This is a correlational study of brain activity of 23 mother-child pairs as measured by dual MEG (magnetoencephalography) machines during various verbal interactions.

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Using a sample of 31 three-month-olds, the research team assessed infant heart rate during mother-infant face-to-face interaction in a laboratory setting.

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The research team used infant magnetoencephalography (MEG) technology to measure five-month-old infants’ neural responses during live verbal face-to-face interactions with adults (treatment).

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This is a correlational study of parent and child language skills and youth brain development in early childhood for 22 parent-child pairs, as measured by home recordings of parent-child verbal interactions and estimates of white matter myelination as derived from quantitative MRI when the children were two years old.

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This is a descriptive study examining associations between adult-child social interactions in the first three months of life—specifically maternal sensitivity, infant-directed speech (IDS), and conversational turn-taking (CT)—and children’s later language development.

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This is a correlational study of parent and child language- and reading-related skills in early childhood for 53 parent-child pairs, as measured by the Language ENvironment Analysis System (LENA) and other measures of language development.

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This study examined the impact of LENA Grow on young children’s school readiness outcomes in three school districts in South Carolina, Kentucky, and Tennessee.

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This is a small randomized controlled trial of LENA Grow, a language-based coaching program for early childhood teachers designed to improve communication skills.

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This is a secondary correlational analysis of data derived from a randomized controlled trial of a 13-week parenting course that was designed to encourage verbal interactions between parents and their young children, with the goal of improving kindergarten readiness.

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This is a correlational study that aims to leverage existing survey data from parents of children ages six months to five years old who had brought their child to a well visit at one of 427 pediatric clinics in North and South Carolina.

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This report summarizes studies of two similar 12-week mobile messaging programs designed to help parents of young children support their children’s development: Bright by Text and Consejos de Univision.

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This is a national online survey of 1,405 parents, 300 teachers, and 317 principals who work in public elementary, middle, and high schools.

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This mixed-methods study evaluated the implementation of workshops and activities for Family Math, a bilingual, free, play-based tool designed by PBS SoCal that focuses on building math positivity, confidence, and knowledge of foundational math skills for families, particularly those who are socioeconomically disadvantaged, with children ages two to five years old.

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This reports on a series of short-cycle randomized controlled trials (RCTs) of PowerMyLearning’s Family Playlists.

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This study involved over 30,000 students from 71 schools within the Tulsa Public School District. The research team used observational data and propensity score matching to evaluate the impact of TalkingPoints on student attendance rates.

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This is a retrospective quasi-experiment of TalkingPoints, an online platform designed to facilitate communication between teachers and families whose primary language is not English.

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This is literature review and narrative report on a series of virtual events sponsored by the Association of Science and Technology Centers in 2021 and 2022 that describes how the COVID-19 pandemic affected science centers’ and museums’ digital programming.

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This is a descriptive pre-post study of Camp Invention^®, a virtual summer enrichment program for students in kindergarten through sixth grade that utilizes science, technology, engineering, and math (STEM) principles and hands-on learning to encourage student interest and achievement in STEM.

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This is a report on a series of national online surveys of high school students and parents.

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This is a correlational study reporting on how enrollment in FIRST is associated with a range of STEM-related outcomes nine years after youth initially participated in the program.

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This white paper explores the importance of an ecosystem approach to STEM education, describing a framework that emphasizes the interconnectedness of various educational settings and the importance of lifelong learning.

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This white paper explores the role of digital platforms in informal science education and discusses strategies for effective science communication and audience engagement.

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This is a pre-post descriptive study constructed to understand potential benefits of Cyberchase on children’s STEM knowledge, attitudes, and behaviors.

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This is a retrospective correlational study of student academic performance based on data from 113,825 students in 313 schools who had access to CommonLit 360 instructional materials, including School Essentials PRO student assessment materials (e.g., professional development, administrator data dashboards, benchmark assessments), during the 2021-22 school year. The research team examined the relation between teacher utilization of CommonLit materials and student academic achievement and other student-reported outcomes for those students taught by teachers with high levels of utilization (defined as those teachers who taught at least 10 lessons from CommonLit instructional units) compared to those with low levels of utilization.

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This is a descriptive study that sought to understand the degree to which school districts used high-quality instructional materials in 2022, as well as the factors associated with adoption of these materials.

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This is a randomized controlled trial (RCT) of Quill, a free, open-source digital platform that provides research-based writing instruction to students.

