Site Search - EdResearch for Action

Academic Supports For Students With Disabilities

#Special Education

Nathan Jones | National Center for Special Education Research (NCSER)

Sharon Vaughn | University of Texas, Austin

Lynn Fuchs | Vanderbilt University

Accelerating Student Academic Recovery

#Literacy Instruction #Mathematics Instruction

Emily Morton | CALDER at the American Institutes of Research

Ayesha Hashim | Northwest Evaluation Association (NWEA)

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.

Adam Strom

Executive Director

Alexandra Pavlakis

Associate Professor, Education Policy and Leadership

Alix Gallagher

Director, Strategic Partnerships, Policy Analysis for California Education

Andrew Kwok

Fellow

Angela Jerabek

Angela Robinson

Anjali Bhatt

Teacher

Anna Gregory

Anne McInerney

Annette Ledesma

School Leader

Ashley Kearney

School Improvement Manager

Atnre Alleyne

Ayesha Hashim

Babak Mostaghimi

Barbara Duffield

Becky Smerdon

Ben Cottingham

Associate Director, Strategic Partnerships, Policy Analysis for California Education

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.

Beth Schueler

Assistant Professor of Education & Public Policy

Betheny Gross

Senior Research Analyst and Research Director

Blake H. Heller

Fellow

Brad Redmond

Bringing Evidence-Based Decision-Making To School Safety

#Trauma-Informed Practice

Micere Keels | The University of Chicago

Building High-Quality School Counseling Programs To Ensure Student Success

#Academic Acceleration #Postsecondary Transitions #Social-Emotional Learning

Mandy Savitz-Romer | Harvard University

Tara Nicola | Harvard University

Carla Burley

Carly D. Robinson

Senior Researcher

Carol Kelley

Transformative leader and accomplished superintendent

Caroline Bartlett

Caroline Chauncey

Coach

Caroline Wang

Carolyn J. Heinrich

Professor of Public Policy and Education

Carolyn Sattin-Bajaj

Associate Professor, Department of Education

Carrie Conaway

Faculty Co-Chair, Education Policy and Analysis (EPA); Senior Lecturer on Education

Catherine Augustine

Director, Pittsburgh Office; Senior Policy Researcher; Professor of Policy Analysis, Pardee RAND Graduate School

Celeste Carruthers

William F. Fox Distinguished Professor of Labor Economics

Chantall Lowe

Christina Claiborne

Director, Research to Practice Network, EdResearch for Action

Cicely Woodward

Claire Hertz

Constance Parham

Director of Innovation & Design

Corey M. Jackson

Educator

Dahlia Aguilar

Dale Erquiaga

Dan Goldhaber

Director; Vice-President

Danica Brown

Fellow

Danielle Edwards

Postdoctoral Research Associate

Dave Calhoun

David DeMatthews

Associate Professor, Department of Educational Leadership and Policy

David Houston

Fellow

Debbie Medley

Design Principles For Effective Online Credit Recovery

#Remote Instruction

Carolyn J. Heinrich | Vanderbilt University

Design Principles for Academic Summer Learning Programs

#Academic Acceleration

Jennifer McCombs | Learning Policy Institute

Catherine Augustine | RAND

Design Principles for Improving Practice with Instructional Coaching

#Instructional Coaching

Laura Booker | Vanderbilt University

Jennifer Lin Russell | University of Pittsburgh

District Systems to Support Equitable and High-Quality Teaching and Learning

Meredith Honig | University of Washington

Lydia Rainey | University of Washington

Dominique Baker

Associate Professor; Education Policy and Leadership

Doris A. Santoro

Professor of Education

Dylan Conger

Professor of Public Policy and Public Administration

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.

