Published Articles & Media
How to Decide How to Spend Elementary and Secondary School Relief Funds
The timing and rules may be less tricky than many think
To Broaden Evidence Use Beyond the Federal Law’s Requirements, Use Common Sense
Consider how the costs and benefits of one strategy compare to the alternatives
What Works vs. What We Can Evaluate
Pushing schools to use evidence poses a real risk that school leaders will feel pressure to choose approaches that have been easier to evaluate, rather than those that are the most central to improving educational practice.
Who Is in Special Education and Who Has Access to Related Services?
New Evidence From the National Survey of Children’s Health
Disproportionality in Student Discipline: Connecting Policy to Research
Researchers should consider the importance of implementation research as an integral part of discipline reform program evaluation.
Laptops in the Classroom: An Open and Closed Case
Do professors who study education policy allow their students to use laptops in the classroom?
Race, Poverty, and Interpreting Overrepresentation in Special Education
Research shows that racial and ethnic minority students are less likely to be identified for special education than white students when you take other student characteristics into account.
How State ESSA Accountability Plans Can Shine a Statistically Sound Light on More Students
Pooling data across years and grades may provide an opportunity to include students in accountability systems in cases where subgroup size is otherwise too small.
The Importance of High Quality General Education for Students in Special Education
New evidence suggests that it’s possible for special education students to make large achievement gains without their traditional services in schools with high quality general education programs.
What Title I Portability Would Mean for the Distribution of Federal Education Aid
Title I formulas now provide extra funds per poor student in poorer places. Under portability, this would no longer be true,
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