This journal article from the Center for Healthy Minds at the University of Wisconsin–Madison provides estimates of school system employee stress, anxiety, and depression during the COVID-19 pandemic.
This report from Regional Educational Laboratory Midwest examines data from 17 Illinois districts over five years and demonstrates how learning changed in both mathematics and reading for students in grades 3–8, as well as how these changes varied across student characteristics and district size.
This brief from the UChicago Consortium on School Research outlines seven lessons learned from collaborating closely with families to sustain student learning and development under the new context became paramount for educators.
This curriculum from Chicago Public Schools was built in partnership with hundreds of CPS teachers and is the subject of the Chicago Skyline Early Literacy study.
This report examines the extent to which US teacher education programs prepare teacher candidates to promote their own and their students' social-emotional competence.
This journal article from Reading Horizons examines 13 preschool to third-grade teachers’ experiences reading and discussing culturally relevant texts (CRTs) with their students.