: report source: "Evidence for ESSA" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-08-31 published_date: null date_source: n/a authors: null document_url: null doi: null license: null tags: [] ``` The SaferSanerSchools™ Whole-School Change program is disseminated though the International Institute for Restorative Practices (IIRP). It is grounded in 11 essential elements that center around the importance of communication, responsibility, restoration, and separating the “deed” from the “doer.” It requires all school staff to learn how to enact the key elements with an aim of increasing understanding of how one’s actions affect others and more broadly creating a better school climate. --- --- ### 9002. Teacher Residencies in California: Enrollment, Preparation, and Outcomes of Residency-Prepared Teachers ```yaml url: "https://learningpolicyinstitute.org/product/ca-teacher-residencies-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-09-14 published_date: 2026-09-09 date_source: listing authors: ["Susan Kemper Patrick", "Tiffany S. Tan", "Julie Fitz", "Cathy Yun"] document_url: null doi: null license: null tags: [career-readiness, formative-assessment, lpi, professional-development] ``` California’s investment in teacher residencies has led to the recruitment and retention of a racially and ethnically diverse teacher workforce with higher passing rates on the state assessment and higher entry rates into the profession than other preparation pathways. Through residencies, candidates receive financial support and year-long guidance from a mentor in the classroom, while completing coursework. --- --- ### 9003. Investments to Support Students Experiencing Homelessness: A Decade of Policy, A Decade of Progress in Washington State ```yaml url: "https://learningpolicyinstitute.org/product/wa-state-policy-support-students-homelessness-report" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-09-14 published_date: 2026-09-08 date_source: listing authors: ["Dion Burns", "Jennifer A. Bland", "Jonathan Kaplan", "Patrick M. Shields"] document_url: null doi: null license: null tags: [dropout-prevention, k-12, lpi] ``` More than 1.5 million U.S. students experienced homelessness in 2023–24, yet federal McKinney-Vento funding, which provides housing and educational protections for people experiencing homelessness, has limited reach. Washington is among the few states that provide funding beyond McKinney-Vento. As a result, the state is seeing improved identification, school stability, and graduation rates. --- --- ### 9004. Investments to Support Students Experiencing Homelessness: A Decade of Policy, A Decade of Progress in Washington State ```yaml url: "https://learningpolicyinstitute.org/product/wa-state-policy-support-students-homelessness-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-09-14 published_date: 2026-09-08 date_source: listing authors: ["Dion Burns", "Jennifer A. Bland", "Jonathan Kaplan", "Patrick M. Shields"] document_url: null doi: null license: null tags: [dropout-prevention, k-12, lpi] ``` More than 1.5 million U.S. students experienced homelessness in 2023–24, yet federal McKinney-Vento funding, which provides housing and educational protections for people experiencing homelessness, has limited reach. Washington is among the few states that provide funding beyond McKinney-Vento. As a result, the state is seeing improved identification, school stability, and graduation rates. --- --- ### 9006. Data for Improvement and Data for Accountability: Considerations for State Boards ```yaml url: "https://consortium.uchicago.edu/publications/data-for-improvement-and-data-for-accountability" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-09-14 published_date: 2026-09 date_source: listing authors: ["Elaine Allensworth"] document_url: null doi: null license: null tags: [dropout-prevention, k-12, learning-engineering] ``` State accountability systems are designed with the goal of furthering student learning, but the metrics they rely on often differ fundamentally from the data that actually drives school improvement. This article distinguishes between data used for public accountability and data used for school improvement, to help decision-makers deepen their holistic understanding of indicators of student progress. Effective improvement data must be timely, clear, malleable, and predictive—properties that annual standardized accountability metrics frequently lack. Standardized test scores, for instance, change so slowly that even schools making exceptional gains may appear stagnant, while high-level outcome measures like graduation rates offer little actionable guidance for educators working within a school year. The article examines how malleability and predictive validity should serve as non-negotiable criteria when selecting accountability indicators, and describes the potential risks of bringing school-level improvement data into public accountability frameworks, where the pressure to perform can suppress honest inquiry and incentivize superficial fixes. State boards of education are encouraged to seek evidence of both malleability and predictive power for any proposed indicator, set realistic annual targets grounded in what schools can genuinely achieve, and invest in the data infrastructure and collaborative time that meaningful improvement requires. When state boards treat accountability metrics as tools rather than labels—asking not just whether a number moved, but what it means and what conditions shape it—they can build