Resources

Increasing the racial and ethnic diversity of educators serving students in our public schools is a promising strategy that is vastly underutilized. The research has repeatedly shown the importance of a diverse teacher workforce. However, the path to increase diversity of educators is complex and will take significant efforts and investments by policymakers and advocates to accomplish.

In this policy memo, Ladd argues that charter schools disrupt four core goals of education policy in the United States, namely: 1) establishing coherent systems of schools, 2) attending to child poverty and disadvantage, 3) limiting racial segregation and isolation, and 4) ensuring that public funds are spent wisely. Ladd offers policy recommendations to better meet these challenges.

A diverse teacher workforce has the potential to improve outcomes for all students, and especially for students of color. While North Carolina clearly recognizes the importance of increasing diversity in the workforce – and despite national and local efforts from school districts and policy makers – the teaching workforce remains largely white and female, even as the students they serve become increasingly diverse, widening the racial gap between teachers and students.

This research brief examines two measures of educational opportunity in North Carolina public school districts, average achievement and achievement growth. The first measure— average achievement—indexes the average level of student achievement at a single point in time. The second measure—achievement growth—indexes the rate of growth in student achievement over time.

The pandemic profoundly affected American children with disruptions to their schooling and daily care. A new study found that service sector workers who had a young child reported disruption on 24 percent of days in fall 2020. The disruptions were more common in remote learning and had a negative impact on children’s behavior and on parenting mood and behavior.

This brief examines how the benefits of high-quality ECE might simultaneously diminish and persist in the long run. Strategies are then discussed to sustain the impacts of ECE during elementary school.

Early proficiency in math skills is increasingly being seen as an independent area worthy of early curriculum development and policy investment to reduce socioeconomic disparities in children’s school readiness.

This article examines the influence of teacher assistants and other personnel on outcomes for elementary school students during a period of recession-induced cutbacks in teacher assistants.

Nationwide, school principals are given wide discretion to use disciplinary tools like suspension and expulsion to create a safe learning environment.

The disproportionality between the representation of white students and students of color in gifted education programs is both persistent and pervasive. Attempts over the years to remedy the issue have done little to narrow this disparity.

Social and emotional development was in peril prior to the pandemic. After this time apart, it will take systematic, intentional, and intensive efforts to get social and emotional learning back on track.

Using detailed administrative data for public schools, we document racial and ethnic segregation at the classroom level in North Carolina, a state that has experienced a sharp increase in Hispanic enrollment.

This brief uses data from a survey of educators in nine districts participating in the North Carolina Resilience and Learning Project on the challenges of remote learning and education during the COVID-19 pandemic. It offers recommendations for improving educational equity during remote learning, addressing the following areas: technology access, availability of adult support, student well-being,…

This Brief Will Cover Emotional and Mental Health Support for Teachers. Survey data from N.C. teachers on their concerns about returning to school in the fall. Recommended strategies for helping school administrators promote wellness among school staff upon their return. Re-envisioning the Way Students and Schools Interact. Recommended practices for promoting relationship building among teachers,…

This brief provides an overview of lessons learned about online schooling for young children during the COVID-19 pandemic from K-1 classroom and ESL teachers, and 5 recommendations for how to support the continuation of online learning into the next school year.

Katie Rosanbalm wrote the opening chapter of a book entitled, Alleviating the Educational Impact of Adverse Childhood Experiences. The book is a collection of approaches to trauma-informed education based on school-university-community collaborations. Rosanbalm’s chapter summarizes the literature on why trauma-informed strategies are important to academic success and describes the specifics of the Resilience and Learning Model. It concludes with preliminary qualitative findings from pilot schools.

Based on growing evidence of the long-term benefits of enriched early childhood experiences, we evaluate the potential for addressing gender disparities in elementary school through early care and education programs.

Carolyn Barnes uses ethnographic accounts of three organizations to reveal how interacting with government-funded after-school programs can enhance the civic and political lives of low-income citizens.

Charles T. Clotfelter, Steven W. Hemelt, Helen F. Ladd Education Finance and Policy (2019) 14 (3): 492–521. https://doi.org/10.1162/edfp_a_00258

Policy makers, practitioners, and researchers have emphasized the importance of supportive relationships between staff and parents in early childhood education settings and schools.

The purpose of this pilot study was to evaluate the potential of an innovative high school neuroscience-based health course for implementation feasibility and impact on student outcomes.

Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English learners with 45 teachers and 105 students in 12 elementary schools.

North Carolina’s Smart Start and More at Four (MAF) early childhood programs were evaluated through the end of elementary school (age 11) by estimating the impact of state funding allocations to programs in each of 100 counties across 13 consecutive years on outcomes for all children in each county-year group (n = 1,004,571; 49% female; 61% non-Latinx White, 30% African American, 4% Latinx, 5% other).

Many advocacy organizations devote time and resources to increasing community awareness and educating the public in an effort to gain support for their issue.

This study examines the community-wide effects of investments in two early childhood initiatives in North Carolina (Smart Start and More at Four) on the likelihood of a student being placed into special education.

This memo examines recent data from Durham Public Schools related to student absenteeism. This memo examines four related issues surrounding absenteeism: Description of student absenteeism by grade-level Persistence of truancy from one year to the next The association between truancy and grade retention, and The overlap between absenteeism and tardies.

Approximately one quarter of U.S. students do not graduate from high school with their peers. Failing to complete high school severely limits opportunities for employment and future financial stability. High school dropouts earn lower wages through their lifetime and work for fewer years.1 The costs to society of high school dropouts are also high and…

In 2009, the Spencer Foundation renewed its generous support of the Data Center with an additional two years of funding. In addition, Duke University and the North Carolina Department of Public Instruction have continued to support the Data Center through the collaborative relationship established in the current Memorandum of Understanding between the two institutions.

This report presents the final findings for a two-year evaluation of the Hill Center Reading Achievement Program (HillRAP) as implemented in a middle school setting from September 2008 to June 2010. The Center for Child and Family Policy at Duke University conducted this evaluation in collaboration with the Davie County Public Schools and the Mebane…