In May 2021, Education Trust, Education Reform Now, and FutureEd published "State Guidance for High-Impact Tutoring" (ED614259) to help states implement successful tutoring programs. This follow-up publication outlines the features of effective and equitable state tutoring initiatives and provides examples of states that show promise in…

The Readiness and Emergency Management for Schools Technical Assistance Center (REMS) has created a list of resources on the role of school nutrition directors in school safety efforts. The list includes the following categories: (1) Food Safety, Food Defense, and Contaminated Food Annexes--Training; (2) Feeding and Food Distribution--Training;…

An effective response to a school, campus, or community emergency requires a thoughtful and coordinated interagency plan to preserve and protect life, as those with both experience and expertise can confirm. Schools and institutions of higher education (IHEs) can prepare for these emergencies by developing an emergency operations plan (EOP).…

The 2020 school shutdowns caused by COVID-19 required schools around the country to reevaluate how to best support student learning upon a student's return to the classroom. Research associated with disaster learning and transitional/integrated programs indicated that reconnecting a student to the classroom following a disruption requires an…

Discrimination against Asians and Asian Americans increased during the COVID-19 pandemic. Yet, even prior to the pandemic, little research explored the experiences of Asian American families of children with autism and other developmental disabilities. This brief report summarizes the results of a survey conducted between May and July 2020, in the…

The purpose of this guidance is to provide information on the maintenance of effort (MOE) requirements under the Elementary and Secondary School Emergency Relief (ESSER) Fund and the Governor's Emergency Education Relief (GEER) Fund. This guidance document includes the following: (1) A chart outlining the main similarities and differences between…

COVID-19 drastically disrupted teaching and learning worldwide and across all educational levels. Technology took on a central role in redefining education under these exceptional circumstances and frequently revealed challenges related to both infrastructure and to teachers' and learners' technological skills and readiness. This study aimed to…

This article considers post-pandemic implications for higher education institutions and explores the steps required to continue with online delivery, where desirable. Strategic considerations are outlined and priorities for development analysed to ensure higher education institutions can align, in a post-pandemic future, with quality assurance…

The COVID-19 pandemic has profoundly impacted education systems worldwide, exacerbating longstanding educational disparities, particularly concerning technology access and utilization. This qualitative study explores amplified technology inequities in rural New Mexico education, capturing students' experiences through the lens of teachers. Using a…

COVID-19 resulted in political backlash, public dissatisfaction, and the need for principals to create spaces to foster communication, implement change, monitor dissatisfaction, and foster wellness. Using the concept of the third space, we explore the dialogic and linguistic spaces K-12 leaders created while navigating this crisis. Employing a…

Tragedies are neither sought nor requested. Unfortunately, they happen and affect all areas of life, especially education. However, they leave lessons that work to face new challenges. This study aims to analyze the transition from classroom classes to distance classes due to an earthquake that hit Mexico City in 2017, damaging its buildings and…

The purpose of this qualitative narrative study was to examine and understand the public high school traditional learning teachers' preparations for a transition to online learning during the COVID-19 pandemic through their lived experiences, stories, and perceptions. The problem is that the pandemic presented significant challenges for public…

During Emergency Remote Teaching and Learning (ERTL) and the closure of schools due to the COVID-19 pandemic, teachers of multilingual students were positioned to adopt varied outreach methods to sustain access to education among multilingual families. Prior to ERTL, instruction in schools was socially situated as having greater institutional…

Congress provided more than $76 billion in total to eligible institutions of higher education (IHEs or institutions) to prevent, prepare for, and respond to the coronavirus pandemic through the Higher Education Emergency Relief Fund (HEERF), including $40 billion through the American Rescue Plan. This report details HEERF spending in calendar year…

We estimate the effects of federal pandemic-relief funding (ESSER III) for K12 schools on district-level student achievement growth in 2023. We rely on student test achievement data from over 5,000 school districts across 30 states. Our novel identification strategy exploits variation in ESSER attributable to its allocation rules and their…