News

An opinion essay arguing the end of race-conscious admissions is harming Black and Latino students. It links to the EdWorkingPaper on college enrollment patterns after SFFA v. Harvard to describe the cascade of students into less selective colleges.

A news story on an Oregon study linking the state's short school calendars to high chronic absenteeism. It cites Matthew Kraft's instructional-time paper (with Sarah Novicoff) to show how much less school Oregon students receive over their K-12 careers than students in other states.

A news story on widening achievement gaps on NAEP since 2005. It reports the Annenberg paper co-authored by Patrick Wolf comparing traditional public, charter, Catholic and Defense Department schools.

Chalkbeat Ideas research roundup covering COVID aid, state funding effort, AI cheating and more. It summarizes the EdWorkingPaper on teacher strikes and two EdWorkingPapers on income gaps in gifted and disability identification in Oregon.

A New York Post story comparing New York City's instructional time with national and state averages. It relies on the Kraft and Novicoff time-in-school study (AERJ version of the EdWorkingPaper) for state rankings and quotes Kraft on the harm of cutting school time.

A Flypaper review of an evaluation of Advise TN, Tennessee's school-based college advising program. It summarizes Taylor Odle and Isabel McMullen's finding that advising raised college enrollment but not persistence.

A news story on Oregon’s short school year. It draws on Matthew Kraft’s 2024 study of instructional time, which found large differences in time within states.

A news story on schools located near hazardous sites. It reports the Brown analysis co-led by Matthew Kraft finding Native American, Black and Latino children are more likely to attend schools near such sites.

Chalkbeat Ideas Q&A with Vladimir Kogan about his book on the politics of education. The introduction links his EdWorkingPapers on adult culture wars and student achievement and on low accountability in school board elections.

An exclusive on new virtual tutoring evidence. It situates the new findings against the earlier Harvard and CUNY experiment (Hashim, Miles and Croke) showing tutor qualifications and attendance matter more than format.

A Las Vegas Sun explainer on how Nevada districts make up instructional time lost to storms. For national context it cites Matthew Kraft's Brown/Stanford synthesis of research on time in school and quotes Kraft on diminishing returns to longer days.

An Education Week news story on how many U.S. schools sit close to EPA-tracked environmental hazard sites. It is built around the Annenberg working paper by Matthew Kraft, Sohil Malik and Grace Falken, reporting its national counts and racial and income disparities and quoting Kraft.

Chalkbeat explainer on schools adding staff while losing students and whether that is financially sustainable. It links the EdWorkingPaper on the fiscal effects of enrollment increases and decreases to explain why falling enrollment can raise per-student funding.

A piece on STEM teacher shortages in high-need schools and the federal Noyce program. It reports findings from a research project, including the Annenberg working paper by Jieon Shim and Li Feng on wage penalties for teachers in high-poverty schools.

A commentary on whether teacher effectiveness transfers across schools. It discusses the new paper co-authored by Matthew Kraft reanalyzing the Talent Transfer Initiative experiment.

An op-ed on Arkansas third-grade retention policy. It draws on research on state retention mandates, including the Mississippi analysis and the Michigan and Florida retention studies, to argue retention works only with intensive supports.

An Ohio Gadfly Daily review asking whether the usual 10 percent chronic absenteeism cutoff is too high. It summarizes Tiffany Wu, Christina Weiland, and Thomas Staines's working paper testing alternative attendance measures and a lower threshold.

Chalkbeat Ideas piece built around a new paper reexamining the Talent Transfer Initiative, which found that top teachers' value-added fell after moving to low-performing schools. The study by Matthew Kraft, John Papay and coauthors is linked in its NBER version and is also EdWorkingPaper 26-1405.

An article on how immigration enforcement harms children. It cites the Florida study (Figlio and Ozek) finding test scores fell for Spanish-speaking and Hispanic students as enforcement increased.

An essay by researchers including Drew Bailey and Emma Hart on why education intervention effects fade. It summarizes and links to their two meta-analyses on fadeout and on long-run adult effects.