This study examines the impact on student achievement of high-dosage reading tutoring for middle school students in New York City public schools, using a school-level randomized field experiment. Across three years, schools offered at least 130 hours of 4-on-1 tutoring based on a guided reading model. Tutoring has a positive and significant effect on school attendance, a positive, but insignifica
Universal high-quality preschool is estimated to close the reading skills gap between Black and White children entering kindergarten by 98 percent and the math skills gap by 45 percent, according to the National Institute for Early Education Research’s Access to High-Quality Early Education and Racial Equity special report released this week. While high-quality early childhood education (ECE) “c
Sexual harassment is a common experience among middle and high school students across the United States. Being the target of and even witnessing sexual harassment is associated with a number of negative consequences for adolescents. This study sought to explore early adolescent boys’ and girls’ reasoning about (a) perpetrating sexual harassment (i.e., making comments about another student’s body)
In order to understand the impact of the COVID-19 pandemic on higher education, the authors surveyed approximately 1,500 students at one of the largest public institutions in the United States using an instrument designed to recover the causal impact of the pandemic on students' current and expected outcomes. Results show large negative effects across many dimensions. Due to COVID-19: 13% of stud
Policy Analysis JUNE 18, 2020 Allison Friedman-Krauss and Steven Barnett Download The death of George Floyd at the hands of Minneapolis police officers has focused the nation’s attention on the unequal treatment of Black Americans. Black children experience unequal treatment beginning at an early age, which contributes to inequalities in learning and development. By the time they enter kindergart
This study reviewed teacher evaluation systems across all states and the 25 largest districts to determine how states and districts approach the evaluation of special education teachers, a policy aimed at improving teaching effectiveness. The authors found that most states and districts did not provide guidance to schools for adapting evaluation systems for these teachers. Some states provided gu
Testing students and using test information to hold schools and, in some cases, teachers accountable for student achievement has arguably been the primary national strategy for school improvement over the past decade and a
