Findings from a survey of U.S. teachers reveal how limited home internet access has been a barrier to providing instruction amid pandemic-related school closures. The problem is particularly acute among high-poverty schools.
We use a novel data set with more than 200 million test scores for students across the United States to explore whether the "fanning out" of achievement from Grades 1 to 8 occurs while students are in school or during the intervening summers.
The Intensive Partnerships for Effective Teaching initiative was a multiyear effort to improve student outcomes by increasing access to effective teaching. The authors discuss challenges in measuring effectiveness and how the team addressed them.
This report, which provides a systematic review of the evidence supporting summer programs and descriptions of evidence-based programs, is intended to provide guidance regarding the effectiveness of summer interventions.
The 2018 Pittsburgh Equity Indicators report in enables the comparison of two years of data to measure change in disparities. The report includes information on equality scores for 2017 and 2018, as well as "change scores" between years.
The Pittsburgh Equity Indicators assess annual progress toward equitable opportunities and outcomes for Pittsburghers of all races, genders, and incomes. The 2017 report summarizes baseline equality scores, which measure disparities in Pittsburgh.
Many schools are looking to close the disadvantage gap in their communities, but they need more evidence about what actually works. Research that helps policymakers and practitioners understand how early years interventions can promote equity and close the disadvantage gap is needed.
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.
We assessed investments in early childhood programs in New Hampshire, summarizing benefits and economic returns of three early intervention strategies and estimating costs and benefits of statewide investments in programs for at-risk children.
Analysis of Pennsylvania public school student performance showed significant achievement gaps for subgroups defined by race-ethnicity and family economic status. Closing these gaps would produce considerable economic benefits.
Although Pennsylvania ranks high among U.S. states in average student performance, the achievement gaps between students classified by race-ethnicity, economic status, and parent education are among the widest nationally. Race-ethnic academic achievement gaps amount to an estimated annual cost of $1 billion to $3 billion in lost earnings.
RAND is conducting the first-ever assessment of large-scale, voluntary, district-run, summer learning programs serving low-income elementary students. The results may help districts, educators, and policymakers make better decisions about funding and implementing programs to stop summer learning loss.