Since the COVID-19 pandemic, tutoring has gained popularity as a strategy to improve the academic achievement of struggling students. Intensive, relationship-based tutoring is a highly effective academic support for many students. A range of tutoring approaches are available to accelerate young students' literacy. Sarah Novicoff and Susanna Loeb…

As chronic absenteeism fails to ease from post-pandemic high levels, schools can turn to many reforms to promote school attendance. Commonly recommended strategies involve increasingly targeted and intensive tiers of interventions. Researcher Thomas S. Dee writes that the research base of many of these interventions is not strong. Schools facing…

While coaches can have a positive impact on teachers' practice and students' learning, in many school districts teachers have the autonomy to decide whether and when to work with a coach. Coaches then must work to gain access to teachers' classrooms. In a recent study of 28 content-focused coaches, researchers Jen Munson and Evthokia Stephanie…

Providing professional development to busy principals is an ongoing challenge for many school districts. Lynn Public Schools in Massachusetts and the nonprofit Center for Artistry and Scholarship (CAS) in Boston partnered to provide professional development to 16 principals in the district. Linda F. Nathan, Taarini Goyal, and Evonne Alvarez…

The 42 school districts participating in the state of Washington's Inclusionary Practices Project achieved a significant 12.8% increase in inclusion in the least restrictive environment (LRE 1, or in general education for 80-100% of the school day) over four years, surpassing the state average increase of 6.8%. Katie Novak and Helene Paroff…

Effective instructional coaching won't happen across a district without a well-specified coaching program and a reliable way to guide coaches. Fortunately, there are innovations from research and development efforts that can help districts put into practice the best ideas about instructional coaching. Andrew Wayne and Jane Coggshall describe how…

Districts are struggling to accelerate students' learning, support their health and wellness, and close the achievement gap. Labeled "worst" in 1987, by 2017 Chicago Public Schools was among the nation's most improved school systems. Chicago's story embeds many lessons about system change. Sharon Greenberg and Anthony S. Bryk illustrate…

New teachers benefit from mentoring from more experienced colleagues, and the Wyoming Teacher Mentor Corps (WTMC) provides high-quality training for master teachers to provide this mentoring support. As part of the program, mentors learn about assessment, communication, feedback, and work-life balance. Colby Gull and Leslie Rush describe how, as…

Stand-alone reading intervention courses, or reading classes, are designed to facilitate the literacy development of adolescents who have been deemed "struggling" readers. However, the existence of such courses does not mean that these goals are realized. Decades of qualitative research on youth perspectives and experiences have…

Education leaders frequently turn to technological solutions to improve schools, often without evidence of their effectiveness. According to Victoria Cain and Adam Laats, this pattern of leaders pouring money into new technological systems and then being disappointed in the results goes back centuries. They describe how, in the early 1800s,…

A team of researchers wanted to learn whether AP teachers using a project-based learning (PBL) approach could develop students' deep learning of knowledge and skills while preparing them for their AP exams. They used a randomized controlled trial to evaluate the Knowledge in Action (KIA) project-based curricula for AP courses. KIA students…

Research-practice partnerships (RPPs) provide opportunities for researchers to support school districts in addressing the complex challenges they face. Cynthia E. Coburn, William R. Penuel, and Caitlin C. Farrell situate RPPs in the history of educational research and discuss the needs they were designed to address. They then describe what…

The Ohio Statewide Family Engagement Center (OhSFEC) is implementing a comprehensive, scalable approach to enact state policy for family and school engagement at local levels. Joyce Epstein and Barbara Boone report how OhSFEC's research-based design, implementation, and evaluation of a leadership ladder has enabled state leaders to support…

For decades, technology advocates have claimed that we are on the cusp of a complete transformation in education. But, as Justin Reich explains, such transformations have not yet come to pass. Even during the COVID-19 pandemic, teachers did not use technology to significantly alter their teaching. Instead, technology enabled them to maintain many…

Researchers Martha Abele Mac Iver, Joyce Epstein, and Steven Sheldon summarize the outcomes of their four-year partnership with an urban district aimed at improving the ways schools engage families during the critical transition to high school. They describe how schools put into practice the strategies learned in ongoing professional development,…