"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.

Professor Kenneth Wong says it’s time to revisit the political implications of how the 1991 move to appointed school committee members in Boston overlooked marginalized groups.

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.

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.

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.

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 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.

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.

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.

Professor Andrea Flores' first book is a powerful and challenging look at what “success” and belonging mean in America through the eyes of Latino high schoolers.

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.

In a new article published in the Peabody Journal of Education, Professor Jonathan Collins explores the effects of exposure to participatory and deliberative school board meetings.

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 the 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.

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.

To advance education equity and policy, the Class of 2021 graduate and newly named Fulbright scholar will spend a year as an English teaching assistant in the Netherlands.

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.

Professor Rangel will participate in a fellows program offered by Brown's Center for the Study of Race and Ethnicity in America (CSREA) this fall.

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.

Associate Professor Matthew Kraft was awarded the 2021 SREE Early Career Award, which recognizes early career scholars whose work has advanced rigorous research relevant to educational practice.

Learn about Generation Teach and Kyra Hu's experience during her time as a math teacher in Providence.

In New America, UEP student Jenny Muniz Sicairos interviewed Kayla Patrick regarding school discipline.

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.