educational ecosystems that serve both transparency and genuine school improvement. --- --- ### 9007. Identifying Indicators to Support Educational Attainment for Different Groups of English Learners in High School ```yaml url: "https://consortium.uchicago.edu/publications/identifying-indicators-to-support-educational-attainment-for-different-groups-of-english-learners-in-high-school" type: paper source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-09-14 published_date: 2026-08 date_source: listing authors: ["Elaine Allensworth", "Marisa de la Torre", "Kaitlyn Franklin", "Jinqing Xu"] document_url: null doi: null license: null tags: [attendance, college-access, english-learners, k-12, longitudinal] ``` This study examines a broad array of potential indicators for early warning and college readiness indicator systems (e.g., indicators made from English proficiency tests, grades, attendance, discipline records, and standardized test scores) for different groups of English Learners in high school. Using data from 2008 through 2021 from the Chicago Public Schools, the study follows cohorts of students from eighth grade through college graduation, running exploratory analyses through logistic regression analyses and confirmatory analyses with omitted cohorts and machine learning methods. The study identifies ways of modifying indicator systems to better serve particular groups of English Learners and to focus practices so that students are more likely to graduate high school and earn college degrees. --- --- ### 9008. What We Know About Learning ```yaml url: "https://consortium.uchicago.edu/publications/what-we-know-about-learning" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-09-14 published_date: 2026-06 date_source: listing authors: ["Shanette Porter", "Maisie Gholson"] document_url: null doi: null license: null tags: [math-education] ``` Mathematics education is a gatekeeper to academic opportunity that disproportionately affects students from historically marginalized communities. This chapter critiques the dominant research paradigms for understanding mathematics learning and argues for a shift toward interdisciplinary and asset-based approaches. Specific examples, frameworks, and recommendations are offered for researchers and other stakeholders seeking to reimagine the role of research in shaping mathematics education."What We Know About Learning: Taking Responsibility for Interdisciplinary Complexity in Educating Youth in Mathematics" is chapter 7 of Handbook of Race, Equity, and Asset-Based Research in Educational Psychology, edited by Francesca A. López, Jessica T. DeCuir-Gunby, DeLeon L. Gray. The full book is available from Routledge Press. --- --- ### 9009. Building Networks, Sharing Expertise: How Technology-Mediated Lesson Study Connects Rural Science Teachers ```yaml url: "https://www.wested.org/resource/building-networks-sharing-expertise/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-09-14 published_date: 2026 date_source: page-meta authors: ["Rasha Elsayed", "Cathy Ringstaff", "Rebecca Sansom"] document_url: null doi: null license: null tags: [computer-assisted-learning, longitudinal, professional-development] ``` This WestEd brief shows how technology-mediated lesson study builds professional networks among rural science teachers, backed by longitudinal network analysis. --- --- ### 9010. Bridging Geographic Distance: Technology-Mediated Lesson Study for Rural Science Teachers ```yaml url: "https://www.wested.org/resource/bridging-geographic-distance/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-09-14 published_date: 2026 date_source: page-meta authors: ["Rasha Elsayed", "Cathy Ringstaff", "Rebecca Sansom"] document_url: null doi: null license: null tags: [computer-assisted-learning, professional-development] ``` This WestEd brief introduces technology-mediated lesson study, a practical five-step model that helps rural science teachers collaborate across distance. --- --- ### 9013. Charter School Authorizer Practices and Evaluations in Florida: A Report Funded by the MIT Blueprint Charter Research Collaborative ```yaml url: "https://www.wested.org/resource/charter-school-authorizer-practices-and-evaluations-in-florida/" type: report source: "WestEd" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-09-14 published_date: 2026 date_source: page-meta authors: ["Olivia Szendey", "Kelly Wynveen"] document_url: null doi: null license: null tags: [k-12] ``` This WestEd report examines whether Florida's charter school application evaluation instrument predicts long-term school outcomes, finding stronger links to closure risk than accountability performance. --- --- ### 9018. Performing Is Not Teaching: What the Evidence Says About Reading Fluency Practices for Emergent Bilinguals ```yaml url: "https://digitalpromise.dspacedirect.org/items/15a5fbd1-f9eb-4ba5-a160-4d17c12dfe74" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-09-20 published_date: 2026-09 date_source: listing authors: ["Taboada Barber, Ana", "Urbano Aguilar, Sonia", "Lopez Rodriguez, Alexandra", "Pan, Yuanke"] document_url: null doi: null license: null tags: [digital-promise, english-learners, k-12, literacy] ``` This paper synthesizes evidence from eleven research studies to evaluate reading fluency practices for emergent bilinguals in elementary grades. The most consistently supported practices across the literature are repeated reading, fluent reading modeling or assisted reading, and immediate corrective or progress feedback. These practices