Expanded Learning Opportunities
This brief provides an overview of summer learning research in North Carolina.

Members of the RESTART Network’s Core Research teams gathered during the 2024 RESTART Network Forum to share progress and key learnings from their studies with members of other research teams and representatives from the Institute of Education Sciences and Office of Elementary and Secondary Education. Representatives from each of the five teams, hailing from states across the country, presented emerging trends of student experiences and outcomes during COVID-19 pandemic.

This technical report outlines preliminary results from the Personalized Learning Initiative showing that high dosage tutoring can be scaled and can work – even when delivered in the aftermath of the pandemic and in diverse academic settings.

Akisha Osei Sarfo, Ph.D. is the Director of Research for the Council of Great City Schools. Founded in 1956, the Council brings together 78 of the nation’s largest urban public school systems in a coalition dedicated to the improvement of education for children in the inner cities. Dr. Sarfo leads the Council’s research work, facilitating the collaboration between district research departments while also spearheading the production of novel research, resources, and data tools for use by member districts.

This brief provides an overview of how Hampden Public Schools used ESSER funding to fund summer enrichment programs.
This report provides an overview of the strategies used at Great Oaks Charter School Bridgeport to support learning recovery.
This brief focuses on the impacts of Summer 2021 school extension programs on students who were enrolled in grades 9 through 12 in the 2020-21 academic year and remained enrolled in North Carolina public high schools in the 2021-22 academic year.
This brief focuses on North Carolina's summer school extension program.
This report presents findings from an in-depth look at early literacy tutoring in Oakland Unified School District.
This article presents results from a systematic review and meta-analysis of tutoring field experiments.