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.

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.

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.

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.

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.

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.

How Are School Districts Addressing Student Social-Emotional Needs during the Pandemic?
February, 2021
Michael DeArmond, Lisa Chu, Padma Gundapaneni

In this brief, we look at how our nationally representative sample of 477 school districts attended to students' social-emotional learning and well-being in fall 2020.

"Public Education Will Never Be the Same": How COVID-19 Forced School District Leaders to Innovate on the Fly
February, 2021
Robin Lake

In this brief, we summarize themes from an American School District Panel survey on innovation during COVID-19.

State Accountability Systems in the COVID Era and Beyond
February, 2021
Robin Lake, Maria Worthen

This brief presents a set of ideas and themes to begin to inform challenges around testing and accountability during the pandemic.

Toward Understanding Unionization's Impact on Charter School Students
February, 2021
Lesley Lavery, Sean Gill, Ashley Jochim

In this brief, we set out to understand how unionization may or may not shape practices central to charter schools’ ability to serve students.

U-Turn: Surge of COVID Cases Reverses Reopening Progress in America's School Districts
January, 2021
Betheny Gross, Alice Opalka, Padma Gundapaneni

Our December review of a statistically representative sample of 477 districts found 31 percent are operating in fully remote learning—a larger percentage than at any other point during the fall semester.