RAND Research Topic: Elementary Education 2021-04-21T17:47:35Z Copyright (c) 2021, The RAND Corporation RAND Corporation https://www.rand.org/topics/elementary-education.html Early Lessons from Schools and Out-of-School Time Programs Implementing Social and Emotional Learning Heather L. Schwartz; Laura S. Hamilton; Susannah Faxon-Mills; Celia J. Gomez; Alice Huguet; Lisa H. Jaycox; Jennifer T. Leschitz; Andrea Prado Tuma; Katie Tosh; Anamarie A. Whitaker; Stephani L. Wrabel https://www.rand.org/pubs/research_reports/RRA379-1.html 2020-10-20T09:00:00Z 2020-10-20T09:00:00Z In this report, RAND researchers describe the Partnerships for Social and Emotional Learning Initiative, as well as findings and early lessons from the first two years of implementation in the six participating communities. COVID-19 Testing in K-12 Schools Laura J. Faherty; Benjamin K. Master; Elizabeth D. Steiner; Julia H. Kaufman; Zachary Predmore; Laura Stelitano; Jennifer T. Leschitz; Brian Phillips; Heather L. Schwartz; Rebecca Wolfe https://www.rand.org/pubs/research_reports/RRA1103-1.html 2021-03-09T08:00:00Z 2021-03-09T08:00:00Z This report describes approaches that early adopters of COVID-19 testing in U.S. K--12 schools were using as of December 2020, highlighting key facilitators that made testing feasible, acceptable, and effective. Changing the Subject 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. COVID-19 Testing in K-12 Schools RAND Corporation https://www.rand.org/congress/alerts/2021/covid-19-testing-in-schools.html 2021-03-15T15:30:00Z 2021-03-15T15:30:00Z Across the nation, safely reopening schools that were closed due to the COVID-19 pandemic is a top priority for many parents, educators, and policymakers alike. However, widespread safety concerns are a barrier to schools' ability to provide more in-person instruction. COVID-19 Testing in Schools Is Complex but Doable Laura J. Faherty; Benjamin K. Master; Elizabeth D. Steiner; Julia H. Kaufman; Zachary Predmore; Laura Stelitano; Jennifer T. Leschitz; Brian Phillips; Heather L. Schwartz; Rebecca Wolfe https://www.rand.org/pubs/research_reports/RRA1103-1.html 2021-03-09T08:00:00Z 2021-03-09T08:00:00Z COVID-19 testing can be effectively integrated into K–12 schools' pandemic response plans. And it helps families and staff feel more comfortable with in-person instruction. Insights from early adopters of COVID-19 testing in fall 2020 can help schools reopen safely. Teachers' Lesson Modifications for Students with Disabilities Laura Stelitano; Melissa Kay Diliberti; Sy Doan https://www.rand.org/pubs/research_reports/RRA134-6.html 2021-02-23T08:15:00Z 2021-02-23T08:15:00Z In this Data Note, researchers explore teachers' reports of how much and in what ways they modify their lessons to support students with disabilities. Stress Topped the Reasons Why Public School Teachers Quit, Even Before COVID-19 RAND Corporation https://www.rand.org/congress/alerts/2021/why-public-school-teachers-quit.html 2021-02-22T15:30:00Z 2021-02-22T15:30:00Z It is no surprise that teaching during the COVID-19 pandemic has added pressure to what was already a high-stress profession. A new RAND survey of nearly 1,000 former public school teachers reveals how important stress has been--even more so than pay--to teachers' decisions to leave the profession. Stress Topped the Reasons Why Teachers Quit, Even Before COVID-19 Melissa Kay Diliberti; Heather L. Schwartz; David Grant https://www.rand.org/pubs/research_reports/RRA1121-2.html 2021-02-22T03:01:00Z 2021-02-22T03:01:00Z Stress was the most common reason teachers cited for leaving the profession, both before and during the pandemic. Most former teachers went on to take jobs for less or equal pay, with many taking jobs with no health insurance or retirement benefits. Considering Education Policy in the 117th Congress RAND Corporation https://www.rand.org/congress/alerts/2021/education.html 2021-02-08T16:34:00Z 2021-02-08T16:34:00Z What are the biggest education policy issues facing the 117th Congress? RAND experts offer up insight on a variety of topics, including equity issues exacerbated by COVID-19, integrating workforce development and employment systems, improving the quality and accessibility of early childhood care and learning, and more. This School Year Could Be Another Casualty of the Pandemic Melissa Kay Diliberti; Julia H. Kaufman https://www.rand.org/pubs/research_reports/RRA168-4.html 2020-11-16T08:00:00Z 2020-11-16T08:00:00Z Most U.S. schools