Annenberg Institute’s EdExchange Marks One Year of the EdWorkingPapers Policy & Practice Series
PROVIDENCE, R.I. — One year after its launch, the Annenberg Institute at Brown’s EdWorkingPapers Policy & Practice Series has established itself as a critical resource for closing the gap between rigorous academic research and real-world education decision-making. The series delivers timely, accessible summaries of newly released EdWorkingPapers, distilling complex findings into actionable insights for policymakers, education leaders, and journalists.
“Nobody has time to read a 60-page study before a school board meeting," said Christina Claiborne, Director of EdResearch for Action and lead writer of the series. “If we want research to inform practice, not just sit on a shelf, then the findings have to be easy to find, easy to understand, and easy to use. The Policy & Practice Series is our answer.”
The EdWorkingPapers Policy & Practice Series represents a collaborative effort between the EdResearch for Action and EdWorkingPapers initiatives within the EdExchange. Each installment summarizes a newly released EdWorkingPaper and highlights the most actionable insights for practitioners and policymakers. Summaries are produced swiftly following the acceptance of a paper to ensure that the field has access to the latest findings without delay.
“Having my work translated into a clear, accessible summary meant that the implications could reach practitioners and policymakers much faster — while the conversation is still happening," said Matthew Kraft, Annenberg Institute Affiliate and Professor of Education, Brown University.
The Series in Action: A Timely Example
The importance of rapid research dissemination is illustrated by a recent summary of the EdWorkingPaper “Cultural Relevance at Scale: The Effects of an Ethnic Studies Expansion on Academic Outcomes.” The paper presents findings with significant implications for curriculum policy currently under active debate in districts and state legislatures across the country.
Among the paper’s most striking findings: the effect size of taking an ethnic studies course was 0.24 standard deviations — a magnitude that exceeds the average pooled effect of large-scale tutoring programs (0.16–0.21 SD), widely considered one of the most effective education interventions available. Critically, positive academic outcomes were found across all student subgroups examined.
“What is most important about the study is that it moves beyond evidence from a pilot setting and shows positive effects under district-wide implementation, with benefits across all student groups we examined,” said paper co-author Sade Bonilla, Assistant Professor in the Policy, Organizations, Leadership, and Systems Division at Penn GSE. “That makes the findings especially relevant for policymakers considering whether ethnic studies can deliver benefits at scale.”
All Policy & Practice summaries are available through the EdExchange. As the series enters its second year, the Annenberg Institute remains committed to ensuring that rigorous research reaches the people who need it when it matters most.
Christina Claiborne
Director, EdResearch for Action
The Annenberg EdExchange
christina_claiborne@brown.edu
DreJean Cummings
Assistant Director for Strategic Communications
Annenberg Institute at Brown University
drejean_cummings@brown.edu
