At-home learning, literacy assessments, summer melt, access to Head Start, reopening schools, teacher mentorship, CS, learning loss, and math

BOSTON P-3 RESEARCH-PRACTICE PARTNERSHIP EXAMINES VALUE OF DIFFERENT TYPES OF HOME-BASED LEARNING ACTIVITIES FOR YOUNG CHILDREN

In “Time Well Spent: Home Learning Activities and Gains in Children’s Academic Skills in The Prekindergarten Year,” Meghan McCormick and colleagues examine how families’ at-home learning activities predict gains in students’ skills during PreK.

HOUSTON EDUCATION RESEARCH CONSORTIUM EXAMINES LITERACY ASSESSMENTS AND ROLE OF FAFSA IN SUMMER MELT

In “Methodological Brief: The Incomparability of Campus-Specific Benchmark Running Records,” Courtney Thrash and Erin Baumgartner examine whether results from various literacy assessments used across the Houston Independent School District are comparable.

In “Summer Melt and Free Application for Federal Student Aid Verification,” Brian Holzman and Vansa Shewakramani Hanson test the relationship between FAFSA verification and summer melt.

EDUCATION RESEARCH ALLIANCE FOR NEW ORLEANS EXPLORES ACCESS TO HEAD START

In “Increasing Access to Head Start Through Text Messages,” Alica Gerry, Lindsay Bell Weixler, Jon Valant, Daphna Bassok, and Justin B. Doromal explore the effectiveness of a text message program in helping more low-income families access Head Start programs in New Orleans.

REL MID-ATLANTIC PROVIDES GUIDANCE FOR REOPENING SCHOOLS

In “Considerations for Reopening Pennsylvania Schools,” Brian Gill, Ravi Goyal, Jacob Hartog, John Hotchkiss, and Danielle DeLisle provide evidence to assist the Pennsylvania Department of Education in developing policies and procedures for reopening schools.

TENNESSEE EDUCATION RESEARCH ALLIANCE EXAMINES EDUCATOR MENTORSHIP PROGRAMS

In “Learning from the Best: Promising Practices in Preparing Tennessee’s Future Teachers,” Wesley Morris, Matthew Ronfeldt, Emanuele Bardelli, and Matthew Truwit examine the impact of strong mentorship on preparing teacher candidates.

UCHICAGO CONSORTIUM STUDIES COMPUTER SCIENCE EDUCATION, LEARNING LOSS DURING COVID-19, AND EQUITABLE MATH ENVIRONMENTS

In “Trends in Computer Science Education: Access, Enrollment, and Performance in CPS High Schools,” Lisa Barrow, Silvana Freire, and Marisa de la Torre examine how Computer Science offerings and access, enrollment, and performance changed over time in Chicago Public Schools high schools.

In “School Practices to Address Student Learning Loss,” Elaine Allensworth and Nate Schwartz provide potential interventions for students who have fallen out of typical grade range as a result of the pandemic. This brief is part of the EdResearch for Recovery Project with the Annenberg Institute and Results for America.

In “Expanding Visions of Success in Mathematics for Marginalized Students: Building More Equitable and Inclusive Mathematics Environments,” Nicole Williams Beechum summarizes research insights from multiple scholars for how to create more inclusive mathematics contexts. This work is part of the Mindset Scholars Network’s Inclusive Mathematics Environments Early Career Fellowship.