The Annenberg Institute welcomes its Undergraduate Fellows for Education and Social Policy to an eight-week program of empirical research.

Rhode Island Current covers Rep. Rebecca Kislak's report on state takeovers, which calls on Providence to plan for its post-takeover governance.

The Boston Globe examines the debate over the MCAS graduation requirement, highlighting Annenberg Institute research on the relationship between students’ MCAS performance, college attendance, and future earnings.

In the American Economic Association's Minority Report, Carycruz Bueno and Cruz Caridad Bueno examine how the pandemic exacerbated inequalities facing communities of color.

The Trending Globally podcast from the Watson Institute explores why high-impact tutoring is what America's students need as schools reopen.

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.

In Education Week, Heather Hill and Susanna Loeb lay out how schools can contend with pandemic learning loss and why it will affect students unequally.

FutureEd covers research by Matthew Kraft, Nicole Simon, and Melissa Arnold Lyon on how teacher working conditions sustained teachers' sense of success during remote learning.

The Fordham Institute presents a snapshot of substitute teaching in the U.S., where teachers are absent nearly eleven days a year.

Chalkbeat's Matt Barnum asks whether the U.S. could follow England's lead in launching a national tutoring program for low-income students.

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

The Institute of Education Sciences announces funding for Brown researchers to evaluate the consequences of Massachusetts's high school exit exam policy for students' life outcomes.

In the AACTE blog, Nathan Jones draws on his EdResearch for Recovery brief to argue for centering teaching and learning in fall plans for students with disabilities.

Highlights from the #gotequityRI Educational Equity and Teacher Diversity Policy Forum, hosted with the Equity Institute, Latino Policy Institute, and PLEE.

The Brown Daily Herald reports that Susanna Loeb, Kenneth Wong, Matthew Kraft, and John Papay were named to the 2019 Edu-Scholar Public Influence Rankings.

Business leaders argue against Question 2 in this CommonWealth Beacon op-ed, citing Brown research showing MCAS scores predict long-term student outcomes.

In The Conversation, Susanna Loeb examines the evidence on whether tutoring works and how to use it well as scores plummet after the pandemic.

The recording is now available from Brian Jacob's September 30 talk in the Annenberg Institute Education Policy Seminar Series.

Dr. Jose Eos Trinidad will discuss his research on education policy, organizations, and institutional change, exploring how partnerships between schools and community organizations shape school improvement and public policy implementation.

Brown's Department of Education names master's student Isabella Arreola the 2021 Ruth J. Simmons Urban Education Policy Scholar.

In the Brookings Brown Center Chalkboard, Katharine Meyer and Ben Castleman make the case for stackable credentials as a path to new careers after pandemic job losses.

Education Week connects new research by Josh Bleiberg on the early effects of the Common Core, which helped well-off students more than disadvantaged ones, to Biden's plans for children and families.

Brown University announces three professors elected to the American Academy of Arts and Sciences, including education scholar Carl Kaestle.

Chalkbeat describes how Brown researchers propose structuring a national tutoring program as evidence of pandemic learning loss piles up.

In The 74, Nate Schwartz and Sara Kerr describe how researchers are organizing evidence to help guide decisions about COVID, schools, and students.