Addressing Special Education Staffing Shortages: Strategies for Schools
#Human capital #Students with disabilities #Teacher hiring and retentionElizabeth Bettini | Boston University
Allison Gilmour | American Institutes for Research
Design Principles for Accelerating Student Learning With High-Impact Tutoring
#Instructional practices #Student supports #TutoringCarly D. Robinson | Stanford University
Matthew A. Kraft | Brown University
Susanna Loeb | Stanford University
Beth Schueler | University of Virginia
Strengthening School Connectedness to Increase Student Success
#Belonging #School climate and culture #Social emotional learningRobert Balfanz | Johns Hopkins University
Angela Jerabek | BARR Center
Krystal Payne | University of Chicago
Jenny Scala | American Institutes for Research
Promoting School Success for Immigrant-Origin Students
#Culturally responsive schooling #Immigrant origin students #Multilingual learnersCarolyn Sattin-Bajaj | University of California, Santa Barbara
Adam Strom | Re-Imagining Migration
Supports for Multilingual Students who are Classified as English Learners
#Culturally responsive schooling #Immigrant origin students #Multilingual learnersMadeline Mavrogordato | Michigan State University
Caroline Bartlett | Michigan State University
Rebecca Callahan | The University of Vermont
David DeMatthews | The University of Texas at Austin
Elena Izquierdo | The University of Texas, El Paso
Promoting Student Success in Early College Credit Courses
#College readiness #Higher educationDylan Conger | George Washington University
Steven W. Hemelt | University of North Carolina at Chapel Hill
María Luisa Vásquez | George Washington University
Educational Practices to Identify And Support Students Experiencing Homelessness
#Equity #Student supports #Students experiencing homelessnessAlexandra Pavlakis | Southern Methodist University
J. Kessa Roberts | Utah State University
Meredith Richards | Southern Methodist University
Kathryn Hill | Research Alliance for NYC Schools at New York University
Zitsi Mirakhur | University of Kentucky
Accelerating Student Academic Recovery
#Covid-19 recovery #Instructional practices #Student supportsEmily Morton | CALDER at the American Institutes of Research
Ayesha Hashim | Northwest Evaluation Association (NWEA)
EdResearch for Action Overview Briefs: Writer’s Guide
Education decision-makers need research-informed insights that help them better understand a problem and how they might address it, and these types of insights are rarely stated explicitly or prominently in technical papers. The EdResearch model of writing prioritizes putting the “bottom line” up front. We emphasize points of consensus in a field, identify areas where the evidence is less solid, and provide scale and context for results. By following the guidance in this Writer’s Guide, authors will be able to use their judgment and experience to draw clearer conclusions in order to elevate key messages that are relevant and actionable for policymakers and practitioners.
Reducing Student Absenteeism
#Absenteesim #School climate and culture #Student engagementMichael A. Gottfried | University of Pennsylvania
Lindsay Page | University of Pittsburgh
Danielle Edwards | Brown University
Act on Evidence Toolkit
The EdResearch Act on Evidence Toolkit supports education leaders in assessing the degree to which their existing programs are aligned with the relevant evidence-base and determine a pathway towards improving alignment and student success.
Best Practices for Data Collection
This best practices resource is designed to provide school and district leaders with guidance on the types of data that they should collect, as well as how to collect, analyze, and interpret the data to gain insights into the effectiveness of their summer programs.
Summer Learning Program Profiles
Academic summer learning programs can lead to improved student achievement, but effectiveness is not guaranteed. Certain program elements, such as duration, attendance, use of time, and quality of instruction, appear to be key factors in programs that show stronger academic benefits. But, as helpful as evidence-based design principles are, using research to inform programs that maximize academic growth and social-emotional outcomes is a complicated process. Even once researchers have identified likely drivers of effectiveness across programs, these design principles often cannot be easily replicated across districts with varying contexts and goals. This series of program profiles provides a glimpse into how different districts in Rhode Island and Tennessee created programs that align with design principles in some respects and diverge at other points. These are not meant to be overviews of perfect programs, but rather real-world examples of what developing a research-aligned program looks like in practice. The intent here is to highlight possible choices and tradeoffs to gain a clearer sense of how districts balanced research recommendations, program goals, and local priorities.
