4 New Evidence Briefs to Help Students During & After the COVID-19 Pandemic

Results for America
EdResearch for Recovery

Today, Results for America and the Annenberg Institute for School Reform at Brown University released four new EdResearch for Recovery briefs that highlight evidence-based strategies to help policymakers and educators address key challenges, including:

  • How can we support students' social and emotional well-being during and after this pandemic?
  • How can we help students who are English Learners (ELs)?
  • How can community partnerships help schools and districts meet students' urgent needs?
  • What type of tutoring will be most effective to address learning loss and increase student learning?

Written by leading education researchers, the briefs share strategies to consider - and strategies to avoid - as federal, state and local leaders accelerate their COVID-19 recovery efforts. You can find them here:

Evidence-Based Practices for Assessing Students' Social and Emotional Well-Being - Heather Hough (Policy Analysis for California Education at Stanford University), Joe Witte (Policy Analysis for California Education at Stanford University), Caroline Wang (Education Analytics) and Dave Calhoun (CORE Districts)

Leveraging Community Partnerships for Integrated Student Support - Velma McBride Murry (Vanderbilt University), Reuben Jacobsen (American University), Betheny Gross (Center on Reinventing Public Education, University of Washington)

Supports for Students Who Are English Learners (ELs) - Madeline Mavrogordato (Michigan State University), Rebecca Callahan (University of Texas at Austin), David DeMatthews (University of Texas at Austin), Elena Izquierdo (University of Texas at El Paso)

Accelerating Student Learning with High-Dosage Tutoring - Beth Schueler (University of Virginia), Matt Kraft (Annenberg Institute at Brown University), Susanna Loeb (Annenberg Institute at Brown University), Carly Robinson (Annenberg Institute at Brown University)