Research Minutes: Recent Episodes
CPRE Knowledge Hub
From the Consortium for Policy Research in Education at University of Pennsylvania Graduate School of Education, this is CPRE Research Minutes podcast.
Nicole Simon (Harvard University) and Maya Kaul (University of Pennsylvania) join Research Minutes host Luc Siguad to highlight findings from their paper, "Leading from the Middle: How Principals Rely on District Guidance and Organizational Conditions in Times of Crisis." The paper focuses on principal leadership throughout the pandemic and the challenges faced by schools. Simon and Kaul are joined by two New York principals.
The Student Debt Series is limited episode run on covering the solutions to the crisis. Ranging from from debt cancellation to income based repayment, the series strives to build a pathway to a universal and free higher educational system.
The Student Debt Series is limited episode run on covering the solutions to the crisis. Ranging from from debt cancellation to income based repayment, the series strives to build a pathway to a universal and free higher educational system.
The Student Debt Series is limited episode run on covering the solutions to the crisis. Ranging from from debt cancellation to income based repayment, the series strives to build a pathway to a universal and free higher educational system.
The Student Debt Series is limited episode run on covering the solutions to the crisis. Ranging from from debt cancellation to income based repayment, the series strives to build a pathway to a universal and free higher educational system.
The Student Debt Series is limited episode run on covering the solutions to the crisis. Ranging from from debt cancellation to income based repayment, the series strives to build a pathway to a universal and free higher educational system.
The Student Debt Series is limited episode run on covering the solutions to the crisis. Ranging from from debt cancellation to income based repayment, the series strives to build a pathway to a universal and free higher educational system.
The American Rescue Plan authorized $120 billion in education relief funding to help states and students recover from the COVID-19 pandemic, reserving a portion of the aid for evidence-based interventions targeting learning loss.
Despite its long-standing presence in America’s educational lexicon, however, the term “evidence-based” is not as concrete or even widely understood as many may believe.
Renowned researchers and policy experts Jonathan Supovitz (University of Pennsylvania) and Carrie Conaway (Harvard University) join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the evolution and impacts of evidence-based requirements in the U.S., and some recommendations for states, districts and other stakeholders planning for the immediate future, and beyond.
School absenteeism policies may be a key driver of racial disparities in students' juvenile court involvement, according to a new study.
The study, coauthored by the University of Tennessee's Clea McNeely, examined absenteeism policies in nearly 100 districts across the U.S., finding that students of color may be significantly more likely to be declared truant than their white classmates.
The study, supported the Spencer Foundation, also examined the relationship between truancy and juvenile court involvement in three districts, finding that absenteeism policies may play a significant role in disparate outcomes between white students and students of color.
McNeely joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss those findings, and some important implications for policymakers, school leaders and other stakeholders across the country.
Over the last two decades, more than 150 schools in at least 20 states have adopted a “teacher-powered” model, offering educators greater autonomy and influence in areas including curriculum, budgeting and personnel.
In a special episode, we look at the research behind teacher-powered schools, their potential impacts on teachers and student outcomes, and speak with a principal and former superintendent about what the model looks like in action.
Guests include Richard Ingersoll, renowned education researcher and professor at the University of Pennsylvania Graduate School of Education; Sara Kemper, research associate with Center for Applied Research and Educational Improvement at the University of Minnesota; Jeff Austin, principal of Social Justice Humanitas Academy in California; and Charles Kyte, former executive director of the Minnesota Association of School Administrators and a former school superintendent in Minnesota.
While overall college enrollment declined in the wake of the pandemic, a new analysis by the National Student Clearinghouse Research Center (NSCRC) paints a much more troubling picture for disadvantaged students.
Immediate college enrollment among graduates of high poverty high schools fell at four times the pre-pandemic rate, according to the analysis, widening existing gaps and highlighting a need for increased support in the months - and years - ahead.
NSCRC Research Publications Director Mikyung Ryu joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the report and some key takeaways for policymakers, educators, researchers and other stakeholders across the country.
Widespread school closures last spring caused significant frustration and disruption for students and families. But were they worth it?
A new study coauthored by Brown University's Emily Rauscher and Ailish Burns examines the relationship between school closure timing and COVID-19 impacts, finding that later closures were associated with higher numbers of cases and deaths in surrounding communities.
Rauscher and Burns join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the study, and some key takeaways for policymakers, districts, school leaders and other stakeholders as schools begin to reopen across the country.
The COVID-19 pandemic caused widespread operational challenges and unprecedented disruption in America's early childhood education sector. But can it serve as a learning opportunity?
A new policy brief from researchers and partners at the University of Michigan, the Harvard Graduate School Of Education, MDRC and Boston Public Schools highlights the impacts of COVID-19 on Boston's universal pre-K program, and shares some important lessons learned.
Coauthors Christina Weiland (University of Michigan) and Annie Taylor (Boston Public Schools) join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the brief, and offer some research-backed recommendations for early childhood stakeholders across the U.S.
In the wake of the Great Depression, neighborhoods across the U.S. were assigned "mortgage security" grades, which lenders would use to provide or deny home loans to residents.
Those grades, which disproportionately harmed communities of color, may still be impacting schools and students nearly a century later, according to a new working paper by Harvard University researchers Dylan Lukes and Christopher Cleveland.
Lukes and Cleveland join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their research, which found that schools located in historically redlined neighborhoods have lower district-level per-pupil revenues, less diverse student populations, and worse average test scores than those in higher-graded neighborhoods.
They also discuss some key takeaways for policymakers, districts, education researchers and other stakeholders across the U.S.
Many factors may lead teachers to leave the field. But why, under certain circumstances, are teachers of color more likely to leave the profession that their white colleagues?
In a new study coauthored by George Mason University's Toya Jones Frank and Marvin Powell, a team of researchers surveyed hundreds of Black math educators across the U.S., gauging their perceptions, experiences and feelings about the profession.
Frank and Powell join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, and offer some valuable recommendations for districts, policymakers, schools and other stakeholders hoping to better retain and support Black educators.
Anxiety relating to COVID-19, teaching, and parental communication were among the most significant predictors of teacher stress and burnout this fall, according to new research by Christopher Newport University's Timothy Pressley.
In one of the first studies of its kind, Pressley surveyed hundreds of teachers in 17 states to gauge their perceptions and anxiety levels in the wake of the pandemic.
He joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss what he learned, and some implications for districts, school leaders, educators and other stakeholders as schools begin to reopen across the country.
From pre-K to high school to college, the COVID-19 pandemic has had an unprecedented impact on nearly all aspects of American education. One field of research, however, may offer some insight into its potential impacts on students.
In a new article, University of Virginia researcher Chris Chang-Bacon draws on years of research into Students with Interrupted Formal Education, or SIFE, and offers lessons for educators working to support students following a year of disruption and disconnection.
Chang-Bacon joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his work and some evidence-backed recommendations for policymakers, school leaders, researchers and other stakeholders attempting to navigate a post-COVID world. He also discusses how supports used during the pandemic can be preserved for future generations of SIFE students.
Between 2013 and 2015, Colorado and Nevada enacted legislation mandating that qualifying schools implement a "breakfast after the bell" program for students.
In a new study, researchers Jacob Kirksey (Texas Tech University) and Michael Gottfried (University of Pennsylvania) examined the impacts of those programs on student attendance, finding they led to a significant reduction in chronic absenteeism.
Kirksey joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss those and other findings, and some potential national implications for districts and schools in the wake of the COVID-19 pandemic.
The crowdfunding platform DonorsChoose plays a surprisingly large role in American education, directing nearly $1 billion in donations to teachers at more than 80 percent of all U.S. public schools over the last two decades.
A new study coauthored by the University of Oklahoma's Deven Carlson examined the schools and teachers that seek out and receive funding on the platform, finding that more than half of all submissions related to math and reading.
Carlson joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss those and other findings, and some key takeaways for policymakers, school leaders and other stakeholders in the wake of the COVID-19 pandemic.
Effective teachers can be one of the most powerful drivers of student success. Yet, across the country, districts and schools often struggle to identify, retain and develop them.
In a new working paper, American University researcher Seth Gershenson examines years of research into teacher effectiveness, identifying common challenges and promising approaches to teacher evaluation, pre-service training and in-service professional development.
Gershenson, author of the new book "Teacher Diversity and Student Success," joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the paper, and its implications for educational equity, student achievement and the nation's teaching workforce.
Approximately 14 percent of American public school students receive special education services under the Individuals with Disabilities Education Act, according to the National Center for Education Statistics.
