The Trusted Source for Emerging Education Research
Researchers and policymakers can both benefit from timely access to research. EdWorkingPapers is a platform for prompt and open dissemination of high-quality studies. By connecting researchers and informing policymakers, the series accelerates progress in education.
Learn more about the platform →
Submit a paper
Have a paper you wish to post? Check out the EdWorkingPapers' scope and FAQs, and then submit your manuscript.
NEW EdWorkingPapers
Post-pandemic achievement recovery based on student characteristics and district-level policies
It is well-established that student achievement has declined dramatically since the onset of the COVID-19 pandemic. However, less is known how these patterns may vary by developmental timing of exposure to the pandemic and how district-level policies may have influenced student recovery.
Shine a Light: The U.S. Federal Government Should Increase Access to Educational Administrative Data
The Institute of Educational Sciences invested substantial resources into the Statewide Longitudinal Data Systems grant program. These grants helped states convert their educational records to longitudinal datasets for research and evaluation. However, external researchers still have unreliable access to these datasets. In this commentary, we argue that the U.S. federal government should use… more →
The Post-Pandemic “Attendance Crisis” in Historical Perspective
School attendance rates in the United States are lower now than prior to the COVID-19 pandemic. This rise in absenteeism has often been characterized as a crisis; but whether it amounts to a broader breakdown in norms depends on the historical baseline against which it is judged. The recent decline in attendance rates represents a small setback within a much longer trajectory of increasing… more →
The Access–Enrollment Disconnect in Corequisite Math Reform: Causal Evidence and Stakeholder Perspectives from a Community College
This study examines a statewide developmental education reform in Virginia that allows students who would have been placed in standalone remedial math to enroll directly in college-level math with corequisite support. Although corequisite support has been widely adopted and generally promising, less is known about how these reforms operate when expanded access does not always translate into… more →
Teacher Stability in Turnaround Schools: An Examination of the Impacts of Michigan’s Partnership Model on Teacher Turnover
While a large literature demonstrates that school turnaround can improve performance, impacts on teacher retention are more ambiguous. We examine the impact of Michigan’s turnaround policy on teacher turnover before and during the COVID-19 pandemic. Event study findings show limited immediate effects on teacher turnover, but significant and substantively large decreases in school-level… more →
Leveraging complementarities between teachers' content knowledge and pedagogical supports: Experimental evidence from India
We evaluate whether pairing strong subject-matter knowledge with pedagogical supports can improve learning in public primary schools. In Pune, India, we randomly assigned grades within 48 schools to an intervention that recruited college students in science, technology, engineering, and math (“fellows”), supported them with training, coaching, and scripts, and had them partly replace math and… more →
Policy and Practice Series
EdTalks
Centering Teachers in the AI Era
What happens when teachers are treated as professional decision-makers, not just end users of AI tools?
Watch the conversation about the future of the teaching profession in an AI-enabled education system, grounded in two recent EdWorkingPapers.