The post Leading from the Middle in Times of Crisis appeared first on Research Minutes.

Despite its long-standing presence in America’s educational lexicon, however, the term “evidence-based” is not as concrete or even widely understood as many may believe.

Renowned researchers and policy experts Jonathan Supovitz (University of Pennsylvania) and Carrie Conaway (Harvard University) join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the evolution and impacts of evidence-based requirements in the U.S., and some recommendations for states, districts and other stakeholders planning for the immediate future, and beyond.

The post What Does ‘Evidence-Based’ Really Mean? appeared first on Research Minutes.

The study, coauthored by the University of Tennessee’s Clea McNeely, examined absenteeism policies in nearly 100 districts across the U.S., finding that students of color may be significantly more likely to be declared truant than their white classmates.

The study, supported by the Spencer Foundation, also examined the relationship between truancy and juvenile court involvement in three districts, finding that absenteeism policies may play a significant role in disparate outcomes between white students and students of color.

McNeely joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss those findings, and some important implications for policymakers, school leaders and other stakeholders across the country.

Featured Research: McNeely, C. A., Alemu, B., Lee, W. F., & West, I. (2021). “Exploring an Unexamined Source of Racial Disparities in Juvenile Court Involvement: Unexcused Absenteeism Policies in U.S. Schools.” AERA Open.

The post Race, Absenteeism, and Juvenile Court Involvement appeared first on Research Minutes.

In a special episode, we look at the research behind teacher-powered schools, their potential impacts on teachers and student outcomes, and speak with a principal and former superintendent about what the model looks like in action.

Guests include Richard Ingersoll, renowned education researcher and professor at the University of Pennsylvania Graduate School of Education; Sara Kemper, research associate with Center for Applied Research and Educational Improvement at the University of Minnesota; Jeff Austin, principal of Social Justice Humanitas Academy in California; and Charles Kyte, former executive director of the Minnesota Association of School Administrators and a former school superintendent in Minnesota.

The post The Growth of Teacher-Powered Schools appeared first on Research Minutes.

Immediate college enrollment among graduates of high poverty high schools fell at four times the pre-pandemic rate, according to the analysis, widening existing gaps and highlighting a need for increased support in the months – and years – ahead.

NSCRC Research Publications Director Mikyung Ryu joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the report and some key takeaways for policymakers, educators, researchers and other stakeholders across the country.

Featured Research: Causey, J., Harnack-Eber, A., Ryu, M., & Shapiro, D. (March
2021), “A COVID-19 Special Analysis Update for High School Benchmarks” Herndon, VA: National Student Clearinghouse Research Center. 

The post Report: College Enrollment Gaps Widened in the Wake of COVID-19 appeared first on Research Minutes.

A new study coauthored by Brown University’s Emily Rauscher and Ailish Burns examines the relationship between school closure timing and COVID-19 impacts, finding that later closures were associated with higher numbers of cases and deaths in surrounding communities.

Rauscher and Burns join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the study, and some key takeaways for policymakers, districts, school leaders and other stakeholders as schools begin to reopen across the country.

Featured Research: Rauscher, E., & Burns, A. (2021). “Unequal Opportunity Spreaders: Higher COVID-19 Deaths with Later School Closure in the United States.” Sociological Perspectives.

The post School Closure Timing and COVID-19 Spread appeared first on Research Minutes.

A new policy brief from researchers and partners at the University of Michigan, the Harvard Graduate School Of Education, MDRC and Boston Public Schools highlights the impacts of COVID-19 on Boston’s universal pre-K program, and shares some important lessons learned.

Coauthors Christina Weiland (University of Michigan) and Annie Taylor (Boston Public Schools) join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the brief, and offer some research-backed recommendations for early childhood stakeholders across the U.S.

Featured Research: Rosada, Paola Guerrero; Weiland, Christina; Taylor, Anne; Penfold, Louisa; Snow, Catherine; Sachs, Jason and McCormick, Meghan; “Effects of COVID-19 on Early Childhood Education Centers: Descriptive Evidence from Boston’s Universal Prekindergarten Initiative.” EPI Policy Brief. March 2021. Retrieved from www.edpolicy.umich.edu.

The post COVID-19 and Early Childhood Education: Evidence from Boston appeared first on Research Minutes.

Those grades, which disproportionately harmed communities of color, may still be impacting schools and students nearly a century later, according to a new working paper by Harvard University researchers Dylan Lukes and Christopher Cleveland.

Lukes and Cleveland join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their research, which found that schools located in historically redlined neighborhoods have lower district-level per-pupil revenues, less diverse student populations, and worse average test scores than those in higher-graded neighborhoods.

They also discuss some key takeaways for policymakers, districts, education researchers and other stakeholders across the U.S.

Featured Research: Lukes, Dylan, and Christopher Cleveland. (2021). “The Lingering Legacy of Redlining on School Funding, Diversity, and Performance.” (EdWorkingPaper: 21-363). Retrieved from Annenberg Institute at Brown University

The post The Educational Legacy of Redlining appeared first on Research Minutes.

In a new study coauthored by George Mason University’s Toya Jones Frank and Marvin Powell, a team of researchers surveyed hundreds of Black math educators across the U.S., gauging their perceptions, experiences and feelings about the profession.

Frank and Powell join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, and offer some valuable recommendations for districts, policymakers, schools and other stakeholders hoping to better retain and support Black educators.

Featured Research: Frank, T. J., Powell, M. G., View, J. L., Lee, C., Bradley, J. A., & Williams, A. (2021). “Exploring Racialized Factors to Understand Why Black Mathematics Teachers Consider Leaving the Profession.” Educational Researcher.

The post Why Do Black Math Teachers Consider Leaving the Profession? appeared first on Research Minutes.

In one of the first studies of its kind, Pressley surveyed hundreds of teachers in 17 states to gauge their perceptions and anxiety levels in the wake of the pandemic.

He joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss what he learned, and some implications for districts, school leaders, educators and other stakeholders as schools begin to reopen across the country.

Featured Research: Pressley, T. (2021). “Factors Contributing to Teacher Burnout During COVID-19.” Educational Researcher.

The post Teacher Stress and Burnout in the Wake of COVID-19 appeared first on Research Minutes.

In a new article, University of Virginia researcher Chris Chang-Bacon draws on years of research into Students with Interrupted Formal Education, or SIFE, and offers lessons for educators working to support students following a year of disruption and disconnection.

Chang-Bacon joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his work and some evidence-backed recommendations for policymakers, school leaders, researchers and other stakeholders attempting to navigate a post-COVID world. He also discusses how supports used during the pandemic can be preserved for future generations of SIFE students.

Chang-Bacon, C. K. (2021). “Generation Interrupted: Rethinking ‘Students with Interrupted Formal Education’ (SIFE) in the Wake of a Pandemic.” Educational Researcher.

The post Student Interrupted: Research-Backed Recommendations for Post-COVID Support appeared first on Research Minutes.

The post Study Finds 'Breakfast After the Bell' Can Improve Attendance appeared first on Research Minutes.

In a new study, researchers Jacob Kirksey (Texas Tech University) and Michael Gottfried (University of Pennsylvania) examined the impacts of those programs on student attendance, finding they led to a significant reduction in chronic absenteeism.

Kirksey joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss those and other findings, and some potential national implications for districts and schools in the wake of the COVID-19 pandemic.

Featured Research: Kirksey, J. J., & Gottfried, M. A. (2021). “The Effect of Serving ‘Breakfast After-the-Bell’ Meals on School Absenteeism: Comparing Results From Regression Discontinuity Designs.” Educational Evaluation and Policy Analysis.

The post Study Finds ‘Breakfast After the Bell’ Can Improve Attendance appeared first on Research Minutes.

A new study coauthored by the University of Oklahoma’s Deven Carlson examined the schools and teachers that seek out and receive funding on the platform, finding that more than half of all submissions related to math and reading.

Carlson joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss those and other findings, and some key takeaways for policymakers, school leaders and other stakeholders in the wake of the COVID-19 pandemic.

Featured Research: Wolff, S., & Carlson, D. (2021). “Who Chooses DonorsChoose? Submission and Funding Patterns on the Nation’s Largest Education Crowdfunding Platform.” Educational Researcher

The post Crowdfunding Education appeared first on Research Minutes.

In a new working paper, American University researcher Seth Gershenson examines years of research into teacher effectiveness, identifying common challenges and promising approaches to teacher evaluation, pre-service training and in-service professional development.

Gershenson, author of the new book Teacher Diversity and Student Success, joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the paper, and its implications for educational equity, student achievement and the nation’s teaching workforce.

Featured Research: Gershenson, Seth . (2021). “Identifying and Producing Effective Teachers.” (EdWorkingPaper: 21-351). Retrieved from Annenberg Institute at Brown University.

The post Identifying and Producing Effective Teachers appeared first on Research Minutes.

Relatively few studies, however, have examined the academic impacts of special education on students with learning disabilities.

A new study coauthored by Syracuse University Professor Amy Ellen Schwartz attempts to fill that gap, offering evidence from America’s largest public school district in New York City.

Schwartz discusses her team’s findings – including new evidence on student outcomes, special education classification and impacts for various student groups – and some potential national implications for special education policy, practice and future research.

Featured Research: Schwartz, A.E., Hopkins, B.G. and Stiefel, L. (2021), “The Effects of Special Education on the Academic Performance of Students with Learning Disabilities.” J. Pol. Anal. Manage.

The post Does Special Education Improve Student Outcomes? appeared first on Research Minutes.

A recent guide and companion video, created in partnership with experienced school leaders, offer a research-backed framework designed to help educators meet that challenge and drive school improvement in the months ahead.

Coauthors and renowned educational leadership experts Jonathan Supovitz (Penn GSE, CPRE) and John D’Auria (William James College) join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the guide, and how leaders can use this opportunity to become “scientists of learning.”

Featured Research: Supovitz, Jonathan A. and D’Auria, John, “Leading Improvement in Challenging Times Guide” (2020). CPRE Workbooks.

The post Educational Leadership in Challenging Times appeared first on Research Minutes.

In a new study of Chicago Public Schools data, researchers Matthew Steinberg (George Mason University) and Lauren Sartain (UNC Chapel Hill) set out to understand the scope of that gap and the factors – including school and classroom contexts – that lead to it.

Steinberg joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, and some important implications for policymakers, school leaders, educators and other stakeholders across the country.

Steinberg, M. P., & Sartain, L. (2021). “What Explains the Race Gap in Teacher Performance Ratings? Evidence From Chicago Public Schools.” Educational Evaluation and Policy Analysis, 43(1), 60–82.

The post What Explains the Race Gap in Teacher Performance Ratings? appeared first on Research Minutes.

A team of researchers including Cassandra Davis (UNC Chapel Hill) and Alberto Ortega (Indiana University Bloomington) found that parents with struggling students have experienced significantly elevated levels of mental distress during the pandemic, regardless of their socioeconomic status or the number of children in their home.

Davis and Ortega join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, and some important implications for policymakers, school leaders and other stakeholders as we move forward in 2021.

Featured Research: Davis, C. R., Grooms, J., Ortega, A., Rubalcaba, J. A., & Vargas, E. (2020). “Distance learning and parental mental health during COVID-19.” Educational Researcher. Prepublished December 16, 2020. 

The post Remote Learning and Parental Mental Health appeared first on Research Minutes.

NWEA researchers examined the test scores of more than four million students in the fall of 2020, finding cause for both optimism and continued concern as we move forward in 2021.

