Bree Dusseault

Practitioner-in-Residence

Bree Dusseault is practitioner-in-residence at the Center on Reinventing Public Education, supporting its analysis of district and charter responses to COVID-19. Bree previously served as executive director of Green Dot Public Schools Washington, executive director of pK-12 Schools for Seattle Public Schools, researcher at CRPE, and was a principal and teacher. She serves on the boards of Teach For America Washington and City Year South King County and is a Pahara-Aspen fellow. She earned her BA in economics from Dartmouth College and a Masters in Education from the Harvard Graduate School of Education.

‘Difficult to split yourself’: Philly area educators on the pros and cons of hybrid learning

Feb 23 2021

Bree Dusseault is quoted on schools moving to hybrid learning models.

Fewer students attending class amid coronavirus pandemic

Feb 11 2021

Bree Dusseault is quoted on attendance tracking during the pandemic.

CPS students need support to succeed in hybrid learning model

Jan 18 2021

Bree Dusseault is quoted on school districts' varying learning models during the pandemic.

Despite Safety Assurances, School Reopenings Are Taking a Serious Toll on Teachers

Dec 2 2020

Bree Dusseault is quoted in EdSurge on safety and health concerns amid school reopenings.

Districts lack 'comprehensive' plans to address learning loss this fall, analysis finds

Nov 16 2020

Education Dive profiles CRPE's fall analysis of school district reopening plans. Bree Dusseault is quoted.

Hindsight is 2024: A premortem on districts' return to school

Apr 29 2021

We believe there are at least four reasons the $123 billion American Rescue Plan (ARP) stimulus funding could go wildly awry.

As urban districts prepare to reopen, most are not doing enough to communicate how they will keep students and teachers safe

Apr 12 2021

With access to vaccination, teachers and principals can focus more on academic recovery and serve as highly trusted messengers to families.

Districts quiet on how they plan to help students recover from a year of continued disruption

Mar 17 2021

We remain largely in the dark about what exactly students can expect to learn and what academic support they will receive for the rest of this challenging school year.

Community health, vaccination policies & local preference: How 100 districts are reopening after COVID-19 shutdowns

Mar 3 2021

More than two-thirds of the 100 districts we reviewed are offering instruction fully or partially in person in February—nearly double the rate from just two months earlier.

What does ‘attendance’ mean for remote learners in a pandemic? How 106 districts are dealing with absenteeism, student engagement & grades

Jan 5 2021

The districts we’re tracking show that much can be done to improve how attendance is recorded and what actions can be taken to maintain high expectations without penalizing students for challenging circumstances.

This profile of Common Ground High School in New Haven details the school's practices that have made it successful, how they have adapted in the face of the pandemic, and how other school communities can begin conversations about wielding student voice and agency to innovate.

Our latest analysis of school district learning models from March 1 to March 13 finds that a clear majority—57 percent—of the nation’s school districts report offering full-time in-person learning.