Addressing students’ mental health needs coming out of the pandemic

Over the past year, extended school closures caused by Covid-19 have wreaked havoc on our nation’s students. Thousands have lost parents, grandparents, and family friends to the virus. Children and teenagers have suffered from a lack of routines and extracurricular activities and the inability to see their friends and classmates. Their moms and dads have Read more about Addressing students’ mental health needs coming out of the pandemic[…]

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A DEI Guide to Teacher Preparation Outcomes and Indicators

High-quality teacher preparation can play a critical role in dismantling inequities in education, such as disparities in student achievement and access to high-quality education, which often exist and persist along racial and ethnic lines. Black and Latinx students and students experiencing poverty – like Indigenous, Asian and other students of color – are more likely Read more about A DEI Guide to Teacher Preparation Outcomes and Indicators[…]

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Present Danger: Solving the Deepening Student Absenteeism Crisis

With coronavirus vaccinations rising, Covid cases falling, and schools reopening, education leaders are turning their attention to expanding learning opportunities post-pandemic.  But strikingly high rates of student absenteeism threaten that work. A new FutureEd report on attendance trends in five school districts serving nearly 450,000 students suggests that student absenteeism has been far greater during Read more about Present Danger: Solving the Deepening Student Absenteeism Crisis[…]

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Accelerate, Don’t Remediate: New Evidence from Elementary Math Classrooms

Research suggests students have experienced more unfinished learning over the last year than ever before. With the COVID-19 pandemic waning, school systems are facing a critical choice about how to respond. Should they use the traditional approach of reviewing all the content students missed, known as remediation? Or should they start with the current grade’s Read more about Accelerate, Don’t Remediate: New Evidence from Elementary Math Classrooms[…]

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How Schools Adapt during the Pandemic Can Reshape Adolescent Learning Experiences for Generations

As COVID-19 caused unimaginable disruptions to public education, some schools and districts doubled down on innovation and commitment to supporting high school student success. CRPE is working with a diverse group consisting of researchers from the Center for Public Research and Leadership (CPRL), SRI International, The Christensen Institute, and the Education Trust to map a Read more about How Schools Adapt during the Pandemic Can Reshape Adolescent Learning Experiences for Generations[…]

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Navigating Policy for Personalized, Competency-Based Education

Covid-19 exacerbated and brought attention to inequities long present in public education. Facing inconsistent access to learning across distances, students will leave this period with months of what’s been called “lost learning.” Short of repeating a full year, addressing these gaps presents a grave challenge for traditionally structured schools. Competency-based education (CBE)—an approach where learning Read more about Navigating Policy for Personalized, Competency-Based Education[…]

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The Education Data that Matter Most to Parents and School Stakeholders

Most existing school accountability systems do not give leaders—especially those at the local level—a recipe to follow that leads to better outcomes for students. That is, accountability systems are too often designed without critical information about the component parts and the most effective step-by-step process for education stakeholders to follow in order to reach the Read more about The Education Data that Matter Most to Parents and School Stakeholders[…]

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Inaugural PISA Data on Students’ Growth Mindset and Teaching Practices

Writing for the Fordham Institute,  Jeff Murray recently reviewed the results of a new Growth Mindset survey administered for the first time with the 2018 PISA assessment. Excerpts of the piece appear below: For the 2018 administration of the test, PISA included a “growth mindset” instrument. Students who have this mindset believe that intelligence is Read more about Inaugural PISA Data on Students’ Growth Mindset and Teaching Practices[…]

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We must ensure communities can keep the innovations that kids need

Writing for the Center for Reinventing Public Education (CRPE), Steven Hodas and Travis Pillow recently highlighted community-based learning innovations that have emerged during the pandemic and urged readers to work to preserve the best of these innovations. Excerpts of their article appear below: Policymakers are understandably eager to return to normal as soon as possible. Read more about We must ensure communities can keep the innovations that kids need[…]

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Preparing Students of Color for the Future Workforce

A new issue brief from the Center for American Progress, Preparing Students of Color for the Future Workforce, applies a race equity, community-centered lens to understand how to prepare Black, Latinx, and Indigenous students for college and the workforce. Major themes emerged from community conversations, which have allowed the authors to identify gaps that obstruct Read more about Preparing Students of Color for the Future Workforce[…]

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When Is the Right Time to Make Changes in Education?

Dr. Kim Fleming, President of Core Education, LLC, recently joined Jeff Ikler and Kirsten Richert on their Getting Unstuck: Educators Leading Change podcast to discuss changes that may persist in education beyond the pandemic and new innovations on the horizon.    Kim on why this conversation matters: “There is something really urgent about the moment Read more about When Is the Right Time to Make Changes in Education?[…]

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Digital Learning Playbook

Digital learning leverages digital tools and resources to establish powerful, flexible learning environments. Digital learning means each student has access to a device and reliable internet access, both at school and at home. While digital learning is critical during emergency situations when remote teaching is necessary (e.g., e-learning days due to weather cancellations, hybrid learning, Read more about Digital Learning Playbook[…]

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Instructional Time Policy 101

Instructional time policy is critical to education service delivery because it sets minimum, and sometimes maximum, requirements for learning time. Each state defines instructional time differently, and states have varying requirements in policy. Education Commission of the States (ECS) has released three papers that provide an easy reference for top-level information on instructional time, including Read more about Instructional Time Policy 101[…]

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The K–12 Improvement Imperative

Writing for the Christensen Institute, authors Thomas Arnett and Bob Moesta present the findings of a study designed to help the proponents of continuous improvement approaches better understand how context shapes choices about how to improve.  Every principal and superintendent accepts their role knowing that they will be expected to make their schools better. For Read more about The K–12 Improvement Imperative[…]

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How does money matter for schools?

Writing for the Fordham Institute, Adam Tyner reviews a new research report by Jackson and Mackevicius that explores how money matters for student outcomes. Excerpts from the piece appear below: The overall effect of an additional $1,000 of spending per child on test scores, based on 2018 prices and over four years of school, is Read more about How does money matter for schools?[…]

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Maine 2020 Early College Report

The University of Maine system has released the 2020 Early College Report, which analyzes the impact of early college (dual enrollment) programs in the state. Highlights of the report include the following: Enrollment in Early College (EC) classes has increased 76% system wide in the past five years. Students who take EC classes within the Read more about Maine 2020 Early College Report[…]

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