Voters in Massachusetts will decide in November if their state should abolish the use of standardized high school exit exams in math, English, and science. Massachusetts is one of only a few states that still require that students pass general competency tests to graduate.

The Annenberg Institute at Brown University is pleased to announce that faculty members Christopher Cleveland and Jesse Bruhn along with Institute Director John Papay have received prestigious research grants as part of the Student Upward Mobility Initiative. They will join 13 other research teams nationwide exploring how PK–12 education can enhance students' future economic mobility.

We’ve created this annual report to give you a taste of the work that we have going on at the Institute. We welcome you to read on to learn more about how we are pursuing equitable, transformative education for just and flourishing societies, and then to join us in our work going forward.

We look forward to the coming academic year and to work with you and others to reach these important goals.

A simple observation: In the U.S., high school graduation rates have increased while other measures of academic achievement—from college entrance exam scores to high school NAEP scores to college enrollment—have stagnated at best. Taking this observation as the foundation, a new working paper from researchers at the University of Pennsylvania and the University of Texas at San Antonio argues that this pattern suggests “a decline in academic standards,” and then builds on that foundation to examine the consequences of changes to grading standards upon student behavior, academic effort, and learning.

Chronic absenteeism exploded during the pandemic when remote- and hybrid-learning was the norm, as both students and teachers reported difficulties with the virtual model. Parents, meanwhile, grappled with maintaining their own jobs with their children stuck at home.

And the growing trend of chronic absenteeism has been especially acute among the state’s youngest students. In the 2018-2019 school year — prior to the pandemic — about 14% of elementary school students were chronically absent, according to the Annenberg report.

Ever since schools reopened and resumed in-person instruction, districts have been trying to help students catch up from pandemic learning losses. The Biden Administration has urged schools to use tutoring. Many schools have purchased an online version that gives students 24/7 access to tutors. Typically, communication is through text chat, similar to communicating with customer service on a website. Students never see their tutors or hear their voices. 

A new report recently released by Brown University’s Annenberg Institute notes that schools in Rhode Island still face numerous challenges after the COVID-19 pandemic, and the last five years have brought “tremendous upheaval” within those schools.

As school systems go all-in to accelerate student learning and make up for academic losses due to the COVID-19 pandemic, how administrators and educators apply these interventions matters as much as the strategies themselves.

School report cards are out, and the results reveal the persistent challenges facing Ohio students in the aftermath of pandemic-era disruptions to education. While test scores ticked up in 2022–23 relative to last year, math scores remain substantially below pre-pandemic levels and achievement gaps remain wide. In Columbus and Dayton school districts, for example, 46 and 51 percent of students, respectively, scored “limited” on state assessments—the lowest mark—roughly double the proportion of students at this level statewide (23 percent).