Educational Practices to Identify And Support Students Experiencing Homelessness

#Student Engagement #Student Mental Health and Well-Being #Students Experiencing Homelessness

Alexandra 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

Elaine Allensworth

Lewis-Sebring Director of the UChicago Consortium

Elena Izquierdo

Professor, Teacher Education

Elisabeth Fisher

Elizabeth Dhuey

Fellow

Emily Morton

Fellow

Emily Rauscher

Fellow

Emily Weiss

Engaging Parents And Families To Support The Recovery Of Districts And Schools

Nancy Hill | Harvard University

LaToya Gayle | Boston School Finder

Eric Taylor

Associate Professor of Education

Evidence-Based Practices For Assessing Students’ Social And Emotional Well-Being

#Social-Emotional Learning

Heather Hough | Stanford University

Joe Witte | Stanford University

Caroline Wang | Education Analytics

Dave Calhoun | CORE Districts

Gabriela Epstein Yonker

Gavin Samms

Ginger Cole-Leffel

Director of Professional Learning

Gini Pupo-Walker

Guidance And Support For Students Moving Into Postsecondary

Sade Bonilla | University of Pennsylvania

Celeste Carruthers | University of Tennessee, Knoxville

Dominique Baker | Southern Methodist University

Hannah Gbenro

Educator

Heather Boughton

Director, Education Policy Implementation

Heather Hill

Hazen-Nicoli Professor in Teacher Learning and Practice

Heather Hough

Executive Director, Policy Analysis for California Education

Helping Students Make Informed Choices About College

Celeste Carruthers | University of Tennessee, Knoxville

Lindsay Page | University of Pittsburgh

Hope Morales

Increasing Teacher Preparedness Through Effective Student Teaching

#Literacy Instruction #Mathematics Instruction

Matthew Truwit | University of Michigan

Isabel Fitzpatrick

Research Project Manager – Exchange Networks and Engagement

J. Kessa Roberts

Postdoctoral Fellow, Education Policy and Leadership

Jacqueline Rodriguez

James Kim

Fellow

Jamie Downs

Partner, System Stakeholder Lead

Jennifer Greene

Education Leader

Jennifer Kottke

Jennifer Lin Russell

Professor and the Chair, Educational Foundations, Organizations, and Policy

Jennifer McCombs

Director of Research

Jenny Scala

Jeremy Cohen

Jeremy Jones

Executive Director

Jessica Bundage

Associate, Education

Jessica Coleman

Jessica Nauiokas

Executive Director

Jill Gurtner

Principal

Jing Liu

Fellow

Joe Witte

Quantitative Research Manager, Policy Analysis for California Education

John Easton

Josh Edelman

Chief Network Officer

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.

Kalena E. Cortes

Fellow

Kari Kraichely

Vice President of Student Services

Karissa Sullivan

Assistant Principal

Kathleen Lynch

Assistant Professor, Department of Educational Psychology

Kathryn Hill

Senior Research Associate

Katie Houghtlin

Katie Rieser

Kevin Schaaf

Krystal Payne

Kwesi Rollins

LaToya Gayle

Executive Director

Laura Booker

Senior Lecturer, Leadership, Policy, and Organizations

Laura Encalade

Leigh McLean

Fellow

Leveraging Community Partnerships For Integrated Student Support

Velma McBride Murry | Vanderbilt University

Reuben Jacobson | American University

Betheny Gross | Center on Reinventing Public Education

Lindsay Page

Associate Professor, Psychology in Education; Research Scientist, Learning Research & Development Center

