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National Center for Special Education Research

The National Center for Special Education Research (NCSER), one of the four Centers within the Institute of Education Sciences, supports rigorous research on infants, toddlers, children, and youth with and at risk for disabilities through advancing the understanding of and practices for teaching, learning, and organizing education systems. NCSER supports such research through its research grants program to identify existing practices, programs, or policies that may be associated with student outcomes; develop new, or modify existing, interventions; evaluate the efficacy and effectiveness of fully developed interventions; and develop and validate measures and assessments. https://ies.ed.gov/ncser/ See also: Educational Research , Education Policy , K-12 Education , Non-Harvard Affiliated

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The Future of Education Research at IES: Advancing an Equity-Oriented Science

In 2002 Congress passed the Education Sciences Reform Act of 2002 (ESRA), authorizing the creation of the Institute of Education Sciences (IES) as the research, evaluation, statistics, and assessment arm of the Department of Education, and crystallizing the federal government's commitment to providing national leadership in expanding fundamental knowledge and understanding of education from early childhood through postsecondary study. IES shares information on the condition and progress of education in the United States, including early childhood education and special education; educational practices that support learning and improve academic achievement and access to educational opportunities for all students; and the effectiveness of federal and other education programs.

In response to a request from the Institute of Education Sciences, this report provides guidance on the future of education research at the National Center for Education Research and the National Center for Special Education Research, two centers directed by IES. This report identifies critical problems and issues, new methods and approaches, and new and different kinds of research training investments.

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Nathan Jones to Lead National Center for Special Education Research

By Hariri Institute Staff

Nathan Jones , a Hariri Faculty Affiliate and Associate Professor of Special Education and Educational Policy at Boston University Wheelock College of Education & Human Development, has been appointed to lead the Institute of Education Sciences’ (IES) National Center for Special Education Research (NCSER) . Jones’s term as commissioner of NCSER began August 28, 2023.

Jones joins NCSER at a critical and exciting time for IES, the US Department of Education’s independent research and evaluation arm. In 2022, IES marked its 20th anniversary advancing the education sciences and improving outcomes.

“I look forward to the fresh perspective Nate will provide to NCSER,” IES director Mark Schneider said. Schneider added, “His expertise in computer and data sciences is particularly valuable for our work at a time when we are seeing rapid developments in technology and an escalating need for cutting edge research with or at risk for disabilities.”

Jones is a leading expert in the intersection of education policy and classroom teaching, particularly in special education. He is affiliated with the Wheelock Educational Policy Center , and his research has been supported through grants from the National Science Foundation, the Institute for Education Sciences, the William T. Grant Foundation, and the Spencer Foundation. His research has appeared in leading journals in special education, education policy, and measurement, including the Journal of Human Resources , Educational Evaluation and Policy Analysis , and Educational Researcher .

In 2022, Jones served as a committee member for the National Academies of Sciences, Engineering, and Medicine report, The Future of Education Research at IES: Advancing an Equity-Oriented Science . Jones is also a founding member of the BU Faculty of Computing & Data Sciences. He earned a BA from Northwestern University and a PhD in education policy and special education from Michigan State University. He began his career as a middle school special education teacher.

Why Special Education Research Is So Important Now

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Joan Mclaughlin, commissioner of the National Center on Special Education Research, has witnessed many changes and worked through some difficult times in her 13 years with the Education Department’s research agency.

Mclaughlin, who is retiring this month, said she has relished broadening the study of “under-researched areas,” such as better growth measures of achievement for students with disabilities; training and coaching for teachers to use data on students with disabilities; and literacy interventions for students who are deaf and hard-of-hearing—a group that prior studies show graduates high school reading only at a 4th-grade level , on average.

In an email interview with Education Week, Mclaughlin looks back on how the federal approach to special education research has changed, particularly during the pandemic. (The interview has been edited for length and clarity.)

Can you talk about how the federal approach to special education research has changed?

Much of what we have accomplished is the result of setting high standards, providing resources to support applicants and grantees, and building the capacity of the field through training early career scholars as well as established researchers.

The What Works Clearinghouse and Standards for Excellence in Education Research provide standards for rigorous research and these standards have continued to evolve based on developments in the field. In my time at IES, we also have evolved in the way we think about furthering the use of research. When I came on board, we relied on the What Works Clearinghouse alone to provide evidence to the field. Now we make sure that our grants have dissemination plans that include user-friendly ways of disseminating the results of research to practitioners.

How have you expanded research capacity and the pipeline for special education researchers?

One of the areas I am proudest of is the work that we have done to expand research capacity. Under former Commissioner Debbie Speece, we started the Early Career Development and Mentoring program. This is for scholars within a few years of their doctoral or postdoctoral training. The research that has resulted from this competition has been awesome, and focused on critical issues of practice such as understanding special education teacher burnout and working conditions, improving reading and STEM instruction for students with intellectual and developmental disabilities, reducing challenging behavior, and supporting parents of children with autism.

What do you think are the most urgent priorities for young children with special education needs?

The pandemic has overloaded all of our systems and there are urgent needs to get student identification and service provision back on track. We have heard from the field—through our researchers who partner with schools and teachers every day, from our colleagues across the Department of Education, and from parents and families directly—about the depth and breadth of challenges brought on by the pandemic now facing students, and the families and educators that support them. It is a tremendous challenge, and NCSER is addressing this, in part, by funding research specifically targeting COVID recovery efforts. For example, one study directly addresses the need in one state—Illinois—to reduce the time for toddlers to be assessed for autism spectrum disorders. This kind of research is critical to helping us find creative ways to recover from the pandemic losses.

How are you seeing virtual education evolve for students with special education needs?

There is a lot of work going on in this area. For example, we funded a project that is studying the potential of the virtual environment to address the emotional and behavioral needs of students with or at risk for disabilities as they navigate their transition back to school after COVID school closures.

What are the most urgent research needs in special education now?

