In the new study, lead researcher Min Sun and her colleagues looked at several types of data, such as student academic performance and graduation rates, at 25 schools in Washington as well as 74 schools in North Carolina, San Francisco and another urban school district that isn’t named. The data spans 2007 to 2017, which includes years before and after the grants were available. The researchers looked at how student performance and graduation rates changed when the grants arrived, and after they ended, at individual schools. They compared this to trends at comparable schools that didn’t receive grants.

NDEP (pre-K-graduate STEM education and outreach) is seeking a broad range of programs to support the DoD STEM mission to, “attract, inspire, and develop exceptional STEM talent across the education continuum to enrich the current and future DoD workforce to meet defense technological challenges.” The goal of any proposed effort must provide solutions that will establish and maintain a STEM talent pool with an aptitude for innovation, diversity of thought, and the technical agility to sustain the Department’s competitive edge. DoD seeks to complement its portfolio of programs while maintaining and/or increasing its focus on underserved populations to include military connected children.

Chariho High School has partnered with Providence’s Hope High School in an effort to provide students with shared experiences that allow them to visit two college campuses, observe different high school learning environments, and develop a service-learning project.

So far, this pilot initiative between the two schools has been split across two days with a focus on visiting the University of Rhode Island and Brown University campuses and observing different learning environments at the respective schools. This program is a byproduct of collaborative workshops between the Chariho and Hope administrative teams as part of their work with the XQ+RI Grant, a grant focused on reimagining the high school experience.

We're rolling out our "Celebrating Latinx Economists" poster series - a bit late for Hispanic Heritage Month, but it's always timely to celebrate excellence! So far, we've got our own Greg Phelan plus Ricardo Caballero, @Marietmora, and @CarycruzBueno - and many more on the way! pic.twitter.com/CV84TRXUKS

— Williams Economics (@WilliamsEcon) December 3, 2019

Today, a research team from the University of Virginia, Brown University, and Stanford University make public results from two new studies based on data from recent years (2013-2017). In the first study, Thomas Dee, professor at Stanford University, Jessalynn James, a post-doctoral fellow at Brown University, and Jim Wyckoff, professor at the University of Virginia, find that the incentives created by IMPACT continue to encourage some low-performing teachers to voluntarily exit and to instigate improvement among those who remain. In a second paper, James and Wyckoff find that what might first appear to be relatively high turnover among DCPS teachers is largely driven by the turnover of low-performing teachers, whose exit improves student achievement.

"Nearly three decades into the charter school movement, what has research told us about charter schools?" is a working paper from four researchers published on a website hosted by Brown University's Annenberg Institute. Reviewing a host of recent research published in peer-reviewed journals, the paper says that on issues such as racial segregation, serving students with disabilities, and traditional public school finances, charter supporters and critics both have evidence and questions they should consider that don't match their chosen narratives.

164 Angell St., Providence Building owner and tenant: Brown University Architect: Architecture Research Office LET THERE BE LIGHT: The Angell Street building had parts of its façade replaced with full-length windows, allowing natural light to enter some of the offices on the building’s upper floors. Developer/General contractor: Shawmut Design and Construction…

As part of the Home Learning Environment Round, the EEF has partnered with the Department for Education and Leeds-based education charity SHINE to test projects that support parents to help improve their children’s cognitive skills at home before they start school. Tips by Text will be funded through this round, as it is based on promising evidence from the READY4K! programme in the US.

It was great evening on #TeacherDiversityRI. Thank you all attendees and special thanks to the great panel, @equityinst, @LPIRWU, and @DomingoMorel. pic.twitter.com/XaER42jOfI

— Annenberg Institute at Brown (@AnnenbergInst) November 14, 2019

Standards-based reforms in science and mathematics often require significant teacher learning, particularly of subject matter content and new instructional practices. Thus, since the first calls for standards-based reforms, circa 1990, reformers have explored several avenues for supporting teachers’ growth.  New curriculum materials, such as those produced to align to the Framework for Science Education and the Next Generation Science Standards, aim to provide concrete support for disciplinary practices, core ideas, and cross-cutting content.