Megan Kuhfeld, senior research scientist with NWEA, joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss what her team learned – and didn’t learn – from the data, and the prospect of student assessment in the post-COVID era.

Featured Research: Kuhfeld, M., Tarasawa, B., Johnson, A., Ruzek, E., & Lewis, K. (2020). “Learning during COVID-19: Initial findings on students’ reading and math achievement and growth.” NWEA.

The post How Are Students Performing in the Wake of COVID-19? appeared first on Research Minutes.

A new guide from the Project for Mental Health and Optimal Development at the University of Pennsylvania Graduate School of Education (Penn GSE) offers a research-backed framework and tools for those educators as we look ahead to the spring and beyond.

The guide, created by a team of teachers, counselors, school leaders, psychologists, teacher educators and university faculty, advocates for the development of an “uncertainty mindset,” and offers strategies for educators to recognize challenges, make plans and care for the wellness needs of themselves and their students.

Penn GSE’s Michael Nakkula and Andy Danilchick join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the guide, and its potential value to educators – and even parents – in the wake of the pandemic.

Featured Research: The Project for Mental Health and Optimal Development. “Planning for Uncertainty: An Educator’s Guide to Navigating the COVID Era.” Summer 2020.

The post Education in Uncertain Times: A Research-Backed Guide appeared first on Research Minutes.

The study, coauthored by Jennifer Holme (University of Texas at Austin) and Erica Frankenberg (Penn State University), examined attendance zones and school composition across four large counties in Texas.

Their team found that public housing and Low Income Housing Tax Credit-financed housing were predominantly zoned to racially and economically isolated schools, and that developments were associated with especially high levels of economic and racial isolation for Black and Latinx students.

Holme and Frankenberg join CPRE Knowledge Hub managing editor Keith Heumiller to discuss those and other findings, and some important implications for stakeholders across the country.

Featured Research: Holme, J., Frankenberg, E., Sanchez, J., Taylor, K., De La Garza, S., & Kennedy, M. (2020). “Subsidized Housing and School Segregation: Examining the Relationship Between Federally Subsidized Affordable Housing and Racial and Economic Isolation in Schools.” education policy analysis archives, 28, 169. 

The post Affordable Housing and School Segregation appeared first on Research Minutes.

A new, nationwide study of internet search data, however, finds that households in wealthier areas of the country were significantly more likely to access those resources than families in lower-income areas.

Study coauthor and Boston University researcher Joshua Goodman joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss those and other findings, and some important implications for education policy, practice and future research.

Featured Research:  Bacher-Hicks, Andrew; Goodman, Joshua; and Mulhern, Christine. “Inequality in Household Adaptation to Schooling Shocks: Covid-Induced Online Learning Engagement in Real Time.” NBER Working Paper No. 27555. July 2020, Revised November 2020

The post Searching: How Families Sought Educational Support in the Wake of COVID-19 appeared first on Research Minutes.

The post The Nation's Troubling Report Card appeared first on Research Minutes.

In a special episode, Harvard University professor and nationally recognized testing policy expert Daniel Koretz joins CPRE Executive Director Jonathan Supovitz to break down the latest NAEP data, and its implications for student outcomes, equity, and education policy.

Koretz and Supovitz also discuss the potential value and the future of the assessment in the wake of the COVID-19 pandemic.

The post The Nation’s Troubling Report Card appeared first on Research Minutes.

The post The Potential Cost and Impact of Biden's Free College Plan appeared first on Research Minutes.

The report, coauthored by CEW Director Anthony Carnevale, also examines how various approaches to free college would impact student equity and educational attainment in the years following implementation.

Carnevale joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the center’s analysis and the implications of the Biden free college plan, whether it is ultimately adopted or not.

Featured Research: Georgetown University Center on Education and the Workforce, “The Dollars and Sense of Free College.” 2020.

The post The Potential Cost and Impact of Biden’s Free College Plan appeared first on Research Minutes.

In a new report, part of an ongoing, six-year initiative by The Wallace Foundation, researchers from the RAND Corporation share findings from dozens of sites across six large American communities, and offer research-backed lessons for implementing a successful SEL partnership.

The RAND Corporation’s Heather Schwartz joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the report, and what her team has learned from one of most comprehensive SEL implementation studies ever performed.

Featured Research: “Early Lessons from Schools and Out-of-School Time Programs Implementing Social and Emotional Learning.” Santa Monica, CA: RAND Corporation, 2020. 

The post New Research Offers Recommendations for Effective SEL Partnerships appeared first on Research Minutes.

Incoming freshmen account for nearly 70 percent of the undergraduate enrollment losses this fall, according to the data, while community colleges are reporting enrollment drops approximately nine times higher than their pre-pandemic rate.

Mikyung Ryu, research publications director for the National Student Clearinghouse Research Center, joins us to discuss those and other trends, and their implications for both colleges and students as we look toward 2021 and beyond.

Featured Research: National Student Clearinghouse Research Center, Monthly Update on Higher Education Enrollment. Updated Nov. 12, 2020. 

National Student Clearinghouse Research Center. “Transfer, Mobility, and Progress.” Updated Oct. 27, 2020. 

The post College Enrollment Declines in the Wake of COVID-19 appeared first on Research Minutes.

In a new article in Phi Delta Kappan Magazine, USC Rossier School of Education Dean Pedro Noguera traces the history of structural racism as it relates to urban schooling, and its myriad impacts on students of color in cities like Chicago, New Orleans and Los Angeles.

Noguera joins CPRE Executive Director Jonathan Supovitz to discuss the article, and the ways in which school leaders, teacher preparations programs, communities and even students themselves can work together to fight for change.

Featured Article: Noguera, Pedro A. and Alicea, Julio Angel. “Structural racism and the urban geography of education” Phi Delta Kappan. Oct. 26, 2020. 

The post Pedro Noguera: Structural Racism and the Urban Geography of Education appeared first on Research Minutes.

The post Robert Sternberg: The Power of 'Adaptive Intelligence' appeared first on Research Minutes.

In a new article in Phi Delta Kappan Magazine, renowned psychologist and Cornell University Professor Robert Sternberg questions our traditional approach to testing and intelligence assessment, and whether today’s students are being adequately prepared to meet the challenges of tomorrow.

Sternberg joins Jonathan Supovitz, executive director of the Consortium for Policy Research in Education (CPRE) at Penn GSE, to discuss the concept of “adaptive intelligence,” and how schools and educators can help students hone real-world problem-solving skills in the classroom.

Sternberg also discusses his forthcoming book on adaptive intelligence, and how the concept has taken on a new level of importance following one of the most challenging years in living memory.

Featured Article: Sternberg, Robert J. “Rethinking What We Mean by Intelligence.” Phi Delta Kappan, October 26, 2020.

The post Robert Sternberg: The Power of ‘Adaptive Intelligence’ appeared first on Research Minutes.

In their study of a unique chatbot system used by Georgia State University, researchers identified the conditions under which nudging was most effective, and the outreach efforts that benefitted most.

Page joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the study, and some implications for colleges and universities hoping to maintain engagement with students in the wake of the COVID-19 pandemic.

Page, Lindsay C. , Jeonghyun Lee, and Hunter Gehlbach. (2020). “Conditions under which college students can be responsive to nudging” (EdWorkingPaper: 20-242). Retrieved from Annenberg Institute at Brown University.

The post Nudging, Chatbots and Student Outreach in Higher Education appeared first on Research Minutes.

In a new article in the October 2020 issue of Phi Delta Kappan Magazine, University of Wisconsin-Madison researcher Jennifer Gaddis discusses those impacts, and how they are influenced by a school’s reliance on outsourcing and large-scale food service providers.

Her article also traces the history and evolution of school food programs in the U.S., and the promise and viability of alternative, in-house approaches to food service.

Gaddis joins CPRE Executive Director Jonathan Supovitz to discuss her article, her book “The Labor of Lunch” and the uphill climb many food programs face in the wake of the pandemic and a national recession.

Featured Research: Gaddis, Jennifer E. “The Big Business of School Meals.” Phi Delta Kappan, Sept. 21, 2020.

Gaddis, Jennifer E. The Labor of Lunch: Why We Need Real Food and Real Jobs in American Public Schools. University of California Press. Nov. 2019. (Use code 19V3712 to get 30% off)

The post The Big Business of School Lunch appeared first on Research Minutes.

A new analysis by FutureEd and The Hunt Institute examines how states have allocated those funds, and what those spending decisions might say about the educational priorities for each governor.

FutureEd Editorial Director Phyllis Jordan joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the analysis and some implications for policymakers, schools and other stakeholders in the midst of a lingering national recession.

Featured Article: Jordan, Phyllis W. and Siddiqi, Javaid. “How Governors Are Using Their CARES Act Education Dollars.” FutureEd. Sept. 9, 2020.

The post How Are Governors Spending Their Coronavirus Education Aid? appeared first on Research Minutes.

The post Study Links Community College Bachelor's Programs to Declines in For-Profit Enrollment appeared first on Research Minutes.

In one of the first studies of its kind, Johns Hopkins University’s Dennis Kramer II and the University of Florida’s Justin Ortagus set out to examine how those programs impacted enrollment at nearby colleges and universities in Florida.

Kramer and Ortagus join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, and some key implications for policymakers, school leaders and families in the wake of a national economic recession.

Featured Research: Kramer, D. A., Ortagus, J. C., & Donovan, J. (2020). Competing for Bachelor’s Degrees: “Are Community Colleges Cutting Into the Market Share of 4-Year Institutions?” American Educational Research Journal.

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Lead author and Harvard University researcher Mark Chin joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the study, which found that counties with higher levels of teacher bias have larger adjusted inequalities between black and white students in areas like test scores and suspensions.

Chin also discusses some implications and recommendations for policymakers, practitioners and other stakeholders in the wake of sweeping protests for racial equity across the U.S.

Chin, M. J., Quinn, D. M., Dhaliwal, T. K., & Lovison, V. S. (2020). “Bias in the Air: A Nationwide Exploration of Teachers’ Implicit Racial Attitudes, Aggregate Bias, and Student Outcomes.” Educational Researcher.

The post Racial Attitudes, Teacher Bias and Student Outcomes appeared first on Research Minutes.

The study, led by Phil Sirinides, director of the Institute of State and Regional Affairs at Penn State Harrisburg, found that many providers spent all available cash to stay afloat during the prolonged shutdown, and are now struggling to reopen as a result of reduced enrollment and increased costs.

Sirinides joins us to discuss the study, and his team’s recommendations for state policymakers, providers and other stakeholders in the uncertain months ahead.

Featured Research: Penn State Harrisburg Institute of State and Regional Affairs. “The Impact of COVID-19 on Pennsylvania Child Care.” August 2020.

The post The Impact of COVID-19 on Pennsylvania Child Care appeared first on Research Minutes.

The post Are Smartphones Hurting College Students' Grades? Findings from an 11-Year Study appeared first on Research Minutes.

The study, conducted at Rutgers over 11 years, found that students who used smartphones to complete class assignments were significantly less likely to remember that material during closed-book exams.

Glass joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his findings, their relation to K-12 education, and some important implications for policymakers, school leaders, and instructors across the U.S.

Featured Research: Arnold L. Glass & Mengxue Kang (2020) “Fewer students are benefiting from doing their homework: an eleven-year study.” Educational Psychology.

The post Are Smartphones Hurting College Students’ Grades? Findings from an 11-Year Study appeared first on Research Minutes.

While not as dire as the pandemic’s impacts on health and instruction, this widespread disruption could reverberate in the education field for years to come.