Relatively few studies, however, have examined the academic impacts of special education on students with learning disabilities.
A new study coauthored by Syracuse University Professor Amy Ellen Schwartz attempts to fill that gap, offering evidence from America's largest public school district in New York City.
Schwartz discusses her team's findings - including new evidence on student outcomes, special education classification and impacts for various student groups - and some potential national implications for special education policy, practice and future research.
Following the widespread upheaval of 2020, educational leaders are now tasked with leading their districts, schools and teams through the frustration - and uncertainty - of 2021.
A recent guide and companion video, created in partnership with experienced school leaders, offer a research-backed framework designed to help educators meet that challenge and drive school improvement in the months ahead.
Coauthors and renowned educational leadership experts Jonathan Supovitz (Penn GSE, CPRE) and John D'Auria (William James College) join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the guide, and how leaders can use this opportunity to become "scientists of learning."
Many U.S. school districts report a significant and persistent gap in teacher evaluation ratings between Black and white educators.
In a new study of Chicago Public Schools data, researchers Matthew Steinberg (George Mason University) and Lauren Sartain (UNC Chapel Hill) set out to understand the scope of that gap and the factors - including school and classroom contexts - that lead to it.
Steinberg joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, and some important implications for policymakers, school leaders, educators and other stakeholders across the country.
When millions of students shifted to remote learning in the wake of COVID-19, millions of parents abruptly became "proxy educators." And when their children struggled, they struggled as well, according to a new research brief.
A team of researchers including Cassandra Davis (UNC Chapel Hill) and Alberto Ortega (Indiana University Bloomington) found that parents with struggling students have experienced significantly elevated levels of mental distress during the pandemic, regardless of their socioeconomic status or the number of children in their home.
Davis and Ortega join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, and some important implications for policymakers, school leaders and other stakeholders as we move forward in 2021.
Following months of turbulence and widespread school closures in the wake of the COVID-19 pandemic, how did students fare academically this fall?
NWEA researchers examined the test scores of more than four million students in the fall of 2020, finding cause for both optimism and continued concern as we move forward in 2021.
Megan Kuhfeld, senior research scientist with NWEA, joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss what her team learned - and didn't learn - from the data, and the prospect of student assessment in the post-COVID era.
Despite a new year and the promise of vaccines for the novel coronavirus, educators in America are still navigating one of the most uncertain eras in the nation's history.
A new guide from the Project for Mental Health and Optimal Development at the University of Pennsylvania Graduate School of Education (Penn GSE) offers a research-backed framework and tools for those educators as we look ahead to the spring and beyond.
The guide, created by a team of teachers, counselors, school leaders, psychologists, teacher educators and university faculty, advocates for the development of an "uncertainty mindset," and offers strategies for educators to recognize challenges, make plans and care for the wellness needs of themselves and their students.
Penn GSE's Michael Nakkula and Andy Danilchick join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the guide, and its potential value to educators - and even parents - in the wake of the pandemic.
Students who reside in federally subsidized housing can face significantly higher levels of racial and economic isolation in school, according to a new study.
The study, coauthored by Jennifer Holme (University of Texas at Austin) and Erica Frankenberg (Penn State University), examined attendance zones and school composition across four large counties in Texas.
Their team found that public housing and Low Income Housing Tax Credit-financed housing were predominantly zoned to racially and economically isolated schools, and that developments were associated with especially high levels of economic and racial isolation for Black and Latinx students.
Holme and Frankenberg join CPRE Knowledge Hub managing editor Keith Heumiller to discuss those and other findings, and some important implications for stakeholders across the country.
Following abrupt school closures in the wake of the COVID-19 pandemic, millions of families turned to online resources to support their children's remote learning.
A new, nationwide study of internet search data, however, finds that households in wealthier areas of the country were significantly more likely to access those resources than families in lower-income areas.
Study coauthor and Boston University researcher Joshua Goodman joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss those and other findings, and some important implications for education policy, practice and future research.
The latest results from the National Assessment of Educational Progress (NAEP) - often called the nation’s report card - paint a troubling picture of academic stagnation and widening achievement gaps among American students.
In a special episode, Harvard University professor and nationally recognized testing policy expert Daniel Koretz joins CPRE Executive Director Jonathan Supovitz to break down the latest NAEP data, and its implications for student outcomes, equity, and education policy.
Koretz and Supovitz also discuss the potential value and the future of the assessment in the wake of the COVID-19 pandemic.
New analysis by the Georgetown University Center on Education and the Workforce (CEW) finds that the benefits of a free college plan proposed by President-elect Joe Biden would outweigh its costs within a decade.
The report, coauthored by CEW Director Anthony Carnevale, also examines how various approaches to free college would impact student equity and educational attainment in the years following implementation.
Carnevale joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the center's analysis and the implications of the Biden free college plan, whether it is ultimately adopted or not.
How, and under what conditions, can schools and out-of-school time programs partner to effectively foster social emotional learning (SEL) in students?
In a new report, part of an ongoing, six-year initiative by The Wallace Foundation, researchers from the RAND Corporation share findings from dozens of sites across six large American communities, and offer research-backed lessons for implementing a successful SEL partnership.
The RAND Corporation's Heather Schwartz joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the report, and what her team has learned from one of most comprehensive SEL implementation studies ever performed.
Colleges and universities across the U.S. have seen significant enrollment declines in the wake of the COVID-19 pandemic, according to new data released by the National Student Clearinghouse Research Center.
Incoming freshmen account for nearly 70 percent of the undergraduate enrollment losses this fall, according to the data, while community colleges are reporting enrollment drops approximately nine times higher than their pre-pandemic rate.
Mikyung Ryu, research publications director for the National Student Clearinghouse Research Center, joins us to discuss those and other trends, and their implications for both colleges and students as we look toward 2021 and beyond.
This year's widespread protests for racial justice have brought new attention the persistence and perniciousness of structural racism in America.
In a new article in Phi Delta Kappan Magazine, USC Rossier School of Education Dean Pedro Noguera traces the history of structural racism as it relates to urban schooling, and its myriad impacts on students of color in cities like Chicago, New Orleans and Los Angeles.
Noguera joins CPRE Executive Director Jonathan Supovitz to discuss the article, and the ways in which school leaders, teacher preparations programs, communities and even students themselves can work together to fight for change.
From global health crises to climate change, today's students and future generations will face a cascade of unprecedented challenges and threats, requiring new modes of thinking and problem-solving.
In a new article in Phi Delta Kappan Magazine, renowned psychologist and Cornell University Professor Robert Sternberg questions our traditional approach to testing and intelligence assessment, and whether today's students are being adequately prepared to meet the challenges of tomorrow.
Sternberg joins Jonathan Supovitz, executive director of the Consortium for Policy Research in Education (CPRE) at Penn GSE, to discuss the concept of "adaptive intelligence," and how schools and educators can help students hone real-world problem-solving skills in the classroom.
Sternberg also discusses his forthcoming book on adaptive intelligence, and how the concept has taken on a new level of importance following one of the most challenging years in living memory.
New research led by the University of Pittsburgh's Lindsay Page finds that nudging - through the use of artificially intelligent chatbots - can offer a significant boost to certain college outreach and engagement efforts.
In their study of a unique chatbot system used by Georgia State University, researchers identified the conditions under which nudging was most effective, and the outreach efforts that benefitted most.
Page joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the study, and some implications for colleges and universities hoping to maintain engagement with students in the wake of the COVID-19 pandemic.
School food programs can have a wide range of impacts on students, families and local workers, all of which were thrown into high relief by the COVID-19 pandemic.
In a new article in the October 2020 issue of Phi Delta Kappan Magazine, University of Wisconsin-Madison researcher Jennifer Gaddis discusses those impacts, and how they are influenced by a school's reliance on outsourcing and large-scale food service providers.
Her article also traces the history and evolution of school food programs in the U.S., and the promise and viability of alternative, in-house approaches to food service.
Gaddis joins CPRE Executive Director Jonathan Supovitz to discuss her article, her book "The Labor of Lunch" and the uphill climb many food programs face in the wake of the pandemic and a national recession.
As the COVID-19 pandemic swept across the country in March, Congress allocated roughly $3 billion in direct education aid to U.S. governors under the the Governor Emergency Education Relief Fund .
A new analysis by FutureEd and The Hunt Institute examines how states have allocated those funds, and what those spending decisions might say about the educational priorities for each governor.
FutureEd Editorial Director Phyllis Jordan joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the analysis and some implications for policymakers, schools and other stakeholders in the midst of a lingering national recession.
More than 125 community colleges in over 20 states now offer bachelor's degree programs to local students.