The research needs are great and while NCSER has had some amazing success stories, there is much to be done. I recently had the opportunity to give the 2022 Meyen Lecture at the University of Kansas , which I ended with what I called areas of opportunity for early intervention and special education:

• Addressing DEIA (diversity, equity, inclusion, and accessibility) challenges is part of NCSER’s DNA. We have been thinking about DEIA in terms of broadening the types of institutions that apply for and receive our grants (including minority-serving institutions); increasing the diversity of participants in training grants and individuals on research teams; encouraging greater representation of individuals on research teams that have similar backgrounds to the participants in the study; working with the Office of Science to support their efforts to increase the diversity of peer reviewers [and other goals].
• We need more research on educators and school-based service providers. Areas that are in particular need of research include training for teachers and school-based service providers on how to support the academic, behavioral, and mental health needs of students and strategies to reduce burnout, improve working conditions, and promote retention.
• Postsecondary enrollment rates doubled for students with disabilities between the 1990s and 2000s, yet completion rates for these students are far lower than their peers without disabilities. We need research to help us understand the issues of access, participation, and successful completion of college.
• We need more research on the system itself—to better understand the contexts, structures, and processes that impact instruction and outcomes for students with disabilities.
• We need better and more timely data and information on special education financing. In particular, we need research that explores the services offered through students’ IEPs and 504 plans, their costs, and their impacts on student outcomes, as well as how these things differ by disability category, race and ethnicity, and socioeconomic status.
• We need research to improve assessments and measures for learners with disabilities. Specifically, we need new measures or to adapt and validate existing measures for learners with disabilities for a variety of contexts.

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New center aims to help people with an intellectual disability get college degrees in Minnesota

Updated: April 4, 10:40 a.m. | Posted: April 3, 4 a.m.

In 2018, Jean Hauff knew she wanted to pursue a career in mass media and that would require college studies.

Her top criteria in a college search: far enough from her Twin Cities home, on-campus housing, employment opportunities, and a 3- or 4-year program with support services for students with an intellectual disability. 

“I wanted to be able to take classes like other college students,” said Hauff, who has Down syndrome. 

But no Minnesota school met her criteria. Only four Minnesota colleges offer higher education programs for students with an intellectual disability — but none of those offer certificates specific to her interest area, journalism.

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“I’ve been an advocate for inclusive education since Jean was born,” said Mary Hauff, Jean’s mother. “And she’s been included all the way through high school in general education, along with her classmates with and without disabilities and so we were looking for that to be part of her college experience.”

As a result, in 2019, Mary Hauff and other parents of people with an intellectual disability formed the Minnesota Inclusive Higher Education Consortium. The group united a broad coalition of disability advocates and successfully lobbied state officials for support for students like Jean.

In 2023, the Minnesota Legislature allocated $2 million over two years for inclusive higher education , defined as equal access to higher education for students with an intellectual disability who need special education services.

Inclusive higher education calls for students with an intellectual disability to have “the same rights, privileges, experiences and outcomes” as nondisabled students, for an experience “resulting in a meaningful credential.” That means access to the same fields of study, degree programs, housing options and campus activities.

Most of that money will go to colleges to fund new ways to boost enrollment for students with an intellectual disability. Some of the money — $500,000 — funds a technical assistance center operated by the consortium out of the University of Minnesota .

Julia Page is the former public policy director for The Arc Minnesota, an advocacy organization for people with intellectual and developmental disabilities. She helped push for the bill’s passage. 

“It’s definitely more of a long-term investment, so knowing that we’re not going to immediately see all those benefits, but I cannot wait to see how it grows year after year in our progress for inclusion in higher ed,” Page said. 

‘I finally get to go to school and get to be accepted’

There are nearly 200 colleges and universities in Minnesota. But of the four institutions with specific programs for students with an intellectual disability, only three are designated as Comprehensive and Postsecondary Transition Programs by the U.S. Department of Education. That status allows students with an intellectual disability to access federal financial aid.

Those schools have a combined enrollment capacity of 90 spots, according to a 2023 report by the Minnesota Office of Higher Education .

Intellectual disability “starts any time before a child turns 18 and is characterized by problems with both intellectual functioning or intelligence — which includes the ability to learn, reason, problem-solve and other skills — and adaptive behavior, which includes everyday social and life skills,” according to the Institute on Community Integration.

Studies show students with an intellectual disability who enroll in college are more than twice as likely to be employed than those who don't . They’re also more likely to have higher wages, live independently and rely less on social services.

Dupree Edwards, 34, said he has intellectual and developmental disabilities. He works at the Institute on Community Integration on a systems change project for the Minnesota Department of Human Services.

Edwards tried attending a technical college several years ago, and quit after feeling he didn’t have the right support.

“I got mad because I felt like they didn’t really know I was capable of doing the work,” he said. “And so I just, you know, gave up on it.” 

He said he is successful when he receives accessible reading materials as well as help with organization and structure. It also helps to have someone slow down the learning material, to help him process information. 

“I kind of have a lot of things going on, and I just want a college director or professor to understand what my pace is,” Edwards said.

Edwards testified on behalf of the legislation investing in inclusive higher education, and said “it was like heaven” hearing the bill had passed. He looks forward to formal studies in performing arts in the future.

“I finally get to go to school and get to be accepted and get the accommodations that I need,” he said. 

Minnesota joins other states investing in inclusive higher education

The Higher Education Opportunity Act of 2008 laid the framework for improving college access across the country for students with an intellectual disability , among other things creating a national technical assistance center and a federal grant program to help colleges and universities increase their offerings.

A growing number of states have invested in inclusive higher education in the last decade. Kentucky passed legislation in 2020 establishing a similar center to Minnesota’s at the University of Kentucky.

The state has since doubled the number of programs from three to six . There are now over 300 postsecondary programs for students with an intellectual disability nationwide .