A new article, coauthored by a team of researchers including the University of Texas at Austin‘s David DeMatthews, sheds light on those impacts and offers a number of recommendations for researchers hoping to resume their work – and possibly transform it – in the years ahead.

DeMatthews joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the article, and how the pandemic may have shown us “the best of what educational research can do.”

Featured Article: DeMatthews, D., Knight, D., Reyes, P., Benedict, A., & Callahan, R. (2020). From the Field: Education Research During a Pandemic. Educational Researcher, 49(6), 398–402.

The post Education Research in the Wake of COVID-19 appeared first on Research Minutes.

The results, published in a first-look brief by the American Institutes for Research (AIR), include promising strategies for improving student access, fostering engagement, addressing socioemotional needs and supporting students with disabilities.

AIR Senior Researcher Dia Jackson discusses the brief and AIR’s research into other district and charter network responses in the wake of the pandemic, which will continue to be published throughout the 2020-21 school year.

Featured Research: Jackson, Dia and Garet, Mike. “Voices of School District Leaders: National Survey of Public Education’s Response to COVID-19.” First Look Brief. AIR.org. July 2020.

The post District and Charter Leaders Share Promising Strategies in the Wake of COVID-19 appeared first on Research Minutes.

The study, coauthored by NIEER Senior Co-Director W. Steven Barnett, found that more than half of students were receiving no remote support at all within two months of the closures. Most other students, according the report, received remote supports less than once per week.

Barnett discusses his team’s findings, their potential impacts on students, and some important implications for policymakers, practitioners, school leaders and families as we move into the 2020-21 school year.

Featured Research: Barnett, Steven; Jung, Kwanghee and Nores, Milagros. “Young Children’s Home Learning and Preschool Participation Experiences During the Pandemic.” National Institute for Early Education Research. July 2020. 

The post Preschool Student Experiences in the Wake of COVID-19 appeared first on Research Minutes.

A new policy brief, coauthored by the University of Chicago Consortium on School Research‘s Elaine Allensworth and the Annenberg Institute‘s Nate Schwartz, offers some research-backed strategies for schools attempting to address student learning loss in the months ahead.

Allensworth discusses the brief, the potential scope of learning loss, and a number of interventions and supports proven to accelerate learning for struggling students.

The brief is part of the Ed Research for Recovery Project, led by the Annenberg Institute at Brown University with support from the Bill and Melinda Gates Foundation.

Featured Brief: Elaine Allensworth and Schwartz, Nate. “School Practices to Address Student Learning Loss.” Ed Research for Recovery. June 2020.

The post Research-Backed Strategies to Address Student Learning Loss appeared first on Research Minutes.

In a special episode, we speak with Dr. Joshua Sharfstein, Vice Dean for Public Health Practice and Community Engagement at the Johns Hopkins Bloomberg School of Public Health. Sharfstein addresses the ongoing debate over school reopenings and offers some evidence-backed recommendations for policymakers, districts and school leaders.

We also speak with Mike Magee, CEO of the bipartisan, national network of state and district education leaders Chiefs for Change. Magee discusses a potential second round of federal coronavirus aid, and the financial and logistical needs of school systems across the country.

Magee also offers insight into Chiefs for Change members’ educational plans for the 2020-21 school year, and shares some free resources for stakeholders now planning for the fall and beyond.

Featured Research: Sharfstein JM, Morphew CC. “The Urgency and Challenge of Opening K-12 Schools in the Fall of 2020. ” JAMA. 2020;324(2):133–134. 

The post The Prospect of Reopening Schools appeared first on Research Minutes.

The study, led by Allison Atteberry (University of Colorado Boulder) and Andrew McEachin (RAND Corporation), found that more than half of students experienced learning loss every summer from first through sixth grade. While some students actually made gains over the summer, the study found that others lost nearly 90 percent of their academic progress over the same period.

Atteberry joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her team’s findings, and some important implications for districts and schools in the wake of the COVID-19 pandemic.

Featured Research: Atteberry, Allison, and Andrew McEachin. “School’s Out: The Role of Summers in Understanding Achievement Disparities.” American Educational Research Journal, (July 2020).

The post Study: Some Students Lose Nearly All Academic Gains During Summer appeared first on Research Minutes.

The survey, conducted in partnership with Upbeat, also found that mid-career teachers particularly struggled to balance work and home responsibilities this spring, while veteran teachers were significantly more likely to report discomfort with remote learning technology.

Kraft and Simon join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the survey, and some important implications for districts, schools and teachers now preparing for the fall.

Featured Research: Matthew Kraft and Simon, Nicole S.  “Teachers’ Experiences Working from Home During the COVID-19 Pandemic.” Upbeat. Summer 2020. 

The post Teacher Experiences and Working Conditions in the Wake of COVID-19 appeared first on Research Minutes.

The study, coauthored by CRPE Associate Director Betheny Gross, also found that affluent districts were twice as likely as high-poverty districts to require live instruction during school closures.

Gross discusses her team’s findings and some evidence-backed recommendations for school systems and instructors now planning for the fall.

Featured Research: Betheny Gross and Opalka, Alice. “Too Many Schools Leave Learning to Chance During the Pandemic.” CRPE.org. June 2020.

The post Many Districts ‘Left Learning to Chance’ During Closures, Study Finds appeared first on Research Minutes.

Renowned economist and education researcher Eric Hanushek (Stanford University) joins CPRE Executive Director Jonathan Supovitz (University of Pennsylvania) to discuss the potential economic and workforce impacts of the pandemic, and how a prolonged downturn might affect students.

Hanushek also offers some research-backed recommendations for states, districts and school leaders hoping to rebound from one of the greatest educational challenges in living memory.

The post School Funding in the Wake of COVID-19 appeared first on Research Minutes.

A new report, coauthored by the Johns Hopkins Institute for Education Policy and Chiefs for Change, analyzes successful interventions across the globe and offers research-backed recommendations for states, districts and school leaders now planning for the fall and beyond.

Report coauthors and Johns Hopkins University researchers David Steiner and Ashley Rogers Berner join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings and some important planning considerations for stakeholders across the country.

Featured Research: Johns Hopkins Institute for Education Policy and Chiefs for Change, “The Return: How Should Education Leaders Prepare for Reentry and Beyond?” May 2020

The post School Reopenings: Lessons from Home and Abroad appeared first on Research Minutes.

Could large-scale tutoring help level the playing field?

We speak with Robert Slavin, Director of the Center for Research and Reform in Education at Johns Hopkins University and co-founder of the Success for All Foundation.

Slavin joins CPRE Executive Director Jonathan Supovitz to discuss decades of research into the benefits of tutoring, and the promise – and feasibility – of offering quality tutoring to millions of students in the 2020-21 school year.

The post Could Large-Scale Tutoring Address COVID-Related Learning Loss? appeared first on Research Minutes.

We welcome Barbara Means, Executive Director of Learning Sciences Research at Digital Promise, and founder and former Co-Director of the Center for Technology and Learning at SRI International.

Means discusses years of research into various blended learning strategies, and offers some evidence-backed recommendations for states, districts and schools now planning for the fall and beyond.

The post Researched-Backed Strategies for Effective Blended Learning appeared first on Research Minutes.

The post Study: Black and Latino Students More Likely to Experience 'Math Traps' appeared first on Research Minutes.

Study coauthors Federick Ngo (University of Nevada, Las Vegas) and David Velasquez (University of Southern California) join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, and some important implications for policy, practice and future research.

Featured Research: Ngo, Federick J., and David Velasquez. “Inside the Math Trap: Chronic Math Tracking From High School to Community College.” Urban Education, (March 2020).

The post Study: Black and Latino Students More Likely to Experience ‘Math Traps’ appeared first on Research Minutes.

The study, coauthored by Northeastern State University’s Christopher Clark and the University of Georgia’s Mardi Schmeichel, also found that a teacher’s operational definition of credibility can influence how they perceive various news sources.

Clark and Schmeichel join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings and offer some evidence-backed strategies for teachers – and students – across the country.

Featured Research: Clark, Christopher H., Mardi Schmeichel, and H. James Garrett. “Social Studies Teacher Perceptions of News Source Credibility.” Educational Researcher 49, no. 4 (May 2020): 262–72.

The post Ideology and Instruction: How Teachers Perceive News Sources appeared first on Research Minutes.

A new set of planning considerations – released this month by the American Academy of Pediatrics – offers some important guidance regarding instructional time, physical and mental health, special populations, and more.

Pediatrician and member of the American Academy of Pediatrics Council on School Health Dr. Nathaniel Beers joins the podcast to discuss the guidance, and what school might look like for millions of students beginning this fall.

The post Pediatricians Release Planning Guidance for School Reopenings appeared first on Research Minutes.

The survey – the latest in a series conducted by the Ed Week Research Center since March – also offers a window into district officials’ plans for reopening in the 2020-21 school year, and the perceived effectiveness of various remote learning tools.

Holly Kurtz, director of the Ed Week Research Center, join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the survey results and some important implications for educators and district officials across the country.

The post Engagement, Access and Morale: How Are Students Responding to Extended School Closures? appeared first on Research Minutes.

A recent study of thousands of Boston students, coauthored by the University of Michigan’s Anna Shapiro and Christina Weiland, finds that non-white and economically disadvantaged families are significantly less likely to apply and enroll in universal pre-k.

Shapiro and Weiland join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings and some important implications for policymakers, families and other stakeholders across the country.

Featured Research: Shapiro, Anna, Eleanor Martin, Christina Weiland, and Rebecca Unterman. “If You Offer It, Will They Come? Patterns of Application and Enrollment Behavior in a Universal Prekindergarten Context.” AERA Open, (April 2019).

The post Study: Disadvantaged Families Less Likely to Apply for Universal Pre-K appeared first on Research Minutes.

The post Will School Closures Lead to a 'COVID-19 Slide'? appeared first on Research Minutes.

We speak with Ian Rosenblum, executive director of The Education Trust New York, and Elisha Smith Arrillaga, executive director of The Education Trust West, about new polls showing that parents are overwhelmingly concerned about students falling behind in the wake of the pandemic.

Then CPRE Executive Director Jonathan Supovitz speaks with NWEA research scientist Megan Kuhfeld about a new set of projections – based on research into the “summer slide” – forecasting the potentially “devastating impact” of COVID-related school closures. (Segment begins at 19:42).

We also discuss some potential strategies to mitigate learning loss, improve equity and navigate one of the most challenging periods in American education.

The post Will School Closures Lead to a COVID-19 Slide? appeared first on Research Minutes.

The study, coauthored by the University of Virginia’s Julia Jackson Cohen, found that coaching in a simulated environment can have significant impacts on skills like classroom management, as well as perceptions of student behavior and approaches to addressing perceived behavioral issues.

Cohen discusses her team’s findings, and their potential implications for teacher education during – and following – the COVID 19 pandemic.

Cohen, Julie, Vivian Wong, Anandita Krishnamachari, and Rebekah Berlin. “Teacher Coaching in a Simulated Environment.” Educational Evaluation and Policy Analysis, (February 2020).

The post Teacher Coaching in a Simulated Environment appeared first on Research Minutes.

Study coauthor Kenneth Shores (Penn State University) joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his team’s findings, and some important implications for policymakers, school leaders and other stakeholders.

Featured Research: Shores, Kenneth, Ha Eun Kim, and Mela Still. “Categorical Inequality in Black and White: Linking Disproportionality Across Multiple Educational Outcomes.” American Educational Research Journal, (January 2020).

The post Categorical Inequality: The Persistence of Racial Gaps in Education appeared first on Research Minutes.