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This is a matching study with retrospective data, conducted by a researcher at the MIND Research Institute, which leverages data from 2018-19 through 2021-22 to estimate the impact of ST Math, a game-based, instructional software designed to boost math comprehension through visual learning, on third, fourth, and fifth grade students’ math performance in California, measured at the grade level.

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This reports on a retrospective correlational study of more than three million students in kindergarten through 12th grade who accessed the ReadWorks free online library of nonfiction passages and associated question sets from the 2018-19 through the 2020-21 school years.

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This is a retrospective correlational study of more than five million instances of student math performance based on data from the 600,000 students in first through seventh grade who (i) used the Zearn math learning digital platform during the 2020-21 and 2021-22 school years and (ii) had multiple instances of repeated “struggle” with math content during the two-year study period, as defined by instances in which a student repeatedly answered a math question incorrectly following in-the-moment online support.

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This is a matching study with retrospective data that aimed to estimate impacts of using Zearn Math—a computer-based math platform that provides individualized supports to students—at the recommended dosage on students’ math performance.

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This is a set of retrospective correlational and quasi-experimental studies of student math performance based on data from students in grades one through six who used the Zearn Math learning digital platform during the 2018-19, 2020-21, and/or 2021-22 school years.

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This RCT examined the impacts of Zearn, a software platform for mathematics learning, on math assessment scores in a sample of 64 schools in an urban Texas district over two years.

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This is a quasi-experimental study with propensity score matching to evaluate the impact of the Zearn Math Supplemental with dedicated implementation support platform on student mathematics achievement and learning in grades four through eight across three Louisiana school districts.

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This study aimed to understand whether there were differences in postpartum outcomes for mothers participating in group multimodal prenatal care (GMPC via CenteringPregnancy’s model) and individual multimodal prenatal care (IMPC) delivered through a combination of remotely delivered and in-person visits.

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This is a retrospective unmatched comparison group study of CenteringParenting, a group healthcare intervention for families and their children.

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This is a randomized controlled trial of Durham Connects (later renamed Family Connects), a universal home visitation program for families with a newborn child designed to improve children’s well-being through a series of nurse home visits, risk screenings, and referrals to community resources.

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This is a randomized controlled trial of Nurse-Family Partnership, a nurse home visitation program for first-time mothers during their pregnancy and until their children’s second birthday.

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This reports on a nationally-representative survey of 1,489 adults who are the parent or guardian of a school-age child who lives in their household regarding access to and satisfaction with afterschool programs in their community.

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This reports on an online survey of between 914 and 1,445 afterschool program providers regarding the ways in which the COVID-19 pandemic affected afterschool programming for school-age children.

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Afterschool Alliance commissioned a national poll of registered voters to understand public support for afterschool programs.

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The National Summer Learning Association (NSLA) and School Superintendents Association (AASA) partnered with Gallup to survey U.S. school district superintendents to better understand the summer learning opportunities their districts offer, including the types of activities provided in 2024 and the activities planned for 2025.

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A research team from Gallup conducted a nationally representative survey of nearly 7,000 parents across the U.S. Parents reported on their children’s learning experiences during the summer of 2023. Parents also provided demographic information on themselves and their child.

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This is a mixed methods descriptive survey, which aimed to understand how district and school leaders partner with external organizations to provide STEM afterschool programs.

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This is a pre-post study of Young Mathematicians-Worcester (YM-W), a preschool math program serving young children and their caregivers in Worcester, MA.

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This clustered RCT examined the impact of the SEEDS PD program on students’ oral language, literacy, and social-emotional outcomes.

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This is a quasi-experimental difference-in-differences study of Leading Educators, a teacher professional development program designed to improve students’ math and English language arts achievement.

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This is randomized controlled trial (RCT) of Leading Educators, a teacher professional development program designed to improve elementary- and middle-school students’ math and English language arts achievement.
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This report sought to quantify the relationship between math achievement and learning conditions in the Elevate framework, and explore variability in conditions over time.

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This is a descriptive, mixed-methods study that examined implementation of Teaching Lab’s Professional Learning Series with mathematics educators across New Mexico in spring 2021. The content was delivered virtually to 48 teachers across an eight week period. The study also examined pre-post changes in teachers’ math pedagogy, self-efficacy to deliver high-quality instruction, and quality of teachers’ instruction.

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This is a pre-post study of PowerMyLearning’s Social Emotional Learning (SEL) program—Nurture Student Growth Through Social Emotional Learning—which serves teachers, students, and families with children in first through sixth grade with the goals of addressing challenging behaviors and supporting family wellbeing.