In one of the first studies of its kind, Johns Hopkins University's Dennis Kramer II and the University of Florida's Justin Ortagus set out to examine how those programs impacted enrollment at nearby colleges and universities in Florida.
Kramer and Ortagus join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, and some key implications for policymakers, school leaders and families in the wake of a national economic recession.
A new national study offers some of the first large-scale evidence on the scope of implicit teacher bias in American classrooms, and the relationship between teacher attitudes and student outcomes like academic performance and discipline.
Lead author and Harvard University researcher Mark Chin joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the study, which found that counties with higher levels of teacher bias have larger adjusted inequalities between black and white students in areas like test scores and suspensions.
Chin also discusses some implications and recommendations for policymakers, practitioners and other stakeholders in the wake of sweeping protests for racial equity across the U.S.
Plans for reopening schools and businesses in the wake of COVID-19 all hinge, in part, on the availability of safe child care options for millions of American families. A recent impact study in Pennsylvania, however, found that hundreds of child care providers face permanent closure as a result of the pandemic.
The study, led by Phil Sirinides, director of the Institute of State and Regional Affairs at Penn State Harrisburg, found that many providers spent all available cash to stay afloat during the prolonged shutdown, and are now struggling to reopen as a result of reduced enrollment and increased costs.
Sirinides joins us to discuss the study, and his team's recommendations for state policymakers, providers and other stakeholders in the uncertain months ahead.
Smartphones may be linked to decreased knowledge retention and lower grades in college, according to a recently published study led by Rutgers University psychology Professor Arnold Glass.
The study, conducted at Rutgers over 11 years, found that students who used smartphones to complete class assignments were significantly less likely to remember that material during closed-book exams.
Glass joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his findings, their relation to K-12 education, and some important implications for policymakers, school leaders, and instructors across the U.S.
When schools closed their doors this spring, countless educational case studies, clinical trials, surveys and other research came to an abrupt halt.
While not as dire as the pandemic's impacts on health and instruction, this widespread disruption could reverberate in the education field for years to come.
A new article, coauthored by a team of researchers including the University of Texas at Austin's David DeMatthews, sheds light on those impacts and offers a number of recommendations for researchers hoping to resume their work - and possibly transform it - in the years ahead.
DeMatthews joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the article, and how the pandemic may have shown us "the best of what educational research can do."
Early results from a nationwide survey of district and charter school network leaders highlight successful approaches used in schools this spring and a number of common concerns for the fall and beyond.
The results, published in a brief by the American Institutes for Research (AIR), include promising strategies for improving student access, fostering engagement, addressing socioemotional needs and supporting students with disabilities.
AIR Senior Researcher Dia Jackson discusses the brief and AIR's research into other district and charter network responses in the wake of the pandemic, which will continue to be published throughout the 2020-21 school year.
A new report from the National Institute for Early Education Research (NIEER) examines the supports that preschool students received - or in many instances didn't receive - when classrooms closed their doors this spring.
The study, coauthored by NIEER Senior Co-Director W. Steven Barnett, found that more than half of students were receiving no remote support at all within two months of the closures. Most other students, according the report, received remote supports less than once per week.
Barnett discusses his team's findings, their potential impacts on students, and some important implications for policymakers, practitioners, school leaders and families as we move into the 2020-21 school year.
Following a chaotic spring semester and extended school closures brought on by the COVID-19 pandemic, many students will require additional academic support as instruction resumes this fall.
A new policy brief, coauthored by the University of Chicago Consortium on School Research's Elaine Allensworth and the Annenberg Institute's Nate Schwartz, offers some research-backed strategies for schools attempting to address student learning loss in the months ahead.
Allensworth discusses the brief, the potential scope of learning loss, and a number of interventions and supports proven to accelerate learning for struggling students.
How - and under what conditions - can schools reopen safely in the wake of a global pandemic? And what resources will school systems need to provide effective instruction in the months ahead?
In a special episode, we speak with Dr. Joshua Sharfstein, Vice Dean for Public Health Practice and Community Engagement at the Johns Hopkins University Bloomberg School of Public Health.
Sharfstein addresses the ongoing debate over school reopenings and offers some evidence-backed recommendations for policymakers, districts and school leaders.
We also speak with Mike Magee, CEO of the bipartisan, national network of state and district education leaders Chiefs for Change. Magee discusses a potential second round of federal coronavirus aid, and the financial and logistical needs of school systems across the country.
Magee also offers insight into Chiefs for Change members' educational plans for the 2020-21 school year, and shares some free resources for stakeholders now planning for the fall and beyond.
A new study into summer learning loss details the academic costs - and the cumulative impacts - of time spent away from school.
The study, led by the University of Colorado Boulder's Allison Atteberry and the RAND Corporation's Andrew McEachin, found that more than half of students experienced learning loss every summer from first through sixth grade.
While some students actually made gains over the summer, the study found that others lost nearly 90 percent of their academic progress over the same period.
Atteberry joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her team's findings, and some important implications for districts and schools in the wake of the COVID-19 pandemic.
Schools with more supportive working conditions were far more successful at helping their teachers maintain a sense of success during COVID-19-related school closures, according to a multi-state survey conducted by researchers Matthew Kraft (Brown University) and Nicole Simon (CUNY).
The survey, conducted in partnership with Upbeat, also found that mid-career teachers particularly struggled to balance work and home responsibilities this spring, while veteran teachers were significantly more likely to report discomfort with remote learning technology.
Kraft and Simon join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the survey, and some important implications for districts, schools and teachers now preparing for the fall.
In the chaotic shift to online education this spring, many districts did not communicate an expectation for teachers to monitor student progress, track attendance or provide live instruction, according to a new study by the Center on Reinventing Public Education (CRPE).
The study, coauthored by CRPE Associate Director Betheny Gross, also found that affluent districts were twice as likely as high-poverty districts to require live instruction during school closures.
Gross discusses her team's findings and some evidence-backed recommendations for school systems and instructors now planning for the fall.
Balancing widespread health, academic and political challenges in the wake of the COVID-19 pandemic, districts and schools will also face the prospect of reduced budgets as they attempt to resume instruction this fall.
Renowned economist and education researcher Eric Hanushek (Stanford University) joins CPRE Executive Director Jonathan Supovitz (University of Pennsylvania) to discuss the potential economic and workforce impacts of the pandemic, and how a prolonged downturn might affect students.
Hanushek also offers some research-backed recommendations for states, districts and school leaders hoping to rebound from one of the greatest educational challenges in living memory.
After facing extended school closures and the cascading socioeconomic impacts of the COVID-19 pandemic, students will require an unprecedented level of support in their return to school this year.
A new report, coauthored by The Johns Hopkins Institute for Education Policy and Chiefs for Change, analyzes successful interventions across the globe and offers research-backed recommendations for states, districts and school leaders now planning for the fall and beyond.
Report coauthors and Johns Hopkins University researchers David Steiner and Ashley Rogers Berner join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings and some important planning considerations for stakeholders across the country.
Students will face an uphill battle returning to school in the wake of the COVID-19 pandemic, according to a growing body of research on the academic costs of extended school closures.
Could large-scale tutoring help level the playing field?
We speak with Robert Slavin, Director of the Center for Research and Reform in Education at Johns Hopkins University and co-founder of the Success for All Foundation.
Slavin joins CPRE Executive Director Jonathan Supovitz to discuss decades of research into the benefits of tutoring, and the promise - and feasibility - of offering quality tutoring to millions of students in the 2020-21 school year.
Is blended learning a viable option for schools looking to reopen - and provide quality instruction - in the wake of the COVID-19 pandemic? It may depend on the approach.
We welcome Barbara Means, Executive Director of Learning Sciences Research at Digital Promise, and founder and former Co-Director of the Center for Technology and Learning at SRI International.
Means discusses years of research into various blended learning strategies, and offers some evidence-backed recommendations for states, districts and schools now planning for the fall and beyond.
Math tracking is widely used in American schools to group students according to academic ability and need. A recent study, however, found that tracking can significantly reduce students' academic mobility, landing many in "math traps" from which escape is nearly impossible.
Study coauthors Federick Ngo (University of Nevada, Las Vegas) and David Velasquez (University of Southern California) join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, and some important implications for policy, practice and future research.
Personal views and political leanings can influence a teacher's perception of news source credibility, according to a study of more than 1,000 high school social studies teachers across six states.
The study, coauthored by Northeastern State University's Christopher Clark and the University of Georgia's Mardi Schmeichel, also found that a teacher's operational definition of credibility can influence how they perceive various news sources.
