Publications
Our studies span governance, systems, and practice in public education. Through our reports we help make sense of complex trends and data, communicate new possibilities for system change, and provide guidance and thought leadership to support that change. We pride ourselves on our ability to see around the corner, reach across traditional party and sector lines, and craft solutions to problems few have anticipated. Explore our most recent publications below.
Independent peer review is an integral part of all CRPE research projects. Peer reviews are conducted by research or policy professionals who are not members of the CRPE project team. Some externally published work, such as commissioned papers, books and book chapters, journal articles, and op eds, may be hosted on other sites, and some may require purchase or subscriptions to view.
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Promising Practices Drive Progress: Closing Learning Gaps for Students with Disabilities June, 2021 Georgia Heyward, Sean Gill |
This brief highlights six promising practices for serving students with disabilities after the pandemic. |
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Think Forward New England: Profiles of Innovation | Common Ground High School May, 2021 Chelsea Waite |
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. |
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COVID-19 Revealed New Roles for Cities to Create a Continuum of Support for Youth and Families. They Shouldn't End with the Pandemic May, 2021 Alice Opalka |
This brief examines the involvement of the 100 largest cities in the U.S. in creating learning pods during the pandemic. |
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States and School Systems Can Act Now to Dismantle Silos Between High School, College, and Career May, 2021 Georgia Heyward, Sarah McCann, Betheny Gross |
We interviewed K–12, state, and nonprofit leaders who have been focused on redesigning education and career pathways about how their work has changed in the last year and what their priorities are as the nation emerges from the pandemic. |
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How Six School Systems are Responding to Disrupted Schooling: Will It Be Enough? May, 2021 Michael DeArmond, Betheny Gross, Paul Hill |
This report examines how six school systems tried to address the academic consequences of disrupted learning in the 2020-2021 school year. |
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Think Forward New England: Profiles of Innovation | Map Academy May, 2021 Thomas Arnett |
This profile of Map Academy from CRPE and the Christensen Institute details the school’s practices that have proven successful, how they have adapted in the face of the pandemic, and how other school communities can begin to make their systems and structures more responsive to students’ needs... |
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How Schools Adapt during the Pandemic Can Reshape Adolescent Learning Experiences for Generations March, 2021 Betheny Gross, Georgia Heyward, Sarah McCann |
This brief, informed by interviews with school and system leaders in the New England region, suggests some efforts to reinvent schools before the pandemic have helped schools to navigate the current crisis. |
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Is it Safe to Reopen Schools? March, 2021 John Bailey |
This report examines the collective findings of more than 120 studies and considers their implications for current decisions on reopening schools. |
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The kids are (really) not alright: A synthesis of COVID-19 student surveys March, 2021 Lisa Chu, Robin Lake |
This brief from the Evidence Project synthesizes student surveys from the 2020–21 school year. |
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School Reopening Trends Offer Districts the Opportunity to Start Planning Beyond the Pandemic March, 2021 Betheny Gross, Alice Opalka, Padma Gundapaneni |
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. |