This journal article from Reading Horizons explores the relationship between reading proficiency and cultural relevance of text for third grade English Language Learners (ELLs).

This report from the Learning Policy Institute identifies and reviews 35 studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes.

This brief from the Carnegie Corporation of New York explores how professional learning anchored in high-quality curriculum materials can allow teachers to experience instruction as their students will, change instructional practices, and lead to better student outcomes.

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 journal article from the National Bureau of Economic Research (NBER) investigates the role of remote and hybrid instruction in widening gaps in achievement by race and school poverty.

This journal article from the American Educational Research Association examines how student reading and math achievement at the beginning of the school year has changed across the course of the COVID-19 pandemic thus far.

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.