News

  • | Annenberg Institute at Brown University
    I became interested in education policy first during my undergraduate years, reflecting on my own schooling experience in Memphis, TN. From the outside, my school looked well-integrated with a mix of Black and white students, but in actuality this masked nearly perfect segregation within the school due to a purportedly academic tracking program, in an elementary school.
  • | Brown University
  • | Education Week

    The early phase of the Common Core State Standards gave a boost to well-off students, but didn’t provide significant help to disadvantaged students’ scores on a national test, according to research released earlier this week.

    The study by Josh Bleiberg, a postdoctoral research associate at Brown University, also found that—based on scores from the National Assessment of Educational Progress, the no-stakes test from the federal government—students in states that were relatively early common-core implementers fared better than their slower-moving peers.

  • | News from Brown

    Jonathan Collins, an assistant professor of education at Brown and a Public Education Committee member, noted that the Fund is one of a significant number of Brown community initiatives and academic programs that support Providence public schools. He said that, as someone dedicated to a scholarly career in support of educational equity and racial justice, the opportunity to have a direct and immediate impact on students and schools provides an ideal complement to the longer-term impact of his research on urban school reform.

  • | The 74

    “There is a lot of evidence that tutoring can produce large learning gains for a wide range of students, especially students who have fallen behind,” says Carly Robinson, a postdoctoral research associate at the institute. “Tutoring raised to the top of the list of what could put a dent in unprecedented learning loss. Tutoring works.”

    The institute quickly developed the National Student Support Accelerator, still in its startup phase, to bring together researchers, schools and donors to help give K-12 students nationwide access to tutoring. Robinson says the goal is to make tutoring effective and then implement that effectiveness at scale.

  • | The Senate Presidents’ Forum

    High-Impact tutoring — i.e., tutoring delivered three or more times a week by consistent, trained tutors using quality materials and data to inform instruction — is one of the most effective academic interventions, providing an average of more than four months of additional learning in elementary literacy and almost 10 months in high school math, according to research from the Annenberg Institute at Brown University (learn more here). The National Student Support Accelerator offers open-source Accelerator tools and resources to help ensure more equitable access to quality tutoring. These research-backed tools and supports are easy to use and downloadable, and are designed to make structuring, implementing and scaling high-quality, high-impact tutoring programs as straightforward as possible.

  • | News from Brown

    Complementing the efforts of community-focused staff across the University, from the Annenberg Institute to the Swearer Center, the new community engagement specialist will seek opportunities for the Library to build on Brown’s support for K-12 education in Rhode Island’s diverse urban core and beyond. The specialist will find ways to enable young students to spend more time in University Library spaces and learn the research tools and techniques that position them for success in higher education. The Library will also work with school teachers to provide access to archival materials that could help pique students’ intellectual curiosity.

  • | MinnPost

    Minnesota is fortunate to be home to three of the four programs identified by the Annenberg Institute at Brown University as “Examples of effective tutoring models,” including Minnesota Reading Corps, Minnesota Math Corps, and Reading Partners (which is a current grantee of our foundation). These programs include multiday training, provide tutors with detailed curriculum and materials, and measure success through research-based assessments to ensure academic gains. 

  • | Trending Globally: Politics & Policy
  • | Phi Delta Kappan
    I am particularly enthusiastic about the efforts I’ve seen in a few states to establish networks of districts that work together with researchers to design studies and interpret findings. In Rhode Island, for example, a group of districts has come together with the Annenberg Institute at Brown University to pilot specific research-based pandemic recovery strategies in ways that improve individual district implementation and build researchers’ and practitioners’ knowledge about the strategy over time. Tennessee has launched a similar effort, the COVID Innovation Recovery Network, which is led by Tennessee SCORE and the Tennessee Education Research Alliance. This sort of embedded, networked approach is likely to be effective in building research literacy and promoting research use in districts as well as the state agency itself.