Declining teacher retention rates within the Providence Public School District over the last three years since the state takeover and the onset of the COVID-19 pandemic are not as drastic as what various news reports suggested during that time, according to a new study released Tuesday by Brown University’s Annenberg Institute.
Professor Matthew Kraft argues that formative observation and feedback cycles could be more successful at driving instructional improvement if implemented outside of the high-stakes teacher evaluation process.
Meet Mamadou Fofana, MAT'22, a future social studies/history teacher who enjoys Rhode Island beaches, creating music, and drawing upon his undergraduate experience as an African American studies concentrator when at the front of the classroom.
Andrea Flores, Assistant Professor of Education, and her colleagues at Brown University and UConn have been awarded a National Science Foundation (NSF) grant to address the impact of COVID-19 on first-generation college students and their families in the U.S.
As a growing number of state and federal authorities pledge to make high-quality tutoring available to struggling students, a new study co-authored by Professor Matthew Kraft demonstrates positive, if modest, results from an experimental pilot that launched last spring.
Professors Jin Li and Yoko Yamamoto co-wrote a chapter for a newly released book that examines the experiences of internationally migrant families as they navigate the local schools in their new cultural context.
Professors Susanna Loeb, Matthew Kraft, Lindsay Page, and John Papay have been recognized by Education Week as being among the nation's 200 most impactful university-based scholars in education policy in 2021.
Starting in 2009, the U.S. public education system undertook a massive effort to institute new high-stakes teacher evaluation systems. A new working paper examines the effects of these reforms on student achievement and attainment at a national scale by exploiting the staggered timing of implementation across states.
A study co-authored by Professor Susanna Loeb combines an analysis of national administrative data to describe the paraeducator labor market with a systematic review of collective bargaining agreements and other job-defining documents in ten case-study districts.
The Board of Overseers of the Annenberg Institute for School Reform at Brown University established the permanent annual scholarship in 2012 for a UEP student who most epitomizes the former Brown University president’s commitment to educational equity and social justice.
On the Tennessee Voices podcast, Professor Andrea Flores discusses education as the front lines of belonging and her book, "The Succeeders: How Immigrant Youth are Transforming What It Means to Belong in America," which was written based on a decade of research and interviews she conducted in Nashville.
Chartered by US Congress to provide non-partisan expert advice, the Academy is an independent, non-profit, and non-partisan organization established in 1967 to assist government leaders in building more effective, efficient, accountable, and transparent organizations.
Brown University’s Department of Education seeks to hire a full-time lecturer with expertise in language acquisition, bilingual education, and/or teaching Multilingual Learners to join a faculty committed to addressing social equity issues within the context of urban schools.
Brown University’s Native American and Indigenous Studies Initiative (NAISI) collaborates with a number of departments across the campus to offer fellowships to students pursuing Master’s degrees. NAISI is dedicated to increasing the understanding and maintenance of the cultural traditions and political experiences of Native American and Indigenous Peoples.
In this thought experiment, Professor Matthew Kraft and Grace Falken, a research program associate at the Annenberg Institute at Brown University, explore how to make access to individualized instruction and academic mentoring more equitable by taking tutoring to scale as a permanent feature of the U.S. public education system.
"The type of tutoring with evidence is intensive tutoring with a consistent tutor who comes with an understanding of the student's needs — based on data from direct assessments or from the school or teacher — and with curricular materials for addressing these needs," Professor Susanna Loeb tells NBC News.
The Research Partnership for Professional Learning (RPPL) launched a learning agenda and call to action to transform professional learning (PL) research and practice. The research team is led by experts in teacher learning and improvement at the Annenberg Institute at Brown University, including Education Professors Susanna Loeb and John Papay.
A working paper co-authored by Professor John Papay presents findings from the first study to examine whether there are average differences between TPPs in terms of graduates’ average growth, rather than levels, in teaching effectiveness, and to consider which features predict this growth.
Due to the pandemic, school reopening has become one of the most important (and contentious) policy issues. Professor Jonathan Collins' recent working paper looks at public preferences reopening schools and public compliance with reopening orders during COVID-19.
