Shares adaptable practices for assessing Head Start children virtually during the COVID-19 pandemic, when preschool closures limited in-person assessment.

Finds using an instrumental variables approach that taking a college course online rather than in person lowers grades and reduces persistence.

Reports a randomized trial of a summer text-messaging program helping parents support literacy at home for first through fourth graders.

Finds through a quasi-random field experiment that small changes in online college class size do not affect student grades or persistence.

Reports a randomized experiment offering an online summer mathematics program, with or without a free laptop, to low-income students in grades three through nine.

Uses language data from an online college course with quasi-random peer assignment to measure how peer interactions affect learning and persistence.

Uses two quasi-experimental methods to estimate the effects of integrating two hours of individualized tutorials into an extended day at MATCH Charter Public High School.

News from Brown covers the launch of the National Student Support Accelerator, a Brown-led initiative to build high-impact tutoring programs nationwide.

Education Week reviews what research does and doesn't tell us about the effectiveness of online learning as schools close and move online.

The New York Times reports on research projecting that students could begin the next school year having lost up to a third of their expected progress during remote learning.

On the EdNext Podcast, Susanna Loeb and Harry Brighouse discuss how philosophy and social science can help policymakers think clearly about the goals of education.

WBUR examines how educators and students are finding a new normal, with research pointing to tutoring and individualized support for addressing learning loss.

In Education Next, the case for making tutoring a permanent part of the public school landscape through a national student tutoring system.

The Senate Presidents' Forum report on learning loss and recovery recommends high-impact tutoring as one of the most effective academic interventions for states.

NUVO looks at what Indiana's virtual charter schools reveal about at-home learning, with Susanna Loeb on the limits of virtual school.

The 74 reports on a survey finding more than half of teachers felt less successful after the shift to remote learning, with working conditions a key factor.

The Brown Daily Herald reports on a $999,260 Gates Foundation grant to the Annenberg Institute to fund the National Student Support Accelerator.

Brown's Department of Education hosts a discussion of tutoring as an equity policy intervention.

The Dallas Morning News reports on Dallas ISD's plan to recruit 1,800 tutors to help students catch up, drawing on high-dosage tutoring research.

District Administration outlines six research-informed strategies for improving distance learning this school year.

The Christian Science Monitor profiles students who are thriving in remote learning, with Annenberg's Nate Schwartz on what engagement at a distance can look like.

KQED reports on how virtual tutoring can help students during distance learning, with Matthew Kraft on the case for a national tutoring program.