From the CPRE Knowledge Hub and CPREHub.org. Uniting research, policy, and practice through interviews and discussions around pressing education issues.
CPRE is headquartered at University of Pennsylvania Graduate School of Education.
What Does ‘Evidence-Based’ Really Mean?
The American Rescue Plan authorized $120 billion in education relief funding to help states and students recover from the COVID-19 pandemic, reserving a portion of the aid for evidence-based interventions targeting learning loss.
Despite its long-standing presence in America’s educational lexicon, however, the term “evidence-based” is not as concrete or even widely understood as many may believe.
Renowned researchers and policy experts Jonathan Supovitz (University of Pennsylvania) and Carrie Conaway (Harvard University) join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the evolution and impacts of evidence-based requirements in the U.S., and some recommendations for states, districts and other stakeholders planning for the immediate future, and beyond.
Race, Absenteeism, and Juvenile Court Involvement
School absenteeism policies may be a key driver of racial disparities in students' juvenile court involvement, according to a new study.
The study, coauthored by the University of Tennessee's Clea McNeely, examined absenteeism policies in nearly 100 districts across the U.S., finding that students of color may be significantly more likely to be declared truant than their white classmates.
The study, supported the Spencer Foundation, also examined the relationship between truancy and juvenile court involvement in three districts, finding that absenteeism policies may play a significant role in disparate outcomes between white students and students of color.
McNeely joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss those findings, and some important implications for policymakers, school leaders and other stakeholders across the country.
The Growth of Teacher-Powered Schools
Over the last two decades, more than 150 schools in at least 20 states have adopted a “teacher-powered” model, offering educators greater autonomy and influence in areas including curriculum, budgeting and personnel.
In a special episode, we look at the research behind teacher-powered schools, their potential impacts on teachers and student outcomes, and speak with a principal and former superintendent about what the model looks like in action.
Guests include Richard Ingersoll, renowned education researcher and professor at the University of Pennsylvania Graduate School of Education; Sara Kemper, research associate with Center for Applied Research and Educational Improvement at the University of Minnesota; Jeff Austin, principal of Social Justice Humanitas Academy in California; and Charles Kyte, former executive director of the Minnesota Association of School Administrators and a former school superintendent in Minnesota.
Report: College Enrollment Gaps Widened in the Wake of COVID-19
While overall college enrollment declined in the wake of the pandemic, a new analysis by the National Student Clearinghouse Research Center (NSCRC) paints a much more troubling picture for disadvantaged students.
Immediate college enrollment among graduates of high poverty high schools fell at four times the pre-pandemic rate, according to the analysis, widening existing gaps and highlighting a need for increased support in the months - and years - ahead.
NSCRC Research Publications Director Mikyung Ryu joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the report and some key takeaways for policymakers, educators, researchers and other stakeholders across the country.
School Closure Timing and COVID-19 Spread
Widespread school closures last spring caused significant frustration and disruption for students and families. But were they worth it?
A new study coauthored by Brown University's Emily Rauscher and Ailish Burns examines the relationship between school closure timing and COVID-19 impacts, finding that later closures were associated with higher numbers of cases and deaths in surrounding communities.
Rauscher and Burns join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the study, and some key takeaways for policymakers, districts, school leaders and other stakeholders as schools begin to reopen across the country.
COVID-19 and Early Childhood Education: Evidence from Boston
The COVID-19 pandemic caused widespread operational challenges and unprecedented disruption in America's early childhood education sector. But can it serve as a learning opportunity?
A new policy brief from researchers and partners at the University of Michigan, the Harvard Graduate School Of Education, MDRC and Boston Public Schools highlights the impacts of COVID-19 on Boston's universal pre-K program, and shares some important lessons learned.
Coauthors Christina Weiland (University of Michigan) and Annie Taylor (Boston Public Schools) join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the brief, and offer some research-backed recommendations for early childhood stakeholders across the U.S.
This podcast is a great way to learn about education research happening across the field. It’s really nice to be able to hear the researchers themselves describe their work. Five stars!