In this brief, researchers discuss ways to improve unfinished learning methods through tutoring and expanded learning time during the pandemic.

This report explores new resources to mitigate the effects of COVID-19 on education programs through policy changes.

This article investigates the disproportionate impact of COVID-19 among providers, communities, and the county child care market in North Carolina.

This report examines the effects of microschool on the social, emotional, and educational development of children during the pandemic at Southern Nevada Urban Micro Academy (SNUMA).

This report reflects on the experiences of students during the pandemic and what changes to implement to improve retention and graduation statistics.

This blog discusses the challenges teachers facing while transitioning to remote learning during the pandemic.

This report from Regional Educational Laboratory Midwest examines data from 17 Illinois districts over five years and demonstrates how learning changed in both mathematics and reading for students in grades 3–8, as well as how these changes varied across student characteristics and district size.

This brief from the UChicago Consortium on School Research outlines seven lessons learned from collaborating closely with families to sustain student learning and development under the new context became paramount for educators.

This curriculum from Chicago Public Schools was built in partnership with hundreds of CPS teachers and is the subject of the Chicago Skyline Early Literacy study.

This journal article from Reading Horizons examines 13 preschool to third-grade teachers’ experiences reading and discussing culturally relevant texts (CRTs) with their students.