The New York Times asks whether a generation of children is being lost to remote learning, citing Brown researchers' projections of pandemic learning loss.

The 74 reports on the recession's threat to the half of school employees who aren't teachers, with Susanna Loeb on classified staff.

The PL Network's third Deep Dive at Mount Hope High School in Bristol-Warren, focused on how department chairs and instructional rounds drive curriculum implementation in 9th and 10th grade math.

WBUR's voter explainer on Ballot Question 2 draws on Annenberg's MCAS research, citing findings on who fails the exam and how scores predict long-term outcomes.

The Fordham Institute looks at a new working paper on how grading standards shape student effort, as graduation rates rise while other achievement measures stagnate.

In Education Next, education-policy thinkers share expectations ahead of the 2019 NAEP results, including gains from Common Core and losses among the lowest performers.

The Institute of Education Sciences describes its effort to make common measures more common across education research.

The New York Times examines the booming online tutoring industry and the thin evidence that many programs work.

Join us for a provocative conversation with Dr. Mica Pollock, who will share findings from two of professor John Diamond’s major studies on these issues.

The Washington Free Beacon examines how the coronavirus financial crisis could sink many small colleges while leaving a windfall for those that survive.

In Education Next, Susanna Loeb interprets the 2019 Nation's Report Card results and argues for focusing on the lowest-performing students.

Chalkbeat's Matt Barnum covers research by Susanna Loeb and Jing Liu showing teachers are key to boosting student attendance.

An examination of how MCAS performance relates to college completion and later earnings, and how racial and socioeconomic gaps persist even among students with similar academic achievement.

KQED reports on how virtual tutoring can help students during distance learning, with Matthew Kraft on the case for a national tutoring program.

The Education Endowment Foundation launches a UK trial of Tips by Text, a nine-month text-message curriculum for parents of four- and five-year-olds.

The PL Network's second Deep Dive, hosted by Woonsocket, where members observed middle school social studies classrooms piloting new curriculum and talked with coaches about supporting teachers through the shift.

This Stateline piece, published by the New Jersey Monitor, tracks the national decline of high school exit exams after Massachusetts voters repealed the MCAS requirement, with Brown's John Papay on what drove the shift.

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

The NBER Digest highlights research showing that timing text-message parenting tips to weekends makes them more effective for children's learning.

New research in Educational Evaluation and Policy Analysis by Kathleen Lynch, Heather Hill, and colleagues identifies what works in STEM teacher professional development.

This article examines the debate over raising Massachusetts’ MCAS graduation requirements and highlights research from Annenberg Institute on how MCAS performance relates to students’ long-term college and career outcomes.

A screening of Counted Out, a documentary on math literacy as a source of social and economic power, hosted with RIDE and RISSA. Wednesday, November 4, 4 p.m., Cranston West High School.

In The 74, Carly Robinson and Todd Rogers argue schools should write less to say more when communicating with families during the pandemic.

Education Week reviews what research does and doesn't tell us about the effectiveness of online learning as schools close and move online.

WPRI reports on the Rhode Island Foundation's new committee of education leaders crafting a 10-year plan for improving the state's schools.