This weekly recap focuses on the potential risks and benefits of the 'Internet of Bodies,' what might happen if the ACA is struck down and COVID-19 is considered a preexisting condition, a drop in the use of preventive care, and more.
In spring 2020, nearly every school in America had to figure out how to make distance learning work. Some handed out thick packets of homework for students to do on their own. Others handed out laptops. Most principals agree that better planning for future closures should be a priority.
This weekly recap focuses on America's declining status on the world stage, why schools need long-term plans to address COVID-19, what Shinzo Abe's resignation means for the U.S.-Japan alliance, and more.
Schools cannot simply wait out this pandemic, nor will short-term planning and ad-hoc infrastructure get them successfully through this academic year. If schools are to minimize educational losses, large-scale investments should be made now.
During the August recess Hill staff should have an opportunity to step back from the fast pace of votes and hearing preparation to examine priorities for the fall and beyond. This list of must-read research and commentary covers some policy issues they will likely be addressing after the break.
Automated writing evaluation systems offer a promising approach to relieving the burden of giving formative feedback to students on their writing. What do teachers want to see in these systems so that the technology can be integrated into their teaching?
The debate over opening U.S. schools is growing more heated by the day. In this Q&A, RAND researchers discuss the different approaches for reopening, how online learning went in the spring, ways to help disadvantaged students, and more.
The quality of remote instruction depends on whether students can connect and interact with educators online. But poverty is a major driver of who gets high-quality online instruction and who doesn't. What can states do in this new reality?
The Measuring and Improving Student-Centered Learning Toolkit lets high school leaders and teachers gather information about the extent to which student-centered learning is happening remotely now, and plan for improvements to student-centered learning in the future.
Schools and teachers can support student learning during the COVID-19 crisis by considering how to keep curricula front and center alongside a set of targeted digital materials that connect with curricula and can keep students learning, engaged, and connected to their school support systems.
Three factors are essential for any digital learning method. First, it must be inclusive. Second, it should support the learning experience, not replace it. And third, evidence of what works should inform digital learning interventions.
Nearly all school-age children in the United States are no longer in the classroom as districts shut down to reduce the spread of the new coronavirus. RAND education researchers discuss how this situation might exacerbate educational inequities, how districts and teachers are innovating and what they need, and what parents can do.
Children's needs extend beyond the purely academic. It is important that their social and emotional well-being is supported as instruction moves online during the COVID-19 pandemic. A whole-child view of what students need could benefit them now more than ever.
Colleges and universities have turned to online courses to help slow the spread of COVID-19. But distance learning may also hold promise as a long-term strategy to help make higher education more accessible and affordable.
A big factor in the rise of college costs is the traditional seat-time model requiring undergraduate students to spend a specified amount of time in classrooms, frequently with doctorally qualified faculty. But there are alternative models that could enable colleges and universities to offer degrees more efficiently and affordably.
In the often-fraught debate over education policy, there is growing agreement that educators should pay close attention to the development of the social and emotional skills that allow students to persevere when working on difficult tasks, regulate emotions, and work effectively in teams. But measuring such skills remains a significant challenge.
To teach something effectively, educators need to determine whether their instructional approaches are working, and make adjustments to those approaches as needed. The Assessment Work Group and RAND have developed tools to assist educators in finding and using assessments to measure social and emotional learning and higher-order cognitive competencies.
Universities are partnering with private companies that have the resources to help them compete in the online learning market and maximize student enrollment. Do their different missions—providing high-quality education and making a profit—dilute the quality of the courses?
States have an opportunity to provide better instructional materials to teachers hungry for more resources aligned with state standards. By focusing on what they agree students should learn, states could work together to build curricula and shore up other key supports.
Students in personalized learning classrooms made greater gains in math and reading than their peers in other schools. But there are barriers to fully personalized learning, including rigid state standards and time demands on teachers.
To help Hill staffers make the most of the Congressional recess, RAND has developed a list of must-read research and commentaries that will help ensure policymakers will return ready to hit the ground running.
Inmates who participate in any kind of educational program behind bars are up to 43 percent less likely to reoffend and return to prison. They also appear to be far more likely to find a job after their release.
As lawmakers consider the reauthorization of the Elementary and Secondary Education Act, it is critical that in meeting their objectives they do not create unnecessary obstacles to the productive innovations being explored at schools, such as personalized learning.
When it comes to helping children appreciate the benefits of using technology in a classroom setting, early childhood education providers play a critical role integrating that technology appropriately, intentionally, and productively. But these educators face myriad barriers to fulfilling these roles.
For children from all income classes to benefit from the proper use of technology in early childhood education, providers, families, and children themselves must have access to an adequate technology infrastructure, including devices, connectivity, and software.
On a typical day, children ages 3-5 spend an average of four hours with technology, and technology use is increasing among children of all ages. Debates about the role of technology in early childhood education are ongoing, with some providers, parents, and others yet to be convinced of its potential benefits.
The forum focused on several key issues underlying successful integration of technology into early childhood settings, including the goals that should be established for technology use, the infrastructure that is needed to support effective technology use, and the role of teachers and parents in facilitating technology use.
One hundred engineering colleges around India will rely heavily on virtual instruction under a new program. Given the amount India is investing, it is important to make the best possible use of the complex and evolving Massive Open Online Course (MOOC) model.
A first-year algebra curriculum that blends tutoring software with conventional textbook learning had a positive effect for high school algebra students. Researchers found significant improvements—a change equivalent to moving from the 50th percentile to the 58th on an algebra posttest.
To succeed in the 21st century, students need to be able to communicate, collaborate, and problem-solve with people beyond national boundaries. Director of RAND Education Darleen Opfer describes how teachers can teach 21st-century skills, using nine lessons from the science of learning.