The PL Network's second Deep Dive, hosted by Woonsocket, where members observed middle school social studies classrooms piloting new curriculum and talked with coaches about supporting teachers through the shift.

This Stateline piece, published by the New Jersey Monitor, tracks the national decline of high school exit exams after Massachusetts voters repealed the MCAS requirement, with Brown's John Papay on what drove the shift.

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.