Study coauthors Todd Grindal (SRI International) and Megan Silander (EDC) join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their team’s findings, and some important implications for early childhood education, policy and future research.

Grindal, T., Silander, M., Gerard, S., Maxon, T., Garcia, E., Hupert, N., Vahey, P., Pasnik, S. (2019). Early Science and Engineering: The Impact of The Cat in the Hat Knows a Lot About That! on Learning. New York, NY, & Menlo Park, CA: Education Development Center, Inc., & SRI International.

The post Science, Engineering and ‘The Cat in the Hat’: Can Videos and Games Improve Early Learning? appeared first on Research Minutes.

Millions of instructors and students – from kindergarten through college – are now teaching and learning at home. And many are doing so for the first time.

We sit down with Nada Dabbagh, George Mason University professor and coauthor of the 2019 book Meaningful Online Learning: Integrating Strategies, Activities, and Learning Technologies for Effective Designs.

Dabbagh offers some research-backed strategies for effective online teaching and learning, and some practical tips for instructors – and families – trying to maintain a quality educational experience outside of the classroom.

The post Research-Backed Strategies for Meaningful Online Learning appeared first on Research Minutes.

We talk with Robert Kunzman, Martha Lee and Bill Armstrong Chair for Teacher Education at Indiana University Bloomington and managing director of the International Center for Home Education Research.

Kunzman shares insights from more than 15 years of research into homeschooling practice and policy, and offers some evidence-based strategies for families hoping to maintain a quality educational experience at home.

The post Teaching and Learning at Home: Lessons from Research on Homeschooling appeared first on Research Minutes.

Drawing on their new book Opportunity for All, Smith and O’Day discuss decades of research into educational inequality and the failures of past efforts aimed at addressing it. They also present a research-backed framework to promote quality – and equality – in schools across the country.

Featured Research: O’Day, Jennifer A. and Smith, Marshall S. “Opportunity for All: A Framework for Quality and Equality in Education.” Harvard Education Press. August 2019

The post Opportunity for All: A Research-Backed Framework for Quality and Equality in Education appeared first on Research Minutes.

A new study of those “hidden costs,” coauthored by the University at Albany’s Lucy Sorensen and Duke University’s Helen Ladd, finds that turnover can have significant and lasting negative impacts on instructional staff quality and student achievement.

Sorensen joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the study and some important takeaways for education policy and future research.

Featured Research: Sorensen, Lucy C., and Helen F. Ladd. “The Hidden Costs of Teacher Turnover.” AERA Open, (January 2020). 

The post The Hidden Costs of Teacher Turnover appeared first on Research Minutes.

The study, coauthored by UCLA’s Anna Markowitz, found that race and ethnicity matching between teachers and parents can lead to notable impacts on parental involvement, workshop attendance and even student absenteeism.

Markowitz joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss those findings and some important implications for policymakers, practitioners and families across the country.

Featured Research: Markowitz, Anna J., Daphna Bassok, and Jason A. Grissom. “Teacher-Child Racial/Ethnic Match and Parental Engagement With Head Start.” American Educational Research Journal, (January 2020).

The post Can Same-Race Teachers Boost Parental Engagement in Head Start? appeared first on Research Minutes.

The study, coauthored by the University of Chicago’s Elaine Allensworth, found that students with the same GPA or ACT score can complete college at significantly different rates, depending on the high school they attended.

Allensworth joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss those and other findings, and some important implications for education policy and future research.

Featured Research: Allensworth, Elaine M., and Kallie Clark. “High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions About Consistency Across High Schools.” Educational Researcher, (January 2020)

The post Do GPAs and ACT Scores Predict College Completion? appeared first on Research Minutes.

In a new study, researchers from the RAND Corporation examined the implementation and impacts of the New York City Community Schools Initiative, the largest program of its kind in the nation. The study, coauthored by RAND’s William Johnston, found that the initiative has had positive impacts on a range of outcomes, including student attendance and grade progression.

Johnston joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his team’s findings, and some key takeaways for community school policymakers, school leaders, researchers and other stakeholders.

Featured Research: Johnston, William R., John Engberg, Isaac M. Opper, Lisa Sontag-Padilla, and Lea Xenakis, Illustrating the Promise of Community Schools: An Assessment of the Impact of the New York City Community Schools Initiative. City of New York, 2020.

The post Examining the Impacts of the NYC Community Schools Initiative appeared first on Research Minutes.

To make those costs more transparent, the federal government requires all colleges participating in federal student aid programs to post a net price calculator (NPC) on their official website.

A recent study, however, finds that NPCs can provide incomplete, outdated or even misleading information to prospective students.

Study co-author and Penn AHEAD executive director Laura Perna joins CPRE Executive Director Jonathan Supovitz to discuss her team’s findings and some important implications for higher education policymakers and college officials.

Featured Research: Perna, Laura W., Jeremy Wright-Kim, and Nathan Jiang. “Money Matters: Understanding How Colleges and Universities Use Their Websites to Communicate Information About How to Pay College Costs.” Educational Policy, (August 2019).

The post Understanding the Cost of College appeared first on Research Minutes.

The study, performed in Tennessee and co-authored by UNC Chapel Hill’s Steven Hemelt, finds that certain dual-credit courses can have a significant impact on a student’s academic journey.

Hemelt joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his team’s findings, and their implications for policy, practice and future research.

Featured Research: Hemelt, S.W., Schwartz, N.L. and Dynarski, S.M. (2020), “Dual‐Credit Courses and the Road to College: Experimental Evidence from Tennessee.” J. Pol. Anal. Manage..

The post College Bound: Examining the Impacts of Dual-Credit Courses appeared first on Research Minutes.

A new study led by Rutgers University’s Drew Gitomer and UCLA’s Jose Felipe Martinez now raises questions about the reliability and validity of edTPA measurements.

Gitomer and Martinez join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, recently published in the American Educational Research Journal, and some important implications for performance assessment policy and future research.

Featured Research: Gitomer, Drew H., José Felipe Martínez, Dan Battey, and Nora E. Hyland. “Assessing the Assessment: Evidence of Reliability and Validity in the EdTPA.” American Educational Research Journal, (December 2019).

The post Study Questions Reliability of edTPA Performance Assessment System appeared first on Research Minutes.

The study, coauthored by University of Southern California researcher Yasemin Copur-Gencturk, finds that student “ability ratings” can change based on the race or gender of both the student and the teacher.

Copur-Gencturk joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the study and some important implications for policy, practice and future research.

Featured Research: Copur-Gencturk, Yasemin, Joseph R. Cimpian, Sarah Theule Lubienski, and Ian Thacker. “Teachers’ Bias Against the Mathematical Ability of Female, Black, and Hispanic Students.” Educational Researcher, (December 2019).

The post Race, Gender and Implicit Teacher Bias appeared first on Research Minutes.

A new study led by Stanford University’s Francis Pearman provides the first national evidence on patterns and relations of gentrification with respect to urban schooling, finding links between race, socioeconomic status and enrollment in neighborhood schools.

Pearman joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his findings and their potential implications for urban policy and future research.

Featured Research: Pearman, Francis A. “Gentrification, Geography, and the Declining Enrollment of Neighborhood Schools.” Urban Education 55, no. 2 (February 2020): 183–215.

The post Gentrification and Declining Enrollment in Urban Neighborhood Schools appeared first on Research Minutes.

A new study of more than 18,000 students led by Temple University’s Isabelle Chang examines the relationship between executive function and reading comprehension outcomes throughout elementary school.

Chang joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her findings and some important takeaways for teachers, parents, policymakers, and fellow researchers.

Featured Research: Chang, Isabelle. “Influences of Executive Function, Language Comprehension, and Fluency on Young Children’s Reading Comprehension.” Journal of Early Childhood Research 18, no. 1 (March 2020)

The post The Influence of Executive Function on Elementary Reading Comprehension appeared first on Research Minutes.

A newly published statewide study, however, found that a significant percentage of Florida students had been misplaced in the developmental education system.

CNA research analyst Daniel Leeds and Florida State University’s Christine Mokher join CPRE Knowledge Hub managing editor Keith Heumiller to the discuss the study, and what their findings might say about our current approach to college placement.

Featured research: Leeds, Daniel M., and Christine G. Mokher. “Improving Indicators of College Readiness: Methods for Optimally Placing Students Into Multiple Levels of Postsecondary Coursework.” Educational Evaluation and Policy Analysis, (November 2019).

The post Misplaced: The Accuracy and Limitations of College Readiness Indicators appeared first on Research Minutes.

A new study, led by researcher Wladimir Zanoni and Georgetown University’s Anna Johnson, finds that those subsidies can play a role in a student’s academic performance throughout elementary school.

Zanoni joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the study, and its potential implications for early childhood policy and future research.

Featured research: Zanoni, Wladimir, and Anna D. Johnson. “Child Care Subsidy Use and Children’s Outcomes in Middle School.” AERA Open, (October 2019).

The post Can Childcare Subsidies Influence Future Academic Performance? appeared first on Research Minutes.

We welcome Teacher’s College professor Thomas Hatch, author of the 2002 article “When Improvement Programs Collide” and co-author of the seminal 2004 study, led by Meredith Honig, “Crafting Coherence: How Schools Strategically Manage Multiple, External Demands.”

Hatch joins Fordham University’s Elizabeth Leisy Stosich to discuss his and Honig’s work, its ongoing influence, and new knowledge he’s accumulated over the past two decades.

Featured research: Hatch, Thomas. “When Improvement Programs Collide.” Phi Delta Kappan 83, no. 8 (April 2002)

Honig, Meredith I., and Thomas C. Hatch. “Crafting Coherence: How Schools Strategically Manage Multiple, External Demands.” Educational Researcher 33, no. 8 (November 2004): 16–30.

The post Coherence and Alignment: Examining Decades of Research into Systemic Education Reform appeared first on Research Minutes.

The post Money and Merit: Are Advantaged Students More Likely to Be 'Gifted'? appeared first on Research Minutes.

A new national study, however, finds that those services are significantly more likely to be directed to students from wealthier, more advantaged families.

Study co-author and Vanderbilt University researcher Jason Grissom joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his team’s findings, and some important implications for gifted services policy and practice.

Featured research: JASON A. GRISSOM, CHRISTOPHER REDDING, and JOSHUA F. BLEIBERG (2019) Money over Merit? Socioeconomic Gaps in Receipt of Gifted Services. Harvard Educational Review: Fall 2019, Vol. 89, No. 3, pp. 337-369.

The post Money and Merit: Are Advantaged Students More Likely to Be ‘Gifted’? appeared first on Research Minutes.

The study, coauthored by Stanford University researcher Jaymes Pyne, examines the growth of graduate student debt in the U.S., and its disproportionate impacts on African Americans and economically disadvantaged students.

Pyne joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his findings, their implications, and some important takeaways for stakeholders across the country.

Featured research: Pyne, Jaymes, and Eric Grodsky. “Inequality and Opportunity in a Perfect Storm of Graduate Student Debt.” Sociology of Education, (September 2019). 

The post The Growing Burden of Graduate Student Debt appeared first on Research Minutes.

The post Study: Offering Bachelor's Degrees Can Lead to Tuition Increases at Community Colleges appeared first on Research Minutes.

A new national study finds that those offerings – while beneficial to students – can also lead to college-wide increases in tuition and fees.

Study co-author and University of Florida researcher Justin Ortagus joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the study, and some important implications for higher education policy and future research.

