Research on Education Strategies to
Advance Recovery and Turnaround

Teaching & Learning
This journal article examines the long-term relation between an Integrated Student Support (ISS) intervention and postsecondary enrollment and completion for predominantly low-income students of color.
This journal article examines the link between participation in a comprehensive elementary school student support intervention and high school dropout.
This article explores the effects of a student support intervention on the math and reading achievement of first-generation immigrant children attending high-poverty, urban elementary schools.

Superintendents and school leaders navigated hundreds of impossible decisions during the COVID-19 pandemic. They needed quick, accurate, and trusted information about their students’ academic well-being, but districts weren’t positioned to start new partnerships or data sharing agreements during these tumultuous months. Their research staff were frequently managing public health logistics and staffing data, too.

Join the RESTART Network, funded by the Institute of Education Sciences (IES), for the Actionable Insights from Research and Practice to Support Pandemic Recovery Forum, an in-person convening at the American Institutes for Research (AIR) headquarters in Arlington, VA.

During the 2024 National Network Forum, researchers, policymakers, leaders, and practitioners will join to discuss accelerating student learning, fostering student connectedness and social emotional learning, and emerging research related to pandemic recovery.

This report provides updates on the well-being of students, as well as indicators of the overall health of the education system, including data on teachers, enrollment, and finances.

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.

This journal article uses interview data to examine elementary school educators' perspectives of the impact of COVID-19.
This journal article describes the effective efforts of two school leaders who supported innovative changes that resulted in two turnaround schools and addressed student learning loss.
This report concludes research on five school systems to reveal the academic, social, and political challenges posed by the pandemic and what leaders and their staff are doing to address student learning loss.