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Education Issues

RAND provides education research and analysis for policymakers that is relevant to current Congressional agendas.

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Encouraging Deeper Learning in Middle and High School
Deeper learning is about cultivating students' abilities to think critically, collaborate, and solve complex problems. It also involves encouraging students to be active participants in their learning. How do school district leaders believe these skills are best developed?
Sep 26, 2024
Report
What Teachers Think of School Safety and Lockdown Drills
One in six U.S. K–12 teachers works in a district that has been touched by gun violence since the 2019–2020 school year. They are concerned for their students' safety and about being victims of an attack themselves, but half of them don't think drills have an impact on preparedness.
Sep 18, 2024
Commentary
Disinformation May Thrive as Transparency Deteriorates Across Social Media
What can be done to confront disinformation in an environment where content moderation is increasingly viewed as overly partisan and social media transparency has declined? Educating the public on disinformation tactics could help, though concerns about politicization persist.
Sep 17, 2024

Education Briefs, Reports, and Testimonies

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Apr 30, 2024

Exploring Foundational Reading Skill Instruction in K–12 Schools: Findings from the 2023 American Instructional Resources Survey

Drawing on the spring 2023 American Instructional Resources Survey, the authors examine teachers' use of foundational reading activities in their instruction.

Anna Shapiro, Sabrina Lee, Ashley Woo
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Apr 24, 2024

Networks for School Improvement Evaluation—Networks and Intermediaries: Data Sources and Methodology

This report provides an overview of the sample, data, and methodology used in the analysis of 25 school networks designed to address educational disparities among Black and Latino students and students experiencing poverty.

Samantha E. DiNicola, Rebecca Herman, Stephani L. Wrabel
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Apr 24, 2024

Evaluation of the Networks for School Improvement Initiative—Networks and Intermediaries: Interim Report

RAND researchers explore how intermediaries use school networks and continuous improvement processes to address disparities in high school graduation and college enrollment rates among Black and Latino students and students experiencing poverty.

Rebecca Herman, Karen Christianson, Peter Nguyen, Susan Bush-Mecenas, Joy S. Moini, Samantha E. DiNicola, Stephani L. Wrabel, Eupha Jeanne Daramola, Pierrce Holmes, Nazia Wolters, Beth C. Gamse, Nadirah Farah Foley, Ramy Abbady, L'Heureux Lewis McCoy, Sarah Zelazny
Report

Apr 24, 2024

Assessing the Impact of COVID-19 on Prison Education: Future Implications

This report presents the authors' findings on how the coronavirus disease 2019 has affected prison education programs in U.S. state correctional systems from 2020 through 2023.

Lois M. Davis, Susan Turner, Michelle C. Tolbert, Beverly A. Weidmer, Allison Kirkegaard
Report

Apr 17, 2024

Using Artificial Intelligence Tools in K–12 Classrooms

In this report, the authors use surveys and interviews with educators to take a first look at how artificial intelligence is beginning to affect teaching and learning in kindergarten through grade 12 schools.

Melissa Kay Diliberti, Heather L. Schwartz, Sy Doan, Anna Shapiro, Lydia R. Rainey, Robin J. Lake
Research Brief

Apr 11, 2024

Youth Law Enforcement Experience Programs as a Police Recruiting Tool

A RAND research team identified more than 3,500 youth law enforcement experience programs and distilled lessons for law enforcement agencies that wish to develop such programs.

Dana Schultz, Richard H. Donohue, Rebecca Ann Lawrence, Joseph Coffee, Lois M. Davis
Report

Apr 10, 2024

Developing Practical Responses to Social Media Threats Against K–12 Schools: An Overview of Trends, Challenges, and Current Approaches

The authors address the challenges posed by a significant increase in anonymous social media–based threats against K–12 schools in the United States and consider best-practice responses.

Pauline Moore, Brian A. Jackson, Jennifer T. Leschitz, Nazia Wolters, Thomas Goode, Melissa Kay Diliberti, Phoebe Felicia Pham
Report

Apr 9, 2024

Military Recruiter Access to High Schools: Improving Policy and Practice

In this report—the first systematic analysis of this issue—the authors seek to provide the U.S. Department of Defense with analysis and recommendations on how to improve military recruiters’ access to high schools.

Rita T. Karam, Kimberly Curry Hall, Anton Shenk
Research Brief

Mar 28, 2024

Coherence in K–12 Instructional Systems: What We Know and Where We Can Go

The authors synthesize multiple studies to present a portrait of the extent of coherence in instructional systems in U.S. public schools and suggest improvements for clear direction that drives high-quality classroom practices and deep student learning.

Tiffany Berglund, Isabel Clay, Kate Giglio, Allyson D. Gittens, Julia H. Kaufman, Kate Kennedy, V. Darleen Opfer, Regena Pauketat, Morgan Polikoff, Jonathan Schweig, Daniel Silver, Elaine Lin Wang, Ashley Woo
Report

Mar 26, 2024

Instructional System Coherence: A Scoping Literature Review

This report describes the authors' findings from a scoping literature review on the topic of instructional system coherence. The authors reviewed 77 pieces on coherence and consider overall methods and takeaways from this body of literature.

Elaine Lin Wang, Julia H. Kaufman, Sabrina Lee, Brian Kim, V. Darleen Opfer
Report

Mar 14, 2024

Understanding How Texas Community College Campuses Are Supporting Student Mental Health

With the rate of individuals with mental illness rising across the United States, the authors present findings from a descriptive study of ten community colleges in Texas that are working to address student mental health at their institutions.

Holly Kosiewicz, Heidi Kane, Trey Miller, Lisa Sontag-Padilla, Denise Williams
Report

Mar 14, 2024

Supports for Implementing Equitable Practices in the K–12 Classroom: A Qualitative Study of Teachers' Perceptions

In this report, the authors examine the messages that teachers report receiving from various sources about teaching in an equitable way and how teachers operationalize such messages to teach students from traditionally underserved backgrounds.

Allyson D. Gittens, Elaine Lin Wang, Maya Rabinowitz

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