Professor Matthew Kraft and co-authors partnered with Chicago Public Schools, the nation’s fourth largest district, to design an approach that would bring more substitute teachers into hard-to-staff schools and keep them coming back consistently. They found that incentive pay led to a drop in classrooms without a teacher to cover — and a rise in student reading.

Tutoring can come in many forms. But no matter what form it takes, tutoring will be the most important factor in helping students catch up academically after the pandemic, a panel of experts, including Professor Susanna Loeb, told an EdSource roundtable.

Professor Emily Kalejs Qazilbash is a Professor of Practice in Education at Brown University. Before coming to Brown, she served as Chief Human Capital Officer in the Boston Public Schools but began her career as a teacher in Baltimore and Boston. Her research and teaching focus on how to create policies that help to diversify the teacher workforce, address issues of teacher quality, and ensure that students have an effective teacher in every classroom.

Recent research co-authored by Matthew Kraft suggests that expanding instructional time, particularly for schools with shorter days and years, can play an important role in ongoing efforts to accelerate student learning following disruptions caused by the COVID-19 pandemic.

HON Gilbert Cisneros Jr., a U.S. Navy veteran, urban education policy A.M. alum, and the nation's Under Secretary of Defense for Personnel and Readiness, delivered the keynote speech at Brown's Veterans Day ceremony.

In this episode of Subtraction in Action, Professor Matt Kraft discusses his paper, “Instructional Time in U.S. Public Schools: Wide Variation, Causal Effects, and Lost Hours.”

In this research, Lindsay Page and co-authors assess the impact of Achieve Atlanta place-based scholarship and support services on college enrollment, persistence, and completion for students graduating from a school district in metro Atlanta.

The Brown Department of Education's Faculty Flash Talk Series highlights the research and teaching practices of our faculty, with a particular focus on how their work addresses educational inequality and makes a positive impact on society.

Meet Thomas Reid '23 MAT, a member of the social studies cohort!

Professor Kenneth Wong weighs in on how a shift in control of either or both houses of Congress during the 2022 midterm elections would mean changes for the Biden administration's education policy.

A new research paper co-authored by Professor John Papay shows that Massachusetts state policies aimed at making the community college transfer process easier have coincided with an increase in transfers to four-year colleges and universities among those from relatively higher-income households, but no change in the share of students from lower-income families making that transition.

Meet Elise Cole, a Boston native who plans to leverage her UEP degree to start a career in public school administration.

Students who are struggling academically may be less likely to participate in tutoring programs. As states and districts make opt-in, on-demand tutoring available to more and more students, Professor Susanna Loeb and Carly D. Robinson, Annenberg Postdoctoral Research Associate, discuss whether these optional programs reach the students who could benefit the most from them.

For Stephanie Sowin, Brown's MAT program was the pathway to a fulfilling career as a teacher, mentor, and track and field coach at Central Falls High School.

Due to the COVID-19 Pandemic, the decision to reopen schools for in-person instruction has become a pressing policy issue. A study by Professor Jonathan Collins examines what overall factors drive public support for schools re-opening in person and whether members of the public are willing to comply with school re-opening decisions based on their own preferences and/or the level of government from which the order comes.

Produced by the research–practice partnership, Educational Opportunity in Massachusetts, a study co-authored by Professor John Papay explores transfer patterns for 10 cohorts of students entering community colleges soon after high school.

When done right, professional development can improve teacher practice and student experiences. A new paper, published by the Research Partnership for Professional Learning and co-authored by Professor John Papay, examines the literature to understand what works in the field of professional development—and, just as importantly, what doesn’t.

Patricia Shiebler and Sarosha Hemani were chosen by the Knowles Teacher Initiative to participate in a five-year program that supports early-career, high school mathematics and science teachers.

Despite growing recognition of diverse forms of parental involvement, scarce research exists on the critical influence of sociocultural contexts on parental involvement in their children’s education. Building on and modifying Hoover-Dempsey’s parental involvement model, Yoko Yamamoto, Jin Li (Brown University), and Janine Bempechat (Boston University) propose a new sociocultural model to explain Chinese immigrant parents’ motivations for school-based and home-based involvement.

A new study and working paper co-authored by Professor Susanna Loeb synthesizes existing research on the implementation of tutoring programs, defined as one-to-one or small-group instruction in which a human tutor supports students in grades K-12 in an academic subject area.

Ayana Bass is a lifelong Rhode Island resident and a certified Elementary, Special Educator. At Equity Institute, she focuses on developing alternative educator pathway programs for school support professionals to address teacher shortages and diversity within the teacher workforce.

Meet Grace King '23 MAT, a future social studies teacher with a passion for spotlighting Rhode Island’s diverse history! 

Using a series of original survey experiments, this study by Jonathan Collins shows that Americans maintain strong support for antiracist teaching, but that support is drastically weakened when curriculum features the term "critical race theory."