This brief from TNTP focuses on evidence that learning acceleration not remediation could be key to unwinding generations-old academic inequities the COVID-19 pandemic has only exacerbated.
This brief from the Council of the Great City Schools focuses on the instructional challenges posed by school closures and presents district curriculum leaders and staff with an instructional framework for addressing unfinished learning and learning losses.
This journal article from Reading Horizons explores the relationship between reading proficiency and cultural relevance of text for third grade English Language Learners (ELLs).
This brief from Network for College Success presents a discussion protocol which connects with the research findings in the UChicago Consortium research brief.
This report from the Learning Policy Institute identifies and reviews 35 studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes.
This journal article from the Applied Developmental Science journal discusses the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research.