Research-Practice Partnerships (RPPs) have recently grown in popularity as they provide a formal framework for collaborative research between researchers and practitioners. Moreover, there is a plethora of guidance for executing effective RPPs. However, there is a continuing question of whether partnerships are practical and useful; thus, our…

Background: Schools need to implement universal student supports that prevent social, emotional, and behavioral difficulties; minimize associated risks; and promote social, emotional, and behavioral competencies. The purpose of this study is to examine the efficacy of the Helping Educational Leaders Mobilize Evidence (HELM) implementation strategy…

Coaching can increase elementary school teachers' implementation of evidence-based classroom practices, including equity-centered or culturally responsive practices. However, coaching by personnel external to schools can be expensive and difficult to sustain. Community science principles and social network research suggest the potential of…

In the Spring of 2019, the Center for Education Policy Research at Harvard University launched the National Center for Rural Education Research Networks (NCRERN) with funding from the U.S. Department of Education's Institute of Education Sciences. This overview provides a step-by- step description of NCRERN's continuous improvement model. NCRERN's…

Absenteeism in K-12 schools has remained high following the COVID-19 pandemic and districts need low-cost strategies to improve attendance. In 2020-21, the National Center for Rural Education Research Networks (NCRERN) piloted a personalized messaging intervention in 8 rural districts in New York and Ohio that led to a roughly 2 percent decrease…

School discipline disproportionality has long been documented in educational research, primarily impacting Black/African American and non-White Hispanic/Latinx students. In response, federal policymakers have encouraged educators to change their disciplinary practice, emphasizing that more proactive support is critical to promoting students'…

Few educators are equipped to bridge cultural differences to ensure that all students have opportunities to learn and succeed. Existing frameworks for culturally responsive practices (CRP) suggest its potential for promoting equitable learning environments, yet the state of the science has not been assessed. This systematic review aimed to 1)…

Researchers are often interested in testing the effectiveness of an intervention on multiple outcomes, for multiple subgroups, at multiple points in time, or across multiple treatment groups. The resulting multiplicity of statistical hypothesis tests can lead to spurious findings of effects. Multiple testing procedures (MTPs) are statistical…

The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical…