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.

	How Is School Enrollment in Washington State Shifting during COVID-19? January, 2021 Sivan Tuchman, Georgia Heyward	This brief examines shifts in Washington State's public school enrollment after the start of the COVID-19 pandemic.
	Student Supports, Professional Development, Operations and Finance at Proyecto Vimenti January, 2021 Robin Lake, Silene Vargas Díaz	Three papers document lessons about finance and operations, professional development, and student support from the first year and a half of Proyecto Vimenti, Puerto Rico's first public charter school.
	How Can Learning Management Systems be Used Effectively to Improve Student Engagement? January, 2021 Lynn Olson	This paper summarizes findings from a consensus panel on using data from learning management systems and software to help educators understand and improve student engagement during remote instruction.
	Putting Families at the Center: The Role of Parent Advocacy Groups during COVID-19 December, 2020 Lynn Olson, Georgia Heyward	This brief profiles four parent advocacy groups that have been particularly effective in devising bold solutions during the pandemic crisis.
	How States Can Better Prepare Students for Life After High School December, 2020 Georgia Heyward	This report examines weaknesses states share in career and technical education and offers recommendations to improve career pathways for students.
	One Step Forward, One Step Back: Public Health Fears Keep America's School Districts on a Reopening Treadmill November, 2020 Betheny Gross, Alice Opalka, Padma Gundapaneni	This brief gives an update on our nationally representative sample of school district reopening plans.
	Support Every Student: Lessons from Five Charter Schools on Effective Special Education During the Pandemic November, 2020 Lanya McKittrick, Betheny Gross, Sivan Tuchman, Sean Gill	In-depth case studies of five charter schools reveal lessons learned on educating students with disabilities remotely during the COVID-19 pandemic.
	Lessons from Remote Learning in Six School Systems October, 2020	This report looks more deeply into a small number of districts and charter management organizations (CMOs), hoping to understand why they took particular approaches to remote learning and how their experiences last spring affected their plans for the fall.
	Ensuring All Students in Indiana Receive Their Fair Share of Funding October, 2020 Ben Kleban, Lisa Chu	This report examines and offers recommendations to resolve Indiana's student funding inequities.
	What Does It Take to Educate Students with Mild to Moderate Disabilities in General Education Settings? Lessons from Washington’s Public Charter Schools October, 2020 Georgia Heyward, Travis Pillow, Sivan Tuchman	This report includes in-depth case studies of five Washington State charter schools to understand their strategies for full inclusion of students with disabilities, and offers recommendations to school leaders and policymakers.

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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.

Publications

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