This journal article examines the perceptions of educators in providing virtual curriculum in PA, PE, and nutrition education during the COVID-19 pandemic.
Research on Education Strategies to
Advance Recovery and Turnaround
#HealthyKidsQuarantined: Supporting Schools and Families With Virtual Physical Activity, Physical Education, and Nutrition Education During the Coronavirus Pandemic
Does a Social-Emotional Program Impact Academic Performance Differently in a Virtual versus In-Person Instructional Environment?
This dissertation explores the impact of a virtual social-emotional program compared to an in-person social-emotional program.
Development of a Brief Group CBT Intervention to Reduce COVID-19 Related Distress Among School-Age Youth
This journal article describes the design, development, and deployment of the Coping with COVID-19 program to address the mental health needs of students in the context of the pandemic
This book presents social science research that explores how schools navigated the disruption caused by the COVID-19 pandemic from March 2020 through the 2020-21 school year.
The Promise of Tutoring for PreK–12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence
This article presents results from a systematic review and meta-analysis of tutoring field experiments.
Integrated Student Support Intervention Mitigates the Adverse Impact of School Mobility on Middle School Students' Achievement and Behavior
This journal article investigates the effect of a school-based integrated student support intervention – City Connects – on the achievement and behavior of middle school students who experience school mobility.
Long-term effects of integrated student support: the relation of an elementary school intervention with postsecondary enrollment and completion
This journal article examines the long-term relation between an Integrated Student Support (ISS) intervention and postsecondary enrollment and completion for predominantly low-income students of color.
This journal article examines the link between participation in a comprehensive elementary school student support intervention and high school dropout.
Can Community and School-Based Supports Improve the Achievement of First-Generation Immigrant Children Attending High-Poverty Schools?
This article explores the effects of a student support intervention on the math and reading achievement of first-generation immigrant children attending high-poverty, urban elementary schools.
Leveraging integrated student support to identify and address COVID-19-related needs for students, families, and teachers
This journal article examines how an evidenced-based, integrated student support intervention responded to systematically identify and address the academic and nonacademic needs of students and families in 94 high-poverty, urban schools