This report dives into the research on summer programs, their implementation and design, as well as the efficacy of those programs for literacy, math, and social-emotional learning (SEL) outcomes. It also provides recommendations for district leaders to use as a framework for planning and implementing effective summer programming.

To describe the impact of the COVID-19 pandemic on students, researchers have translated test scores into months of learning to claim how many months/years students are behind in school. Despite its perceived accessibility, there are major downsides to this translation. To inform future uses by researchers and media, we discuss in this brief how to calculate this metric as well as its trade-offs.

Four-day school weeks have proliferated across the United States, but little is known about their implementation or their effects on students. This study uses district-level data from Oklahoma  to provide estimates of the causal effect of the 4-day school week on high school students’ ACT scores, attendance, and disciplinary incidents during school.

In this blog, Elizabeth Barker shares the motivation and key insights from her study with Angela Johnson exploring academic achievement and growth for students in special education during summers and school years.

New research using data from over 2,300 rural schools across the US provides unique insight into math and reading achievement of students in rural schools so educators and policymakers can better understand and support the potential needs of rural schools.

This study reports achievement and growth from kindergarten to 4th grade for three groups of English Learners. The findings suggest summer support is required to help ELs maintain and develop academic skills.

This study reports achievement and growth from kindergarten to 4th grade for three groups of English Learners. The findings suggest summer support is required to help ELs maintain and develop academic skills.