Clark and Schmeichel join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings and offer some evidence-backed strategies for teachers - and students - across the country.
As states, districts and health departments begin planning to reopen schools in the wake of the COVID-19 pandemic, stakeholders are being encouraged to prepare for multiple scenarios and a variety of challenges faced by students, staff and local communities.
A new set of planning considerations - released this month by the American Academy of Pediatrics - offers some important guidance regarding instructional time, physical and mental health, special populations, and more.
Pediatrician and member of the American Academy of Pediatrics Council on School Health Dr. Nathaniel Beers joins the podcast to discuss the guidance, and what school might look like for millions of students beginning this fall.
A new survey of teachers and district leaders finds that COVID-19-related school closures have had significant impacts on student engagement, truancy, morale and educational equity.
The survey - the latest in a series conducted by the Ed Week Research Center since March - also offers a window into district officials' plans for reopening in the 2020-21 school year, and the perceived effectiveness of various remote learning tools.
Holly Kurtz, director of the Ed Week Research Center, join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the survey results and some important implications for educators and district officials across the country.
Universal prekindergarten programs, which offer free enrollment for most or all age-eligible children in a city or state, have been expanding in the U.S. in recent years. Few studies, however, have examined which families do – and which families don’t – apply to them.
A recent study of thousands of Boston students, coauthored by the University of Michigan’s Anna Shapiro and Christina Weiland, finds that non-white and economically disadvantaged families are significantly less likely to apply and enroll in universal pre-k.
Shapiro and Weiland join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings and some important implications for policymakers, families and other stakeholders across the country.
Forty-six states and Washington D.C. have officially extended school closures to the end of the 2019-20 academic year in response to the COVID-19 pandemic. Now, as millions of students face extended time away from schools, parents and researchers are questioning the academic cost.
We speak with Ian Rosenblum, executive director of The Education Trust New York, and Elisha Smith Arrillaga, executive director of The Education Trust West, about new polls showing that parents are overwhelmingly concerned about students falling behind in the wake of the pandemic.
Then CPRE Executive Director Jonathan Supovitz speaks with NWEA research scientist Megan Kuhfeld about a new set of projections - based on research into the "summer slide" - forecasting the potentially “devastating impact” of COVID-related school closures. (Segment begins at 19:42).
We also discuss some potential strategies to mitigate learning loss, improve equity and navigate one of the most challenging periods in American education.
Coaching can significantly improve skill development among pre-service teachers, according to a new study using mixed-reality simulations for practice and assessment.
The study, coauthored by the University of Virginia's Julia Jackson Cohen, found that coaching in a simulated environment can have significant impacts on skills like classroom management, as well as perceptions of student behavior and approaches to addressing perceived behavioral issues.
Cohen discusses her team’s findings, and their potential implications for teacher education during – and following – the COVID 19 pandemic.
A new study examines the gaps between black and white students in areas like discipline, grade-level retention and gifted program enrollment, and how those gaps are linked both within and across school districts in the U.S.
Study coauthor Kenneth Shores (Penn State University) joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his team's findings, and some important implications for policymakers, school leaders and other stakeholders.
In a new study, researchers found that a suite of digital games and videos centered on "The Cat in the Hat" had meaningful impacts on young children's knowledge of - and engagement with - science and engineering concepts.
Study coauthors Todd Grindal (SRI International) and Megan Silander (EDC) join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their team's findings, and some important implications for early childhood education, policy and future research.
More than 100,000 public schools across the U.S. have closed their doors as a result of the COVID-19 pandemic, spurring an unprecedented shift to online education.
Millions of instructors and students - from kindergarten through college - are now teaching and learning at home. And many are doing so for the first time.
We sit down with Nada Dabbagh, George Mason University professor and coauthor of the 2019 book “Meaningful Online Learning: Integrating Strategies, Activities, and Learning Technologies for Effective Designs.”
Dabbagh offers some research-backed strategies for effective online teaching and learning, and some practical tips for instructors – and families – trying to maintain a quality educational experience outside of the classroom.
Can homeschooling research provide some guidance for the millions of American families impacted by school closures during the COVID-19 pandemic?
We talk with Robert Kunzman, Martha Lee and Bill Armstrong Chair for Teacher Education at Indiana University Bloomington and managing director of the International Center for Home Education Research.
Kunzman shares insights from more than 15 years of research into homeschooling practice and policy, and offers some evidence-based strategies for families hoping to maintain a quality educational experience at home.
On the 100th episode of Research Minutes, renowned researchers Jennifer O’Day and Marshall “Mike” Smith join CPRE Director Jonathan Supovitz to discuss an ambitious vision of the future of American education.
Drawing on their new book “Opportunity for All,” Smith and O’Day discuss decades of research into educational inequality and the failures of past efforts aimed at addressing it.
They also present a research-backed framework to promote quality – and equality – in schools across the country.
Researchers have found that teacher turnover costs U.S. schools billions of dollars each year. Significantly less is known, however, about its impacts on teaching quality and staff composition.
A new study of those "hidden costs," coauthored by the University at Albany’s Lucy Sorensen and Duke University’s Helen Ladd, finds that turnover can have significant and lasting negative impacts on instructional staff quality and student achievement.
Sorensen joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the study and some important takeaways for education policy and future research.
A new study of thousands of American families examined the relationship between teacher race, ethnicity and parental engagement in Head Start early childhood programs.
The study, coauthored by UCLA's Anna Markowitz, found that race and ethnicity matching between teachers and parents can lead to notable impacts on parental involvement, workshop attendance and even student absenteeism.
Markowitz joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss those findings and some important implications for policymakers, practitioners and families across the country.
In a new study, researchers examined the accuracy and consistency of grades and test scores in measuring a high school student’s academic readiness for the college.
The study, coauthored by the University of Chicago’s Elaine Allensworth, found that students with the same GPA or ACT score can complete college at significantly different rates, depending on the high school they attended.
Allensworth joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss those and other findings, and some important implications for education policy and future research.
Community schools – which offer a variety of supports to serve the comprehensive needs of students, families and their communities – have dramatically expanded in the U.S. in recent years, with more than 5,000 now operating nationwide.
In a new study, researchers from the RAND Corporation examined the implementation and impacts of the New York City Community Schools Initiative, the largest program of its kind in the nation.
The study, coauthored by RAND’s William Johnston, found that the initiative has had positive impacts on a range of outcomes, including student attendance and grade progression.
Johnston joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his team’s findings, and some key takeaways for community school policymakers, school leaders, researchers and other stakeholders.
For many prospective students and families, it can be difficult to understand the full costs of attending and completing a post-secondary degree program.
To make those costs more transparent, the federal government requires all colleges participating in federal student aid programs to post a net price calculator (NPC) on their official website.
A recent study, however, finds that NPCs can provide incomplete, outdated or even misleading information to prospective students.
Study co-author and Penn AHEAD executive director Laura Perna joins CPRE Executive Director Jonathan Supovitz to discuss her team's findings and some important implications for higher education policymakers and college officials.
In the first study of its kind, researchers examined the impacts of dual-credit math coursework on a range of student outcomes, including college enrollment and course-taking behavior.
The study, performed in Tennessee and co-authored by UNC Chapel Hill's Steven Hemelt, finds that certain dual-credit courses can have a significant impact on a student's academic journey.
Hemelt joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his team's findings, and their implications for policy, practice and future research.
Nearly 20 states use the edTPA performance assessment system to determine if pre-service teachers are ready for the classroom.
A new study led by Rutgers University's Drew Gitomer and UCLA's Jose Felipe Martinez now raises questions about the reliability and validity of edTPA measurements.
Gitomer and Martinez join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, recently published in the American Educational Research Journal, and some important implications for performance assessment policy and future research.
A new study of hundreds of K-12 math teachers examines how race and gender can play a role in grading practices - and potential implicit biases - in the classroom.
The study, coauthored by University of Southern California researcher Yasemin Copur-Gencturk, finds that student "ability ratings" can change based on the race or gender of both the student and the teacher.
Copur-Gencturk joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the study and some important implications for policy, practice and future research.
While many studies have examined the impact of gentrification on urban neighborhoods and housing, relatively few have examined its effects on local schools.
A new study led by Stanford University’s Francis Pearman provides the first national evidence on patterns and relations of gentrification with respect to urban schooling, finding links between race, socioeconomic status and enrollment in neighborhood schools.
Pearman joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his findings and their potential implications for urban policy and future research.
Do skills like working memory and inhibitory control play a role in reading comprehension?
