This report demonstrate how districts in California approached a range of educational challenges in ways that recognized and explicitly addressed disparities in opportunities and outcomes, even in the midst of a debilitating pandemic.
Research on Education Strategies to
Advance Recovery and Turnaround
This report shares findings from interviews about how schools supported students with disabilities during the 2020 school year.
This report provides results of in-depth interviews of leaders on the ground during the early pandemic years in six school systems.
#HealthyKidsQuarantined: Supporting Schools and Families With Virtual Physical Activity, Physical Education, and Nutrition Education During the Coronavirus Pandemic
This journal article examines the perceptions of educators in providing virtual curriculum in PA, PE, and nutrition education during the COVID-19 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 report presents school district leaders' views about staff turnover, hiring, and districts' financial outlooks at the end of the 2020–2021 school year.
School Districts Have Expanded Their Nonacademic Services for 2021–2022, While Academic Offerings Remain Much the Same
This report summarizes key findings from the third American School District Panel Survey.
This report shares the variations in district remote learning plans across the four states included in the study.
COVID-19 Showed Us How Important It Is to Focus on Adolescent Well-Being: Here Is What School Systems Should Do
This report shares the results of longitudinal interviews with teachers and parents across four school systems in New England between January and June 2021.