A news story on San Francisco restoring eighth-grade algebra. It draws on the Stanford study by Elizabeth Huffaker, Sarah Novicoff and Thomas Dee of the math pathways reform and quotes Dee on follow-up work.
A news story on federal DEI threats and local school leaders. It cites the experimental study by David Blazar showing white students also benefited from having teachers of color.
A news story on a Maryland district eliminating remedial high school math. It cites the Stanford detracking study (Dee and Huffaker) showing below-grade-level ninth graders did better in supported Algebra I classes.
A news story on aligning tutoring with classroom curriculum in Knox County, Tennessee. It centers on the randomized trial by Cara Jackson and Ayman Shakeel showing aligned tutoring produced about 1.3 extra months of learning.
A news story on immigration enforcement and attendance. It reports the working paper led by Andrew Camp finding absences among foreign-born students in one northeastern district rose by almost 40 percent after January 2025.
A news story on income gaps in disability services. It reports a paper led by Nick Ainsworth using Oregon data that found wealthy families were twice as likely to receive Section 504 accommodations.
An op-ed arguing that third-grade retention laws work mainly by changing adult behavior. It cites the Michigan study (Berne, Jacob, Weiland and Strunk) finding positive effects of the reading law even where few students were held back.
A news story on Indiana charter school performance during and after COVID. It reports the findings of a study by eight researchers including Joseph Waddington showing charter students outpaced traditional public school peers after 2020-21.
An analysis piece by Meghan McCormick and Carly Robinson on student engagement with AI tutors. It summarizes their Annenberg working paper on adding human support to an AI literacy tutor and also points to the Tutor CoPilot trial.
A news article weighing evidence on AI tutors versus human tutoring. It describes the Khanmigo experiment by Philip Oreopoulos and Nina Low in Tennessee middle schools, which found thin engagement and no learning gains.