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

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.

Shows how undocumented Latino youth in Nashville depend on private merit-based aid for college access, and how that inclusion undermines their sense of public belonging.

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

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.

Examines whether institutional context or individual characteristics mediate the effects of stereotype threat on Black college students' grades.

Investigates whether campus religious group participation mediates the link between high school religious attendance and college grades, especially for Black and Hispanic students.

Postdoctoral Research Associate Melissa Arnold Lyon on how her Memphis schooling drew her to education policy and what she is working on at Annenberg.

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.

Phys.org covers research by Ben Castleman and Katharine Meyer on the rewards of credential stacking for community college students.

Results for America and the Annenberg Institute release four EdResearch for Recovery briefs on budget cuts, homeless students, academic supports, and more.

The Seattle Times reports on a study led by Min Sun finding that Obama-era School Improvement Grants paid off for Washington's lowest-performing schools.

Faculty members Christopher Cleveland and Jesse Bruhn and Institute Director John Papay receive Student Upward Mobility Initiative research grants.

The Research Partnership for Professional Learning names Dr. Stacey Alicea as its first executive director.

This talk will examine how college admissions policies affect Asian American applicants, exploring questions of equity, access, and the ways admissions practices shape opportunities in higher education.

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, Matthew Kraft and Michael Goldstein offer guidance on getting tutoring right, prompted by Tennessee's new tutoring corps.

In The Atlantic, Sarah Cohodes argues that states with low virus rates can reopen schools in September if they do so carefully and prioritize younger children.

The Providence Journal reports that Rhode Island SAT scores aren't keeping pace with graduation rates, with Ken Wong on the role of test preparation.

News from Brown announces the appointment of Stanford education policy expert Susanna Loeb as director of the Annenberg Institute for School Reform.

News from Brown announces the appointment of education scholar John Papay as director of the Annenberg Institute for School Reform.

News from Brown covers College Day, which brings Providence high schoolers to campus for a glimpse of academic and college life.

The Boston Globe reports on Providence's bid to change teacher seniority rules, citing a Center for the Study of Educators report on the district's applicant pool.

Brown University's K-12 Tutoring Initiative mobilizes Brown students to provide free tutoring to students in participating Providence schools.

The New York Times walks parents through their pandemic schooling options as districts weigh in-person, hybrid, and remote plans for the fall.