In a piece by the Papitto Opportunity Connection Foundation, Gario says that it was his commitment to sharing his knowledge and experience with BIPOC youth that led him to enroll in the Master of Arts in Teaching (MAT) program and the Urban Education Fellowship at Brown University.
In education settings, treatments are often non-randomly assigned to clusters, such as schools or classrooms, while outcomes are measured for students. This research design is called the clustered observational study (COS). In this working paper, Professor Lindsay Page and her co-authors examine the consequences of common support violations in the COS context.
In this paper, Professor Matthew Kraft and his co-authors examine the challenges teachers faced while working from home at the start of the pandemic, between March and June 2020, and explore the role that working conditions played in supporting their sense of success in this new technology-dependent setting.
In an opinion piece for EducationWeek, Susanna Loeb of Brown University and Heather C. Hill of the Harvard Graduate School of Education argue that keeping teachers in their current grades and subject assignments will be key to student success following an unusually disruptive year.
A paper co-authored by Professor Matthew Kraft finds that external classroom interruptions add up to 10 to 20 days of lost instructional time over an academic year, enough time to consider all Providence Public School District students truant or even chronically absent.
The National Association of Biology Teachers has presented David Upegui, adjunct lecturer in education at Brown University and Central Falls High School teacher, with the 2021 Outstanding Biology Teacher Award for Rhode Island.
Professor Jonathan Collins is part of a team that has been awarded a $2 million research grant from the Department of Education's Institute of Education Sciences. The grant is to support the development of a new curricular module that will help kids learn civics through having virtual dialogues with members of Congress.
In their article "Emerging Victorious," Brown Alumni Magazine features seven exemplary students who received their bachelor's or advanced degrees in 2021. Despite having a final year at Brown so challenging that it’s literally one for the history books, they’ve created, achieved, and helped others. Among those students is Sonya Brooks '21 AM, a graduate of Brown's Urban Education Policy Program.
In their article "Emerging Victorious," Brown Alumni Magazine features seven exemplary students who received their bachelor's or advanced degrees in 2021. Despite having a final year at Brown so challenging that it’s literally one for the history books, they’ve created, achieved, and helped others. Among those students is Nari Kato '21, who earned his bachelor’s in education studies and is an MAT candidate this year.
Professor Matthew Kraft presented as part of an event titled "Teaching and the Teacher Workforce Amid the Struggles of COVID-19 and for Racial Justice" hosted by the National Academies of Sciences, Engineering, and Medicine.
Brown University's Department of Education has partnered with AmeriCorps to offer a year-long, full-time volunteer service position. The team member will build capacity for projects that mobilize higher education to make a difference in the lives of individuals impacted by poverty.
Senior Lecturer Diane Silva Pimentel and Associate Professor of Computer Science Stefanie Tellex were awarded a research seed grant. Their proposal was aimed to test the hypothesis that high school teachers can be prepared to teach students about autonomous aerial robots on their own.
Assistant Professor Jonathan Collins presented his findings for support on anti-racist curricula to the Council of Chief State School Officers Social Studies Collaborative (a council of 20 specialists who oversee social studies curricula for their state education agencies) and was featured in Campus Reform.
Associate Professor John Papay along with the Annenberg Institute’s Associate Professor of the Practice Nate Schwartz, Research Project Manager Kate Donohue, and Research Program Associate Burke O’Brien provided the first briefing about the teacher workforce in Providence.
In a recently released book, Professors Yoko Yamamoto and Jin Li co-wrote a chapter on their research findings that suggest young children are aware of family engagement in their schooling and learning.
Professor Kenneth Wong penned an article arguing that the governing landscape across states will continue to define the federal-state relationship as the next president prioritizes administrative action to pursue equity and quality goals in public education.
New research conducted by Associate Professor Matthew Kraft and Grace Falken (Annenberg Institute) explores the idea of a national tutoring program to help curb learning loss from the COVID-19 pandemic in the U.S.
Assistant Professor of Education Jonathan Collins offered commentary on the local protests centered around a crash involving a Providence police cruiser that left a 24-year-old man on a scooter critically injured.