are providing either fully remote or hybrid instruction as the pandemic continues to limit students' learning. Students are less prepared for grade-level work and those from vulnerable populations are most at risk of falling behind. Some 80 percent of teachers report burnout. How to Support Social and Emotional Learning in School and Out of School Heather L. Schwartz; Laura S. Hamilton; Susannah Faxon-Mills; Celia J. Gomez; Alice Huguet; Lisa H. Jaycox; Jennifer T. Leschitz; Andrea Prado Tuma; Katie Tosh; Anamarie A. Whitaker; Stephani L. Wrabel https://www.rand.org/pubs/research_reports/RRA379-1.html 2020-10-20T09:00:00Z 2020-10-20T09:00:00Z Do children benefit when schools and out-of-school time programs partner to improve and align social and emotional learning (SEL)? Lessons from six communities that made such efforts can help school districts and out-of-school time providers implement their own SEL programs. Early Lessons from Schools and Out-of-School Time Programs Implementing Social and Emotional Learning Heather L. Schwartz; Laura S. Hamilton; Susannah Faxon-Mills; Celia J. Gomez; Alice Huguet; Lisa H. Jaycox; Jennifer T. Leschitz; Andrea Prado Tuma; Katie Tosh; Anamarie A. Whitaker; Stephani L. Wrabel https://www.rand.org/pubs/research_reports/RRA379-3.html 2020-10-20T09:00:00Z 2020-10-20T09:00:00Z In this summary, RAND researchers describe the Partnerships for Social and Emotional Learning Initiative, as well as findings and early lessons from the first two years of implementation in the six participating communities. Education Research at RAND Europe RAND Corporation https://www.rand.org/randeurope/research/education.html 2020-09-02T00:00:00Z 2020-09-02T00:00:00Z Researchers at RAND Europe explore how different policies can support learning at every stage of life, helping organizations and policymakers develop more effective education practices that are inclusive and equitable for all. How Instructional Materials Are Used and Supported in U.S. K-12 Classrooms Julia H. Kaufman; Sy Doan; Andrea Prado Tuma; Ashley Woo; Daniella Henry; Rebecca Ann Lawrence https://www.rand.org/pubs/research_reports/RRA134-1.html 2020-08-31T09:00:00Z 2020-08-31T09:00:00Z New results from the RAND American Instructional Resources Survey, which was fielded to a national sample of public teachers and school leaders in spring 2019, shed light on how teachers use instructional materials in their classroom. Not Where You Start, but How Much You Grow 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. School's Out 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. Day by Day Jonathan Schweig; Julia H. Kaufman; V. Darleen Opfer https://www.rand.org/pubs/external_publications/EP68173.html 2020-05-15T09:00:00Z 2020-05-15T09:00:00Z This article investigates the extent to which students were being engaged in complex practices exemplified by Common Core State Standards for Mathematics and the Standards for Mathematical Practice on a daily basis, according to teachers' reports. Four Lessons Learned from Implementing a Social and Emotional Learning Program to Enhance School Safety Gabriella C. Gonzalez; Jennifer L. Cerully; Elaine Lin Wang; Jonathan Schweig; Ivy Todd; William R. Johnston; Jessica Schnittka https://www.rand.org/pubs/research_briefs/RB10101.html 2020-03-17T09:30:00Z 2020-03-17T09:30:00Z This brief describes the implementation of Tools for Life®, a social and emotional learning program, in elementary and middle schools in Jackson, Mississippi, and evaluates the program's effects on school climate and safety. Erevise Haoran Zhang; Ahmed Magooda; Diane Litman; Richard Correnti; Elaine Lin Wang; Lindsay Clare Matsumura; Emily Howe; Rafael Quintana https://www.rand.org/pubs/external_publications/EP68093.html 2020-02-26T09:15:00Z 2020-02-26T09:15:00Z This paper presents the design and first classroom evaluation of eRevise, an Automated Writing Evaluation system for improving students' ability to use text evidence - a dimension of writing that is important for college and career readiness. Erevis(ing) Elaine Lin Wang; Lindsay Clare Matsumura; Richard Correnti; Diane Litman; Haoran Zhang; Emily Howe; Ahmed Magooda; Rafael Quintana https://www.rand.org/pubs/external_publications/EP68091.html 2020-02-26T09:00:00Z 2020-02-26T09:00:00Z We investigate students' implementation of the feedback messages they received in an automated writing evaluation system (eRevise) that aims to improve students' use of text evidence in their writing.