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.

Lauren Zeffer MAT'22, a future biology teacher, shares what drew her to Brown University's program and what her experience has been like so far.

Since 1968, the National Academy of Public Administration has recognized outstanding contributions to the literature of public administration through the presentation of this prestigious award.

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.

Brown Summer High School (BSHS) challenges students to think deeply about big questions. In this summer enrichment program, students pursue deep learning in up to three courses, choosing from classes in Math, English, Science, and Social Studies.

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.

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.