This Hanover Report summaries what researchers and advisors observed in their work with hundreds of local, regional, and state education agencies across the country as they responded to the challenges and issues emerging from the pandemic and related school closings.

Growth refers to an increase, expansion, or change over time. This report analyzes statistical models and accountability systems that are considered “growth models” in design and use. The authors’ purpose is to increase alignment between user interpretations and model functions in order for models to best serve their desired purposes.

First 10 Schools and Communities bring together school districts, elementary schools, and early childhood programs to improve the quality and coordination of education and care for young children and their families. This report abstract synthesizes key findings about significant characteristics of effective early childhood programs.

First 10 Schools and Communities bring together school districts, elementary schools, and early childhood programs to improve the quality and coordination of education and care for young children and their families. This comprehensive report synthesizes key findings about significant characteristics of effective early childhood programs.

This analytical report describes two models for value-added modeling for educational evaluation: (1) the Standardized Gain Model (SGM) and (2) the Student Growth Percentile Model (SGPM).

Data from the RAND Corporation’s web-based American Educator Panels (AEP) surveys provide nationally representative evidence on SEL by documenting the percentage of teachers and principals who report setting goals for SEL growth in their classrooms, schools, and districts.

This Hanover Research report is designed to inform member districts’ learning recovery program development related to learning loss associated with the COVID-19 pandemic and related school closures. It is divided into two sections: (1) Section I: Additional Learning Time (with interventions offered during the school day) and (2) Section II: Additional Instructional Programs (after-school, acceleration academies, summer school).

This Wallace Foundation-funded research project analyzes the collective impact and renewed interest in the process of cross-sector collaboration for education. It provides a detailed national overview of this collaborative process, including an examination of local contexts and their ongoing work with networking, collaboration, data analysis, and program development related to the improvement of educational outcomes.

Transforming the Workforce for Children Birth Through Age 8 is a 2015 report from the Institute of Medicine and National Research Council. This summary explores the implications of the science of child development for professionals working with children in this age group.

This report compares several different classroom-level “value-added” modeling efforts applied to the same data structure from two different large school districts. It describes advantages and disadvantages of each, including potential pitfalls in determining classroom teaching effects.