Pandemic Pods for All: Utilizing COVID Relief Funds for High-Dosage Tutoring

  On March 23, ERN hosted “Pandemic Pods for All: Utilizing COVID Relief Funds for High-Dosage Tutoring” a panel discussion focused on how funds from the American Rescue Plan Act can be used to implement HDT programs to combat learning loss and accelerate student learning.  HDT Research  Carly Robinson, Postdoctoral Research Associate at Brown University’s

The ASPIRE ACT: What You Need to Know

ASPIRE ACT SUMMARY SPONSORED BY SENATORS COONS (D-DE) & ROSEN (D-NV) National Need There are about 80 four-year colleges that have first-time, full-time student dropout rates in excess of 80% –measured six years from initial enrollment. These schools serve approximately 400,000 students. At the same time, schools that do graduate most of their students within

Why Local Tests Should Not be Used in Lieu of Annual Statewide Assessments – This Year, or Any Year

Why Local Tests Should Not be Used in Lieu of Annual Statewide Assessments – This Year, or Any Year By Charles Barone Last Monday, the U.S. Department of Education (ED) announced that it would not issue blanket waivers for statewide, annual assessments for the 2020-21 school year. Instead, the Department will offer states some degree

In Reopening Debate, We Must Not Forget Black and Brown Students

By Nicholas Munyan-Penney As conversations about reopening schools continue, we must not forget to prioritize the needs of those who most heavily bear the burden of the myriad issues exacerbated by COVID: our historically underserved Black and Brown students. Calls for reopening schools have focused on reengaging students who have been absent during remote learning—disproportionately

Rich Schools, Poor Recruiters

By James Murphy The National Association of College and University Business Officers (NACUBO) has released its 2020 report on university endowments, identifying the wealthiest universities and colleges in the nation. If only that list intersected more with the universities that enroll large numbers and proportions of low-income students.  In 2019-20, approximately 31% of all undergraduates

Size Matters in More Ways Than One

By James Murphy For all their problems, college rankings have the power to shine a light on institutions that are doing good for students and the nation as a whole and to expose those that help drive income inequality and social division. In 2005, Washington Monthly magazine began ranking colleges “based on what they do

Questions for Dr. Cardona

By Michael Dannenberg & Charlie Barone We have some suggested questions for Dr. Miguel Cardona’s confirmation hearing to be U.S. Secretary of Education. But to be clear: his nomination should be confirmed by the U.S. Senate. Students, families, and communities need someone who will fight for high-quality, equitable public education for all students. Dr. Cardona

ERN Highlights: 2020 in Review

This year has been trying for so many of us. The onset of the coronavirus pandemic has made what we do more necessary than ever before. To illustrate the need for this continued work, we are rounding up some of our top highlights from 2020—helping to increase COVID-19 relief funding in the Coronavirus Aid, Relief,

Trends in Innovative Assessment Pilots Reveal Opportunities for Actionable Data as well as Equity Concerns

By Nicholas Munyan-Penney Overview The Innovative Assessment Demonstration Authority (IADA) is one of the many provisions in the Every Student Succeeds Act (ESSA) designed to give states more flexibility around K-12 accountability as compared to ESSA’s predecessor, the No Child Left Behind Act (NCLB). Thus far, four states—Georgia, Louisiana, New Hampshire, and North Carolina—have been

Innovative Assessment Pilot: Georgia’s Georgia MAP and Navvy Assessments

By Nicholas Munyan-Penney and Charles Barone Georgia is one of the first four states to be approved to participate in the Innovative Assessment Demonstration Authority (IADA) under the Every Student Succeeds Act (ESSA). Districts participating in the state’s pilot are free of federal requirements that the same summative assessments be administered in math and English