Comments on Thomas Nechyba's use of computational models to estimate the impact of school finance policies on schooling and residential decisions.

Examines the impact of state testing and accountability policies on Texas high schools during the 1990s reform era.

Models how increased state involvement in school funding affects district spending levels, assuming demand sorting rather than perfect income sorting.

Describes Michigan's school finance centralization, a large shift from property to sales taxes that favored small, rural districts.

An early assessment of Michigan's 1994 school finance reform, which shifted funding from local property taxes to state revenue.

Compares the quality of middle-grade schools attended by eighth graders who experienced Head Start, other preschools, or no preschool.

This talk will examine how high school de-tracking policies shape educational opportunities, exploring the relationship between course access, equity, and the ways policy decisions influence student experiences and outcomes.

The Brown Daily Herald reports on Governor McKee and Lt. Governor Matos's RI 2030 plan for the state's next decade, including education.

In Phi Delta Kappan, a look at how state education agencies are building the capacity to use research under ESSA's evidence requirements.

The 74 profiles the National Student Support Accelerator and Annenberg's pivot to delivering individualized tutoring to underserved students during the pandemic.

In the Brookings Brown Center Chalkboard, research showing America faces a substitute teacher shortage that hits disadvantaged schools hardest.

Education Week covers the launch of a new project to test and scale high-impact tutoring to combat pandemic learning loss.

Education Week explores why high-dosage tutoring is probably the most powerful response to learning loss, and ideas for making the expensive model work.

In Education Week's What Works series, two professional development approaches that research shows actually improve teaching and student learning.

In Education Week, Heather Hill and Susanna Loeb review what research says about parents as emergency teachers during COVID-19 school closures.

Education Week's Stephen Sawchuk examines what "acceleration" can do to help students who lost time and learning in the pandemic.

Susanna Loeb joins Results for America's bipartisan Moneyball for Government Academic All-Star team.

In The New York Times, Matthew Kraft asks what students would get from presidential candidates' multibillion-dollar plans to raise teacher salaries.

The Annenberg Institute welcomes its Undergraduate Fellows for Education and Social Policy to an eight-week program of empirical research.

Rhode Island Current covers Rep. Rebecca Kislak's report on state takeovers, which calls on Providence to plan for its post-takeover governance.

The Boston Globe examines the debate over the MCAS graduation requirement, highlighting Annenberg Institute research on the relationship between students’ MCAS performance, college attendance, and future earnings.

In the American Economic Association's Minority Report, Carycruz Bueno and Cruz Caridad Bueno examine how the pandemic exacerbated inequalities facing communities of color.

The Trending Globally podcast from the Watson Institute explores why high-impact tutoring is what America's students need as schools reopen.

The Dallas Morning News reports on Dallas ISD's plan to recruit 1,800 tutors to help students catch up, drawing on high-dosage tutoring research.

In Education Week, Heather Hill and Susanna Loeb lay out how schools can contend with pandemic learning loss and why it will affect students unequally.