In Minnesota, the new technical assistance center at the U of M is the home where government, students, school leaders, and other stakeholders in Minnesota can find expertise on best practices on providing postsecondary education for students with an intellectual disability.

The Minnesota Inclusive Higher Education Consortium operates the center out of U of M’s Institute on Community Integration, which lives in a modern building off the U’s campus in Minneapolis.

“We’re in the midst of a workforce shortage, and what better way to address some of that is to help individuals with disabilities who want to go to college, that want to work, to be able to earn those credentials, so that they can help fill some of those employment opportunities that are out there and help the business and ultimately the state economy,” said Mary Hauff, who is now the director of the consortium.

The technical assistance center is informed by an advisory committee where 50 percent of members are students with an intellectual disability. 

In May, Minnesota colleges will be able to apply for money to make higher education more accessible. They can receive up to $200,000 per year for four years.

The Minnesota Inclusive Higher Education Consortium is holding sessions to prepare colleges and universities to apply for the state grants , as well as the federal designation for financial aid.

Grants can go towards any qualifying public or private institution to develop or improve their capacity to enroll and support students with an intellectual disability, according to the Minnesota Office of Higher Education .

For many students, it’s long overdue. 

Because there were no suitable options in Minnesota, Jean Hauff had ended up choosing Duquesne University in Pennsylvania, which was piloting a program offering four-year certificates for people with an intellectual disability.

She enjoyed her experience on campus but after her first two years, the university decided to pivot and focus only on students in the Pittsburgh area. She took a gap year, building experience with internships and a public policy class, before landed at Augustana University in South Dakota. The credits did not transfer, however — she’s back at square one.

“Some people do not believe individuals with an intellectual disability can learn or go to college. Some people believe students with an intellectual disability are going to be a problem in a class or on campus. They are wrong,” Jean said.

“College is possible. Students with an intellectual disability are ready and want to go to college. They can contribute to the campus community and pursue a career of their choice.”

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What are you looking for?

Suggested search, center for applied research in education.

The CESR Center for Applied Research in Education (CARE), established in 2022 by Marshall Garland, Amie Rapaport, and Anna Saavedra, is housed in the Dornsife Center for Economic and Social Research at the University of Southern California. CARE researchers conduct research and evaluations designed to increase understanding of how educational policies affect students, teachers, and schools, and whether interventions are effective, for whom, and under what conditions. We also oversee the education module of the Understanding America Study, a nationally representative survey panel of more than 15,000 households. Our partners include educators, school districts, state education agencies, foundations, and collaborating research organizations. Our work receives funding support from many public and private organizations including but not limited to the Bill and Melinda Gates Foundation, Hewlett Foundation, Lucas Education Research, the National Science Foundation, the One8 Foundation, and the United States Department of Education.

Marshall Garland

Marshall Garland, MA , is a Research Scientist and Co-Director of the USC Center for Applied Research in Education (CARE). Most of his work is focused on using large-scale educational data systems to evaluate education interventions, with a focus on causal inference in observational and experimental settings. More narrowly, he is interested in understanding the factors that inhibit or improve students’ successful transition from high school and into college and the workforce; his work in this area was recognized by the American Educational Research Association. Recently, his work has investigated the ongoing effects of the COVID-19 pandemic on students and families, the impact of whole-school reform models on students’ academic performance and attendance, the effect of out-of-school time programs on children’s academic and social-emotional well-being, and the correlates of American voters’ support for political violence and other manifestations of toxic partisanship. Marshall is ABD in Political Science from Texas Tech University. Prior to arriving at CESR, he was a senior research scientist at Gibson Consulting Group, in Austin, Texas, and a program evaluator at Austin Independent School District. Access his CV here .

Amie Rapaport

Dr. Amie Rapaport , a Research Scientist and CARE Co-Director, has spent the last 15 years helping school districts, state education agencies, foundations, and other organizations answer their own pressing research and policy-relevant questions. These projects have spanned various content areas, including project-based learning, STEM education, civics education, and educator professional development, among others. She leads teams of researchers on the design, implementation, and execution of both small and large experimental and non-experimental studies, including randomized controlled trials, quasi-experimental design studies, descriptive studies and case studies. When designing research studies, she prioritizes the inclusion of both qualitative and quantitative research methods to produce a more complete understanding of a program’s implementation and impact – addressing not only to what extent an initiative or program is effective, but why, how, and for whom? Amie also specializes in supporting organizations with the collection of high-quality, representative survey data that measures climate, stakeholder attitudes, and/or opinions (e.g., in the community, among parents, among school district employees). She also co-leads the Understanding America Study’s education-focused survey content. Amie earned her PhD in Social and Personality Psychology from New York University with a concentration in Quantitative Psychology. Access her CV here .

Anna Saavedra

Dr. Anna Rosefsky Saavedra , a Research Scientist and USC Center for Applied Research in Education (CARE) Co-Director, is an applied education researcher with specialization in the areas of teaching and learning and civics education. She is also the Director of Research for the USC EdPolicy Hub based at the USC Rossier School of Education. Dr. Saavedra co-leads the education module of the Understanding America Study (UAS), a nationally representative panel study of parents’ perceptions and reports on their children’s educational experiences. Between 2015-21, Dr. Saavedra was Principal Investigator (PI) of a five-district, mixed-methods, randomized controlled trial efficacy study of the implementation and impact of a project-based learning approach to teaching AP U.S. Government and AP Environmental Science. Based on study results, the College Board is changing Advance Placement courses and corresponding exams to make them more project-based. Prior to her research career, Dr. Saavedra managed educational programs and partnerships for an educational travel company and taught high school world history. Her education master’s and doctorate are from the Harvard Graduate School of Education. Access her CV here .

