Dec 5, 2017
A review of social and emotional learning interventions for K–12 students can help education policymakers identify those that satisfy ESSA evidence requirements and meet their local needs.
This page offers an easy way for policymakers to access education research and analysis that is relevant to current Congressional agendas. For additional information, to request documents, or to arrange a briefing, contact the RAND Office of Congressional Relations at email@example.com or (703) 413-1100 x5395.
RAND periodically sends alerts and newsletters to update Congress on highlights of recent work about education.
Testimony submitted before the House Committee on Veterans' Affairs, Subcommittee on Economic Opportunity on May 16, 2012.
Testimony presented before the Council of the District of Columbia, Committee of the Whole on February 16, 2012.
Testimony presented to the California Select Committee on the Master Plan for Education.
Testimony presented to the California Little Hoover Commission.
Testimony presented before the California State Senate Education Committee.
Testimony presented to the California State Assembly Select Committee on School Safety.
Testimony presented to the Education Task Force, Budget Committee, U.S. House of Representatives.
This brief summarizes results from RAND's descriptive analysis of participation rates and school readiness outcomes for children served in the first year of the Big Lift collective impact initiative.
An updated comprehensive review of rigorous evaluations of early childhood programs confirms and strengthens RAND researchers' findings from previous syntheses showing that many early childhood programs can improve a range of outcomes for children.
Researchers examined school choice outcomes in New Orleans following 2005's Hurricane Katrina, including exit patterns of students across sectors and school types in New Orleans and the destination schools of mobile students.
A large study of elementary school dual-language immersion (DLI) programs found that the programs raised student achievement in English and fostered proficiency in a second language, with no drop in students' performance in mathematics or science.
Summarizes early lessons from RAND's interim evaluation of the Opportunity by Design initiative and provides a number of recommendations, based on these early findings, that may be of interest to schools and districts implementing or considering implementation of similar approaches.