In The 74, Sarah Johnson argues teacher professional development is in a rut and points to the Research Partnership for Professional Learning as a way forward.

Education Week debunks six myths about teacher professional development, drawing on research from the Research Partnership for Professional Learning.

Education Week reports on a working paper finding that teacher strikes more than double the likelihood that congressional candidates run education ads.

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

News from Brown announces the Library's new Center for Library Exploration and Research, which complements community-focused work by the Annenberg Institute and others.

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 Christian Science Monitor examines why parents and kids remain in limbo over school reopening plans as the fall approaches.

Education Week's How We Go Back to School series examines how districts can measure and address the achievement setbacks caused by disrupted schooling.

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

The Westerly Sun covers a Chariho-Hope High School partnership designed to strengthen bonds between urban and rural students.

Education Dive covers research by Jing Liu and Susanna Loeb showing that engaging teachers significantly boost middle and high school attendance.

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

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.

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

News from Brown welcomes 62 new faculty members, including scholars joining the Department of Education and the Annenberg Institute.

This talk will examine national trends in district spending on teacher professional development, exploring how school systems invest in educator learning and support teacher growth through professional learning opportunities.

Senior Research Associate Monica Lee on moving from plans to teach toward studying the structural nature of inequality in schools.

The Gov Innovator podcast interviews Carly Robinson about the policy brief Accelerating Student Learning with High-Dosage Tutoring.

The Fordham Institute highlights the National Student Support Accelerator's work to grow high-impact tutoring for K-12 students who need it most.

Results for America and the Annenberg Institute release three EdResearch for Recovery briefs on school safety, parental engagement, and district decision-making.

Education Week highlights research showing classroom interruptions cost 10 to 20 days of instruction a year and argues for minimizing them when schools reopen.

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

Today@Brown introduces Catalyzing Education at Brown, a new Annenberg web resource mapping the University's K-12 programming and ways to get involved.

ARISE features research on the kinds of STEM professional development that work, asking how policymakers can support standards-based reform.

Results for America shares five lessons from Massachusetts on how district leaders can use evidence to simplify decisions as pandemic impacts linger.