Rising mental health problems in the United States have long made health advocates and providers worried about the need for additional support for struggling college students. The pandemic has only exacerbated this concern.
RAND researchers Rita Karam and Gail Zellman discuss the importance of early childhood learning. This video features interviews with families and educators in the Middle East who have experienced the positive effects of engaging children in conversations and educational activities at home and in early childhood programs.
We identified 21 preschools that house Uyghur children in Qira County, Xinjiang using satellite imagery. These facilities are part of Beijing's efforts to assimilate Uyghurs by erasing their culture to a Communist Party ideal that has been compared to genocide.
The authors examine the 2019-2020 implementation of two newly expanded Delaware weighted education funding programs, the Opportunity Fund and Student Success Block Grant, and emerging best practices, as reported by local education agency leaders.
The COVID-19 pandemic has created an unprecedented set of obstacles for schools and exacerbated existing structural inequalities in public education. It may take years to unpack how the pandemic affected student learning and social and emotional development and to identify any lasting effects on low-income communities and communities of color.
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.
The Opportunity by Design initiative gave support to small schools of choice to adopt a set of design principles intended to prepare students for college and careers. This final report describes the methods and findings of the five-year study.
National Guard Youth ChalleNGe is a residential intervention program to help teens who have dropped out of high school. Sites can compare the outcomes of their cadets with this set of population benchmarks derived from public datasets.
In spring 2020, nearly every school in America had to figure out how to make distance learning work. Some handed out thick packets of homework for students to do on their own. Others handed out laptops. Most principals agree that better planning for future closures should be a priority.
Many studies have shown how social and emotional learning (SEL) can improve student well-being, social behavior, and academic achievement. But what do teachers think about the SEL-related efforts in their districts and schools? Do they feel that they get enough support to work on SEL?
K–12 students getting remote instruction this year may not receive the curriculum they need to master the academic standards they are expected to meet for their grade level. What can parents do to ensure their children are being exposed to standards-aligned, rigorous learning opportunities?
Before COVID-19, less than half of U.S. public schools had a written plan for dealing with a pandemic. And only 38 states had publicly available school health emergency plans. How did schools' preparation affect their transitions to remote learning and principals' confidence in student achievement?
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.
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.
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.
It would be easy for social and emotional learning to fall by the wayside as school leaders work to address students' health, safety, and learning loss during the COVID-19 pandemic. Policymakers and funders should take seriously the perspectives and concerns that school leaders have shared.
Safely reopening K–12 schools for in-person instruction requires complicated protocols ranging from symptom monitoring to physical distancing, as well as containment of transmission in the community. State policymakers and school leaders could begin planning now to draft, pilot, and evaluate protocols for reopening schools that incorporate rapid testing.