News & Stories

While most Virginia 9th through 12th grade students and staff agree that school resource officers make them feel safer, students answered both that question and others differently by racial and ethnic group.

Professor Emily Solari will lead a team of researchers to evaluate the Reading Well program’s impact on first grade children.

Massachusetts requires its entire teacher population earn an English language learning endorsement. New research shows a variety of factors are influencing how teacher educators interpret and teach that policy.

A new study at the University of Virginia provides insight into how educators and policymakers can improve the quality of preschool experiences for children from low-income families.

Data from the Curry School’s Virginia Kindergarten Readiness Program – collected for the first time from every single school division in the Commonwealth – illuminates ways to help teachers provide quality early education for all students.

A William T. Grant Foundation award will support the development of Lora Henderson, an early-career researcher, and Jessika Bottiani, a researcher who is seeking to strengthen her skillset in providing equity- and culture-sensitive mentorship.

New teachers often have to learn many classroom skills “on the job,” even after completing extensive training in teacher preparation programs. However, a new study suggests that pairing coaching with...

The study offers promising insight into improving care for children with autism, a population that has increased consistently over the last decade.

With a $3.3 million grant, researchers at the University of Virginia will conduct the largest study to date of RULER, a widely used social and emotional learning intervention.

As IMPACT enters its second decade, two new studies provide evidence that IMPACT continues to support meaningful improvement in the effectiveness of DCPS teachers.