When summer programs are targeted to needs, intentionally designed, and well attended, they produce positive outcomes in math and reading. But these programs need federal support, and they require early planning.
Because of the pandemic, spring 2020 end-of-year assessments were canceled and schools began the 2020-2021 year without assessment data. The authors compare three strategies to estimate missing test scores and help with course placement decisions.
Using internet searches, we study real-time demand for online learning resources. Internet searches for online learning resources doubled during the pandemic. Increases were larger in are as with higher income and better internet access. The pandemic will likely widen achievement gaps along these dimensions.
In this Data Note, researchers draw on data from the spring 2020 American Instructional Resources Survey to examine teachers' perceptions of how their main materials meet the needs of English learners.
This seventh report in a series presents longitudinal findings on the effectiveness of voluntary summer learning programs in five school districts. The authors also offer implications for policy on narrowing the achievement gap between students.
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.