A new study of more than 18,000 students led by Temple University’s Isabelle Chang examines the relationship between executive function and reading comprehension outcomes throughout elementary school.
Chang joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her findings and some important takeaways for teachers, parents, policymakers, and fellow researchers.
More than half of all students enrolling in community college are placed into developmental education, the non-credit math and English courses designed to prepare students for college-level work.
A newly published statewide study, however, found that a significant percentage of Florida students had been misplaced in the developmental education system.
CNA research analyst Daniel Leeds and Florida State University’s Christine Mokher join CPRE Knowledge Hub managing editor Keith Heumiller to the discuss the study, and what their findings might say about our current approach to college placement.
Nearly 800,000 low-income families across the U.S. receive childcare subsidies through the federal Child Care Development Fund each month.
A new study, led by IDB's Wladimir Zanoni and Georgetown University's Anna Johnson, finds that those subsidies can play a role in a student's academic performance throughout elementary school.
Zanoni joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the study, and its potential implications for early childhood policy and future research.
As part of our new Cornerstone Series, we look back at two articles that have helped change the way educators, policymakers, and researchers view systemic education reform efforts in the U.S.
We welcome Teacher’s College professor Thomas Hatch, author of the 2002 article “When Improvement Programs Collide” and co-author of the seminal 2004 study, led by Meredith Honig, “Crafting Coherence: How Schools Strategically Manage Multiple, External Demands.”
Hatch joins Fordham University’s Elizabeth Leisy Stosich to discuss his and Honig's work, its ongoing influence, and new knowledge he’s accumulated over the past two decades.
Gifted services - the academic programs and supports offered to children with exceptional talents or abilities - can open new doors for students throughout their education.
A new national study, however, finds that those services are significantly more likely to be directed to students from wealthier, more advantaged families.
Study co-author and Vanderbilt University researcher Jason Grissom joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his team's findings, and some important implications for gifted services policy and practice.
Advanced degree borrowers now account for roughly 40 percent of the nation's $1.6 trillion in total student loan debt, and a new study finds that some students are more likely to bear that burden than others.
The study, coauthored by Stanford University researcher Jaymes Pyne, examines the growth of graduate student debt in the U.S., and its disproportionate impacts on African Americans and economically disadvantaged students.
Pyne joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his findings, their implications, and some important takeaways for stakeholders across the country.
In an effort to address workforce needs and serve local students and families, a growing number of U.S. community colleges have begun offering bachelor's degree programs in recent years.
A new national study finds that those offerings - while beneficial to students - can also lead to college-wide increases in tuition and fees.
Study co-author and University of Florida researcher Justin Ortagus joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the study, and some important implications for higher education policy and future research.
In recent decades, new networks for school improvement (NSI) have proliferated across the country. These emerging networks present education leaders with an opportunity to build dynamic infrastructures to engage schools and improve teaching and learning.
A new CPRE workbook, authored by five researchers from Teachers College at Columbia University and the University of Michigan, offers seven lessons for successful NSI management, based on years of interviews and observations in the field.
Workbook coauthors Priscilla Wohlstetter (Teachers College) and Angela Lyle (University of Michigan) join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the workbook, and some important takeaways for NSI stakeholders across the U.S.
Despite extensive training and career preparation, roughly a quarter of all new teachers will leave their position after only a year. A significant contributor, according to researchers, is teacher stress.
In a new article in Phi Delta Kappan Magazine, University of Texas at Austin researcher Christopher J. McCarthy details more than a decade of research into teacher stress, including the interplay between school resources, demands, coping resources, and job satisfaction.
McCarthy joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his findings, his new Kappan article, and some key takeaways for those hoping to reduce or prevent teacher stress in their own schools.
Read more about "Education in a Stressed Out Nation" in the November 2019 issue of Phi Delta Kappan Magazine.
Nobel Prize-winning economist James Heckman joins CPRE Director Jonathan Supovitz to discuss the latest research into the Perry Preschool Project, a landmark 1960’s study that examined the impacts of high quality preschool on at-risk children.
More than 50 years later, Heckman finds that the program has not only changed the lives of its former students, but the lives of their children as well.
Heckman and Supovitz discuss the study and some important takeaways for early childhood policy, practice, and future research.
New research finds that spending cuts following the 2007 economic recession had significant impacts on student achievement, particularly in districts serving low-income and minority populations.
The study, led by Penn State University's Kenneth Shores and George Mason University's Matthew Steinberg, found that students in counties most affected by the recession lost approximately a quarter of their expected annual gains between grades three and eight, compared to students in the least impacted counties.
Shores and Steinberg join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, and some important lessons learned from one of the most challenging periods in American history.
A new study led by the University of Colorado Boulder's Allison Atteberry provides the first rigorous evidence of the impact of full-day preschool on children’s school readiness skills.
The study, co-authored by University of Virginia researchers Daphna Bassok and Vivian C. Wong, finds that full-day preschool can have significant positive impacts on student vocabulary development and teacher-reported measures including literacy, math skills and social-emotional development.
Atteberry joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the team's findings and their potential implications for policy, practice, and future research.
School district secessions - wherein communities "splinter" from an established district to form their own - have become increasingly common in the last 20 years, particularly in the southern U.S.
According to a new study co-authored by Penn State University's Erica Frankenberg, those secessions can have significant impacts on local communities and schools, and lead to increased racial segregation between districts.
Frankenberg joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her team's findings, and their implications for education policy, local government, and future research.
At both the local and national levels, American immigration enforcement efforts have had significant impacts on students, schools, and their surrounding communities, according to two recently published studies.
In a study led by Stanford University's Tom Dee, researchers examined county-level partnerships between Immigrations and Customs Enforcement (ICE) and local law enforcement agencies, and the impacts of those partnerships on schools and students.
Another study, led by UCLA's Patricia Gandara and Loyola Marymount University's Jongyeon Ee, examined the perceptions of thousands of educators, counselors and other school staff across to U.S. to determine how immigration enforcement policies had affected their students.
We speak with all three researchers about their research, and what their findings might say about the nation's current approach to immigration enforcement.
In an effort to improve the identification, assessment, and hiring of qualified teaching candidates, the Los Angeles Unified School District adopted a new "Multiple Measures Teacher Selection Process" in the 2014-15 school year.
According to a new study led by USC PhD candidate Paul Bruno, the system has notably impacted outcomes such as teacher attendance, classroom evaluations, and student performance.
Bruno joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his findings and some important takeaways for districts, school leaders, and practitioners across the country.
Do accountability policies under standards-based reform efforts disproportionately impact teachers over principals and district officials?
A new multi-state study led by the University of Pennsylvania's Adam Kirk Edgerton set out to examine how policy environments differ for each group, and how gaps between them can impact outcomes like teacher preparedness and classroom instruction.
Edgerton joins CPRE Director Jonathan Supovitz to discuss his findings, and some important takeaways for teachers, school leaders, and policymakers across the U.S.
Head Start, the nation’s largest publicly funded preschool program, holds licensed centers and agencies accountable through a set of defined quality standards.
A new study led by Northwestern University's Terri Sabol, however, finds that the overall quality rating of a Head Start center can vary substantially, depending on which classrooms are evaluated.
Sabol joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her team's findings and their implications for educators, policymakers, and future research.
In the largest study of its kind, dozens of researchers set out to learn if a short, online intervention could foster a growth mindset in students, and whether it could positively impact academic achievement.
Lead author and University of Texas at Austin researcher David Yeager joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the study, which involved 12,500 students at 65 schools across the U.S.
Yeager also discusses some noteworthy findings and key takeaways for policy, practice, and future research.
Responding to workforce demands and growing pressure on students to earn a post-secondary degree or certificate, U.S. high schools have increasingly focused on "college readiness." It's a concept, however, that can be difficult to formally define.
In a new study led by the University of Washington's Julia Duncheon, researchers explored how a teacher's background, academic focus, and personal experience can influence their definition of "college readiness."
Duncheon joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her findings and their potential implications for instruction, policy, and future research.
The Wallace Foundation's six-year, $85 million "Principal Pipelines" initiative led to notable gains in reading, math, and leadership turnover across more than 1,100 urban schools, according to a new study from the RAND Corporation.
The study, led by RAND Office of Research Quality Assurance Director Susan Gates, also found that some of the most effective elements of the initiative can be implemented at little cost.
Gates joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her findings and some important takeaways for districts and stakeholders across the country.
Social-emotional learning (SEL) competencies like self-efficacy and conscientiousness can be predictive of long-term academic achievement. But they can also be difficult to measure.
In a new study led by NWEA's James Soland, researchers investigated whether assessment metadata - the way students approach tests and surveys - can provide useful SEL data to schools and educators.