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This is a landscape scan of strategic staffing models, conducted by Education First, which aimed to learn how to better meet the needs of students by redesigning critical adult roles and ensuring that those roles are attractive, sustainable, and professionally rewarding.

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This is a descriptive study that examined differences in outcomes for teachers in ASU Next Education Workforce strategic staffing models and teachers in non-Next Education Workforce settings that continued business-as-usual instruction.

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This is a policy paper and literature review on the state of the U.S. education workforce.

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This paper includes two studies: 1) a descriptive pilot study conducted in Nashville examining the feasibility of Khoaching with Khan, a teacher-coaching approach to supplement the implementation of Khan Academy (a computer-assisted learning platform); and 2) an RCT in Arlington testing the impact of Khoaching with Khan—delivered to math teachers over an academic year—on elementary and middle school students’ math achievement.

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This is a correlational study that examines the relation between math achievement and student engagement with the MAP Accelerator, an intervention developed by Khan Academy and NWEA to support students’ personalized learning in math based on the prior math achievement.

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This is a pre-post descriptive study examining growth in literacy and math skills for the 500 students who received in-school tutoring through the New Jersey Tutoring Corps during the 2022-23 year.

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This study examined the roll-out of the District of Columbia’s Office of the State Superintendent of Education (OSSE) high-impact tutoring (HIT) initiative.

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In a sample of 422 students and 23 tutors across five high schools in SY 2021-22, this randomized control trial examined the impact of assigning students to same-gender math tutors on students’ STEM interest, attendance, and math performance.

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This study uses an RCT to estimate the impacts of Tutor CoPilot—a novel human-AI approach that leverages a model of expert thinking to provide guidance to tutors as they tutor—on tutoring quality and students’ mastery of content knowledge.

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This is a randomized controlled trial (RCT) of OnYourMark Education, which provides high-impact virtual tutoring for 20 minutes a day, four days a week, to students in kindergarten through second grade.

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This interim report presents findings from data collected to date through the Personalized Learning Initiative (PLI), a large-scale RCT of over 27,000 students to examine differences between evidence-based high-dosage tutoring (HDT) models, “sustainable” high-dosage tutoring models (SHDT) that are newer and lower-cost, and business as usual.

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This is an RCT measuring the impact of high-dosage math tutoring on student learning for 1,462 middle school students across New Mexico.

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Researchers from the University of Chicago conducted two separate randomized controlled trials (RCTs) of Saga Education, which offers high-dosage tutoring to support student learning. The studies aimed to evaluate the impact of Saga’s two-on-one tutoring model—delivered by trained paraprofessionals—on high school students’ math performance.

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This reports on a series of small randomized controlled encouragement design studies, quasi-experiments, and pre-post studies that assessed the impact of weekly email reminders and five dollar financial incentives on (i) student take-up of UPchieve, a free online tutoring platform for economically-disadvantaged students, and (ii) student math achievement.

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This study by the Bipartisan Policy Center reports on an 11-state survey of a random selection of representatives from approximately 1,100 child care centers and 1,200 family child care homes regarding respondents’ experiences with business closures, enrollment, revenue, staffing, and other factors related to the availability of U.S. Congressional relief packages during the COVID-19 pandemic: The CARES Act of March 2020, the CRRSA Act of December 2020, and the ARP Act of March 2021.

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This is a methodological paper that explores the reliability of various measures of the context in which educational technology is delivered (e.g., instruments measuring teachers’ beliefs about and knowledge of educational technologies).

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This is a QED study that leverages multiple sources of data to understand inequities in admission to highly selective colleges and universities by family income.

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This is a correlational study that examines the relations between the degree of interconnectedness of friend groups, measures of civic engagement (e.g., volunteering), and socioeconomic status (SES, as defined by a machine learning algorithm-generated index comprised of, for example, average income in an individual’s neighborhood and level of educational attainment).

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This is a descriptive study analyzing admissions and transcript records for students at multiple Ivy-Plus colleges to study the relationship between standardized (SAT/ACT) test scores, high school GPA, and first-year college grades.

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This is a landscape scan conducted by The Canopy Project, which used qualitative data and review of internal and external quantitative data on school performance to achieve three aims.

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This is a survey of a representative sample of 2,500 Nebraska families with young children ages birth to five years. The report focuses on children’s development and family characteristics to examine strengths and disparities by various subgroups of families (e.g., urban versus rural). Illustrative topics include families’ economic and food security, neighborhood characteristics, parenting demands, home learning environments, and parental mental health. The survey took place online between July 2022 to January 2023.

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