Daniel Silver

Dr. Dan Silver is a Research Scientist at the USC Center for Applied Research in Education. He contributes to Understanding America Study national survey research about the educational experiences of teachers, school leaders, and families and currently co-writes the Evidence Project biweekly newsletter. Dan has also designed and carried out mixed-methods studies to analyze teachers’ curriculum use. His academic work has been published in education journals such as Review of Educational Research, AERA Open, and Educational Researcher, and his policy- and practitioner-oriented writing has appeared in outlets including the Brookings Brown Center Blog, The 74 Million, and Time. He completed his PhD in Urban Education Policy in 2022 at the USC Rossier School of Education. He also earned his MS in Applied Economics and Econometrics from USC in 2021. Access his CV here .

Jessica Lozano

Administrator

Jessica is CARE’s administrator. She has extensive experience managing complex research, evaluation, and survey projects and grants for a variety of federal and international sponsors. She serves as a point of contact for researchers to ensure assignments remain in synergy, communicating to keep projects aligned with their goals. Jessica performs quality control by adjusting schedules and targets as project needs and/or financing change. Before joining USC, she worked at the University of California, Los Angeles as a financial analyst in several departments. In that capacity, she was responsible for analyzing data, and preparing reports and projections based on results. Jessica earned her BA in Criminal Justice.

Examples of Our Work

CARE research spans various content areas, including topics such as student-centered curriculum and instruction, civics education, K-12 children’s educational experiences during and after COVID, the impact of pandemic-induced school disruptions on English language learners, and the impact of whole-school reform models on student outcomes. Below we provide some examples of our work.

CARE researchers, along with partners at Penn State University and Gibson Consulting Group, used a randomized controlled trial to evaluate the Knowledge in Action (KIA) project-based learning (PBL) approach to Advanced Placement (AP). The study found that KIA students outperformed non-KIA students on AP exams, including within subgroups. Though the shift to PBL required considerable pedagogical changes, teachers and students perceived benefits beyond AP performance, and the majority of teachers planned to continue using PBL after the study. The pattern of results was consistent for two years and in two courses, AP U.S. Government and AP Environmental Science. Results support teacher-driven adoption of KIA for students from both lower- and higher-income households, and in both courses. (From Saavedra et al, 2021 )

In partnership with the Stanford History Education Group (SHEG) and Gibson Consulting Group , CARE researchers administered an assessment to more than 3,000 students in 16 districts across the country. Districts varied by region, urbanicity, size and demographic composition to create a sample approximating the demographic profile of high school students across the United States. The SHEG-developed assessment gauged students’ ability to evaluate digital sources on the open internet. Nearly all students floundered. Ninety percent received no credit on four of six tasks. These results informed SHEG’s development of curriculum designed to teach U.S. students how to be critical consumers of online information.

Journal article and reports:

• Students’ Civic Online Reasoning: A National Portrait (Educational Researcher)
• Students’ Civic Online Reasoning: A National Portrait (SSRN)

In partnership with NORC at the University of Chicago the purpose of this study is to learn how to improve equity-focused civics education. Funded by the Institute of Education Sciences’ Education Research Grants program, this randomized controlled trial study seeks to provide rigorous evidence of the impact of the Generation Citizen (GC) “action civics” curriculum on students’ critical thinking, civic knowledge, engagement, and behavior (i.e., 2022 midterm voting), and engagement with learning. Working in partnership with two diverse, large, urban school districts in the US, our study evaluates implementation, cost effectiveness, and impact. Results will inform educators’ and policymakers’ decisions regarding whether and how to implement civic education.

In partnership with the Street Law Inc., the purpose of this study was to evaluate the implementation of Street Law’s “Rule of Law” curriculum, lessons, materials and professional learning program in one east-coast school district as well as among teachers from various other nearby districts. Funded by the Annenberg foundation, our evaluation examined changes in students’ understanding of the concept of “Rule of Law” gained through Street Law’s “Rule of Law” curriculum, as well as participating teachers’ experiences and perceptions of student engagement. Results are informing continued program development, associated professional development, and may lead to a subsequent impact study. Read more about this study here.

As a result of the COVID-19 pandemic, students across Texas had limited and disrupted access to typical educational contexts and services during the 2020-21 school year. Changes to remote or hybrid instruction raise risks for student progress and learning, especially for English learner students, who need extensive opportunities to practice speaking and hearing English to develop English oral language proficiency as well as literacy skills. In partnership with American Institutes for Research , Gibson Consulting Group , and the Texas Education Agency (TEA) as part of the Southwest Regional Education Laboratory, we found that rates of reclassification from an English learner student to an English proficient student declined between 2017/18 and 2020/21, and trends in the characteristics of reclassified students changed. Of students reclassified to English Proficient during that period, fewer were a) enrolled in major urban areas, b) eligible for the National School Lunch Program, c) coming from homes where Spanish is the first language, and d) identified as Hispanic. In other words, students being reclassified as English Proficient were more likely to come from non-urban areas, be from higher income households, speak languages other than Spanish, and not be Hispanic but be from another race/ethnicity. Regarding English proficiency, we found that English learner students in elementary grades in 2020/21 earned meaningfully lower scores on the listening, speaking, and reading domains of the Texas English Language Proficiency Assessment than similar students earned before the pandemic, particularly in speaking. The findings for secondary grades were mixed; middle school students earned lower scores in listening, and high school students earned higher scores in speaking. Leaders at the Texas Education Agency and Texas school districts could consider focusing recovery resources on elementary schools and to some degree on middle schools and identifying and supporting evidence-based strategies to cultivate proficiency. The Texas Education Agency may consider studying the effect of program models on language proficiency and the relationship between reclassification, shifting English proficiency levels, and changing reclassification standards. Read more about this study here .

Beginning with the 2017-18 school year, the Texas Education Agency (TEA) established grant programs to provide financial support to Title I schools. The purpose of the grants is to design and implement strategic school improvements. One whole-school improvement model, “School Restart,” requires schools to develop a new academic program and replace school leadership and instructional staff. This study, in partnership with American Institutes for Research, Gibson Consulting Group, and TEA as part of the Southwest Regional Education Laboratory, is conducting an evaluation of the effects of school restart on student, teacher, and principal outcomes. The study will provide evidence on whether school restart improved student and educator outcomes, and whether the characteristics of students and staff changed after implementation. Read more about this study here .

