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Professor Tom Kane discusses new data showing gains in math and reading, even as challenges like absenteeism persist
High- and low-income districts improve most since 2022, while middle-income districts (30–70% federally subsidized lunches) lag
Four leaders from Harvard Graduate School of Education named Presidential Leadership Scholars
A new research tool aims to help district leaders and researchers evaluate tutoring programs
Professor Thomas Kane on testing new ideas, learning what works, and scaling successful approaches in order to make meaningful change
Nine states join CEPR's newly launched initiative which aims to discover and share what works in education
A panel of superintendents from across the U.S. joined CEPR leaders to discuss new data and share successes in navigating post-COVID challenges
As chronic absenteeism slows the pace of academic recovery, researchers urge states and districts to recommit to effective interventions
Although no state improved in both math and reading on the NAEP, the Education Recovery Scorecard highlights the work of over 100 districts performing above pre-pandemic levels in both math and reading
A new study finds federal relief funds, which will expire this fall, helped with academic recovery, especially in low-income schools, but urges states to help students who still remain behind
Christina Grant outlines her vision for the Center for Educational Policy Research at Harvard as she joins as its executive director this spring
New research finds achievement gaps in math and reading, exacerbated by the COVID-19 pandemic, remain and have grown in some states, calls for action before federal relief funds run out
How COVID is affecting school funding — and what can districts do to weather the fiscal uncertainties