This report captures the perspectives of district, school, and teacher leaders (hereafter referred to as “local leaders”) to surface best practices for supporting student learning during COVID-19.

This study investigated teacher adaptation to the changes in teaching conditions caused by the transition to distance learning in the COVID-19 pandemic.

Researchers interviewed parents whose children participated in a three-week structured kindergarten transition program designed to promote parental involvement in school, reduce students’ chronic absenteeism, and increase children’s readiness for kindergarten. Interviewees expressed that participating in the program yielded benefits for themselves and their children, and proposed various ways that adjusting the program could better meet the needs of all stakeholders. Parent suggestions were synthesized into multiple implications for practice and substantiated by current relevant literature.

This Bellwether Education Partners webinar examines how education research can continue to offer meaningful, relevant information to policymakers and practitioners after the “lost year” of data from COVID disruptions to schools and testing.

This book focuses on practical uses of assessment in education and provides resources and strategies for teachers, administrators, and other educational leaders who strive toward data-informed instruction that balances the use of assessment to address opportunity gaps.

How can leaders in education better understand and address opportunity gaps in course-taking? District administrators in Gresham-Barlow School District (GBSD), just outside Portland, Oregon, took a data-driven approach.

This study investigated the violation of local independence assumptions within unidimensional item response theory (IRT) models.