As schools around the country begin the 2020–2021 school year, COVID-19 remains a threat. The possibility that schools could exacerbate the pandemic is a serious concern.
Related Commentary for Brian Gill
New Data Help Cut Through the Uncertainty of "Back to School" Amid COVIDSep 16, 2020
Reopening Schools While Mitigating COVID-19’s Spread: How Many Days Should Students Attend?Jul 06, 2020
Schools across the country face wrenchingly difficult decisions about reopening buildings for the upcoming school year in the midst of a pandemic that has not been defeated.
Using Transparency to Create Accountability When School Buildings Are Closed and Tests Are CancelledApr 08, 2020
Schools across the country have closed in response to the COVID-19 pandemic, and states have cancelled their spring assessments. These cancellations mark the first interruption of the annual testing cycle since the No Child Left Behind Act passed nearly 20 years ago.
Real-Time Feedback Makes an IMPACTDec 10, 2019
Principals and assistant principals play a key role in improving student outcomes, but assessing leaders’ effectiveness is hard and finding the right measure takes time. School leaders influence students in complex and indirect ways, making it difficult to measure these effects.
The Future of School Accountability: Not Set in StoneNov 06, 2019
When Congress passed the Every Student Succeeds Act (ESSA) in 2015, one of its aims was to restore some state authority over school accountability systems, in response to criticism that federal requirements had become too prescriptive.
Multiple Measures Are for Principal Evaluation, Too: Using Teacher Surveys to Better Understand Principal PerformanceJul 08, 2019
Evaluating the performance of school principals can be challenging. As we noted in previous posts, principals’ roles are complex and multi-faceted.
Charter School Research Has a Long Way to Go to Inform Policy and PracticeSep 26, 2018
For now, policymakers and journalists should recognize that the research on the effectiveness of charter schools is far from definitive. Anyone who tells them otherwise should be viewed with skepticism.
RELevant: A Blog in the Service of EducationJan 22, 2018
Improving school performance requires data-driven decision making from classrooms to local and state education agencies; from early childhood to higher education. We’re excited to launch RELevant, a blog that shares information to help decision makers use research to improve school performance.
Regional Educational Laboratories can be Engines for Educational ImprovementJul 28, 2017
“Data driven” has become a catchphrase in education, but the execution often falls short of the ideal with educators and policymakers too often drowning in data rather than driven by data. Mathematica’s operation of the Mid-Atlantic Regional Educational Laboratory will promote effective data-driven decision...
Redefining Accountability to Treat Teachers and Leaders Like the Professionals They AreApr 13, 2017
Outcomes-based accountability in the form of high-stakes testing has been the primary policy lever used to improve school performance, but other forms of accountability could be used to enhance schools.
Research Agenda on School Choice, Part 4: Questions on Online SchoolingFeb 23, 2017
We explore some of the key questions about research on online schooling.
Research Agenda on School Choice, Part 3: Questions on Private SchoolsFeb 16, 2017
We explore some of the key questions about research on private school choice programs.
Research Agenda on School Choice, Part 2: Questions on Charter SchoolsFeb 08, 2017
We explore some of the key questions about research on the effectiveness of charter schools.
A Research Agenda on School Choice for the New Administration, Part 1Feb 02, 2017
With school choice identified as a major focus of the Trump administration, a new series will explore the questions that could be addressed to assess the impact of school choice programs on students and to help inform policy decisions.
Beyond Test Scores: Improving Research Evidence on EducationMay 11, 2016
The central question in education policy—How well are schools preparing students for their futures?—cannot be answered by looking at test scores alone.