Featured research: Ortagus, Justin C., and Xiaodan Hu. “The Price of Mission Complexity: A National Study of the Impact of Community College Baccalaureate Adoption on Tuition and Fees.” Educational Researcher 48, no. 8 (November 2019): 504–20. 

The post Study: Offering Bachelor’s Degrees Can Lead to Tuition Increases at Community Colleges appeared first on Research Minutes.

A new CPRE workbook, authored by five researchers from Teachers College at Columbia University and the University of Michigan, offers seven lessons for successful NSI management, based on years of interviews and observations in the field.

Workbook coauthors Priscilla Wohlstetter (Teachers College) and Angela Lyle (University of Michigan) join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the workbook, and some important takeaways for NSI stakeholders across the U.S.

Featured research: Duff, Megan; Flack, Clare B.; Lyle, Angela G.; Massell, Diane; and Wohlstetter, Priscilla, “Managing Networks for School Improvement: Seven Lessons from the Field” (2019). CPRE Workbooks. 1. 

The post Networks for School Improvement: Evidence-Backed Lessons for Leaders, Managers and Practitioners appeared first on Research Minutes.

In a new article in Phi Delta Kappan Magazine, University of Texas at Austin researcher Christopher J. McCarthy details more than a decade of research into teacher stress, including the interplay between school resources, demands, coping resources, and job satisfaction.

McCarthy joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his findings, his new Kappan article, and some key takeaways for those hoping to reduce or prevent teacher stress in their own schools.

Read more about “Education in a Stressed Out Nation” in the November 2019 issue of Phi Delta Kappan Magazine.

Featured research: McCarthy, C.J. (2019, Oct. 28). “Teacher stress: Balancing demands and resources.” Phi Delta Kappan, 101 (3), 8-14.

The post Demands, Resources and Turnover: A Decade of Research into Teacher Stress appeared first on Research Minutes.

More than 50 years later, Heckman finds that the program has not only changed the lives of its former students, but the lives of their children as well.

Heckman and Supovitz discuss those findings and some important takeaways for early childhood policy, practice, and future research.

Featured research: James J. Heckman and Ganesh Karapakula. “Intergenerational and Intragenerational Externalities of the Perry Preschool Project” NBER Working Paper No. 25889 May 2019

The post James Heckman: A Quality Pre-K Experience Can Impact Generations appeared first on Research Minutes.

The study, led by Penn State University’s Kenneth Shores and George Mason University’s Matthew Steinberg, found that students in counties most affected by the recession lost approximately a quarter of their expected annual gains between grades three and eight, compared to students in the least impacted counties.

Shores and Steinberg join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, and some important lessons learned from one of the most challenging periods in American history.

Featured research: Shores, Kenneth, and Matthew P. Steinberg. “Schooling During the Great Recession: Patterns of School Spending and Student Achievement Using Population Data.” AERA Open, (July 2019)

The post The Educational Toll of the Great Recession appeared first on Research Minutes.

The study, co-authored by University of Virginia researchers Daphna Bassok and Vivian C. Wong, finds that full-day preschool can have significant positive impacts on student vocabulary development and teacher-reported measures including literacy, math skills and social-emotional development.

Atteberry joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the team’s findings and their potential implications for policy, practice, and future research.

Featured research: Atteberry, Allison, Daphna Bassok, and Vivian C. Wong. “The Effects of Full-Day Prekindergarten: Experimental Evidence of Impacts on Children’s School Readiness.” Educational Evaluation and Policy Analysis, (September 2019)

The post Can Full-Day Pre-K Improve Kindergarten Readiness? appeared first on Research Minutes.

According to a new study co-authored by Penn State University’s Erica Frankenberg, those secessions can have significant impacts on local communities and schools, and lead to increased racial segregation between districts.

Frankenberg joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her team’s findings, and their implications for education policy, local government, and future research.

Featured research: Taylor, Kendra, Erica Frankenberg, and Genevieve Siegel-Hawley. “Racial Segregation in the Southern Schools, School Districts, and Counties Where Districts Have Seceded.” AERA Open, (July 2019)

The post Study: Secessions Have Increased Segregation Between Southern Districts appeared first on Research Minutes.

In a study led by Stanford University’s Tom Dee, researchers examined county-level partnerships between Immigrations and Customs Enforcement (ICE) and local law enforcement agencies, and the impacts of those partnerships on schools and students.

Another study, led by UCLA’s Patricia Gandara and Loyola Marymount University’s Jongyeon Ee, examined the perceptions of thousands of educators, counselors and other school staff across to U.S. to determine how immigration enforcement policies had affected their students.

We speak with all three researchers about their research, and what their findings might say about the nation’s current approach to immigration enforcement.

Featured research: Dee, Thomas S., and Mark Murphy. “Vanished Classmates: The Effects of Local Immigration Enforcement on School Enrollment.” American Educational Research Journal, (July 2019). 

Ee, Jongyeon, and Patricia Gándara. “The Impact of Immigration Enforcement on the Nation’s Schools.” American Educational Research Journal, (July 2019)

The post The Impacts of Immigration Enforcement on the Nation's Schools appeared first on Research Minutes.

According to a new study led by USC PhD candidate Paul Bruno, the system has notably impacted outcomes such as teacher attendance, classroom evaluations, and student performance.

Bruno joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his findings and some important takeaways for districts, school leaders, and practitioners across the country.

Featured research: Bruno, Paul, and Katharine O. Strunk. “Making the Cut: The Effectiveness of Teacher Screening and Hiring in the Los Angeles Unified School District.” Educational Evaluation and Policy Analysis, (August 2019)

The post Can New Screening Systems Identify Better Teaching Candidates? appeared first on Research Minutes.

A new multi-state study led by the University of Pennsylvania’s Adam Kirk Edgerton set out to examine how policy environments differ for each group, and how gaps between them can impact outcomes like teacher preparedness and classroom instruction.

Edgerton joins CPRE Director Jonathan Supovitz to discuss his findings, and some important takeaways for teachers, school leaders, and policymakers across the U.S.

Featured Article: Adam Kirk Edgerton and Laura M. Desimone, “Mind the Gaps: Differences in How Teachers, Principals, and Districts Experience College- and Career-Readiness Policies,” American Journal of Education 125, no. 4 (August 2019): 593-619.

The post Mind the Gaps: How Teachers, Principals, and Districts Experience Standards-Based Reform appeared first on Research Minutes.

A new study led by Northwestern University’s Terri Sabol, however, finds that the overall quality rating of a Head Start center can vary substantially, depending on which classrooms are evaluated.

Sabol joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her team’s findings and their implications for educators, policymakers, and future research.

Featured Article: Sabol, Terri J., Emily C. Ross, and Allison Frost. “Are All Head Start Classrooms Created Equal? Variation in Classroom Quality Within Head Start Centers and Implications for Accountability Systems.” American Educational Research Journal, (July 2019)

The post Study: Quality of Head Start Centers Can Vary By Classroom appeared first on Research Minutes.

Lead author and University of Texas at Austin researcher David Yeager joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the study, which involved 12,500 students at 65 schools across the U.S.

Yeager also discusses some noteworthy findings and key takeaways for policy, practice, and future research.

Featured Article:  David S. Yeager, Paul Hanselman, Gregory M. Walton, Jared S. Murray, Robert Crosnoe, Chandra Muller, Elizabeth Tipton, Barbara Schneider, Chris S. Hulleman, Cintia P. Hinojosa, David Paunesku, Carissa Romero, Kate Flint, Alice Roberts, Jill Trott, Ronaldo Iachan, Jenny Buontempo, Sophia Man Yang, Carlos M. Carvalho, P. Richard Hahn, Maithreyi Gopalan, Pratik Mhatre, Ronald Ferguson, Angela L. Duckworth & Carol S. Dweck: “A national experiment reveals where a growth mindset improves achievement.”  Nature volume 573 (2019)

The post Study Finds Promise in Online ‘Growth Mindset’ Intervention appeared first on Research Minutes.

In a recent study led by the University of Washington’s Julia Duncheon, researchers explored how a teacher’s background, academic focus, and personal experience can influence their definition of “college readiness.”

Duncheon joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her findings and their potential implications for instruction, policy, and future research.

Featured Article: Julia C. Duncheon and Jair Muñoz, “Examining Teacher Perspectives on College Readiness in an Early College High School Context,” American Journal of Education 125, no. 3 (May 2019).

The post How Do Teachers Define College Readiness? appeared first on Research Minutes.

The study, led by RAND Office of Research Quality Assurance Director Susan Gates, also found that some of the most effective elements of the initiative can be implemented at little cost.

Gates joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her findings and some important takeaways for districts and stakeholders across the country.

Featured Article: Gates, Susan M., Matthew D. Baird, Benjamin K. Master, and Emilio R. Chavez-Herrerias, “Principal Pipelines: A Feasible, Affordable, and Effective Way for Districts to Improve Schools.” Santa Monica, CA: RAND Corporation, 2019. 

The post ‘Principal Pipelines’ Can Boost Achievement and Reduce Turnover appeared first on Research Minutes.

In a new study led by NWEA’s James Soland, researchers investigated whether assessment metadata – the way students approach tests and surveys – can provide useful SEL data to schools and educators.

Soland joins CPRE research specialist Tesla DuBois to discuss his findings, their implications, and the promise and limitations of student metadata in general.

Featured Article: Soland, James, Gema Zamarro, Albert Cheng, and Collin Hitt. “Identifying Naturally Occurring Direct Assessments of Social-Emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata.” Educational Researcher, (July 2019). 

The post Can Test Metadata Help Schools Measure Social-Emotional Learning? appeared first on Research Minutes.

In one of the first studies of its kind, a team of researchers set out to chart the “frontier” of AP expansion, and the fidelity with which schools offered AP science for the time.

University of Washington Professor Mark Long discusses the team’s findings and some important implications for school leaders, policymakers and future research.

Featured Article: Long, Mark C., Dylan Conger, and Raymond McGhee. “Life on the Frontier of AP Expansion: Can Schools in Less-Resourced Communities Successfully Implement Advanced Placement Science Courses?” Educational Researcher 48, no. 6 (August 2019)

The post The AP Frontier: Offering Advanced Courses in Less-Resourced Schools appeared first on Research Minutes.

We welcome Shante` Brown (Director of Operations, PHLpreK), Milagros Nores (Research Co-Director, NIEER) and Phil Sirinides (Senior Research Specialist, CPRE) to discuss two growing programs in Seattle and Philadelphia, and their unique approaches to fostering quality and improving access.

Featured Article: Nores, M., Barnett, W.S., Jung, K., Joseph, G., Bachman, L., & Soderberg, J.S. (2018). Year 3 report: Seattle Pre-k program evaluation. New Brunswick, NJ: National Institute for Early Education Research & Seattle, WA: Cultivate Learning. 

The post Free Pre-K: How Cities are Growing and Funding High Quality Programs appeared first on Research Minutes.

The report, which found that less talented students from affluent beginnings are more than two times as likely to begin a successful career as even the most talented students from disadvantaged families, paints a stark picture of status, race, and lifelong achievement gaps in the U.S.

Georgetown CEW Director Anthony Carnevale joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the report and its implications for education, federal policy, and the concept of upward mobility.

Featured research: Georgetown University Center on Education and the Workforce, Born to Win, Schooled to Lose: Why Equally Talented Students Don’t Get Equal Chances to Be All They Can Be, 2019.

The post Born to Win, Schooled to Lose appeared first on Research Minutes.

Elder joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his study – which analyzed birth and education records for every child born in Florida over a ten-year span – and its potential implications for practitioners, policymakers, and future research.

