Research by the National Student Support Accelerator, a program led by GSE Professor Susanna Loeb, finds that D.C. students who participated in an intensive tutoring program were more likely to show up to school on days when they had a scheduled session.
Professor Philip Fisher, director of the Stanford Center on Early Childhood, shares findings from the RAPID survey project, which has been regularly polling households with young children since the beginning of the pandemic.
Professor Sean Reardon and Demetra Kalogrides, a research associate at the Center for Education Policy Analysis, model four alternatives to race-based admissions practices.
A study by Professor Thomas S. Dee found that a literacy program using a science of reading approach produced significant and cost-effective improvements.
Research led by Professor Sean Reardon found that from spring 2022 to spring 2023, students made important learning gains, making up for about one-third of the learning they had missed in math and a quarter of the learning they had missed in reading during the pandemic.
An analysis of nationwide data on schools’ recovery led by Professor Sean Reardon shows that achievement gaps have widened, with the poorest students the furthest behind.
Associate Professor Victor R. Lee and Senior Lecturer Denise Pope analyzed cheating rates among high school students before and after the launch of ChatGPT.
