What can states, districts, and schools do to encourage people—especially students—to report threats of school violence so that preventive action can be taken?
Middle schoolers can be savvy users of news and information—when they know where to look. But they're also easy marks for misinformation, disinformation, and trolls. Helping them find their way in today's media landscape is important both for their futures and for the future of democracy.
This weekly recap focuses on the challenges of VA community care, the importance of improving middle schoolers' media literacy skills, tips to improve sleep, and more.
Researchers illustrate the ways in which small effects of racial bias can compound over lifetimes. Users of this tool can adjust the amount of racial bias to see its effects on educational achievement, income growth, and wealth accumulation.
This brief summarizes research by experts at the RAND Corporation and the University of Pittsburgh to advance automated writing scoring and feedback systems for elementary school student writers.
This report presents survey results examining whether school districts' participation in the Collaborating Districts Initiative has resulted in more frequent implementation of social and emotional learning practices than in comparable districts.
We present a validity argument for an AWE system—termed eRevise —that targets elementary students' text-based argumentative writing skills, specifically their ability to use text evidence.
In this webinar, RAND researchers share data from a national teacher survey administered in spring 2021 concerning the extent to which public school teachers report addressing anti-bias education in their K-12 classrooms. Discussants from organizations that support high-quality teaching and learning reflect on the findings and their implications for helping all students in public schools succeed.
RAND policy researcher Christine Mulhern describes findings from her recent study that examined how college and career readiness supports changed during the first year of the COVID-19 pandemic.
This report describes the development of key factors in framework design for the Health System-Community Pathways Program, which aims to increase representation of African American/Black communities in the U.S. health care system workforce.
A survey of U.S. educators sheds light on the obstacles that teachers and principals faced—even before the pandemic—that make supporting students with disabilities especially challenging in the COVID-19 era.
In his first State of the Union address, President Joe Biden rebuked Russia for its invasion of Ukraine, aimed to turn a page on the pandemic, and covered a wide range of domestic issues, including mental health care, prescription drug prices, and supporting veterans.
The RAND Corporation is evaluating California's statewide prevention and early intervention programs, which aim to reduce negative outcomes for people experiencing mental illness.
Teaching students explicitly about issues of identity, diversity, equity, and bias can lead to positive outcomes. Nearly three in four K–12 teachers reported that they provide such anti-bias instruction, but more than half said that their school's or district's curriculum materials did not adequately address anti-bias topics.
The majority of school districts report they don't have enough staff to hire, particularly substitutes, bus drivers, and special education teachers. A recent survey also revealed a major challenge for the superintendency. Only half of superintendents said they were likely to stay in their jobs for the long term.
The authors conducted an independent process and outcomes evaluation of the Minnesota Department of Corrections' Career Navigators program, which aimed to help people with educational and career opportunities before and after being incarcerated.
As of November 2021, school district leaders' top three concerns were the mental health of students, teachers, and principals. And 74 percent of them said that political polarization about COVID-19 safety or vaccines was interfering with their ability to educate students.
Four out of five secondary school principals reported experiencing frequent job-related stress during the 2020–2021 school year. As the pandemic persists, what could help reduce the burden on school leaders?
The coronavirus disease 2019 pandemic has exacerbated concerns about using school-aggregate test scores to monitor school performance. In this report, researchers investigate how changes to school composition may contaminate aggregate scores.
Emerging evidence suggests that high school students' postsecondary aspirations and their engagement with school counselors have changed during the pandemic. What were some of the perceived barriers to supports for postsecondary transitions?