Featured research: Todd E. Elder, David N. Figlio, Scott A. Imberman, and Claudia L. Persico. “School Segregation and Racial Gaps in Special Education Identification.” NBER Working Paper No. 25829 May 2019

The post The Role of Race in Special Education Identification appeared first on Research Minutes.

In recent years, however, researchers have found that it can have unintended consequences for underrepresented student groups.

One of those researchers, Seton Hall University’s Robert Kelchen, led a national study of colleges and universities to understand the impact of performance-based funding, and whether targeted bonuses can boost enrollment rates for minorities and low-income students.

He joins CPRE research specialist Robert Nathenson to discuss his findings and their potential implications for higher education policy across the U.S.

Featured research: Robert Kelchen (2018) “Do Performance-Based Funding Policies Affect Underrepresented Student Enrollment?” The Journal of Higher Education, 89:5, 702-727, DOI: 10.1080/00221546.2018.1434282 

The post The Unintended Consequences of Performance-Based Funding appeared first on Research Minutes.

The post Teacher Demoralization and ‘De-Professionalization’ in the NCLB Era appeared first on Research Minutes.

Wronowski joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her findings, and offers some key takeaways for policymakers, teachers, and school leaders hoping to chart a different course in the Every Student Succeeds Act era.

Featured research: Wronowski, Meredith, and Angela Urick. “Teacher and School Predictors of Teacher Deprofessionalization and Demoralization in the United States.” Educational Policy, (May 2019). 

Wronowski, M. L., & Urick, A. (2018). “Examining the relationship of teacher perception of accountability and assessment policies on teacher turnover during NCLB.” Education Policy Analysis Archives, 27(86).

The post Teacher Demoralization and “Deprofessionalization” in the NCLB Era appeared first on Research Minutes.

They join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, which include significant positive impacts on post-secondary enrollment, interpersonal skills, and academic outcomes.

Rickles and Zeiser also offer some key takeaways for school leaders, teachers, and policymakers hoping to understand and promote deeper learning in their own schools.

Featured research: Rickles, Jordan, Kristina L. Zeiser, Rui Yang, Jennifer O’Day, and Michael S. Garet. “Promoting Deeper Learning in High School: Evidence of Opportunities and Outcomes.” Educational Evaluation and Policy Analysis 41, no. 2 (June 2019): 214–34.

The post The Impacts of a School-Wide Approach to ‘Deeper Learning’ appeared first on Research Minutes.

Co-author and Cornell University researcher Angela Cools discusses her findings – which include notable effects on female students – and some important takeaways.

Featured research: Angela Cools, Raquel Fernández, and Eleonora Patacchini. “Girls, Boys, and High Achievers.” NBER Working Paper No. 25763 April 2019

The post Girls, Boys, and High Achievers: The Impact of Student Composition appeared first on Research Minutes.

Vanderbilt University’s Carolyn Heinrich recently led a multi-year study of dozens of urban high schools to find out how – and how well – students are learning online.

She joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her findings – including a negative association between online course taking and learning – and some valuable takeaways for schools leaders, teachers, and policymakers.

Featured research: Heinrich, Carolyn J., Jennifer Darling-Aduana, Annalee Good, and Huiping (Emily) Cheng. “A Look Inside Online Educational Settings in High School: Promise and Pitfalls for Improving Educational Opportunities and Outcomes.” American Educational Research Journal, (March 2019). 

The post The Promise and Pitfalls of Online Instruction in High School appeared first on Research Minutes.

In a new study, Johns Hopkins University researcher Marc Stein examines the impact of public transportation use on student absenteeism, finding a significant link between how – and whether – students get to school.

He joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his findings and their potential implications for families, school leaders, and other stakeholders.

Stein, Marc L., and Jeffrey A. Grigg. “Missing Bus, Missing School: Establishing the Relationship Between Public Transit Use and Student Absenteeism.” American Educational Research Journal 56, no. 5 (October 2019): 1834–60. 

The post Public Transit Use Linked to Increased Absenteeism appeared first on Research Minutes.

Baker joins Marybeth Gasman, director of the Penn Center for Minority-Serving Institutions, to discuss her findings, their potential implications, and the impacts affirmative action bans can have on diversity, equity, and college admissions.

Featured research: Baker, Dominique J. “Pathways to Racial Equity in Higher Education: Modeling the Antecedents of State Affirmative Action Bans.” American Educational Research Journal 56, no. 5 (October 2019): 1861–95.

The post Common Factors in States That Ban Affirmative Action appeared first on Research Minutes.

Those issues drive the May 2019 issue of Phi Delta Kappan Magazine, and this month we partner with Kappan to discuss their causes, impacts, and potential solutions.

This week we welcome Harvard University researcher Ebony Bridwell-Mitchell, whose new article explores how external school partnerships can perpetuate and even grow inequalities between advantaged and disadvantaged schools. She joins Rand Quinn, senior researcher with the Consortium for Policy Research in Education, to discuss her findings and their potential implications for school leaders, policymakers, and other stakeholders.

Featured research: Bridwell-Mitchell, E.N. (2019). Them that’s got? How school partnerships can perpetuate inequalities. Phi Delta Kappan, 100 (8), 32-36. 

The post How School Partnerships Can Perpetuate Inequalities appeared first on Research Minutes.

Those issues drive the May 2019 issue of Phi Delta Kappan Magazine, and this month we partner with Kappan to discuss their causes, impacts, and potential solutions.

This week we welcome Dan Goldhaber, director of the Center for Analysis of Longitudinal Data in Education Research (CALDER) at the American Institutes for Research, to discuss the latest research on teacher quality gaps in U.S. schools.

He joins Doug Ready, director of the Consortium for Policy Research in Education (CPRE) at Teachers College.

Featured research: Goldhaber, D., Quince, V., & Theobald, R. (2019) Teacher quality gaps in U.S. public schools: Trends, sources, and implications. Phi Delta Kappan, 100 (8), 14-19. 

The post Understanding and Addressing Teacher Quality Gaps appeared first on Research Minutes.

Robinson joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her findings, their potential explanations, and some key takeaways for those hoping to curb absenteeism in their own schools.

Featured research: Robinson, C. D., Gallus, J., Lee, M. G., & Rogers, T. (In Press). The Demotivating Effect (and Unintended Message) of Awards. Organizational Behavior and Human Decision Processes.

The post When Attendance Awards Backfire appeared first on Research Minutes.

Don Hossler, senior scholar with the Center for Enrollment Research, Policy and Practice at USC, discusses the ongoing reverberations of the scandal, and a new exploratory study of the nonacademic factors used by some universities to evaluate applicants.

Featured research: Don Hossler, Emily Chung, Jihye Kwon, Jerry Lucido, Nicholas Bowman & Michael Bastedo (2019): A Study of the Use of Nonacademic Factors in Holistic Undergraduate Admissions Reviews, The Journal of Higher Education

The post Behind the Curtain: An Exploratory Study of Undergraduate Admissions appeared first on Research Minutes.

Indiana University-Purdue University Indianapolis researcher Christian Buerger recently led a study to find out who was right. He joins CPRE Director Jonathan Supovitz to discuss his findings, which include some noteworthy short- and long-term impacts on traditional schools.

Featured research: Christian Buerger,Robert Bifulco. “The effect of charter schools on districts’ student composition, costs, and efficiency: The case of New York state.” Economics of Education Review, April 2019

The post The Effects of Charters on School District Costs and Efficiency appeared first on Research Minutes.

Texas A&M University researcher Daniel Bowen discusses his new study of Houston’s Arts Access Initiative, a collaborative effort launched in 2013 to expand arts education opportunities for city students.

He discusses his findings – which include notable impacts on academic performance and engagement – and their implications for stakeholders nationwide.

Featured research: Bowen, Daniel and Kisida, Brian. “Investigating Causal Effects of Arts Education Experiences: Experimental Evidence from Houston’s Arts Access Initiative. Rice Kinder Institute for Human Research.” February 2019. 

The post The Big Picture: Study Links Arts Education to Improved Academic Performance appeared first on Research Minutes.

In 2013 Florida took a new approach, making developmental education optional for the vast majority of students.

Florida State University’s Toby Park recently led a multi-year study of the initiative, finding that it led to notable gains in course passing rates and minority student achievement. He joins CPRE research specialist Robert Nathenson to discuss his findings and some important takeaways for stakeholders across the U.S.

Featured research: Toby J Park, Chenoa S. Woods, Shouping Hu, Tamara Bertrand Jones, Oguzcan Cig & David A. Tandberg. “Developmental Education Reform and the Racial/Ethnic Achievement Gap: The Case of First-Semester Gateway Course Passing Rates When Florida Made Developmental Education Optional.”  Teachers College Record, Volume 120 Number 12, 2018, p. 1-24

The post What Happened When Florida Made Developmental Education Optional? appeared first on Research Minutes.

We sit down with Temple University’s Sarah Cordes, who recently led a comprehensive study of more than 90,000 New York City students to understand the impacts of moving on school performance. Cordes joins CPRE research specialist Adrianne Flack to discuss her findings and offer some key takeaways for families, policymakers, and stakeholders across the country.

Featured research: Cordes, Sarah A., Amy Ellen Schwartz, and Leanna Stiefel. “The Effect of Residential Mobility on Student Performance: Evidence From New York City.” American Educational Research Journal 56, no. 4 (August 2019): 1380–1411. 

The post The Effects of Moving on NYC Students appeared first on Research Minutes.

A recent study led by American University’s Seth Gershenson did just that, and uncovered some dramatic findings about the long-run impacts of same-race teachers.

Gershenson joins University of Pennsylvania Graduate School of Education researcher Rand Quinn to discuss those findings, and their potential implications for practitioners, policymakers and researchers across the country.

Featured research: Seth Gershenson, Cassandra M. D. Hart, Joshua Hyman, Constance Lindsay, and Nicholas W. Papageorge. “The Long-Run Impacts of Same-Race Teachers.” NBER Working Paper No. 25254 November 2018

The post The Lasting Impacts of Having a Same-Race Teacher appeared first on Research Minutes.

Harvard University’s Heather Hill joins CPRE senior researcher Caroline Ebby to talk about her article “Learning Lessons From Instruction: Descriptive Results From an Observational Study of Urban Elementary Classrooms.” Hill discusses her key findings and provides some important takeaways for districts, teachers, researchers, and policymakers across the country.

Featured research: Heather C. Hill, Erica Litke and Kathleen Lynch. “Learning Lessons From Instruction: Descriptive Results From an Observational Study of Urban Elementary Classrooms.” Teachers College Record Volume 120 Number 12, 2018, p. 1-46

The post Reforms in the Classroom: An Observational Study of Urban Elementary Teaching appeared first on Research Minutes.

Augustine joins CPRE senior researcher Ryan Fink to discuss her findings, which included notable impacts on school climate and student suspension.

Featured research: Augustine, Catherine H., John Engberg, Geoffrey E. Grimm, Emma Lee, Elaine Lin Wang, Karen Christianson, and Andrea A. Joseph, “Can Restorative Practices Improve School Climate and Curb Suspensions? An Evaluation of the Impact of Restorative Practices in a Mid-Sized Urban School District.” Santa Monica, CA: RAND Corporation, 2018.

The post Restorative Practices: Reducing Suspensions in Pittsburgh appeared first on Research Minutes.

Thomas Hatch, a Columbia University researcher and co-director of the National Center for Restructuring Education, Schools, and Teaching, recently set out to map those organizations working to support K-3 reading in New York schools, and understand how they operate, interact, and impact education.

