Educator Supports
This report shares findings from interviews about how schools supported students with disabilities during the 2020 school year.
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.
This brief summarizes student and family needs during Fall 2020, in light of needs and challenges that arose at the outset of the pandemic in Spring 2020.
This journal article examines how an evidenced-based, integrated student support intervention responded to systematically identify and address the academic and nonacademic needs of students and families in 94
high-poverty, urban schools
In April 2024, the RESTART Network hosted a two-day in-person forum to discuss accelerating student learning, fostering student connectedness, social emotional learning, and emerging research related to pandemic recovery. The forum brought together researchers, policymakers, leaders, and practitioners from across the country to share their knowledge, perspectives, and experiences.
This brief examines the impact of the COVID-19 pandemic on educator attrition and mobility in North Carolina and highlights a sharp increase in movement between Fall 2020 and Fall 2022.
The evidence was clear: enrollment in full-day preschool had long-lasting benefits for students, especially students who started off the farthest behind. Beginning in 2013, Chicago Public Schools officials invested in new policies and programs that resulted in quadrupling full-day programs, most notably on the West and South Sides of Chicago in primarily Black neighborhoods with the lowest income levels.
Three years ago, schools across the country shut their doors and scrambled to continue student learning online, all with the goal of stopping the spread of COVID-19. This shift to remote learning had dire unintended consequences: lost learning time, chronic absenteeism, and losing students to drop out – for some groups of students far worse than others. In doing so, inequities in our public education system that were already glaring have now become far worse.
This article describes the perspective of educators and other school-affiliated service providers on the impact of the COVID-19 pandemic on mental health and wellbeing of adolescent resettled refugees and access to and quality of education and support services for adolescent resettled refugees.
This brief analyzes the impact of the pandemic on teacher retention in Virginia.