Identifies early barriers and challenges in implementing high-impact tutoring at scale and approaches for overcoming them to accelerate student learning.
Meta-analyzes 95 experimental and quasi-experimental preK-12 STEM professional development and curriculum programs to identify features linked to stronger student outcomes.
Shares adaptable practices for assessing Head Start children virtually during the COVID-19 pandemic, when preschool closures limited in-person assessment.
Finds that barely passing the Massachusetts math exit exam has meaningful effects on educational attainment, operating differently for low- and higher-income students.
Tests whether a pediatric clinic-based text-messaging program improves school readiness for young children without access to early childhood education.
Argues that classroom observation systems need clearer criteria and stronger development to serve teacher evaluation, development, and research purposes well.
Evaluates whether California's Mathematics Professional Development Institutes improved teachers' mathematical knowledge for teaching, using new content knowledge measures.
Compares teacher performance on a mathematics assessment, in classroom instruction, and on student outcomes to test whether written assessments generalize to practice.
Finds that teachers' mathematical knowledge for teaching is significantly related to first and third graders' mathematics achievement gains over a school year.
Estimates the impact of MATCH Teacher Coaching across two cohorts, finding large effects in the first but none in the second as the coaching model changed.
Argues that teacher observation instruments used in evaluation must be subject-specific, involve content experts, and give teachers accurate, useful information.
Reports findings from a three-year evaluation of a widely available mathematics professional development program designed to build teachers' knowledge and elicit student thinking.
