2021-05-05T22:48:44Z Copyright (c) 2021, The RAND Corporation RAND Corporation https://www.rand.org/topics/academic-achievement.html William R. Johnston; John Engberg; Isaac M. Opper; Lisa Sontag-Padilla; Lea Xenakis https://www.rand.org/pubs/research_briefs/RB10107.html 2020-01-28T09:00:00Z 2020-01-28T09:00:00Z

In this brief, authors present the impact of the New York Community Schools Initiative (NYC-CS) through the 2017–2018 school year by assessing the effects along seven outcome domains based on student- and school-level characteristics.

RAND Corporation https://www.rand.org/blog/rand-review/2020/07/the-covid-slide-how-to-help-students-recover-learning.html 2020-07-09T08:00:00Z 2020-07-09T08:00:00Z

Research shows that summer breaks contribute to income-based achievement and opportunity gaps for youth. How can we use what we know about summer learning to help kids in the age of COVID-19?

Sy Doan; Al Lucero https://www.rand.org/pubs/research_reports/RRA134-7.html 2021-04-21T08:00:00Z 2021-04-21T08:00:00Z

In this Data Note, researchers use the 2020 American Instructional Resources Survey to examine how teachers' science instruction is supported and whether supports differ from those that teachers reported for English language arts and math.

Heather L. Schwartz; Jennifer Sloan McCombs; Catherine H. Augustine; Jennifer T. Leschitz https://www.rand.org/pubs/research_reports/RRA205-3.html 2021-03-25T08:30:00Z 2021-03-25T08:30:00Z

The authors distill lessons about implementing and improving summer learning programs gleaned from a six-year study in the five urban districts participating in the National Summer Learning Project.

Sy Doan; Kata Mihaly; Daniel F. McCaffrey https://www.rand.org/pubs/external_publications/EP68518.html 2021-02-17T12:45:00Z 2021-02-17T12:45:00Z

This chapter explores how the three domains of mathematics teaching explored in prior chapters are related to three different student outcome measures.

Jonathan Schweig; Andrew McEachin; Megan Kuhfeld; Louis T. Mariano; Melissa Kay Diliberti https://www.rand.org/pubs/research_reports/RRA1037-1.html 2021-02-16T08:05:00Z 2021-02-16T08:05:00Z

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.

Andrew Bacher-Hicks; Joshua Goodman; Christine Mulhern https://www.rand.org/pubs/external_publications/EP68490.html 2021-02-03T08:45:00Z 2021-02-03T08:45:00Z

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.

Andrea Prado Tuma; Sy Doan; Rebecca Ann Lawrence https://www.rand.org/pubs/research_reports/RRA134-5.html 2021-01-27T09:00:00Z 2021-01-27T09:00:00Z

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.

Jennifer Sloan McCombs; Catherine H. Augustine; John F. Pane; Jonathan Schweig https://www.rand.org/pubs/research_reports/RR3201.html 2020-12-17T09:15:00Z 2020-12-17T09:15:00Z

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.

Qi Zhang; Jessaca Spybrook; Fatih Unlu https://www.rand.org/pubs/external_publications/EP68345.html 2020-11-25T10:15:00Z 2020-11-25T10:15:00Z

In this study, we consider strategies to maximize the efficiency of the study design when both student and teacher effects are of primary interest.

RAND Corporation https://www.rand.org/multimedia/video/2020/10/16/covid-19-and-the-digital-divide.html 2020-10-16T10:00:00Z 2020-10-16T10:00:00Z

RAND senior policy researcher Julia Kaufman explains how the digital divide impacted teaching and learning when schools closed last spring in response to the COVID-19 pandemic.

Laura Stelitano; Sy Doan; Ashley Woo; Melissa Kay Diliberti; Julia H. Kaufman; Daniella Henry https://www.rand.org/pubs/research_reports/RRA134-3.html 2020-09-24T15:49:00Z 2020-09-24T15:49:00Z

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.

Alice Huguet; Deborah J. Holtzman; Abby Robyn; Elizabeth D. Steiner; Ivy Todd; Linda Choi; Matthew D. Baird; Italo A. Gutierrez; Michael S. Garet; Brian M. Stecher; John Engberg https://www.rand.org/pubs/research_briefs/RBA124-1.html 2020-09-21T08:45:00Z 2020-09-21T08:45:00Z

RAND researchers study the Intensive Partnerships for Effective Teaching initiative and find associations between school improvement and staff perceptions of school leaders' behaviors, staff cohesion, and factors outside schools' control.

Alice Huguet; Deborah J. Holtzman; Abby Robyn; Elizabeth D. Steiner; Ivy Todd; Linda Choi; Matthew D. Baird; Italo A. Gutierrez; Michael S. Garet; Brian M. Stecher; John Engberg https://www.rand.org/pubs/research_reports/RRA124-1.html 2020-09-21T08:45:00Z 2020-09-21T08:45:00Z

RAND researchers investigate factors that might be associated with positive student outcomes for schools that improved during the six years of the Intensive Partnerships for Effective Teaching initiative.

Brian Karl Finch; Ann C. Haas; Amelia Haviland; Jake Dembosky; Sarah J. Gaillot; Marc N. Elliott https://www.rand.org/pubs/external_publications/EP68256.html 2020-08-27T09:30:00Z 2020-08-27T09:30:00Z

This article presents analyses of perceived need for urgent care among seniors.

Jill S. Cannon; Jonathan Schweig; Rachel Perera https://www.rand.org/pubs/research_briefs/RBA358-1.html 2020-08-03T09:15:00Z 2020-08-03T09:15:00Z

This brief summarizes how participants in the Families Forward Learning Center (FFLC)'s two-generation learning program perceive its benefits, and also compares FFLC children's educational outcomes through third grade with their peers' results.

Jill S. Cannon; Jonathan Schweig; Rachel Perera https://www.rand.org/pubs/research_reports/RRA358-1.html 2020-08-03T09:15:00Z 2020-08-03T09:15:00Z

In this report, the authors examine how participants in the Families Forward Learning Center (FFLC)'s two-generation learning program perceive its benefits and compare FFLC children's educational outcomes through third grade with their peers'.

Allison Atteberry; Andrew McEachin https://www.rand.org/pubs/external_publications/EP68227.html 2020-07-28T10:15:00Z 2020-07-28T10:15:00Z

The Coleman Report (1966) first suggested that schools play a relatively small part in shaping students' achievement. The results in this paper suggest a need to update this conventional wisdom.

Allison Atteberry; Andrew McEachin https://www.rand.org/pubs/external_publications/EP68226.html 2020-07-28T10:00:00Z 2020-07-28T10:00:00Z

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.

Susan M. Gates; Julia H. Kaufman; Sy Doan; Andrea Prado Tuma; Deborah Kim https://www.rand.org/pubs/research_reports/RRA274-1.html 2020-06-23T11:00:00Z 2020-06-23T11:00:00Z

To what extent do U.S. school districts view school principals as a key lever for school improvement? Superintendents and senior officials from a national sample of school districts shared their views on principal pipelines and the priority their districts place on them.