News

  • | The 74

    “There is a lot of evidence that tutoring can produce large learning gains for a wide range of students, especially students who have fallen behind,” says Carly Robinson, a postdoctoral research associate at the institute. “Tutoring raised to the top of the list of what could put a dent in unprecedented learning loss. Tutoring works.”

    The institute quickly developed the National Student Support Accelerator, still in its startup phase, to bring together researchers, schools and donors to help give K-12 students nationwide access to tutoring. Robinson says the goal is to make tutoring effective and then implement that effectiveness at scale.

  • | The Senate Presidents’ Forum

    High-Impact tutoring — i.e., tutoring delivered three or more times a week by consistent, trained tutors using quality materials and data to inform instruction — is one of the most effective academic interventions, providing an average of more than four months of additional learning in elementary literacy and almost 10 months in high school math, according to research from the Annenberg Institute at Brown University (learn more here). The National Student Support Accelerator offers open-source Accelerator tools and resources to help ensure more equitable access to quality tutoring. These research-backed tools and supports are easy to use and downloadable, and are designed to make structuring, implementing and scaling high-quality, high-impact tutoring programs as straightforward as possible.

  • | News from Brown

    Complementing the efforts of community-focused staff across the University, from the Annenberg Institute to the Swearer Center, the new community engagement specialist will seek opportunities for the Library to build on Brown’s support for K-12 education in Rhode Island’s diverse urban core and beyond. The specialist will find ways to enable young students to spend more time in University Library spaces and learn the research tools and techniques that position them for success in higher education. The Library will also work with school teachers to provide access to archival materials that could help pique students’ intellectual curiosity.

  • | MinnPost

    Minnesota is fortunate to be home to three of the four programs identified by the Annenberg Institute at Brown University as “Examples of effective tutoring models,” including Minnesota Reading Corps, Minnesota Math Corps, and Reading Partners (which is a current grantee of our foundation). These programs include multiday training, provide tutors with detailed curriculum and materials, and measure success through research-based assessments to ensure academic gains. 

  • | Trending Globally: Politics & Policy
  • | Phi Delta Kappan
    I am particularly enthusiastic about the efforts I’ve seen in a few states to establish networks of districts that work together with researchers to design studies and interpret findings. In Rhode Island, for example, a group of districts has come together with the Annenberg Institute at Brown University to pilot specific research-based pandemic recovery strategies in ways that improve individual district implementation and build researchers’ and practitioners’ knowledge about the strategy over time. Tennessee has launched a similar effort, the COVID Innovation Recovery Network, which is led by Tennessee SCORE and the Tennessee Education Research Alliance. This sort of embedded, networked approach is likely to be effective in building research literacy and promoting research use in districts as well as the state agency itself.
  • | Gov Innovator podcast

    A new policy brief examines the research evidence behind tutoring and what design principles for tutoring have shown to be important for boosting student achievement. The report is titled Accelerating Student Learning with High-Dosage Tutoring. It’s coauthored by Dr. Carly Robinson, Dr. Matthew Kraft and Dr. Susanna Loeb of the Annenberg Institute at Brown University, as well as Dr. Beth Schueler of the School of Education and Human Development at the University of Virginia.

  • | Boston Globe

    He pointed to a study released last month from the Center for the Study of Educators at Brown University’s Annenberg Institute that found Providence’s applicant pool is small compared to its peer districts and racial and ethnic diversity is low among jobseekers.

    “When the teacher workforce is diverse, students of all races and ethnicities are more likely to graduate and pursue higher education,” Peters wrote. “Rates of out-of-school suspensions, which disproportionately impact students of color, decrease, while referrals of diverse students to gifted and talented programs increase.”

  • "This experience caused me to question my likely efficacy as an educator, both because of the structural inequalities that inhibit opportunity for so many children, but also because of what I felt to be grossly inadequate training both on the preparation and in-service side of teaching. I realized that there were broader dimensions on which I might be able to make a difference than as an educator in the classroom. I wanted to understand the ways in which we might be able to improve children’s access to a safe, high-quality educational experience, and in particular the ways in which we might be able to develop, recruit and retain good teachers for all students."

  • | News from Brown

    “The pandemic closed a lot of schools and in the process created even greater inequalities in the access students have to good educational opportunities,” said Susanna Loeb, a professor of education at Brown who directs the Annenberg Institute. “Many students weren’t able to connect, both metaphorically — as in, they found virtual learning very difficult — and literally — as in, they didn’t have internet access or the right technology. We came in thinking: ‘What is out there that could really accelerate the learning of students in need so that they don’t lose months or years of progress?’”