Soland joins CPRE research specialist Tesla DuBois to discuss his findings, their implications, and the promise and limitations of student metadata in general.
The advanced placement (AP) program has rapidly expanded in recent years, causing some to question whether certain courses - including AP science and math - can be successfully offered in less-resourced schools.
In one of the first studies of its kind, a team of researchers set out to chart the "frontier" of AP expansion, and the fidelity with which schools offered AP science for the time.
University of Washington Professor Mark Long discusses the team's findings and some important implications for school leaders, policymakers and future research.
From property tax to "soda tax," U.S. cities have found creative ways to fund and grow free, high quality preschool programs. Now families - and researchers - are reporting on the personal and academic benefits of those programs for local children.
We welcome Shante` Brown (Director of Operations, PHLpreK), Milagros Nores (Research Co-Director, NIEER) and Phil Sirinides (Senior Research Specialist, CPRE) to discuss two growing programs in Seattle and Philadelphia, and their unique approaches to fostering quality and improving access.
From kindergarten to the workforce, disadvantaged students face significantly longer odds than their advantaged counterparts, according to a new report from the Georgetown University Center on Education and the Workforce (CEW).
The report, which found that less talented students from affluent beginnings are more than two times as likely to begin a successful career as even the most talented students from disadvantaged families, paints a stark picture of status, race, and lifelong achievement gaps in the U.S.
Georgetown CEW Director Anthony Carnevale joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the report and its implications for education, federal policy, and the concept of upward mobility.
A new, wide-ranging study led by Michigan State University's Todd Elder finds that a student's race can play a significant role in whether or not they are identified with a disability.
Elder joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his study - which analyzed birth and education records for every child born in Florida over a ten-year span - and its potential implications for practitioners, policymakers, and future research.
Performance-based funding, which ties a portion of a college’s state support to outcomes like graduation rates and degree production, remains one of the most widely used accountability drivers in higher education. In recent years, however, researchers have found that it can have unintended consequences for underrepresented student groups.
One of those researchers, Seton Hall University’s Robert Kelchen, led a national study of colleges and universities to understand the impact of performance-based funding, and whether targeted bonuses can boost enrollment rates for minorities and low-income students. He joins CPRE research specialist Robert Nathenson to discuss his findings and their potential implications for higher education policy across the U.S.
From high-stakes testing to heightened federal accountability, the No Child Left Behind Act brought myriad changes to American classrooms. According to two new studies by the University of Dayton’s Meredith Wronowski, it also had significant unintended impacts on teacher perceptions – including increased feelings of stress and demoralization – and workplace turnover.
Wronowski joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her findings, and offers some key takeaways for policymakers, teachers, and school leaders hoping to chart a different course in the Every Student Succeeds Act era.
A new study by American Institutes for Research (AIR) researchers Jordan Rickles and Kristina Zeiser examines the effects of a school-wide focus on deeper learning in 16 U.S. high schools.
They join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, which include significant positive impacts on post-secondary enrollment, interpersonal skills, and academic outcomes.
Rickles and Zeiser also offer some key takeaways for school leaders, teachers, and policymakers hoping to understand and promote deeper learning in their own schools.
Can exposure to high-achieving boys or girls have long-term impacts on a student's behavior, decision making, and academic success? A new study of more than 10,000 students examines the influence of gender composition in middle and high school classrooms.
Co-author and Cornell University researcher Angela Cools discusses her findings - which include notable effects on female students - and some important takeaways.
Each year millions of American K-12 students take classes online, augmenting traditional coursework or attempting to recover lost credits on the road to graduation. Despite its growing presence in schools, however, digital instruction can often have mixed results.
Vanderbilt University's Carolyn Heinrich recently led a multi-year study of dozens of urban high schools to find out how - and how well - students are learning online.
She joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her findings - including a negative association between online course taking and learning - and some valuable takeaways for schools leaders, teachers, and policymakers.
In many urban districts, where cost constraints and expanding school choice options have reduced or eliminated access to traditional school bus service, students increasingly rely on public transportation.
In a new study, Johns Hopkins University researcher Marc Stein examines the impact of public transportation use on student absenteeism, finding a significant link between how - and whether - students get to school.
He joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his findings and their potential implications for families, school leaders, and other stakeholders.
Eight states have now formally banned affirmative action, prohibiting the use of race in the evaluation of college applicants.
A new study by Southern Methodist University's Dominique Baker set out to understand the political, social, and economic climates of those states prior to ban adoption.
Baker joins Marybeth Gasman, director of the Penn Center for Minority-Serving Institutions, to discuss her findings, their potential implications, and the impacts affirmative action bans can have on diversity, equity, and college admissions.
For decades, research has documented notable and persistent gaps between advantaged and disadvantaged students. From funding to teacher quality to external school support, many of these gaps continue to pose complex challenges for schools, districts, and policymakers.
Those issues drive the May 2019 issue of Phi Delta Kappan Magazine, and this week we partner with Kappan to discuss their causes, impacts, and potential solutions.
Today we welcome Harvard University researcher Ebony Bridwell-Mitchell, whose new article explores how external school partnerships can perpetuate and even grow inequalities between advantaged and disadvantaged schools.
She joins Rand Quinn, senior researcher with the Consortium for Policy Research in Education, to discuss her findings and their potential implications for school leaders, policymakers, and other stakeholders.
To read more about educational resources and equity, pick up the May 2019 issue of Kappan Magazine or visit www.kappanonline.org.
For decades, research has documented notable and persistent gaps between advantaged and disadvantaged students. From funding to teacher quality to external school support, many of these gaps continue to pose complex challenges for schools, districts, and policymakers.
Those issues drive the May 2019 issue of Phi Delta Kappan Magazine, and this week we partner with Kappan to discuss their causes, impacts, and potential solutions.
Today we welcome Dan Goldhaber, director of the Center for Analysis of Longitudinal Data in Education Research (CALDER) at the American Institutes for Research, to discuss the latest research on teacher quality gaps in U.S. schools.
He joins Doug Ready, director of the Consortium for Policy Research in Education (CPRE) at Teachers College.
To read more about educational resources and equity, pick up the May 2019 issue of Kappan Magazine or visit www.kappanonline.org.
A new study led by Harvard University's Carly Robinson shows that attendance awards - one of the oldest and most widely used interventions for absenteeism - can actually lead students to miss more days of school.
Robinson joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her findings, their potential explanations, and some key takeaways for those hoping to curb absenteeism in their own schools.
In the wake of a national college admissions scandal, involving wealthy parents, bribes, cheating, and some of the country's elite universities, undergraduate admissions practices - and their impact on equity and student diversity - are facing renewed scrutiny.
Don Hossler, senior scholar with the Center for Enrollment Research, Policy and Practice at USC, discusses the ongoing reverberations of the scandal, and a new exploratory study of the nonacademic factors used by some universities to evaluate applicants.
When new charter schools open, how do they impact traditional public schools in the same district? Charter opponents claim they increase district costs and alter student composition at traditional schools, while proponents claim they drive competition, efficiency, and force positive change.
Indiana University-Purdue University Indianapolis researcher Christian Buerger recently led a study to find out who was right. He joins CPRE Director Jonathan Supovitz to discuss his findings, which include some noteworthy short- and long-term impacts on traditional schools.
Research Minutes is also available on iTunes, Spotify, Stitcher, TuneIn, YouTube and more.
For decades arts education has been disappearing from American schools, particularly those serving minority student communities. But a new initiative is attempting to turn back the clock.
Texas A&M University researcher Daniel Bowen discusses his new study of Houston's Arts Access Initiative, a collaborative effort launched in 2013 to expand arts education opportunities for city students. He discusses his findings - which include notable impacts on academic performance and engagement - and their implications for stakeholders nationwide.
Each year millions of entering college students are required to take non-credit, developmental education courses in subjects like math, reading, and writing, an unforeseen speed bump that can contribute to "stopout" and racial achievement gaps.
In 2013 Florida took a new approach, making developmental education optional for the vast majority of students.
Florida State University's Toby Park recently led a multi-year study of the initiative, finding that it led to notable gains in course passing rates and minority student achievement. He joins CPRE research specialist Robert Nathenson to discuss his findings and some important takeaways for stakeholders across the U.S.
Each year nearly 14 percent of Americans - including millions of school-age children - move from one home to another. In cities like New York, where roughly 40 percent of students move at least once between third and eighth grade, residential mobility can have significant impacts - both positive and negative - on student outcomes.