Funded by The Cullen Foundation, the purpose of this study is to evaluate the implementation and effectiveness of the Buffalo Urban Teaching Fellows (BUTF) residency educator preparation program. In partnership with four local colleges and TNTP, The Cullen Foundation is providing residency stipends (up to $15,000 in tuition assistance per resident) for aspiring teachers to learn through paid positions in schools while they pursue educator certification and transition to a teaching career. Our study will examine the extent to which the BUTF program successfully recruits local teachers to earn credentials and teach in local Buffalo schools, and whether the preparation received through the residency model is successful in preparing teachers for the classroom.

The purpose of this study was to describe the teaching and learning of high school students in two New Tech Network (NTN) high schools, contextualized within the most recent literature on project-based learning (PBL) and workforce-aligned skills. Both schools use a whole-school project-based learning model. One is mature, currently in their 13th year of operation, and a small magnet school. The other, new in its second operational year at the time of the study, is a large comprehensive high school. Our case study research approach included interviews, focus groups, observations, document review, and surveys to understand common successes, challenges, areas for improvement and opportunities for sharing successes. Emerging themes included broad consensus supporting PBL’s benefits for students, teachers’ need for more and different professional learning supports and materials, and the facilitative nature of the whole-school approach, among others.

Since 2014, the University of Southern California Dornsife Center for Economic and Social Research has administered the Understanding America Study (UAS) . The UAS is a longitudinal, national probability-based panel of approximately 13,000 U.S. residents, collecting information at multiple time points each year on economic, attitudinal, health, political, and other measures. CARE researchers pose questions at regular intervals to the over 2,000 panel households with at least one child in grades K-12 asking about children’s educational experiences, and to the full sample about attitudes and opinions around public education more generally.

Journal articles

• Disparities in Educational Access in the Time of COVID: Evidence From a Nationally Representative Panel of American Families (AERA Open)
• The Impact of a Messaging Intervention on Parents’ School Hesitancy During COVID-19 (Educational Researcher)
• Silver, D., Polikoff, M., Saavedra, A., Garland, M., Haderlein, S., & Rapaport, A. (2022). The Subjective Value of Postsecondary Education in the Time of COVID: Evidence from a Nationally Representative Panel. Peabody Journal of Education . 97 (3), 344-368.
• The Kids Are All Right? What Parents Really Think About How COVID Affected Children (USC EdPolicy HUB, December 2023)
• A House Divided? What Americans Really Think About Controversial Topics in School (USC Dornsife CESR / USC Rossier, October 2022)

Example policy impact

• Letter from U.S. senators to McConnell and Schumer

Presentations

• April 2021 AERA symposium slides
• June 2021 NSF DRK-2 Plenary Speaker slides

Electronic articles

• Support for Teaching Gender Identity in School Is Split, Even Among Democrats (New York Times)
• Survey finds bipartisan support for public schools (Forbes)
• Teachers and students wary about discussing gender identity, study finds (USA Today)
• Survey: Teens Divided on Teaching Race, Gender Identity — Like Their Parents (The 74)
• Support for Teaching Gender Identity in School Is Split, Even Among Democrats (Yahoo News)
• Should Kids Learn about LGBTQ Issues at School? (Chalkbeat)
• Deep political divide around race, LGBTQ+ topics in schools, new USC study finds (EdSource)
• How Americans really feel about the teaching of controversial topics in schools (USC Today)
• Many families don’t know how much the pandemic harmed their child’s learning; that’s a problem (EdSource)
• Two Percent of U.S. Children Receive High Quality Tutoring, Despite Billions Funneled into School Systems (Evidence Base)
• National Survey Findings Shed Light on Dimensions of Teen Mental Health Concerns (Evidence Base)
• Lines Have Been Drawn, A Loud Minority Has Been Heard, Now What? (Harvard Usable Knowledge )
• Opinion: How most Americans don’t believe young kids should read or learn LGBTQ themes (The Hechinger Report)
• ‘Channeling the Mama Bear’: How Covid Closures Became Today’s Curriculum Wars (New York Times)
• Most Americans Think Parents Should Be Able to Opt Their Kids Out of Learning Things They Disagree With. That’s Terrifying (Time Magazine)
• Must we battle over civics education? (Fordham Institute)
• Americans broadly support teaching about (most) controversial topics in the classroom (Brown Center Chalkboard)
• Deep Partisan Divide Over LGBTQ+ Content in Schools (Yahoo News)
• Americans divided on LGBTQ representation in high school curriculum (The Hill)
• Parents want high schoolers to learn both sides of controversial issues (Spectrum News)
• Low parent interest in COVID-recovery interventions should worry educators and policymakers alike (Brookings Brown Center Chalkboard)
• Both supply and demand for COVID-Related academic and social Interventions are insufficient to address the negative effects of the pandemic (Urban Institute)
• Support for Mask and Vaccine Policies in Schools Falls along Racial and Political Lines (Urban Institute)
• Are fiery school-board meetings representative of all parents? (Brookings Brown Center Chalkboard)
• With Students Back in School, Latest Data Finds Parental Support for State Testing Rebounding (74million)
• Concerns about child well-being during the 2020-21 school year were greatest among parents of remote learners (Brookings Brown Center Chalkboard)
• Tutoring, Summer School, Pods — Survey Finds Parents Aren’t So Thrilled About Most K-12 COVID Recovery Solutions on the Table (74million)
• Why some parents are sticking with remote learning—even as schools reopen (Brookings Brown Center Chalkboard)
• Almost everyone is concerned about K-12 students’ academic progress (Brookings Brown Center Chalkboard)
• For Schools To Open in Spring 2021, Teachers and Students Need to Mask Up (Education Next)
• Evidence of COVID-19’s Impact on K-12 Education Points to Critical Areas of Intervention (Evidence Base)
• Surveys show things are better for students than they were in the spring—or do they? (Brookings Brown Center Chalkboard)
• Matching supports to student needs: Survey results highlight where schools, policymakers can help (Evidence Project CRPE)
• Getting Testy about Testing — K-12 Parents Support Canceling Standardized Testing this Spring. That Might Not Be a Good Idea (74million)
• OPINION: The truth about returning to school? There’s no easy answer (Hechinger Report)
• Parents’ Perspectives on the Effects of COVID-19 on K-12 Education, April-July 2020 (Evidence Base)
• The Families Talking—and not Talking—with Children About Racism (FutureEd)
• Beyond Policing, We Also Must Address Black-White Educational Disparities (Medium)
• Students without computers are having a rougher time with the new normal. damircudic/Getty Images Not all kids have computers – and they’re being left behind with schools closed by the coronavirus (The Conversation)

