This brief discusses how COVID-19 has enhanced racial and social inequities within schools and what approaches to utilize to make it better.

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 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 brief from Network for College Success presents a discussion protocol which connects with the research findings in the UChicago Consortium research brief.

This journal article from Reading Horizons examines 13 preschool to third-grade teachers’ experiences reading and discussing culturally relevant texts (CRTs) with their students.

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 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 brief from the Carnegie Corporation of New York explores how professional learning anchored in high-quality curriculum materials can allow teachers to experience instruction as their students will, change instructional practices, and lead to better student outcomes.