Center for Education Policy Research at Harvard University

Last week, CEPR Executive Director Dr. Christina Grant was sworn in as a member of the Massachusetts Board of Elementary and Secondary Education. “Joining the Massachusetts Board of Elementary and Secondary Education is a remarkable opportunity to contribute to a vision of transformative education for all students,” said Grant. “I am committed to leveraging my experience in evidence-based policy and systems leadership to ensure every student in the Commonwealth is equipped to succeed in our ever-evolving global landscape.” Read the press release: https://lnkd.in/eK_DhbGq Learn about the board: https://lnkd.in/e5_JkbiP

A new study shows that a substantial gap persists between the reading comprehension practices that have been identified as research-based and those observed in typical classrooms. To close this gap, author Professor Phil Capin encourages schools to adopt research-based curricula like the social studies curriculum developed by Professor Catherine Snow (a member of CEPR's faculty steering committee), and the Model of Reading Engagement program developed by the READS Lab at Harvard University, which assist children with developing background knowledge and building a mental framework to organize and apply knowledge.

How does the Stay in the Game! Attendance Network work? Don't miss Education Week's deep dive into this innovative partnership fighting chronic absenteeism in Ohio, leveraging Harvard Proving Ground's data-driven insights.

“We’ve made progress in the science of reading simple text, yes. Now we need to make progress in the science of reading difficult science, math, and English language arts text,” says Professor James Kim. Despite advancements in teaching basic reading skills, the latest National Assessment of Educational Progress (NAEP), known as the “Nation’s Report Card,” show declines in U.S. fourth and eighth graders' reading scores, highlighting a need to improve literacy outcomes. Learn more from our faculty who discussed this during a recent Ed Now. https://bit.ly/4ixaH8W

Looking to understand the COVID-19 pandemic's continued impact on students in a digestible way? Sarah Mervosh of The New York Times breaks down the findings of the #EducationRecoveryScorecard in two and a half minutes and three charts: https://lnkd.in/eq_WEFRC

Join CEPR on April 8th for an engaging conversation with Thomas Dee, Barnett Family Professor at Stanford University. The pivotal role of Algebra in the educational trajectories of U.S. students continues to motivate controversial, high-profile policies focused on when students access the course, their classroom peers, and how the course is taught. This random-assignment partnership study examines an innovative district-level reform—the Algebra I Initiative—that placed 9th-grade students with prior math scores well below grade level into Algebra I classes coupled with teacher training instead of a remedial pre-Algebra class. We find that this reform significantly increased grade-11 math achievement (ES = 0.2 SD) without lowering the achievement of classroom peers eligible for conventional Algebra I classes. This initiative also increased attendance, district retention, and overall math credits. These results suggest that higher expectations for the lowest-performing students coupled with aligned teacher supports is a promising model for realizing students’ mathematical potential. About the PIER Seminar Series The PIER Public Seminar Series is designed to explore important questions and insights in education research and policy. ------------------------- Join in person or via livestream: https://lnkd.in/efg-rq9

"Data or it didn't happen," said Julie West, district-wide elementary math leader in Dekalb County. Lydia Peek, an assistant principal in the district, agrees: "When we know better, we do better." Learn about what DeKalb County is doing differently in math to contribute to Alabama's success as the only state where fourth-graders' average math scores surpassed 2019 levels in Cory Turner's latest with NPR: https://lnkd.in/es5NabC5 

In case you missed it...check out the recording of READS Lab's Principal Investigator, James Kim, discussing the lessons from the Science of Reading on the latest webinar from Harvard Graduate School of Education's Education Now. Key takeaways included: ⭐ Progress has been made in the science of reading simple texts, but now progress is needed in reading complex non-fiction texts. ⭐ Children need the opportunity to engage in challenging texts and to make meaning of those texts together with other children. ⭐ Students need to learn words deeply, including pronunciations and spellings, and how to transfer their knowledge and understanding to different contexts. Watch the recording here: https://lnkd.in/giWKNxXc

Listen to CEPR Faculty Director Thomas Kane's appearance on the Education Insight podcast: https://lnkd.in/eNbGvp_d Spotify: https://lnkd.in/eBtABM-D

We hope to see you shortly at 10 AM (ET) for our Center for Education Policy Research at Harvard University and Harvard Proving Ground book discussion with AJ Crabill, an author and student-led restorative practices coach. Register: https://lnkd.in/eCbaYvQa This event is the first in a new series of public webinars, CEPR Chats, hosted by the Center for Education Policy Research at Harvard University. CEPR Chats aim to provide space for conversations at the intersection of research and practice. Events are free and open to the public.