In partnership with Gibson Consulting Group, Inc. and the Office of Child Development (OCD) at the University of Pittsburg, our team is examining the implementation and impact of PPS’ summer learning program. Through site visits to summer programs, conversations with participating staff, and student surveys, our qualitative research activities will examine how BOOST is implemented, what experiences students have, and how well BOOST programming is meeting identified students’ needs. We will identify strengths of summer BOOST programming and look for areas to improve or strengthen potential areas of weakness. With longitudinal student administrative data, our quantitative research activities will seek to answer whether, and to what extent, participation is associated with improved reading and math performance on standardized, interim benchmark assessments. Quantitative analyses will also examine whether impacts vary by BOOST location, and whether program effects are related to program dosage, measured by the frequency of BOOST summer attendance. Our team will integrate the qualitative and quantitive findings to provide a more holistic understanding of student experiences and outcomes associated with BOOST participation.

In partnership with the University of Virginia’s Weldon Cooper Center for Public Service, our team evaluated the state of Virginia’s Governor’s STEM Academies, a collection of more than 20 programs designed to increase students’ access to STEM curriculum and, ultimately, careers. In this study, our activities included using novel data extraction techniques to transform academies’ original application documents into manipulable and analyzable data. The research team combined these data with current administrative records from Virginia’s state longitudinal data system to investigate how academies’ course and credential offerings have evolved to meet the demands of Virginia’s employers, and the academic and career interests of students.

Center for Reinventing Public Education: In support of researchers at the Center for Reinventing Public Education at Arizona State University, CARE researchers create a biweekly newsletter aimed at synthesizing key developments in pandemic learning recovery and student wellbeing for non-academic audiences. In addition, CARE researchers have compiled and contributed to consensus reports on key issues in education. Intended for policy and practitioner audiences, these reports review and compile research findings in an area of particular policy relevance

Example report: Beyond test scores: Broader academic consequences of the Covid-19 pandemic on American students

General press including the Economist, LA Times, New York Times, and Washington Post, as well as education trade journals including Chalkbeat, EdWeek, and EdSource — and many other sources — have cited CARE’s work.

• Project-based learning confronts students with uncertainty. Finally. (Washington Post, Jay Mathews, April 3, 2021)
• Reinventing AP Courses With Rigorous Project-Based Learning (Edutopia video, February 2021, 100k+ views)
• You can’t believe everything you read online. Many students don’t seem to know that. (Washington Post, November 2019)
• High school students are unprepared to judge the credibility of information on the internet, according to Stanford researchers (Stanford News, November 2019)
• “Deep Fakes” pose threat in identifying online information. (MSNBC video, December 2019)
• Poll finds sharp partisan divides over teaching LGBTQ issues (Washington Post, October 2022)
• Republicans and Democrats Agree: High Schools Should Teach ‘Controversial’ Issues (EducationWeek, October 2022)
• Half of Americans Know Little About CRT, What’s Actually Taught in Schools (The 74 Million, October 2022)
• “Critical race theory” is being weaponised. What’s the fuss about? (The Economist, July 2022)
• The Bogus Claim That School Closures Will Doom Democrats (New Republic, January 2022)
• Some families of color remain wary of returning to classrooms as new school year begins (Washington Post, Donna St. George, September 2021)
• Back to school with the threat of the delta variant — some parents once again call for remote learning (Marketwatch, September 2021)
• America’s history wars (Economist, July 2021)
• More students of color are expected to return for in-person classes in the fall but reluctance lingers (Washington Post, Donna St. George, September 2021)
• More non-white than white parents prefer remote learning for their children (Economist, March 2021)
• Parents struggle with a new dilemma: Is it safe to send kids back to school? (LA Times, March 2021)
• California high school opened two months ago without outbreaks (LA Times, March 2021)
• California parents continue to disagree on return to school as Covid-19 cases decline (EdSource, March 2021)
• Rhode Island Kept Its Schools Open. This Is What Happened. (New York Times Magazine, February 2021)
• Schools in more affluent areas move faster to reopen than those in low-income communities (Los Angeles Times, February 2021)
• What’s at Stake in the Fight Over Reopening Schools (New Yorker, February 2021)
• Why reopening schools in minority neighbourhoods is hard (Economist, January 2021)
• Polls show most — though not all — parents are getting the type of instruction they want for their kids (Chalkbeat, January 2021)
• Parent Racial, Income Divides Seen on School Reopening Preferences (EdWeek exclusive, July 2020)
• Some parents concerned their children won’t be ready for next year (EdWeek exclusive, April 2020)

We collaborate closely with professors and students from the USC Rossier School of Education as well as researchers nationwide. Foundations and federal sources have financially supported our work.

Read our research on: Gun Policy | International Conflict | Election 2024

Regions & Countries

What’s it like to be a teacher in america today, public k-12 teachers are stressed about their jobs and few are optimistic about the future of education; many say poverty, absenteeism and mental health are major problems at their school.

