Search Annenberg

Reports a randomized field experiment showing that daily teacher-family communication during summer school immediately increased student engagement.

Evaluates Boston Public Schools' intensive evaluator training program through a randomized controlled trial aimed at improving the quality of teacher evaluation feedback.

Estimates that a typical Providence classroom is interrupted over 2,000 times a year, costing 10 to 20 days of instructional time.

Reducing educational inequality through innovative, multidimensional, and research-informed approaches

Finds that state teacher accountability reforms reduced the number of newly licensed teacher candidates and increased unfilled positions, especially in hard-to-staff schools.

Uses narrowly passed and failed California bond measures to show that school facilities funding reduces achievement gaps for low-income students.

Examines how Kansas block grant funding cuts affected student achievement, asking whether rural districts are more vulnerable to reductions in education funding.

Reports a two-year qualitative study of informal caregivers receiving text messages to support child development, exploring their motivations, assets, and needs.

Uses the first large-scale panel survey of social-emotional learning to trace how four constructs develop from grade 4 to 12 across student groups.

Presents five guidelines for interpreting effect sizes of education interventions, arguing that Cohen's benchmarks misjudge the impacts of field-based programs.

Tests whether text-message parenting programs are more effective when timed to periods when parents most need support or have more time with their children.

Analyzes who opts out of educational text messaging programs for parents of young children and how program design and recipient characteristics predict dropout.

Explores how New York City principals vary in implementing teacher evaluation policies, challenging the narrative that evaluation reforms simply failed.

Contradictory evidence of the relationship between education funding and student achievement could reflect heterogeneous effects by revenue source or student characteristics. This study examines potential heterogeneous effects of a particular type of local revenue—bond funds for capital investments—on achievement by socioeconomic status.

Uses novel survey data from San Francisco to document high levels of economic anxiety among teachers in a high-cost city and how it shapes their attitudes and behaviors.

Applies text-as-data methods to thousands of Washington State school improvement reports to reveal the processes behind reform effects.

Explains how states can use ESSA's district waiver provision to let high-capacity districts innovate and test new accountability approaches.

Examines the limits of state oversight of schools and the roles of testing and accountability in driving school improvement.

Uses Panel Study of Income Dynamics data to show that parent-to-adult-child financial transfers for education have grown and become more dependent on parental wealth.

During the US Industrial Revolution, educational expansion may have created skilled jobs through innovation and skill upgrading or reduced skilled jobs by mechanizing production. Such arguments contradict classic sociological work that treats education as a sorting mechanism, allocating individuals to fixed occupations.