Practitioner

Variations in District Strategies for Remote Learning During the COVID-19 Pandemic

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.

COVID-19 and the Classroom: How Schools Navigated the Great Disruption

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.

Teachers and tutors together: Reimagining literacy instruction in Oakland

This report presents findings from an in-depth look at early literacy tutoring in Oakland Unified School District.

ESSER Funding Cliff Toolkit: Data-Driven Financial Decision Making for Post-ESSER Spending

This toolkit provides school leaders with relevant information and data around ESSER expenditures and student outcomes.

Virtual Tutoring Use and Student Achievement Growth

This report analyzes evidence on the usage of an online tutoring platform and the relationship between usage and student achievement growth.

Gender Differences in Remote Learning amid COVID-19

This report explores potential gender differences in remote learning during COVID-19.

School Pulse Panel: Responses to the Pandemic and Efforts Toward Recovery

The School Pulse Panel (SPP) is a monthly data collection of vital information in public education. Beginning in the 2023–24 school year, SPP is expanding to collect data on a range of topics that have relevance for federal policymakers, stakeholders within the U.S. Department of Education, public school leaders across the country, and the general public.

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.

The Long-Term Impact of Systemic Student Support in Elementary School: Reducing High School Dropout

This journal article examines the link between participation in a comprehensive elementary school student support intervention and high school dropout.