are most effective when instruction is explicit, structured, and delivered using appropriately challenging, meaningful texts. For emergent bilinguals specifically, the evidence supports integrating oral reading practice with vocabulary and oral-language support and, where appropriate, primary-language scaffolding. The review also highlights a notable mismatch regarding Readers’ Theater: while widely used in classrooms, the limited research base makes it difficult to isolate benefits attributable specifically to its performance elements beyond the repeated reading and other supports embedded within the routine. Additionally, the paper identifies a widespread “prosody gap,” with limited explicit instructional guidance in phrasing, rhythm, and expression for multilingual learners. Ultimately, the authors advocate for scaffolded repeated reading routines paired with meaningful, appropriately challenging texts and innovative technologies to foster equitable reading development for emergent bilinguals. --- --- ### 9019. Beyond Participation: The Capacities That Shape Engagement in Collaborative Innovation ```yaml url: "https://digitalpromise.dspacedirect.org/items/e933ec0e-f153-4046-842b-61b696b00ba2" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-09-20 published_date: 2026-09 date_source: listing authors: ["White, Latia"] document_url: null doi: null license: null tags: [digital-promise] ``` Meaningful participation in education research and development requires more than inviting students, families, educators, and community members to contribute. This study examines the capacities and conditions that supported full participation in Collaborative Innovation, the Center for Learner Innovation Pathway’s (CLPI) structured approach to co-research and co-design. Drawing on structured reflections from CLPI researchers and program designers, the study identifies the skills, knowledge, and dispositions demonstrated by partners and the CLPI team and examines how program design and project conditions shaped engagement. Findings show that meaningful participation depended on complementary forms of expertise, opportunities for partners to take on substantive roles, staff facilitation that scaffolded rather than displaced partner leadership, and conditions such as protected time, clear expectations, trusted relationships, and flexible structures. The study also finds that capacity building emerged less as a discrete activity than as an outcome of participating in inquiry, reflection, decision-making, and co-design. The report offers practical lessons for researchers, designers, facilitators, and organizations seeking to move beyond representation toward shared ownership and co-leadership. --- --- ### 9020. Participatory Evaluation: The Capacities That Shape Engagement ```yaml url: "https://digitalpromise.dspacedirect.org/items/6a19cbce-04f2-4a90-a5cc-d4eeb4f8b152" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-09-20 published_date: 2026-09 date_source: listing authors: ["White, Latia", "Gaviria, Grecia", "Frausto, Alicia"] document_url: null doi: null license: null tags: [digital-promise] ``` Participatory evaluation offers a powerful approach to program evaluation by engaging partners as active contributors to inquiry rather than passive data sources. Yet little is known about what capacities — on the part of both partners and researchers — make meaningful participation possible in formal evaluation contexts. This study draws on structured reflections from Digital Promise’s Center for Learner Pathway Innovations researchers and evaluators across several educational program evaluations to examine the skills, knowledge, and dispositions that shaped engagement in participatory evaluation. Findings reveal that partner capacities are centered on data engagement, contextual expertise, and improvement orientation, while researcher capacities are centered on relational groundwork, facilitation, and emergent programmatic knowledge. Analysis of how the Collaborative Innovation core tenets appeared across projects suggests that participatory evaluation most readily supports engagement and interpretation, while deeper shifts in co-ownership and in the definition of progress remain areas for continued development. Implications for evaluation design and researcher practice are discussed. --- --- ### 9021. Equity-Focused High School Alumni Connections: A Design Guide for Alumni Surveys ```yaml url: "https://digitalpromise.dspacedirect.org/items/ad6d75e6-2c32-463b-9554-1e8260f2da48" type: report source: "Digital Promise" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-09-20 published_date: 2026-09 date_source: listing authors: ["Daal, Shelton", "Leones, Tiffany", "Iwatani, Emi"] document_url: null doi: null license: null tags: [digital-promise, k-12] ``` Developed by Digital Promise in partnership with SAP and the Learner-Centered Collaborative, this design guide serves as a practical toolkit for K-12 school and district leaders seeking to launch equity-focused alumni surveys. The guide details a collaborative co-design approach piloted and refined with multiple school and district partners between 2021 and 2025. Utilizing this Alumni Survey model leverages the lived experiences of students, staff, families, and graduates shifting educational research from designing for communities to designing with them. Central to the resource is a comprehensive nine-step technical roadmap that navigates teams through the survey design and launch so that their efforts translate