We sit down with Temple University's Sarah Cordes, who recently led a comprehensive study of more than 90,000 New York City students to understand the impacts of moving on school performance. Cordes joins CPRE research specialist Adrianne Flack to discuss her findings and offer some key takeaways for families, policymakers, and stakeholders across the country.
While many studies have examined the connections between minority students, minority teachers, and immediate outcomes like test scores, few have attempted to track those impacts through high school and into college.
A new study led by American University's Seth Gershenson did just that, and uncovered some dramatic findings about the long-run impacts of same-race teachers.
Gershenson joins University of Pennsylvania Graduate School of Education researcher Rand Quinn to discuss those findings, and their potential implications for practitioners, policymakers and researchers across the country.
For decades, education researchers, policymakers and other stakeholders have advocated for a wide range of reforms to elementary school instruction. A new study of five urban school districts set out to determine how - and how well - those reforms are being implemented in the classroom.
Harvard University's Heather Hill joins CPRE senior researcher Caroline Ebby to talk about her article "Learning Lessons From Instruction: Descriptive Results From an Observational Study of Urban Elementary Classrooms."
Hill discusses her key findings and provides some important takeaways for districts, teachers, researchers, and policymakers across the country.
Catherine Augustine, director of the RAND Corporation's Pittsburgh Office, discusses one of the first ever rigorous evaluations of restorative practice in a city school district.
Augustine joins CPRE senior researcher Ryan Fink to discuss her findings, which included notable impacts on school climate and student suspension.
New York City's "school improvement industry" - the myriad external groups and organizations working to help schools meet specific goals - is so large, and often so fragmented, that it can be difficult to even measure.
Thomas Hatch, a Columbia University researcher and co-director of the National Center for Restructuring Education, Schools, and Teaching, recently set out to map those organizations working to support K-3 reading in New York schools, and understand how they operate, interact, and impact education.
Hatch sits down with CPRE senior researcher Ryan Fink to discuss his new research brief - "The Role of External Support Providers in Improving K-3 Reading Outcomes in New York" - and its potential implications for stakeholders across the country.
Internationally acclaimed researcher Richard Ingersoll discusses his new edition of "Seven Trends: The Transformation of the Teaching Force," a landmark study examining 30 years of data on the teacher labor market.
Ingersoll joins CPRE Director Jonathan Supovitz to highlight a number of key findings, including an ongoing "greening" of the workforce and an "unheralded victory" for minority recruitment initiatives. Ingersoll also provides some important takeaways for those hoping to understand, and make use of, the latest data on America's teachers.
Three Ohio community colleges grew enrollment and more than doubled two-year graduation rates following implementation of the CUNY-developed Accelerated Study in Associate Programs (ASAP).
MDRC senior associate Colleen Sommo joins guest host Peter Horn to discuss her team's new multi-year study of the initiative, and its potential implications for colleges, policymakers, and researchers across the U.S.
Teacher preparation programs have long been judged on criteria such as licensing exam scores and teacher retention rates. Now, states are moving toward multi-outcome measures, including teacher evaluation ratings, to assess program quality.
UNC researcher and associate director of the Education Policy Initiative at Carolina (EPIC) Kevin Bastian recently led a statewide study of the relationships between teacher preparation programs and their graduates’ evaluation ratings after entering the workforce.
He joins University of Wisconsin-Madison research Peter Goff to discuss his findings and their potential implications for researchers, policymakers, and practitioners.
High schools throughout the U.S. are expanding opportunities for students to earn college credit before graduation. And while many studies have examined the connections between advanced placement credit and college achievement, few have identified exactly what students are doing with those credits at the post-secondary level.
Peabody College, Vanderbilt University researcher Brent Evans recently led a national study to find out. He joins CPRE Research Specialist Robert Nathenson to discuss his findings and their potential implications for school districts, states, colleges, and policymakers.
Guest hosted by Peter Horn, of the Point of Learning podcast.
Maryanne Wolf, renowned literacy scholar and author of "Proust and the Squid," joins CPRE Director Jonathan Supovitz to discuss the latest scientific research on reading, learning, and the impact of digital screens.
She also shares insights from her upcoming book "Reader Come Home: The Reading Brain in a Digital World," her new article in Kappan Magazine, and offers advice for teachers, leaders, and everyday readers hoping to adapt to a digital world.
Part of the CPRE Knowledge Hub and Kappan Magazine's 'What We've Learned About Learning" podcast series. To read more about learning science and education, pick up the Dec/Jan 2018 issue of Kappan Magazine or visit www.kappanonline.org.
Renowned cognitive scientist, author, and former K-12 teacher Pooja Agarwal joins CPRE senior researcher Abigail Gray to share four simple, science-backed strategies to improve teaching and learning.
She also shares insights from her upcoming book "Powerful Teaching: Unleash the Science of Learning," her new article in Kappan Magazine, and provides a wealth of free resources for teachers and policymakers hoping to close the gap between learning science and the classroom.
Part of the CPRE Knowledge Hub and Kappan Magazine's 'What We've Learned About Learning" podcast series. To read more about learning science and education, pick up the Dec/Jan 2018 issue of Kappan Magazine or visit www.kappanonline.org/
Renowned researcher, author, and former teacher Tracey Tokuhama-Espinosa joins CPRE Director Jonathan Supovitz to discuss "neuromyths," those false or misinterpreted facts we continue to believe about the human brain.
She also shares insights from her new book "Neuromyths: Debunking False Ideas About the Brain," her new interview in Kappan Magazine, and offers suggestions for teachers, education researchers, and policymakers hoping to move past debunked theories and bring the latest brain science to the classroom.
Part of the CPRE Knowledge Hub and Kappan Magazine's 'What We've Learned About Learning" podcast series. To read more, pick up the Dec/Jan 2018 issue of Kappan Magazine or visit https://www.kappanonline.org/
Amid widespread funding struggles and a changing national workforce, education officials and stakeholders are seeking out reforms and radical new approaches to teacher retirement benefits.
We speak with Manhattan Institute senior fellow Josh McGee, whose new paper examines current retirement systems in New York and Philadelphia and attempts to model teacher attitudes toward traditional and defined-benefit plans.
McGee sits down with guest host Peter Horn, of the Point of Learning podcast, to discuss his findings, and an alternative system that could have a profound impact for new teachers.
In a world of "fake news," "advertorials," "sponsored posts," and other potentially misleading content, the ability to properly vet social and political information online has become a vital skill. But are we properly teaching it to students?
A new study led by Stanford University's Sarah McGrew finds that students at nearly all levels - from middle school through college - struggle to evaluate online information, and often fail to ask essential questions regarding the origins and motives of various content.
McGrew sits down with CPRE Research Specialist Robert Nathenson to discuss her findings and offer some tips and free resources to teachers, policymakers, and education researchers hoping to address this problem.
On a special edition of Research Minutes, Drew University researcher and renowned education policy expert Patrick McGuinn speaks with CPRE Director Jonathan Supovitz about the 2018 midterm elections and what they could mean for public education.
How would a so-called "Blue Wave" - or Republic victories in the House and Senate - impact issues like federal and state education funding, student civil rights, school infrastructure, or recent proposals for "tuition-free" college?
McGuinn also discusses the agenda items that will be facing state and federal lawmakers regardless of party control, including teacher pay, pension funding, and higher education accountability.
For decades, researchers and education officials have used the National School Lunch Program as a key indicator of economic disadvantage.
Federal and state officials gauge student need and guide millions of dollars in education funding based on enrollment for free or reduced-price lunch. Now, new research suggests this indicator may not be as valid as it seems.
In this edition of Research Minutes we speak with Thurston Domina, researcher with the University of North Carolina at Chapel Hill and lead author of a new, multi-state study of education records, household income, and census data, which sheds new light on this long-standing metric.
Domina joins CPRE Research Director Jonathan Supovitz (University of Pennsylvania) to discuss his findings, which also include a surprising correlation between lunch program enrollment and student achievement.
As states increasingly call for standards-based Pre-K programs, teachers and administrators often struggle to balance traditional child development practice with external standards and policies.
In this edition of Research Minutes we welcome University of Wisconsin-Madison researcher Elizabeth Graue, lead author of a new, multi-state, comparative case study titled "What Guides Pre-K Programs?" published in Teachers College Record in August 2018.
Graue joins CPRE Director Jonathan Supovitz (University of Pennsylvania) to discuss her findings and their implications for Pre-K administrators, teachers, and policymakers.
Despite a growing demand for post-secondary education in communities across the U.S., millions of residents currently live in what researchers call “higher education deserts,” areas where students have limited or no access to a public, broad-access four-year university.
