The abrupt switch to remote learning wiped out academic gains for many students in America, and widened racial and economic gaps. Catching up in the fall won’t be easy.

Does entering school older give students an edge? New research suggests an early advantage may fade in later grades.

This study leveraged a racially/ethnically diverse sample of third and fourth grade students and teachers in a large, urban district to investigate whether stable student and teacher characteristics (e.g., sex) and observed quality of classroom interactions influenced change in students’ perceptions of interactions with their teacher.

The calibration study was conducted to investigate the consequences of replacing the English MAP Growth Mathematics item parameters with the Spanish mathematics item parameters.

In this Brookings Brown Center Chalkboard blog, James Soland shares new research projections on potential impacts of COVID-19 school closures on student achievement, how wide the range in achievement might be between high and  low-performing students, and what this may mean for educators.

This study presents a framework that uses academic trajectories in the middle grades for identifying students in need of intervention and providing targeted support.

English Learners (ELs) lag behind their peers in postsecondary attainment. New research reports findings from the first three years of an intervention that offers Early College opportunities in high schools serving large EL populations.