This report shares data on rising rates of chronic absenteeism in the United States and documents prevalent strategies that schools and districts are using to get students back in school.
Practitioner
This article shares study results that found teachers in Virginia who completed an alternative teacher certification program did not feel prepared for a teaching role and perceived that their program did not properly prepare them for core academic instruction, lesson planning, and more.
This article uses findings from a qualitative study to demonstrate how teachers can envision themselves as key stakeholders in continual educational improvement through critical reflection in collaborative professional communities.
This journal article shares findings from a randomized pilot of an online tutoring program that measured the program's effect on student achievement.
This report considers how lessons learned during the pandemic can lead to transformative and lasting shifts in the landscape of K-12 education.
This report examines how schools and districts created innovative staffing and scheduling strategies in reaction to emerging needs during the pandemic. The report delves into new staffing strategies, conditions during the pandemic that enabled them, how educators overcame barriers to the innovations, and how the strategies could be sustained and scaled post-pandemic.
On October 11, 2024 the RESTART Network hosted the 2024 Virtual National Symposium: Lasting Lessons: Embracing Enduring Shifts in PreK-12 Education Systems featuring the National Association of Secondary School Principals (NASSP) and the Council of the Great City Schools (CGCS). The symposium included presentations from researchers, school leaders, and policymakers about the enduring changes in PreK-12 education in the wake of the pandemic.
This paper summarizes survey findings that illuminate how school districts in Minnesota responded to students' and families' emerging technology needs when schools shifted to hybrid and distance learning models during the pandemic.
This brief shares qualitative findings on common challenges and barriers that have arisen as more school districts implement high-impact tutoring programs.
It won’t come as a surprise to most, that when students feel like they belong in school and are meaningfully connected to their peers and adults in the building, school becomes a safe place where they want to be.