The PL Network brings together six RI districts that are focused on improving classroom instruction and student outcomes through curriculum-based professional learning (CBPL) for evidence-based and data-driven collaboration with Annenberg’s RI Education Research team. On Wednesday, December 11, the PL Network visited Woonsocket Education Department’s two middle schools for a Deep Dive. Woonsocket Director of Curriculum and Development Dr. Angie Holt and Director of Multilingual Learners Rania Aghia led the group through a half-day of observations and discussion. 

The Rhode Island Professional Learning Network is a long-term collaboration that starts with planning evidence-based PL initiatives that are responsive to member districts' priorities and incorporate implementation, data collection, and connected learning in order to achieve the following goals:

MASSACHUSETTS DOES a lot of things right. In particular, the state excels at providing the best K-12 education, putting every child on a path to success.

Turning rigorous research into real improvements for students and schools.

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.