Assistant Professor Jonathan Collins co-authors new research about the effect of changing local elections, such as school board elections and mayoral races, to occur concurrently with the federal elections.
Susanna Loeb, Professor of Education and Director of the Annenberg Institute, offers insight into the recently launched National School Support Accelerator, an initiative and research project focused on 'high impact' tutoring to combat learning loss due to the COVID-19 pandemic.
Eight Brown University faculty members, including Assistant Professor of Education Jonathan Collins, shared their analysis on what the nation can expect on Election Day and beyond — at the polls, on the streets and potentially in the courts.
Research co-authored by Assistant Professor David Rangel explores the relationship between maternal and paternal education, infant health, and the variations based on maternal racial and ethnic background.
After hearing stories from alumni about their program experiences and close classmate relationships, the decision for Myci Atkinson UEP'21 to enroll in the Urban Education Policy program was a no-brainer. A few months in, she shares her excitement and dreams for the future.
Drawing on a survey developed for Upbeat earlier this summer, Associate Professor Matthew Kraft co-authors a new working paper further exploring the results of teacher experiences during the COVID-19 pandemic.
After the Miss America Organization's board voted to postpone the 2021 pageant due to the coronavirus, Visiting Assistant Professor Hilary Levey Friedman explores the history of pageants and what it could mean for Miss America's future.
In an op-ed in Education Week, Assistant Professor of Education Jonathan Collins shares his thoughts on the possibility of Senator Kamala Harris building a more equitable educational system should she become vice president.
The University will permanently endow the Fund for the Education of the Children of Providence, which will provide financial support for the city’s Pre-K-12 students through a range of educational initiatives.
In collaboration with the student teams enrolled in her "Family Engagement in Education" course, Yoko Yamamoto launched a new website aimed at providing resources and information to local Providence families and educators.
A new report spearheaded by John Papay, Associate Professor, explores the successes and failures of Massachusetts high school students in the last two decades, following the passage of the Massachusetts Education Reform Act.
Former Visiting Assistant Professor Mona Abo-Zena recently co-edited a special issue of the journal "Research in Human Development." Much of the work that appears in the journal began while visiting the Education Department.
For Mayah Emerson UEP'20, she always knew that the education field was her calling. Following completion of the Urban Education Policy program, she plans to challenge the systems that govern classrooms.
A new article by Department Chair Tracy Steffes explores the 1973 Illinois Resource Equalizer Formula that "was designed to reduce disparities in school finance by breaking the connection between local wealth and school revenue."
A new article from Professor of Education Susanna Loeb's Education Week series, "Weighing the Research: What Works, What Doesn't," explores how possible teacher layoffs could affect schools and students.
The work of Assistant Professor Andrea Flores, who is currently writing a book on education-related “sibcare”—activities encompassing everything from looking out for a younger sibling to full-time childcare, is highlighted.
In Studies in Educational Evaluation, Professors Kenneth Wong and Crystal Thomas evaluate Providence Talks, a partnership between the city of Providence and local non-profit service providers that helps develop language environments within homes for young children.
Yoko Yamamoto, Visiting Assistant Professor in Education, contributed a chapter, "Are There Parenting Gaps? Research on Child-Rearing and Education in the U.S." to a recently published book in Japanese.
Yoko Yamamoto's recent article, "Young children's beliefs about school learning in Japan and the United States: Cultural and socioeconomic comparisons," was published in Early Childhood Research Quarterly.
The Department of Education seeks an outstanding teacher educator with a commitment to advancing educational equity in urban schools to join our dynamic and growing department as a Lecturer in Social Studies Education beginning in summer 2020.
In an article in The Providence Journal, Director of the Urban Education Policy program, Kenneth Wong, comments on wide gaps between graduation rates and SAT scores in Rhode Island high schools. "It's important for the districts and the commissioner to communicate why this is important, that it's clearly connected to college and career readiness."
In a new article published by the Urban Affairs Review, Assistant Professor of Education Jonathan Collins examines the way in which teachers form assessments of schools and districts that motivate their political behavior. The new theory proposed and tested in this article centers on deliberative democracy.