into genuine institutional change. Real-world impact stories from partner districts illustrate how they have used their alumni data to transform their programs, address educational equity, and improve student outcomes. This guide concludes with strategic recommendations for educational leaders and researchers interested in maximizing the value of alumni feedback. --- --- ### 9022. Falling Short on Newcomers: A Report Card on How Well States Support Newly Arrived Immigrant Students ```yaml url: "https://edtrust.org/rti/falling-short-on-newcomers-a-report-card/" type: report source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-09-20 published_date: 2025-08-21 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, k-12] ``` A fifty-state scan of the policies that shape the education of newcomer students — youth new to the U.S. school system, a group that includes refugees, asylees, unaccompanied minors and students with limited or interrupted formal education. Each state education agency and the District of Columbia is graded on three criteria: the terminology used to define and identify newcomers, the data collected about them, and state-level funding beyond federal Title III grants. No agency scored higher than a C+ and the large majority received a D+ or below, with Minnesota, Massachusetts, Oregon and Washington the only states at C or above and five states earning an F; the report closes with recommendations for state leaders on definitions, data collection and dedicated funding. --- --- ### 9023. An Educator’s Checklist for Supporting Immigrant Students in Schools ```yaml url: "https://edtrust.org/rti/an-educators-checklist-for-supporting-immigrant-students/" type: framework source: "The Education Trust" url_confirmed: true description_inferred: false description_source: llm-summary date_added: 2026-09-20 published_date: 2025-08-06 date_source: listing authors: null document_url: null doi: null license: null tags: [edtrust, k-12] ``` A guide for educators and advocates, produced by The Century Foundation with the National Education Association, the American Federation of Teachers, the National Immigration Law Center and other partners, setting out five actions to request of school leadership in order to protect the learning environment from fear and unnecessary immigration enforcement. It argues that the removal of school-based protections against immigration enforcement, and the presence or even the rumor of immigration agents near schools, can keep students home and deter families from engaging in their child's learning, despite federal law protecting the right to a free public education regardless of citizenship status. --- --- ### 9025. Cultivating Math Mindsets: State and District Policies That Support Teachers and Student Learning ```yaml url: "https://learningpolicyinstitute.org/product/cultivating-math-mindsets-policy-brief" type: report source: "Learning Policy Institute" url_confirmed: true description_inferred: false description_source: listing date_added: 2026-09-20 published_date: 2026-09-18 date_source: listing authors: ["Julie Fitz", "Heather Price"] document_url: null doi: null license: null tags: [k-12, lpi, math-education] ``` The United States persistently falls behind other countries in math achievement, and students are increasingly disengaged. As states adopt new instructional materials, supporting teachers in cultivating classroom environments is essential. This brief examines case studies of 10 middle school math teachers and the school- and district-level factors that enabled or impeded efforts. --- --- ### 9027. The Landscape of Career Readiness Opportunities in Chicago Public Schools ```yaml url: "https://consortium.uchicago.edu/publications/the-landscape-of-career-readiness-opportunities-in-chicago-public-schools" type: report source: "UChicago Consortium on School Research" url_confirmed: true description_inferred: false description_source: page-abstract date_added: 2026-09-20 published_date: 2026-09 date_source: listing authors: ["Sarah Cashdollar", "Laura Davis", "Amy Arneson", "Gertrude Bakalus", "Raisa Blazquez", "Kaitlyn Franklin", "Mahnoor Arif"] document_url: null doi: null license: null tags: [career-readiness, college-access, k-12] ``` This is the first report from a two-phase study of career readiness opportunities in Chicago Public Schools (CPS) by the Illinois Workforce and Education Research Collaborative (IWERC) and the University of Chicago Consortium on School Research. This report lays the groundwork for understanding equity of access to career readiness opportunities in Chicago. Forthcoming reports from this series will look at the outcomes related to participation.This landscape study describes CPS’s vision and enactment of “career-connected learning” (CCL), a framework initiated in 2017, which aims to unify college preparatory and career readiness activities districtwide. Chicago is one of many districts in Illinois and nationally working to establish and implement a modern CCL framework. These efforts have largely outpaced research and community knowledge on the current state of career readiness opportunities in high schools. Our study begins to fill these gaps using novel district data which includes, not only student participation in career and technical education (CTE), but also on work-based learning (WBL) and advising activities, including the district’s Learn.Plan.Succeed. (LPS) Initiative, combined with interviews, document reviews, and student responses to the 5Essentials Survey. ---