As the coronavirus (COVID-19) pandemic closes schools across the nation, schools and districts are working hard to meet the needs of 55.1 million students in an unprecedented time. While it is difficult to speculate on what missing months of school may mean for student achievement, research on seasonal learning and summer learning loss can offer some insights.
Join the conversation with, Dr. Beth Tarasawa, Sal Khan, Dr. Jesus Jara, and Kimberly Cockrell to learn more about the implications of the research as well as insights for action to help educators, policymakers, and families address and plan for the impacts of this extended pause in classroom instruction.See More
This visualization presents findings from our report Evaluating the Relationships Between Poverty and School Performance and gives you the chance to explore how your school site compares to schools from the sample.
By: Andrew Hegedus
For three weeks in the summer, children who are entering kindergarten in Portland, Oregon, get ready and get excited to start school. While it’s no substitute for pre-K, getting a preview helps ease the transition for kids, and offers parents a sense of connection. Special correspondent Lisa Stark of Education Week reports.
PBS News Hour
Mentions: Beth Tarasawa
Megan Kuhfeld shares work exploring how differing patterns of summer learning loss or growth may impact academic achievement gaps.
By: Megan Kuhfeld
Strategies from the Multnomah County Partnership for Education Research can help strengthen student-teacher relationships and improve student achievement.
By: Beth Tarasawa
Learn what research shows about how the use of achievement data as the predominant metric for determining school success may perpetuate education inequity.
By: Andrew Hegedus
SEDA provides a unique measure of educational opportunity across the United States. New research supports SEDA achievement scores, but also reveals some differences in growth estimates.
By: Megan Kuhfeld, Thurston Domina, Paul Hanselman
In order to ask students to be vulnerable in talking about how they have been exposed to, and impacted by, society’s messages about race, gender, and sexual identity, we have a responsibility to first demonstrate that vulnerability ourselves. Thus, our work is more about “being” than “doing.” Modeling honest self-assessment allows us to ask students to be reflective about their relationship to power, privilege, and oppression.
By: Angelica Paz Ortiz, Beth Tarasawa, Jack Straton, Noelle Al-Mustaifry, Anmarie Trimble