The United States is plagued by large disparities in life outcomes between racial and ethnic groups. Researchers have documented how gaps in outcomes are related to gaps in access to opportunity, both in education and otherwise. Yet, as documented in this report, too often state policymakers still fail to provide equitable learning opportunities…

The UChicago Consortium, Network for College Success, and the To&Through Project's new paper, "Practice-Driven Data: Lessons from Chicago's Approach to Research, Data, and Practice in Education," shares key lessons learned from Chicago's approach to using data to foster ongoing improvement in students' educational attainment. This…

To support state efforts to close postsecondary attainment equity gaps for students of color, Research for Action (RFA) developed a framework that describes three drivers behind efforts to place racial equity at the center of postsecondary policymaking and practice: awareness, inclusion, and integration. The framework is adapted from Equity in the…

Research has begun to show that certain schoolwide characteristics--such as student-centered learning environments, leadership, and safety--can be important for improving student outcomes. In keeping with these insights, school improvement efforts around the country are becoming less narrowly focused on the performance of individual students and…

Research shows that exposure to teachers of color has a positive impact on students of all races, and particularly on students of color. Despite these positive effects, only 4% of Pennsylvania's teachers are people of color. This percentage is not only one of the lowest in the nation, but it is also starkly disparate from Pennsylvania's own…

During the last decade, education research and policy have generated considerable momentum behind efforts to remake teacher evaluation systems and place an effective teacher in every classroom. But schools are not simply collections of individual teachers; they are also organizations, with structures, practices, and norms that may impede or…