News
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| Results for America
For our nation’s more than 3 million teachers, the COVID-19 pandemic has added a host of new challenges and stresses that have led to increased burnout and demoralization.
That’s why Results for America and the Annenberg Institute at Brown University are releasing a new brief highlighting evidence-based strategies to help promote teacher well-being.
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| The 74
We have a once-in-a-generation moment of unprecedented need, support, and opportunity. COVID-19 has disrupted schools across the country, negatively impacting student learning, especially for students of color and students experiencing poverty.
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| National Student Support Acceleratorhe National Student Support Accelerator is excited to share our new tool that makes it easier for tutoring programs to improve their quality and for districts selecting tutoring providers to better understand their provider options.
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| NBC News
“The type of tutoring with evidence is intensive tutoring with a consistent tutor who comes with an understanding of the students needs — based on data from direct assessments or from the school or teacher — and with curricular materials for addressing these needs,” Susanna Loeb, the director of the Annenberg Institute for School Reform at Brown University, said in an email.
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| Research Partnership for Professional Learning (RPPL)
PROVIDENCE, R.I. (August 31, 2021)—Today the Research Partnership for Professional Learning (RPPL) launches a learning agenda and call to action to transform professional learning (PL) research and practice. The collaborative of researchers and PL organizations will generate new knowledge on how teacher learning improves classroom experiences and academic growth, especially for students from historically marginalized groups.
“We know that professional learning can work to improve teachers’ practice and student outcomes, but there’s more we need to learn to fully realize its potential to advance teaching and educational equity,” says Sarah Johnson, Vice Chair of RPPL and CEO of Teaching Lab.
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| The Journalist's Resource
Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement
Kuhfeld, Megan; et al. Working Paper No. 20-226 from Brown University’s Annenberg Institute for School Reform, May 2020.This working paper predicted U.S. public school students would likely start the 2020-21 school year having learned 37% to 50% of what they ordinarily would have learned in math had schools remained open. “In some grades, students may come back close to a full year behind in math,” write the authors, from the University of Virginia, Brown University and the nonprofit education research organization NWEA
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| Acelero Learning
A recent study conducted by the Annenberg Institute for School Reform at Brown University, in collaboration with Acelero Learning, found that Head Start infants, toddlers and preschoolers in Acelero programs made significant gains during the 2020-2021 school year despite the pandemic. These findings are especially compelling given reports of the disastrous effects of the pandemic on childhood education nationally.
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| Education Week
With school returning to something closer to normal after over a year of disruption, most principals are looking for ways to get students back on track. Recent research suggests surprising benefits to student outcomes from a relatively straightforward policy: keeping teachers in their current grade and subject assignment to the extent possible.
Teachers, just like students, learn by doing, and those teaching 5th grade for the second time will most likely be better at teaching that grade than they were the first time. Switching them to a new grade loses the benefit of that learning.
Moreover, teachers new to a grade level can disrupt the existing team. Grade-level teacher teams learn to work together. Put a new person on the team, and the team has to relearn its collaboration routines. Plus, veteran teachers will turn some of their focus from their classroom to helping their new team member.
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| Annenberg Institute at Brown UniversityIn college, I actually had plans to be a high school teacher or guidance counselor. However, I quickly realized that what really piqued my interest was gaining an understanding of the structural nature of inequality in our schools, as opposed to being in the classroom myself. I chose policy research because I love the process of producing knowledge that can then be used in various ways to improve systems and to help all students thrive.With that said, though, my roots as an immigrant and a first-generation college student most deeply influenced my interests in education policy. My early experiences of poverty and of being an English Learner continue to color my perspectives on various policies and their ability to set up students for success, regardless of their background or starting point.
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| University of Rhode Island MagazineAt URI, Domingo Morel ’98, Soljane Martinez ’98, Tammy Warner ’99, M.S. ’06, and Matthew Buchanan ’98, —all first-generation college students from underrepresented communities—became friends. None planned to be educators. But they all found themselves drawn to education, finding there a sense of purpose and a cause—the fight for equity and social justice—that needed their particular superpowers.