Transformative, Evidence-Based Ideas
Transformative, Evidence-Based Ideas
Christine Pitts is the director of impact and communications at the Center on Reinventing Public Education. She brings over a decade of strategic leadership experience advancing a transformative vision for U.S. education systems and bringing analytic skill to evidence-based policy agendas at all levels of governance. Prior to joining CRPE, Christine led research and evaluation for Portland Public Schools in Oregon and served as Research Scientist and Policy Advisor at NWEA. Her academic research, focusing on accountability, governance, and social networks, can be found in Educational Researcher and Teachers College Record. As a lifelong educator, Christine has served in schools across the country as a classroom teacher and administrator. Christine earned her BS and MAEd at East Carolina University, as well as her PhD at the University of Oregon.
The contrasting trends underscore the pandemic’s wildly variable impact on districts — and the key impact of enrollment on revenue
Even after an additional year to plan and more federal recovery dollars available, districts’ 2022 summer programs are mostly the same as last year.
CRPE partnered with The BARR Foundation to map the New England region’s landscape of learning.
This brief provides a guide for education leaders and policymakers building a path to sustainable and quality virtual learning.
This brief includes one example of how to use the COVID-19 School Data Hub, as well as how it compares to other similar US databases.
Surveys of a national panel of superintendents revealed that many districts are expanding nonacademic services, navigating an immediate staffing crunch and longer-range fiscal uncertainty when federal recovery funds expire, and expanding virtual schools.
We propose six principles to ensure students experience a positive, healthy, and restorative schooling experience this year.
The scramble to reopen schools, keep students safe, and keep them learning hasn’t abated.
Schools around the country are once again scrambling to keep students learning in person against a rising tide of COVID-19 cases.
Schools owe students a chance to gain back the learning opportunities they were denied last year. They cannot afford to squander another year because of tepid leadership and political squabbling.
This paper presents school districts with six principles of summer learning that can guide pandemic recovery and planning for the summer, fall, and beyond.
CRPE’s review of 100 urban and large school districts for summer plans finds that, similar to last year, most summer school plans are vague.
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