"There's been a lot of debate on how variation in academic decline plays out across states and policy choices about closing schools, but, at this point, it's not clear that school closure policies were the main driver of the drops in performance," Nathaniel Schwartz, director of applied research at Brown University's Annenberg Institute for School Reform, told ABC News.

Alexis’ enthusiasm for the Law and Literature course goes to the very heart of Soljane Martinez’s work. As education coordinator for Brown University’s Annenberg Institute for School Reform, Soljane works tirelessly to meet the needs of local K-12 schools and community organizations with the vast resources at Brown.

“We want to be able to offer the opportunity for students to build that confidence that, ‘Hey, college is for me,’” Soljane said, referring to the pilot program. “To be able to say at age 16 or 17, ‘I got credit from Brown University. I passed this course.’”

New research shows that the teaching profession is facing its worst challenges in 50 years, with job satisfaction and other metrics nearing 50-year lows. While there are likely several reasons for burnout and no easy solutions, a recent study on successful professional development strategies offers a promising path forward. 

Susanna Loeb, Matthew Kraft, Lindsay Page, John Diamond, and Jonathan Collins are named to the 2023 RHSU Edu-Scholar Public Influence Rankings.

The metrics recognize university-based scholars in the U.S. who are doing the most to influence educational policy and practice. The rubric reflects both a scholar's larger body of work and their impact on the public discourse last year.

In a working paper published this month by Brown University’s Annenberg Center, four researchers—Danielle Sanderson Edwards and Matthew A. Kraft from Brown, Alvin Christian from the University of Michigan, and Christopher A. Candelaria from Vanderbilt University—analyzed teacher vacancy data from 2019 for Tennessee schools. 

At the start of that school year, 2 percent of teaching positions were unfilled, a small but still significant number as students were already entering classrooms.

K-12 teacher shortages — one of the most disputed questions in education policy today — are an undeniable reality in some communities, a newly released study indicates. But they are also a hyper-local phenomenon, the authors write, with fully staffed schools existing in close proximity to those that struggle to hire and retain teachers.

The paper, circulated Thursday through Brown University’s Annenberg Institute for School Reform, uses a combination of survey responses and statewide administrative records from Tennessee to create a framework for identifying how and where teacher shortages emerge. 

The Annenberg Institute for School Reform at Brown University reports that supplementing classroom instruction with high-impact tutoring “leads to substantial learning gains for students.” However, a variety of factors can influence the way educational institutions need to implement tutoring programs. To illustrate how schools or districts can customize a tutoring program to meet their specific needs, FEV Tutor has published a white paper titled “High-Impact Online Tutoring for Academic Success: An Afterschool Implementation.”

Additionally, the Annenberg Institute at Brown University will study the lessons learned from RIDE’s work and other states to create a policy report on how to develop a replicable, state-level model for scaling and sustaining high-impact tutoring. High-impact tutoring, also known as “high-dosage tutoring,” involves tutoring a consistent group of students multiple times a week and has been shown to have a dramatic impact on accelerating student learning. 

In a recent study, we report on the implementation of opt-in, on-demand tutoring in partnership with the Aspire Public Schools (a charter management organization, or CMO) in California. The CMO provided 7,000 middle and high school students with free, unlimited access to one-on-one chat-based tutoring during the spring 2021 semester. Students accessed the program from a mobile device and could request help from an available tutor in any core subject. The topic of each tutoring session was usually driven by student questions and the interaction between tutors and students were chat-based with help from a virtual whiteboard to facilitate joint work.

“Teachers in different schools, in different subject areas, in different districts have very different experiences with their professional learning,” said John Papay, an associate professor of education and economics at Brown and a co-author of the paper. “Some of it, we know, can be effective, and some of it, we know, isn’t effective. The challenge is, how do we maintain this investment in and emphasis on professional learning and teacher development throughout the career while also working to make it more effective?”

We are so excited to share with you a copy of RPPL's new brief, Building Better PL: How to Strengthen Teacher Learning by senior researchers Heather Hill and John Papay. The brief was featured in Ed Week this morning. This is the second piece in RPPL’s research series, following our brief from earlier this year, Dispelling the Myths: What the Research Says About Teacher Professional Learning.