Hatch sits down with CPRE senior researcher Ryan Fink to discuss his new research brief – “The Role of External Support Providers in Improving K-3 Reading Outcomes in New York” – and its potential implications for stakeholders across the country.

Featured research: Hatch, Thomas; Ahn, Meesuk; Ferguson, Daniel; and Rumberger, Alyson. (2019). The Role of External Support Providers in Improving K-3 Reading Outcomes in New York. CPRE Policy Briefs. 

The post Mapping New York City’s ‘School Improvement Industry’ appeared first on Research Minutes.

Ingersoll joins CPRE Director Jonathan Supovitz to highlight a number of key findings, including an ongoing “greening” of the workforce and an “unheralded victory” for minority recruitment initiatives. Ingersoll also provides some important takeaways for those hoping to understand, and make use of, the latest data on America’s teachers.

Featured research: Ingersoll, Richard M.; Merrill, Elizabeth; Stuckey, Daniel; and Collins, Gregory. (2018). Seven Trends: The Transformation of the Teaching Force – Updated October 2018. CPRE Research Reports. 

The post The Transformation of the Teaching Workforce appeared first on Research Minutes.

MDRC senior associate Colleen Sommo joins guest host Peter Horn to discuss her team’s new multi-year study of the initiative, and its potential implications for colleges, policymakers, and researchers across the U.S.

Featured research: Colleen Sommo, Dan Cullinan, Michelle S. Manno. Doubling Graduation Rates in a New State: Two-Year Findings from the ASAP Ohio Demonstration. MDRC, December 2018. 

The post Doubling Two-Year Graduation Rates in Ohio appeared first on Research Minutes.

UNC researcher and associate director of the Education Policy Initiative at Carolina (EPIC) Kevin Bastian recently led a statewide study of the relationships between teacher preparation programs and their graduates’ evaluation ratings after entering the workforce.

Bastian joins University of Wisconsin-Madison research Peter Goff to discuss his findings and their potential implications for researchers, policymakers, and practitioners.

Featured research: Bastian, Kevin C., Kristina M. Patterson, and Yi Pan. “Evaluating Teacher Preparation Programs With Teacher Evaluation Ratings: Implications for Program Accountability and Improvement.” Journal of Teacher Education 69, no. 5 (November 2018): 429–47.

The post Evaluating Teacher Preparation Programs with Teacher Evaluation Ratings appeared first on Research Minutes.

Peabody College, Vanderbilt University researcher Brent Evans recently led a national study to find out. He joins CPRE Research Specialist Robert Nathenson to discuss his findings and their potential implications for school districts, states, colleges, and policymakers.

Guest hosted by Peter Horn, of the Point of Learning podcast.

Featured research: Evans, Brent J. “How College Students Use Advanced Placement Credit.” American Educational Research Journal 56, no. 3 (June 2019): 925–54. 

The post How Do College Students Use Advanced Placement Credit? appeared first on Research Minutes.

She also shares insights from her book “Reader Come Home: The Reading Brain in a Digital World,” her new article in Kappan Magazine, and offers advice for teachers, leaders, and everyday readers hoping to adapt to a digital world.

Part of the CPRE Knowledge Hub and Kappan Magazine’s “What We’ve Learned About Learning” podcast series.

Featured research: Wolf, M. (2018). The science and poetry in learning (and teaching) to read. Phi Delta Kappan, 100 (4), 13-17.

The post Books, Tablets and Screens: The Science of Reading in a Digital Age appeared first on Research Minutes.

She also shares insights from her upcoming book “Powerful Teaching: Unleash the Science of Learning,” her new article in Kappan Magazine, and provides a wealth of free resources for teachers and policymakers hoping to close the gap between learning science and the classroom.

Part of the CPRE Knowledge Hub and Kappan Magazine’s “What We’ve Learned About Learning” podcast series.

Featured research: Agarwal, P.K. & Roediger, H.L. (2018). Lessons for learning: How cognitive psychology informs classroom practice. Phi Delta Kappan, 100 (4), 8-12

The post Learning from Cognitive Psychology: Four Strategies for the Classroom appeared first on Research Minutes.

She also shares insights from her new book “Neuromyths: Debunking False Ideas About the Brain,” her new interview in Kappan Magazine, and offers suggestions for teachers, education researchers, and policymakers hoping to move past debunked theories and bring the latest brain science to the classroom.

Part of the CPRE Knowledge Hub and Kappan Magazine’s “What We’ve Learned About Learning” podcast series.

Featured research: Tokuhama-Espinosa, Tracey. Neuromyths: Debunking False Ideas About The Brain. (2018) Norton Professional Books

The post Neuromyths: What We Know About the Learning Brain appeared first on Research Minutes.

We speak with Manhattan Institute senior fellow Josh McGee, whose new study examines current retirement systems in New York and Philadelphia and attempts to model teacher attitudes toward traditional and defined-benefit plans.

McGee sits down with guest host Peter Horn, of the Point of Learning podcast, to discuss his findings, and an alternative system that could have a profound impact for new teachers.

Featured research: McGee, Josh B., and Marcus A. Winters. “Rethinking the Structure of Teacher Retirement Benefits: Analyzing the Preferences of Entering Teachers.” Educational Evaluation and Policy Analysis 41, no. 1 (March 2019): 63–78. 

The post Rethinking the Structure of Teacher Retirement Benefits appeared first on Research Minutes.

A new study led by Stanford University’s Sarah McGrew finds that students at nearly all levels – from middle school through college – struggle to evaluate online information, and often fail to ask essential questions regarding the origins and motives of various content.

McGrew sits down with CPRE Research Specialist Robert Nathenson to discuss her findings and offer some tips and free resources to those hoping to bring “civic online reasoning” to the classroom.

Featured research: Sarah McGrew, Joel Breakstone, Teresa Ortega, Mark Smith & Sam Wineburg (2018) Can Students Evaluate Online Sources? Learning From Assessments of Civic Online Reasoning. Theory & Research in Social Education, 46:2, 165-193

The post Can Students Evaluate Online Sources? appeared first on Research Minutes.

How would a so-called “Blue Wave” – or Republic victories in the House and Senate – impact issues like federal and state education funding, student civil rights, school infrastructure, or recent proposals for “tuition-free” college?

McGuinn also discusses the agenda items that will be facing state and federal lawmakers regardless of party control, including teacher pay, pension funding, and higher education accountability.

The post How Will the Midterms Impact Education? appeared first on Research Minutes.

We speak with Thurston Domina, researcher with the University of North Carolina at Chapel Hill and lead author of a recent multi-state study of education records, household income, and census data, which sheds new light on this long-standing metric.

Domina joins CPRE Research Director Jonathan Supovitz (University of Pennsylvania) to discuss his findings, which also include a surprising correlation between lunch program enrollment and student achievement.

Featured research: Domina, Thurston, Nikolas Pharris-Ciurej, Andrew M. Penner, Emily K. Penner, Quentin Brummet, Sonya R. Porter, and Tanya Sanabria. “Is Free and Reduced-Price Lunch a Valid Measure of Educational Disadvantage?” Educational Researcher 47, no. 9 (December 2018): 539–55. 

The post Is Free and Reduced-Price Lunch a Valid Measure of Disadvantage? appeared first on Research Minutes.

We talk with University of Wisconsin-Madison researcher Elizabeth Graue, lead author of a new, multi-state, comparative case study titled “What Guides Pre-K Programs?” published in Teachers College Record in August 2018.

Graue joins CPRE Director Jonathan Supovitz (University of Pennsylvania) to discuss her findings and their implications for Pre-K administrators, teachers, and policymakers.

Featured research: Elizabeth Graue, Sharon Ryan, Bethany Wilinski, Kaitlin Northey & Amato Nocera. What Guides Pre-K Programs? Teachers College Record Volume 120 Number 8, 2018, p. 1-36

The post What Guides Today’s Pre-K Programs? appeared first on Research Minutes.

We welcome University of Wisconsin-Madison researcher Nicholas Hillman, one of a small number of researchers currently studying higher education deserts and their impacts on local students and families.

Hillman joins CPRE research specialist Robert Nathenson to discuss his research and offer some tips to those hoping to understand and address this unique problem.

Featured research: Hillman, Nicholas, and Taylor Weichman. 2016. Education Deserts: The Continued Significance of “Place” in the Twenty-First Century. Viewpoints: Voices from the Field. Washington, DC: American Council on Education

The post Higher Education Deserts appeared first on Research Minutes.

We welcome Fordham University researcher Margaret Terry Orr, who spent the last five years working with the Commonwealth of Massachusetts as it rolled out new leadership preparation training and performance assessment requirements for principal candidates.

Orr, now working on a similar initiative in California, speaks with Consortium for Policy Research in Education (CPRE) Director Jonathan Supovitz (University of Pennsylvania) about her findings and the promise of performance assessment for leaders.

Featured research: Orr, M. T., Pecheone, R., Snyder, J. D., Murphy, J., Palanki, A., Beaudin, B., … Buttram, J. L. (2018). Performance Assessment for Principal Licensure: Evidence From Content and Face Validation and Bias Review. Journal of Research on Leadership Education, 13(2), 109–138. 

The post Performance Assessment for Principal Licensure appeared first on Research Minutes.

The initiative sought to build new, comprehensive systems of teacher evaluation and connect low-income minority students with quality educators, as part of a wider effort to improve student outcomes. Despite years of effort and considerable resources, however, the initiative fell short.

We speak with the RAND Corporation’s Brian Stecher, who led a team of researchers from RAND and the American Institutes for Research in conducting a six-year evaluation of the Gates Foundation initiative. Stecher discusses his team’s final report, published in June of 2018, which found that while the initiative did bring some improvements to the host sites, it failed to make an impact on student achievement.

Featured research: Stecher, Brian M., Deborah J. Holtzman, Michael S. Garet, Laura S. Hamilton, John Engberg, Elizabeth D. Steiner, Abby Robyn, Matthew D. Baird, Italo A. Gutierrez, Evan D. Peet, Iliana Brodziak de los Reyes, Kaitlin Fronberg, Gabriel Weinberger, Gerald Paul Hunter, and Jay Chambers, Improving Teaching Effectiveness: Final Report: The Intensive Partnerships for Effective Teaching Through 2015–2016. Santa Monica, CA: RAND Corporation, 2018.

The post Analyzing The Gates Foundation’s ‘Intensive Partnerships’ Initiative appeared first on Research Minutes.

University of Pittsburgh School of Education researcher Lindsay Page speaks with CPRE researcher Robert Nathenson (University of Pennsylvania) about her recent study of the Pittsburgh Promise and its impacts on college enrollment and persistence.

Her study, The Promise of Place-Based Investment in College Access and Success: Investigating the Impact of the Pittsburgh Promise, was published in Education Finance and Policy in 2018.

The post Delivering on the ‘Pittsburgh Promise’ appeared first on Research Minutes.

The article, titled “What Research Do State Education Agencies Really Need? The Promise and Limitations of State Longitudinal Data Systems” and co-authored by Venessa Keesler (Michigan) and Nathaniel Schwartz (Tennessee), was published in Educational Evaluation and Policy Analysis.

Featured research: Carrie Conaway, Venessa Keesler & Nathaniel Schwartz. What Research Do State Education Agencies Really Need? The Promise and Limitations of State Longitudinal Data Systems. Educational Evaluation and Policy Analysis May 2015, Vol. 37, No. 1S, pp. 16S–28S

The post What Research Do State Education Agencies Need? appeared first on Research Minutes.