On this episode of Research Minutes we speak with University of Wisconsin-Madison researcher Nicholas Hillman, one of a small number of researchers currently studying higher education deserts and their impacts on local students and families.
Hillman joins CPRE research specialist Robert Nathenson to discuss his research and offer some tips to those hoping to understand and address this unique problem.
For many years, new candidates for principal licensure have typically been assessed on their professional experience, education, and their performance on a written or online leadership exam.
Recently, however, some states have begun exploring performance assessments for principal licensure, requiring candidates to demonstrate skills and proficiency in key leadership areas.
On this edition of Research Minutes we speak with Fordham University researcher Margaret Terry Orr, who spent the last five years working with the Commonwealth of Massachusetts as it rolled out new leadership preparation training and performance assessment requirements for principal candidates.
Orr, who is now working on a similar initiative in California, speaks with Consortium for Policy Research in Education (CPRE) co-Director Jonathan Supovitz (University of Pennsylvania) about her findings and the promise of performance assessment for leaders.
From 2009 through 2016, school districts and charter school organizations in four states participated in a sweeping, $575 million educational initiative sponsored by the Bill and Melinda Gates Foundation, titled Intensive Partnerships for Effective Teaching.
The initiative sought to build new, comprehensive systems of teacher evaluation and connect low-income minority students with quality educators, as part of a wider effort to improve student outcomes.
Despite years of effort and considerable resources, however, the initiative fell short.
In this edition of Research Minutes, we speak with the RAND Corporation’s Brian Stecher, who led a team of researchers from RAND and the American Institutes for Research in conducting a six-year evaluation of the Gates Foundation initiative.
Stecher discusses his team’s final report, published in June of 2018, which found that while the initiative did bring some improvements to the host sites, it failed to make an impact on student achievement.
Established in 2008 as a partnership between the City of Pittsburgh, Pittsburgh Public Schools, and the University of Pittsburgh Medical Center, The Pittsburgh Promise has since provided more than $120 million in college scholarships to eligible graduates of Pittsburgh's public schools.
But is it working?
On this episode of Research Minutes, University of Pittsburgh School of Education researcher Lindsay Page speaks with CPRE researcher Robert Nathenson (University of Pennsylvania) about her recent study of the Pittsburgh Promise and its impacts on college enrollment and persistence.
Her study, The Promise of Place-Based Investment in College Access and Success: Investigating the Impact of the Pittsburgh Promise, was co-authored by Jennifer Iriti, Danielle Lowry, and Aaron Anthony (University of Pittsburgh). It was published in Education Finance and Policy in 2018.
Lindsay Page is an assistant professor of research methodology at the School of Education and a research scientist at the Learning Research and Development Center at the University of Pittsburgh. Her work focuses on quantitative methods and their application to questions regarding the effectiveness of educational policies and programs across the pre-school to postsecondary spectrum.
To learn more about The University of Pennsylvania's CPRE Knowledge Hub, visit http://www.cprehub.org/ or follow @cprehub.
Carrie Conaway, chief research and strategy officer for the Massachusetts Department of Elementary and Secondary Education, speaks with CPRE Knowledge Hub Director Bobbi Newman about her analysis of state-level research needs and provides tips for both researchers and policy makers hoping for more effective collaboration.
Vanderbilt University researcher Jason Grissom (Vanderbilt University) discusses his recent study on how - and why - principals ultimately leave their schools, and provides some suggestions for districts hoping to retain and support their most effective school leaders.
Education researcher Elizabeth Farley-Ripple (University of Delaware) speaks with CPRE Knowledge Hub Director Bobbi Newman about a new conceptual framework for researchers and practitioners, and its potential to inform new, more collaborative approaches to educational research.
CPRE Hub director Bobbi Newman speaks with CPRE senior researchers Henry May (University of Delaware), Abigail Gray (University of Pennsylvania), and Philip Sirinides (University of Pennylvania) about their monumental study of Reading Recovery, a national intervention designed to improve literacy achievement in struggling first-graders.
Joshua Goodman, Associate Professor of Public Policy at the Harvard Kennedy School, sits down with CPRE, Research Specialist, Robert Nathenson to discuss Benjamin Castleman and Joshua Goodman's study, Intensive College Counseling and the Enrollment and Persistence of Low Income Students, which was published in the journal, Education Finance and Policy in January 2018. Goodman shares the findings of their study on the impact of intensive college counseling to improve college enrollment and completion for disadvantaged students and the importance of studying interventions in education.
Outcomes five and twelve years Later — Janet Rosenbaum shares findings from study that compares #edu & criminal justice outcomes for 480 youth suspended from schools with those of 1,193 matched non-suspended youth.
Download report: http://bit.ly/2GzyQuV
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The CPRE Knowledge Hub is headquartered at the University of Pennsylvania Graduate School of Education. For more videos, podcasts, research analysis, and interactive discussion in the realm of education, visit http://www.cprehub.org or follow @cprehub on Twitter.
Download report: http://bit.ly/2ptL147
Researchers Rand Quinn (University of Pennsylvania) & Tina Cheuk (Stanford University) discuss new policy brief & talk about their findings surrounding public opinion on #schoolvouchers in the highly politicized climate of #Trump's presidency.
Matthew Steinberg joins Research Minutes to discuss his study that he co-authored with Matthew Kraft, The Sensitivity of Teacher Performance Ratings to the Design of Teacher Evaluation Systems, which was recently published in Educational Researcher. He describes the implications that the design of a teacher evaluation system has on the distribution of teacher performance ratings and what this means for policymakers.
Stanford University endowed Professor of Poverty and Inequality in Education joins Research Minutes to talk about his study Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry with CPRE –UPenn researcher, Ryan Fink. Reardon's study was recently published in American Educational Research Association's OPEN journal. Reardon analyzes school readiness trends through lenses of several demographic differences and factors.
Have thoughts on this podcast? Head to KH Conversations, our discussion forum, and join the conversation!
Former Delegated Director of the U.S. Department of Education’s Institute of Education Sciences, Ruth Curran Neild talks with CPRE Knowledge Hub's Co-Director Bobbi Newman about her study Finding their Stride: Kindergarten English learners and time to proficiency in the school District of Philadelphia which was co-authored with Joshua Lin. Lin is a researcher at Philadelphia Education Research Consortium (PERC) where Curran Neild is the Director.
Director of the University of Chicago Consortium on School Research Elaine Allensworth joins CPRE Knowledge Hub Director Bobbi Newman to talk about her study, The Educational Benefits of Attending Higher Performing Schools: Evidence from Chicago High Schools, recently published in Educational Evaluation and Policy Analysis. Allensworth analyzes the positive and negative impact on students who attend a higher performing school.
Have thoughts on this podcast? Head to KH Conversations, our discussion forum, and join in the conversation!
University of Oklahoma Assistant Professor Deven Carlson joins CPRE Knowledge Hub Director Bobbi Newman to talk about the nature of re-classifying English Language Learners through testing, how this can create challenges for those students, and certain ways that have been utilized to support this segment of the education population.
University of Minnesota Professor Kendall King joins the Research Minutes podcast to talk about the ways that language policies on placement tests can impact newcomer English language learners.
Beth Schueler, a Postdoctoral Research Fellow at the Harvard Kennedy School of Government, joins the podcast to share her research on Massachusetts' state-led turnaround efforts in Lawrence, MA. She considers how the dynamic of the district changed, the impact of the shift, and future considerations for this type of research.
Have thoughts on this interview? Head over to KH Conversations, our discussion forum, to share your thoughts.
University of Calgary doctoral student Mylynn Felt joins the Research Minutes podcast to talk about how researchers in the social sciences can use big data to further their research aims, some tools that can be help for researchers who want to get started in this type of work, and the ramifications of big data for social science in the long term.
Have thoughts on this interview? Head over to KH Conversations, our discussion forum, to share your thoughts.
UMBC Assistant Professor F. Chris Curran walks listeners through the history of state series tolerance laws and discusses his recent paper on how those laws affect discipline issues.
University of Michigan Professor Don Peurach recounts his research on large-scale, network-based educational improvement initiatives.
Have thoughts on this interview? Head over to KH Conversations, our discussion forum, to share your thoughts.
University of Pennsylvania Assistant Professor Matthew Steinberg joins the Research Minutes podcast to talk about his recent research on teacher observations.
Have thoughts on this interview? Head over to KH Conversations, our discussion forum, to share your thoughts.
On Wednesday morning, Donald Trump was elected to become the next president of the United States. With his election, this Policy Matters podcast recounts Trump's top four education policy ideas heading towards his inauguration in January.