Pew Research Center conducted this study to better understand the views and experiences of public K-12 school teachers. The analysis in this report is based on an online survey of 2,531 U.S. public K-12 teachers conducted from Oct. 17 to Nov. 14, 2023. The teachers surveyed are members of RAND’s American Teacher Panel, a nationally representative panel of public K-12 school teachers recruited through MDR Education. Survey data is weighted to state and national teacher characteristics to account for differences in sampling and response to ensure they are representative of the target population.

Here are the questions used for this report , along with responses, and the survey methodology .

Low-poverty , medium-poverty and high-poverty schools are based on the percentage of students eligible for free and reduced-price lunch, as reported by the National Center for Education Statistics (less than 40%, 40%-59% and 60% or more, respectively).

Secondary schools include both middle schools and high schools.

All references to party affiliation include those who lean toward that party. Republicans include those who identify as Republicans and those who say they lean toward the Republican Party. Democrats include those who identify as Democrats and those who say they lean toward the Democratic Party.

Public K-12 schools in the United States face a host of challenges these days – from teacher shortages to the lingering effects of COVID-19 learning loss to political battles over curriculum .

In the midst of all this, teachers express low levels of satisfaction with their jobs. In fact, they’re much less satisfied than U.S. workers overall.

Here’s how public K-12 teachers are feeling about their jobs:

• 77% say their job is frequently stressful.
• 68% say it’s overwhelming.
• 70% say their school is understaffed.
• 52% say they would not advise a young person starting out today to become a teacher.

When it comes to how their students are doing in school, teachers are relatively downbeat about both academic performance and behavior.

Here’s how public K-12 teachers rate academic performance and behavior at their school:

• 48% say the academic performance of most students at their school is fair or poor. A third say it’s good, and only 17% describe it as excellent or very good.
• 49% say the behavior of most students at their school is fair or poor; 35% say it’s good and 13% say it’s excellent or very good.

The COVID-19 pandemic likely compounded these issues. About eight-in-ten teachers (among those who have been teaching for at least a year) say the lasting impact of the pandemic on students’ behavior, academic performance and emotional well-being has been very or somewhat negative.

Assessments of student performance and behavior differ widely by school poverty level. 1 Teachers in high-poverty schools have a much more negative outlook. But feelings of stress and dissatisfaction among teachers are fairly universal, regardless of where they teach.

Related: What Public K-12 Teachers Want Americans To Know About Teaching

As they navigate these challenges, teachers don’t feel they’re getting the support or reinforcement they need from parents.

Majorities of teachers say parents are doing too little when it comes to holding their children accountable if they misbehave in school, helping them with their schoolwork and ensuring their attendance.

Teachers in high- and medium-poverty schools are more likely than those in low-poverty schools to say parents are doing too little in each of these areas.

These findings are based on a survey of 2,531 U.S. public K-12 teachers conducted Oct. 17-Nov. 14, 2023, using the RAND American Teacher Panel. 2 The survey looks at the following aspects of teachers’ experiences:

• Teachers’ job satisfaction (Chapter 1)
• How teachers manage their workload (Chapter 2)
• Problems students are facing at public K-12 schools (Chapter 3)
• Challenges in the classroom (Chapter 4)
• Teachers’ views of parent involvement (Chapter 5)
• Teachers’ views on the state of public K-12 education (Chapter 6)

Problems students are facing

We asked teachers about some of the challenges students at their school are facing. Three problems topped the list:

• Poverty (53% say this is a major problem among students who attend their school)
• Chronic absenteeism (49%)
• Anxiety and depression (48%)

Chronic absenteeism (that is, students missing a substantial number of school days) is a particular challenge at high schools, with 61% of high school teachers saying this is a major problem where they teach. By comparison, 46% of middle school teachers and 43% of elementary school teachers say the same.

Anxiety and depression are viewed as a more serious problem at the secondary school level: 69% of high school teachers and 57% of middle school teachers say this is a major problem among their students, compared with 29% of elementary school teachers.

Fewer teachers (20%) view bullying as a major problem at their school, though the share is significantly higher among middle school teachers (34%).

A look inside the classroom

We also asked teachers how things are going in their classroom and specifically about some of the issues that may get in the way of teaching.

• 47% of teachers say students showing little or no interest in learning is a major problem in their classroom. The share rises to 58% among high school teachers.
• 33% say students being distracted by their cellphones is a major problem. This is particularly an issue for high school teachers, with 72% saying this is a major problem.
• About one-in-five teachers say students getting up and walking around when they’re not supposed to and being disrespectful toward them (21% each) are major problems. Teachers in elementary and middle schools are more likely than those in high schools to see these as challenges.

A majority of teachers (68%) say they’ve experienced verbal abuse from a student – such as being yelled at or threatened. Some 21% say this happens at least a few times a month.

Physical violence is less common. Even so, 40% of teachers say a student has been violent toward them , with 9% saying this happens at least a few times a month.

About two-thirds of teachers (66%) say that the current discipline practices at their school are very or somewhat mild. Only 2% say the discipline practices at their school are very or somewhat harsh, while 31% say they are neither harsh nor mild. Most teachers (67%) say teachers themselves don’t have enough influence in determining discipline practices at their school.

Behavioral issues and mental health challenges

In addition to their teaching duties, a majority of teachers (58%) say they have to address behavioral issues in their classroom every day. About three-in-ten teachers (28%) say they have to help students with mental health challenges daily.

In each of these areas, elementary and middle school teachers are more likely than those at the high school level to say they do these things on a daily basis.

And teachers in high-poverty schools are more likely than those in medium- and low-poverty schools to say they deal with these issues each day.

Cellphone policies and enforcement

Most teachers (82%) say their school or district has policies regarding cellphone use in the classroom.

Of those, 56% say these policies are at least somewhat easy to enforce, 30% say they’re difficult to enforce, and 14% say they’re neither easy nor difficult to enforce.

