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 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.

This brief from TNTP discusses a plan to help system leaders with recommendations on the authentic community engagement, change management, and organizational development for long-term success.

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 Center for School and Student Progress discusses how the COVID-19 pandemic has affected student reading and math outcomes based on NWEA’s ongoing research.

This brief from TNTP discusses the Opportunity Myth, a theory based on the imbalance of high school student aspirations and their unpreparedness to meet their goals for college and careers due to lack of key resources from the education system.

This brief from Education Policy Initiative at Carolina (EPIC) discusses how enrollment is related to characteristics of districts, schools, and students and highlights changes in fall 2019 to fall 2020 enrollment in North Carolina schools.

This brief from Education Policy Initiative at Carolina (EPIC) examines teacher and principal attrition rates during the COVID-19 pandemic at North Carolina public schools (NCPS).

This brief from Education Policy Initiative at Carolina (EPIC) elaborates on teacher and principal attrition rates during the COVID-19 pandemic at North Carolina public schools (NCPS) from the 2020–21 and 2021–22 school years.

This report from the Center on Reinventing Public Education discusses how the implementation of a novel educational model affects student outcomes at the Southern Nevada Urban Micro Academy (SNUMA).