K-5 Summer Learning in Woonsocket, RI
District staff face difficult trade-offs as they balance their local needs against the eight design principles described in the research brief. Limitations around district capacity and personnel as well as families’ demands for summer flexibility can directly conflict with calls for greater academic rigor or longer program length. While research should always be used to guide decision-making, it needs to be evaluated in relation to local values. Brighouse et. al argue that the process of using evidence to make effective decisions requires value judgments in evaluating the evidence and in determining which evidence is most important. Further, implementing processes for collecting data is critical to understanding program effectiveness and informing subsequent decisions on program improvement. This case study details how one district – Woonsocket, Rhode Island – chose to navigate these trade-offs and the ways this has played out in program design. In examining Woonsocket’s programmatic choices, three foundational values emerge. They empowered site-based leadership, prioritized program personnel, and designed for student personalization. These values guided decision-making and helped the district build a strong program that aims to balance research recommendations, program goals, and local priorities.
Tier 1 Instructional Strategies To Improve K-4 Reading Comprehension
#Elementary schools #Instructional practices #Reading and literacy educationJames Kim | Harvard University
Zhongyu Wei | Harvard University
Helping Students Make Informed Choices About College
#College readiness #Counseling #Higher educationCeleste Carruthers | University of Tennessee, Knoxville
Oded Gurantz | University of Colorado Boulder
Lindsay Page | University of Pittsburgh
Design Principles for Improving Practice with Instructional Coaching
#Instructional coaching #Professional developmentLaura Booker | Vanderbilt University
Jennifer Lin Russell | University of Pittsburgh
Building High-Quality School Counseling Programs To Ensure Student Success
#Counseling #Student supportsMandy Savitz-Romer | Harvard University
Tara Nicola | Harvard University
Structural Supports to Promote Teacher Well-Being
#Trauma-informed practiceDoris A. Santoro | Bowdoin College
Olga Acosta Price | George Washington University
Design Principles for Academic Summer Learning Programs
#Instructional practices #Student supportsJennifer McCombs | Learning Policy Institute
Catherine Augustine | RAND
Preparing Schools To Meet The Needs Of Students Coping With Trauma And Toxic Stress
#Trauma-informed practiceMicere Keels | The University of Chicago
Sonya Dinizulu | The University of Chicago
Shipra Parikh | The University of Chicago
Tynisha Jointer | Invested Consultant Firm
Design Principles for Accelerating Student Learning With High-Impact Tutoring
#Instructional practices #Student supports #TutoringCarly D. Robinson | Stanford University
Matthew A. Kraft | Brown University
Susanna Loeb | Stanford University
Beth Schueler | University of Virginia
Leveraging Community Partnerships For Integrated Student Support
#Neighborhoods #Student supportsVelma McBride Murry | Vanderbilt University
Reuben Jacobson | American University
Betheny Gross | Center on Reinventing Public Education
Evidence-Based Practices For Assessing Students’ Social And Emotional Well-Being
#Student supports #Trauma-informed practiceHeather Hough | Stanford University
Joe Witte | Stanford University
Caroline Wang | Education Analytics
Dave Calhoun | CORE Districts
Supports For Students Who Are English Learners
#Immigrant origin students #Multilingual learners #Student engagementMadeline Mavrogordato | Michigan State University
Rebecca Callahan | The University of Vermont
David DeMatthews | The University of Texas at Austin
Elena Izquierdo | The University of Texas, El Paso
District Systems to Support Equitable and High-Quality Teaching and Learning
#Equity #Student supports #Students with disabilitiesMeredith Honig | University of Washington
Lydia Rainey | University of Washington
Engaging Parents And Families To Support The Recovery Of Districts And Schools
#Covid-19 recovery #ParentingNancy Hill | Harvard University
LaToya Gayle | Boston School Finder
Supports For Students In Immigrant Families
#Culturally responsive schooling #Immigrant origin students #Multilingual learnersCarolyn Sattin-Bajaj | University of California, Santa Barbara
Veronica Boix Mansilla | Harvard University
Adam Strom | Re-Imagining Migration
School Practices to Address Student Learning Loss
#Covid-19 recovery #Instructional practices #Student supportsElaine Allensworth | University of Chicago Consortium on School Research
Nathaniel Schwartz | Annenberg Institute at Brown University
Academic Supports For Students With Disabilities
#Students with disabilitiesNathan Jones | National Center for Special Education Research (NCSER)
Sharon Vaughn | University of Texas, Austin
Lynn Fuchs | Vanderbilt University
Guidance And Support For Students Moving Into Postsecondary
#College readiness #Counseling #Higher educationSade Bonilla | University of Pennsylvania
Celeste Carruthers | University of Tennessee, Knoxville
Dominique Baker | Southern Methodist University