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.
Melanie Zaber, associate economist with the RAND Corporation, offers insights into how education leaders and policymakers can support students during COVID-19.
The Measuring and Improving Student-Centered Learning Toolkit lets high school leaders and teachers gather information about the extent to which student-centered learning is happening remotely now, and plan for improvements to student-centered learning in the future.
This research brief summarizes the validity, reliability, and usability of the Measuring and Improving Student-Centered Learning Toolkit, which was developed to help high schools assess the extent of student-centered learning in their schools.
This report summarizes a study on the validity, reliability, and usability of the Measuring and Improving Student-Centered Learning Toolkit, which was developed to help high schools measure the extent of student-centered learning in classrooms.
COVID-19 has expanded the pool of cash-strapped college students, but many were already struggling before the pandemic. The crisis could draw attention to food and housing insecurity among college students, and give college leaders a chance to consider how to address these needs more systematically over the long term.
Three factors are essential for any digital learning method. First, it must be inclusive. Second, it should support the learning experience, not replace it. And third, evidence of what works should inform digital learning interventions.
Twenty facilities that imagery analysis, press and professional journals suggest house Uighur children have been identified in this first study of geolocating China's detention infrastructure targeting Uighurs and other Muslim minority groups.
This weekly recap focuses on what scientific evidence says about the effects of U.S. gun laws, how schools may have to change when they reopen, preparing for a COVID-19 hurricane, and more.
Schools will likely need to modify their practices so that their teachers, staff, and students maintain social distancing standards whenever they reopen. If a federal agency would create guidance, then educators could focus on teaching students.
We do not yet know how long or deep this economic downturn will be, or how the pandemic will affect the way we work and learn. But just as the post-coronavirus workplace is surely being re-envisioned, this crisis should motivate us to reconsider the structure of our educational system. Early college is a model that can help inform these discussions.
When students have academic or behavioral challenges, educators often consult with another teacher, support staff, principal, or district leader to weigh strategies. When selecting interventions, they consider relevance to local context, rigor of evidence, and feasibility.
Many students face unique educational circumstances, such as learning disabilities, housing instability, and exposure to poverty. Do teachers have what they need to help these students succeed?
In Wisconsin, a state-funded grant helped the lowest-income college students meet living expenses and supported degree completion. A grant of $1,100 made graduation 9 percent more likely for students enrolled at technical colleges.
How we respond to the COVID-19 pandemic today will likely have longer-term effects. This means that we need to think about people who are actively preparing for that future: high school students looking to enter college and careers.
Schools play a critical role in giving students access to college and career information and resources. What do U.S. high school educators think about the quality and availability of the resources that their schools provide?
Academic intervention programs support students who are performing below grade level. When asked about their use of these programs, U.S. teachers were more likely to report using them in English language arts than in mathematics. Teachers also reported using a wide variety of interventions.
A study of New York City's community schools found improved academic performance, higher attendance, and other positive outcomes for disadvantaged students. This model could benefit similar efforts underway in Los Angeles, where 80 percent of students live in poverty.
In this report, the authors present results describing early learning outcomes of children from three kindergarten classes who were eligible to participate in The Big Lift, a preschool-third-grade initiative that aims to boost reading proficiency.
Principals play a critical role in supporting America's 6.7 million students with disabilities. But most principals—especially those who lead schools that serve mostly students of color—believe that their schools could do a better job in this area.
