In Phi Delta Kappan, a look at how state education agencies are building the capacity to use research under ESSA's evidence requirements.

The NBER Digest highlights research showing that timing text-message parenting tips to weekends makes them more effective for children's learning.

New research in Educational Evaluation and Policy Analysis by Kathleen Lynch, Heather Hill, and colleagues identifies what works in STEM teacher professional development.

This article examines the debate over raising Massachusetts’ MCAS graduation requirements and highlights research from Annenberg Institute on how MCAS performance relates to students’ long-term college and career outcomes.

A screening of Counted Out, a documentary on math literacy as a source of social and economic power, hosted with RIDE and RISSA. Wednesday, November 4, 4 p.m., Cranston West High School.

In The 74, Carly Robinson and Todd Rogers argue schools should write less to say more when communicating with families during the pandemic.

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

WPRI reports on the Rhode Island Foundation's new committee of education leaders crafting a 10-year plan for improving the state's schools.

The Boston Globe covers "The MCAS as a Graduation Requirement," an Annenberg report drawing on more than 15 years of research to inform Massachusetts' November ballot question — with evidence for both sides.

This talk will examine the relationship between content relatability and racial gaps in standardized test performance, exploring how assessment design and student experiences shape educational outcomes.

Education Week covers the launch of a new project to test and scale high-impact tutoring to combat pandemic learning loss.

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.

Annenberg and the Rhode Island School Superintendents Association launch a professional learning network across six districts, with the first Deep Dive hosted by Narragansett on classroom implementation and coaching.

Stateline tracks the national decline of high school exit exams after Massachusetts voters repealed the MCAS graduation requirement, with Brown's John Papay on what drove the shift and what the tests still predict.

In the Brookings Brown Center Chalkboard, Min Sun draws on research with Susanna Loeb on School Improvement Grants to argue for reinvesting in school improvement as economic recovery.

The National Council on Teacher Quality discusses how to measure teachers' contributions to students beyond test scores, drawing on Annenberg-affiliated research.

The 74 shares tips for making distance learning work for students with disabilities, from individualized instruction to tracking progress.

A look at Massachusetts’ proposed new high school graduation requirements, including state assessments, MassCore coursework, capstone projects, and opportunities to develop financial, digital, and career-readiness skills.

Oren Pizmony-Levy on public opinion toward climate change education and what educators get wrong about it.

The New York Times asks whether a generation of children is being lost to remote learning, citing Brown researchers' projections of pandemic learning loss.

The 74 reports on the recession's threat to the half of school employees who aren't teachers, with Susanna Loeb on classified staff.

The PL Network's third Deep Dive at Mount Hope High School in Bristol-Warren, focused on how department chairs and instructional rounds drive curriculum implementation in 9th and 10th grade math.

WBUR's voter explainer on Ballot Question 2 draws on Annenberg's MCAS research, citing findings on who fails the exam and how scores predict long-term outcomes.

The Fordham Institute looks at a new working paper on how grading standards shape student effort, as graduation rates rise while other achievement measures stagnate.

In Education Next, education-policy thinkers share expectations ahead of the 2019 NAEP results, including gains from Common Core and losses among the lowest performers.