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Publication Accountability during school closures: moving from external to internal(2020-11-10) Francois, Chantal; Weiner, JennieThis inquiry found that the lack of external accountability pressures neither appeared to negatively impact teachers’ efforts, commitment to relevancy and rigor in their classrooms, or their responsiveness to families. This is one of a series of briefs that focused on a ‘critical incident’ surrounding school closure and offers pragmatic suggestions to educational leaders as they continue to grapple with the disruptions of the pandemic.Publication Principal as caregiver of all: responding to needs of others and self(2020-11-09) Anderson, Erin; Hayes, Sonya; Carpenter, BradleyWhen the school buildings closed in the spring, educators and families faced unknown challenges of supporting students remotely and continuing to provide the necessary resources for student learning and well-being. Principals responded with advocacy and compassion. This is one of a series of briefs that focused on a ‘critical incident’ surrounding school closure and offers pragmatic suggestions to educational leaders as they continue to grapple with the disruptions of the pandemic.Publication An examination of challenges educators and families faced in the Aftermath of COVID-19(2020-11-09) Banwo, Bodunrin O; Anderson, Erin; Childs, Joshua; Stone-Johnson, CorrieAs schools begin to fully or phase into re-opening, they should ensure that the 3 “I”s that have emerged during Covid-19 in education; infrastructure, interaction, and instruction (both in-person and online) are adequately addressed. This is one of a series of briefs that focused on a ‘critical incident’ surrounding school closure and offers pragmatic suggestions to educational leaders as they continue to grapple with the disruptions of the pandemic.Publication First Lessons: Charter Schools as Learning Communities(1997-09-01) Wohlstetter, Priscilla; Griffin, NoelleTwenty-eight states, over the past six years, have authorized the creation of charter schools as an alternative form of public education. Charter schools are seen as opportunities to create highperforming learning communities, with improved student performance and other positive results as the goals of these new institutions. The creation of high-performing learning communities is central to the success of charter schools, but we need to know if these schools, as currently constituted under their enabling legislation, are capable of creating such learning communities. We want to know what elements help to build or to obstruct these learning communities. To answer these questions, Consortium for Policy Research in Education (CPRE) researchers became acquainted with the founders, teachers and administrators in 17 charter schools in Boston, Los Angeles and Minneapolis/St. Paul. Charter schools provide, within the public education system, a new governance structure that is freed from most district and state regulations. Charter schools are intended to increase consumer choice within the public education system. And, most importantly, charter schools are meant to encourage innovation in teaching and learning practices in order to improve student performance. A 1995 survey of charter school founders, conducted by the Education Commission of the States, reported that “better teaching and learning for all kids,” “running a school according to certain principles and/or philosophy,” and “innovation” were the top three reasons for starting a charter school.Publication Calm during crisis: school principal approaches to crisis management during the COVID-19 pandemic(2020-11-09) Kaul, Maya; VanGronigen, Bryan A; Simon, Nicole SPrincipals formulated their responses to the pandemic in terms of a hierarchy of needs: they understood that their students and staff had to feel physically and psychologically safe before they would be successful in the classroom. This is one of a series of briefs that focused on a ‘critical incident’ surrounding school closure and offers pragmatic suggestions to educational leaders as they continue to grapple with the disruptions of the pandemic.Publication District response to the COVID-19 Pandemic(2020-11-09) Hubbard, Lea; Mackey, Hollie; Supovitz, Jonathan ADistricts providing strong centralized Covid-19 responses approached the crisis from a top-down leadership and guidance model which constrained school flexibility to act outside of the district’s direction. This is one of a series of briefs that focused on a ‘critical incident’ surrounding school closure and offers pragmatic suggestions to educational leaders as they continue to grapple with the disruptions of the pandemic.Publication Zoology One Efficacy Evaluation Summary of Findings (April 2020)(2020-04-01) Gray, Abigail; Fink, Ryan; Sirinides, Philip; Bowden, BrooksHelping young children become proficient readers is a critical goal. Research tells us that students who experience difficulty reading in the early years of school often struggle to catch up (Stanley, Petscher, & Catts, 2018; Ozernov, , Palchik et al., 2016; Cunningham & Stanovich, 1997; Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher, 1996). This study1 focuses on an innovative curriculum for kindergarten that closely integrates literacy instruction and science exposure. The research study combines a rigorous randomized controlled trial with in-depth cost and implementation studies to investigate impacts.Publication Keystone Scholars: A State-wide Pennsylvania Child Savings Accounts Initiative(2019-08-01) Nathenson, Robert A; Jones-Layman, AmandaIn 2019 the Pennsylvania Treasury launched a state-wide children’s savings account (CSA) initiative, Keystone Scholars. Keystone Scholars provides $100 in college savings to eligible families - all children born or adopted in Pennsylvania after January 1, 2019. In this introductory research brief, we describe how CSAs are an important tool for families to increase educational expectations and asset accumulation, particularly for college savings, offer a preliminary look into college savings accounts in Pennsylvania, and explore how the Pennsylvania Treasury is using data-driven insights to encourage college savings of Pennsylvanian households.Publication The Role of External Support Providers in Improving K-3 Reading Outcomes in New York(2019-02-06) Hatch, Thomas; Ahn, Meesuk; Ferguson, Daniel; Rumberger, AlysonPublication School Vouchers in the Trump Era: How Political Ideology and Religion Shape Public Opinion(2018-01-01) Quinn, Rand; Cheuk, TinaExpanding school vouchers is a central component of the Trump Administration’s education agenda.1 However, the extent to which the Administration can fully realize this policy goal may hinge, in part, on the level of public support or opposition for the voucher method of reform and on the particular components of any proposed voucher system. In this policy brief, we report on a randomized survey experiment we conducted to identify how two key dimensions of school voucher systems—source of funding and scope of coverage—affect public opinion across various sectors of the American public.