In their study “Principal Effectiveness and Principal Turnover,” recently published in Education Finance and Policy, researchers Jason Grissom and Brendan Bartanen analyzed years of data from Tennessee schools to identify predictors of principal turnover and their relationship to effective school leadership.

Jason Grissom (Vanderbilt University) visits Research Minutes to discuss the results of the study and offer some suggestions for districts hoping to recruit, retain, and support high achieving principals.

Featured research: Jason A. Grissom and Brendan Bartanen. Principal Effectiveness and Principal Turnover. Education Finance and Policy, 2019 14:3, 355-382 

The post Predicting and Preventing Principal Turnover appeared first on Research Minutes.

Farley-Ripple’s analysis, titled “Rethinking Connections Between Research and Practice in Education: A Conceptual Framework,” was published in Educational Researcher in March 2018.

Featured research: Farley-Ripple, Elizabeth, Henry May, Allison Karpyn, Katherine Tilley, and Kalyn McDonough. “Rethinking Connections Between Research and Practice in Education: A Conceptual Framework.” Educational Researcher 47, no. 4 (May 2018): 235–45. 

The post Rethinking the Research-Practice Connection appeared first on Research Minutes.

The post Replicating the Success of 'Reading Recovery' appeared first on Research Minutes.

The post Replicating the Success of Reading Recovery appeared first on Research Minutes.

Their paper, “The Impacts of Reading Recovery at Scale: Results From the 4-Year i3 External Evaluation,” was published in Educational Evaluation and Policy Analysis. 

Featured research: Sirinides, Philip, Abigail Gray, and Henry May. “The Impacts of Reading Recovery at Scale: Results From the 4-Year I3 External Evaluation.” Educational Evaluation and Policy Analysis 40, no. 3 (September 2018): 316–35.

The post Innovation in Intervention: Replicating the Success of Reading Recovery appeared first on Research Minutes.

Goodman shares the findings and implications of his research, which analyze the impact of intensive college counseling on outcomes like enrollment and completion for disadvantaged students.

Featured research: Castleman, Benjamin, and Joshua Goodman. 2018. “Intensive College Counseling and the Enrollment and Persistence of Low Income Students.” Education Finance and Policy 13 (1): 19-41.

The post Impact of College Counseling on Enrollment and Persistence of Low Income Students appeared first on Research Minutes.

Rosenbaum discusses her latest study, “Educational and Criminal Justice Outcomes 12 Years After School Suspension,” and its implications for families, school leaders, policymakers, and more.

Featured research: Rosenbaum, Janet. “Educational and Criminal Justice Outcomes 12 Years After School Suspension.” Youth & Society, (January 2018). 

The post The Effect of School Suspensions on Life Outcomes appeared first on Research Minutes.

Alsbury also discusses findings and implications from his latest study, “Disentangling the Personal Agenda: Identity and School Board Members’ Perceptions of Problems and Solutions,” published in Leadership and Policy in Schools.

Featured research: Richard S. L. Blissett & Thomas L. Alsbury (2018) Disentangling the Personal Agenda: Identity and School Board Members’ Perceptions of Problems and Solutions, Leadership and Policy in Schools, 17:4, 454-486

The post School Boards and Balanced Governance appeared first on Research Minutes.

They talk about their findings surrounding public opinion on school vouchers in the highly politicized climate of Trump’s presidency.

Featured research: Quinn, Rand and Cheuk, Tina. (2018). School Vouchers in the Trump Era: How Political Ideology and Religion Shape Public Opinion. CPRE Policy Briefs. 

The post Public Attitudes Toward School Vouchers appeared first on Research Minutes.

He also discusses the findings and implications of his study “The Sensitivity of Teacher Performance Ratings to the Design of Teacher Evaluation Systems,” published in Educational Researcher.

Featured research: Steinberg, Matthew P., and Matthew A. Kraft. “The Sensitivity of Teacher Performance Ratings to the Design of Teacher Evaluation Systems.” Educational Researcher 46, no. 7 (October 2017): 378–96. 

The post Sensitivity of Teacher Performance Ratings appeared first on Research Minutes.

Reardon joins CPRE research specialist Ryan Fink to analyze school readiness trends through lenses of several demographic differences and factors.

Featured research: Reardon, Sean F., and Ximena A. Portilla. “Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry.” AERA Open, (July 2016)

The post Trends in School Readiness Gaps appeared first on Research Minutes.

She also discusses the findings and implications of her study “Finding Their Stride: Kindergarten English Learners’ Time to Proficiency in Philadelphia.”

Featured research: Lin, J., & Neild, R. C. (2017). Finding their stride: Kindergarten English learners and time to proficiency in the School District of Philadelphia. Philadelphia, PA: Philadelphia Education Research Consortium. 

The post ELLs in the School District of Philadelphia appeared first on Research Minutes.

She also discusses findings and implications of her study, “The Educational Benefits of Attending Higher Performing Schools: Evidence from Chicago High Schools,” published in Educational Evaluation and Policy Analysis.

Featured research: Allensworth, Elaine M., Paul T. Moore, Lauren Sartain, and Marisa de la Torre. “The Educational Benefits of Attending Higher Performing Schools: Evidence From Chicago High Schools.” Educational Evaluation and Policy Analysis 39, no. 2 (June 2017): 175–97

The post The Educational Benefits of Attending Higher Performing Schools appeared first on Research Minutes.

Featured research: John P.Papay & Matthew A.Kraft. Productivity returns to experience in the teacher labor market: Methodological challenges and new evidence on long-term career improvement. Journal of Public Economics
Volume 130, October 2015, Pp 105-119

The post Long-Term Improvement Rates for Teachers appeared first on Research Minutes.

His study, “Easy In, Easy Out: Are Alternatively Certified Teachers Turning Over at Increased Rates?“,  finds higher levels of turnover among alternatively certified teachers.

Featured research: Redding, Christopher, and Thomas M. Smith. “Easy in, Easy out: Are Alternatively Certified Teachers Turning Over at Increased Rates?” American Educational Research Journal 53, no. 4 (August 2016): 1086–1125

The post Turnover Rates of Alternatively Certified Teachers appeared first on Research Minutes.

Since then, Cherng has become an Assistant Professor at New York University, where he has studied the impact of minority teachers on student perceptions and more. He joins the Research Minutes podcast to talk about his latest work.

Featured research: Cherng, Hua-Yu Sebastian, and Peter F. Halpin. “The Importance of Minority Teachers: Student Perceptions of Minority Versus White Teachers.” Educational Researcher 45, no. 7 (October 2016): 407–20

The post Minority Teachers and Student Perception appeared first on Research Minutes.

Morgan’s research finds that these gaps arise early, can carry through high school, and are largely explained by modifiable factors.

Featured research: Morgan, Paul L., George Farkas, Marianne M. Hillemeier, and Steve Maczuga. “Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors.” Educational Researcher 45, no. 1 (January 2016): 18–35

The post Early and Persistent Science Education Achievement Gaps appeared first on Research Minutes.

The study, centered on the McREL Balanced Leadership program, assesses impacts on principal leadership, instructional climate, principal efficacy, staff turnover, and student achievement in a sample of rural northern Michigan schools.

Featured research: Jacob, Robin, Roger Goddard, Minjung Kim, Robert Miller, and Yvonne Goddard. “Exploring the Causal Impact of the McREL Balanced Leadership Program on Leadership, Principal Efficacy, Instructional Climate, Educator Turnover, and Student Achievement.” Educational Evaluation and Policy Analysis 37, no. 3 (September 2015): 314–32

The post Measuring Principal Development appeared first on Research Minutes.

He analyzes the unique challenges faced by ELLs and the impacts of reclassification on student test scores and other outcomes.

Featured research: Carlson, Deven; Knowles, Jared E. The Effect of English Language Learner Reclassification on Student ACT Scores, High School Graduation, and Postsecondary Enrollment: Regression Discontinuity Evidence from Wisconsin. Journal of Policy Analysis and Management, 2016, Vol.35(3), p.559-586

The post Re-classifying English Language Learners appeared first on Research Minutes.

Featured research: James S. Kim, Lowry Hemphill, Margaret Troyer, Jenny M. Thomson, Stephanie M. Jones, Maria D. LaRusso & Suzanne Donovan. Engaging Struggling Adolescent Readers to Improve Reading Skills. Reading Research Quarterly, 52(3) pp. 357–382 

The post An Intervention for Struggling, Adolescent Readers appeared first on Research Minutes.

He joins CPRE director Jonathan Supovitz to discuss his findings and their implications for continued research.

Featured research: Polikoff, Morgan S. “Is Common Core ‘Working’? And Where Does Common Core Research Go From Here?” AERA Open, (January 2017). 

The post The Past, Present and Future of the Common Core appeared first on Research Minutes.

Featured research: King, Kendall, and Martha Bigelow. “The Language Policy of Placement Tests for Newcomer English Learners.” Educational Policy 32, no. 7 (November 2018): 936–68

The post How Language Policies on Placement Tests Impact English Language Learners appeared first on Research Minutes.

He describes the links between professional learning experiences, learning outcomes, and the potential success of instructional reforms.

Featured research: Eric M. Camburn, Seong Won Han. Infrastructure for teacher reflection and instructional change: An exploratory study. Journal of Educational Change, 2015, Volume 16, Number 4, Page 511

The post Teacher Reflection and Instructional Change appeared first on Research Minutes.

The post Successful District Turnaround Efforts in MA appeared first on Research Minutes.

She discusses changing district dynamics, their implications, and future considerations for this type of research.

Featured research: Schueler, Beth E., Joshua S. Goodman, and David J. Deming. “Can States Take Over and Turn Around School Districts? Evidence From Lawrence, Massachusetts.” Educational Evaluation and Policy Analysis 39, no. 2 (June 2017): 311–32. 

The post Successful District Turnaround Efforts in Massachusetts appeared first on Research Minutes.

Featured research: Felt, Mylynn. “Social Media and the Social Sciences: How Researchers Employ Big Data Analytics.” Big Data & Society, (June 2016). 

The post Big Data and the Social Sciences appeared first on Research Minutes.

He joins CPRE Director Jonathan Supovitz to discuss his paper “Estimating the Effect of State Zero Tolerance Laws on Exclusionary Discipline, Racial Discipline Gaps, and Student Behavior,” published in Education Evaluation and Policy Analysis, and the links between zero tolerance, racial disparities and inconsistent reduction of problematic behaviors.

Featured research: Curran, F. Chris. “Estimating the Effect of State Zero Tolerance Laws on Exclusionary Discipline, Racial Discipline Gaps, and Student Behavior.” Educational Evaluation and Policy Analysis 38, no. 4 (December 2016): 647–68

The post The Effect of State Zero Tolerance Laws on Discipline Issues appeared first on Research Minutes.

He joins CPRE Director Jonathan Supovitz to discuss the distinguishing characteristics of those initiatives, compared to more traditional professional development providers, and presents evidence of their effectiveness.

Featured research: Peurach, Donald J. “Innovating at the Nexus of Impact and Improvement: Leading Educational Improvement Networks.” Educational Researcher 45, no. 7 (October 2016): 421–29

The post Large-Scale, Network-Based Educational Improvement Initiatives appeared first on Research Minutes.

He contextualizes results in terms of recent teacher evaluation reforms, which continue to rely on classroom observations of teacher practice.

Featured research: Steinberg, Matthew P., and Rachel Garrett. “Classroom Composition and Measured Teacher Performance: What Do Teacher Observation Scores Really Measure?” Educational Evaluation and Policy Analysis 38, no. 2 (June 2016): 293–317

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