Lucy C. Sorensen

Fellow

Luke Kohlmoos

Lydia Rainey

Professor, Educational Policy, Organizations, and Leadership

Lynn Fuchs

Research Professor, Department of Special Education

Madeline Mavrogordato

Associate Professor, K-12 Educational Administration

Maithreyi Gopalan

Fellow

Mandy Savitz-Romer

Senior Lecturer, Human Development and Education

Marguerite Roza

Research Professor

Mark Teoh

María Luisa Vásquez

Doctoral Candidate

Matt Giani

Fellow

Matt Ronfeldt

Associate Professor, Educational Studies

Matthew A. Kraft

Associate Professor of Education & Economics

Matthew Truwit

Maxwell Akuamoah-Boateng

Director of Operations

Meagan Comb

Megan Conklin

Educator

Meredith Honig

Professor, Education Policy, Organizations, & Leadership

Meredith Richards

Associate Professor, Education Policy and Leadership

Micere Keels

Associate Professor

Michael A. Gottfried

Professor, Policy, Organizations, Leadership, and Systems Division

Michael Deurlein

Michael McGee

School Leader

Michael Hickey

NaLette Brodnax

Fellow

Nakia Towns

Nancy Gutierrez

Nancy Hill

Charles Bigelow Professor of Education

Nathan Jones

Associate Professor, Special Education

Nathan Jones

Fellow

Nathaniel Schwartz

Director of Applied Research and Professor of the Practice

Nicola Diamond

Nora Gordon

Professor

Nyal Fuentes

Olga Acosta Price

Associate Professor, Prevention and Community Health

Pamela Adams-Watkins

Paul Gannon

Peter Tang

Philip Oreopoulos

Preeya Pandya Mbekeani

Fellow

Preparing Schools To Meet The Needs Of Students Coping With Trauma And Toxic Stress

#Trauma-Informed Practice

Micere Keels | The University of Chicago

Sonya Dinizulu | The University of Chicago

Shipra Parikh | The University of Chicago

Tynisha Jointer | Invested Consultant Firm

Promoting School Success for Immigrant-Origin Students

#Immigrant Origin Students #Multilingual Learners

Carolyn Sattin-Bajaj | University of California, Santa Barbara

Adam Strom | Re-Imagining Migration

Promoting Student Success in Early College Credit Courses

#Student Engagement

Dylan Conger | George Washington University

Steven W. Hemelt | University of North Carolina at Chapel Hill

María Luisa Vásquez | George Washington University

Rachael Grech-Scott

International Baccalaureate Coordinator

Rafael Heller

Coach

Rebecca A Cruz

Fellow

Rebecca Callahan

Professor and Doctoral Program Coordinator

Rebecca Pianta

Reducing Student Absenteeism

#Student Engagement

Michael A. Gottfried | University of Pennsylvania

Lindsay Page | University of Pittsburgh

Danielle Edwards | Brown University

Reuben Jacobson

Director of Education Policy and Leadership Program & Senior Professorial Lecturer

Reyna Sotelo

Consulting Partner

Robert Balfanz

Rochelle Herring

Ron Noble

Ross Schwartz

Ryan C. Otero

Teacher

Ryan Reyna

Sade Bonilla

Assistant Professor; Policy, Organizations, Leadership, and Systems Division; Senior Research Specialist, Consortium for Policy Research in Education

Sam Stockwell

Associate Director of Communications and Outreach

Sara Kerr

Vice President, Education Policy Implementation

Sara Monaco

Assistant Superintendent

Sarah McLaughlin

Sarah Robinson Chin

Chief Strategy Officer

School Practices to Address Student Learning Loss

#Literacy Instruction #Mathematics Instruction

Elaine Allensworth | University of Chicago Consortium on School Research

Nathaniel Schwartz | Annenberg Institute at Brown University

Sebastian Munoz-Najar Galvez

Fellow

Seneca Rosenberg

Shanita Glaspie

Secondary Education Teacher

Shanna Ricketts

Executive Director of Research, Evaluation, and Analytics

Shannon Garfield

Chief Executive Officer

Sharon Vaughn

Professor, Special Education

Shipra Parikh

Associate Instructional Professor

Sonya Dinizulu

Associate Professor of Psychiatry and Behavioral Neuroscience

Sophia Seifert

Fellow

Steven W. Hemelt

Associate Professor of Public Policy

Strengthening School Connectedness to Increase Student Success

#Student Engagement

Robert Balfanz | Johns Hopkins University

Angela Jerabek | BARR Center

Krystal Payne | University of Chicago

Jenny Scala | American Institutes for Research

Structural Supports to Promote Teacher Well-Being

#Trauma-Informed Practice

Doris A. Santoro | Bowdoin College

Olga Acosta Price | George Washington University

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.