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We study the effect of teacher-student phone calls in Kenya when schools were closed. Schools were randomly assigned for 3rd, 5th and 6th graders to receive one of two versions of a 7-week weekly math intervention—5-minute accountability checks or 15-minute mini-tutoring sessions—or to the control group.

This study meta-analyzed the last four decades (1980–2020) of reading intervention research focused on improving reading outcomes for English language (EL) students in Grades K–5 with or at risk for word reading difficulties.

We examined the effects of two approaches on observations of teachers' classroom management practices and student behavioral outcomes, relative to non-coached conditions, over the course of a single school year and at a 1-year follow-up.

In this Race & Education talk from the Center for Race and Public Education in the South (CRPES), Dr. Alexa Rodríguez gave a talk entitled "Negotiating Dominican Citizenship: Education, Race and Nation during the US Occupation, 1916-1924" on Wednesday, April 6th, 2022.

In this Race & Education talk from the Center for Race and Public Education in the South (CRPES), Dr. V.P. Franklin gave a talk entitled " Every Child a Freedom Soldier: Children, Youth, and the Civil Rights Movement." on Wednesday, February 3rd, 2022.

Mr. Edward Newton grew up in South Carolina in the 40s and 50s. After High School and serving in the military, he followed in his mother's footsteps and became a teacher and then an administrator.

This study piloted a reading comprehension instruction professional development intervention for teachers of upper elementary grade students (Unlocking Understanding), exploring the relative effects of two versions of the intervention that varied the degree of lesson scripting.