Experiences with cellphone policies vary widely across school levels. High school teachers (60%) are much more likely than middle school (30%) and elementary school teachers (12%) to say the policies are difficult to enforce (among those who say their school or district has a cellphone policy).

How teachers are experiencing their jobs

Thinking about the various aspects of their jobs, teachers are most satisfied with their relationship with other teachers at their school (71% are extremely or very satisfied).

They’re least satisfied with how much they’re paid – only 15% are extremely or very satisfied with their pay, while 51% are not too or not at all satisfied.

Among teachers who don’t plan to retire or stop working this year, 29% say it’s at least somewhat likely they will look for a new job in the 2023-24 school year. Within that group, 40% say they would look for a job outside of education, 29% say they’d seek a non-teaching job in education, and only 18% say they’d look for a teaching job at another public K-12 school.

Do teachers find their work fulfilling and enjoyable?

Overall, 56% of teachers say they find their job to be fulfilling extremely often or often; 53% say their job is enjoyable. These are significantly lower than the shares who say their job is frequently stressful (77%) or overwhelming (68%).

Positive experiences are more common among newer teachers. Two-thirds of those who’ve been teaching less than six years say their work is fulfilling extremely often or often, and 62% of this group says their work is frequently enjoyable.

Teachers with longer tenures are somewhat less likely to feel this way. For example, 48% of those who’ve been teaching for six to 10 years say their work is frequently enjoyable.

Balancing the workload

Most teachers (84%) say there’s not enough time during their regular work hours to do tasks like grading, lesson planning, paperwork and answering work emails.

Among those who feel this way, 81% say simply having too much work is a major reason.

Many also point to having to spend time helping students outside the classroom, performing non-teaching duties like lunch duty, and covering other teachers’ classrooms as at least minor reasons they don’t have enough time to get all their work done.

A majority of teachers (54%) say it’s very or somewhat difficult for them to balance work and their personal life. About one-in-four (26%) say it’s very or somewhat easy for them to balance these things, and 20% say it’s neither easy nor difficult.

Among teachers, women are more likely than men to say work-life balance is difficult for them (57% vs. 43%). Women teachers are also more likely to say they often find their job stressful or overwhelming.

How teachers view the education system

A large majority of teachers (82%) say the overall state of public K-12 education has gotten worse in the past five years.

And very few are optimistic about the next five years: Only 20% of teachers say public K-12 education will be a lot or somewhat better five years from now. A narrow majority (53%) say it will be worse.

Among teachers who think things have gotten worse in recent years, majorities say the current political climate (60%) and the lasting effects of the COVID-19 pandemic (57%) are major reasons. A sizable share (46%) also point to changes in the availability of funding and resources.

Related:  About half of Americans say public K-12 education is going in the wrong direction

Which political party do teachers trust more to deal with educational challenges?

On balance, more teachers say they trust the Democratic Party than say they trust the Republican Party to do a better job handling key issues facing the K-12 education system. But three-in-ten or more across the following issues say they don’t trust either party:

• Shaping school curriculum (42% say they trust neither party)
• Ensuring teachers have adequate pay and benefits (35%)
• Making schools safer (35%)
• Ensuring adequate funding for schools (33%)
• Ensuring all students have equal access to high-quality K-12 education (31%)

A majority of public K-12 teachers (58%) identify or lean toward the Democratic Party. This is higher than the share among the general public (47%).

• Poverty levels are based on the percentage of students in the school who are eligible for free and reduced-price lunch. ↩
• For details, refer to the Methodology section of the report. ↩
• Urban, suburban and rural schools are based on the location of the school as reported by the National Center for Education Statistics (rural includes town). Definitions match those used by the U.S. Census Bureau. ↩

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Report Materials

Table of contents, ‘back to school’ means anytime from late july to after labor day, depending on where in the u.s. you live, among many u.s. children, reading for fun has become less common, federal data shows, most european students learn english in school, for u.s. teens today, summer means more schooling and less leisure time than in the past, about one-in-six u.s. teachers work second jobs – and not just in the summer, most popular.

About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

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The National Endowment for the Arts’ (NEA) Office of Research & Analysis created the National Arts Statistics and Evidence-based Reporting Center (NASERC) in 2022 with the goal of providing the public with frequently updated statistics on the health and vitality of the arts in the United States. As part of this ongoing work, NASERC has created the Arts Indicators Project to track key measures across four domains: artists and other cultural workers, arts participation, arts and cultural assets, and arts and education. Indicators within these domains summarize important developments and trends in the arts by using the latest national statistics, which are updated as new data become available.

Additionally, NASERC produces topical reports, practitioner guides, field scans, and literature reviews to support the work of policy makers, practitioners, researchers, and inform the general public.

For more information on the Arts Indicators Project, view our infographic or learn about these assets in more detail below.  

Explore the latest statistics on the arts across four domains within the NASERC Arts Indicators Framework.

Technical Report

Learn more about the development of the NASERC Arts Indicators Framework through our Technical Report . The process involved a literature review, one-on-one interviews, and dataset mapping—all in consultation with a diverse group of field experts.

Indicator Topics for Future Exploration: The NASERC team aimed to select indicator topics that highlight a wide variety of statistics on the health and vitality of the arts in the United States. Limitations arose for some of these topics, however, based on the availability, quality, and relevance of publicly data sources. Accordingly, topics not yet reflected in the Arts Indicators system include: barriers and motivations affecting arts participation; micro-geographic locations of arts-related industries; public and private funding for the arts; capital expenditures within arts and cultural industries and organizations; and arts education and arts activities of schoolchildren. 

The Arts Indicators Framework will incorporate new data sources and indicator topics as data become available. The NASERC team will continue to monitor the availability of new data sources that may prove useful for developing indicators on any of these topics or on any yet-to-be-identified topics of interest.

Questions? Please contact [email protected] to receive expert support.

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Kansas senators shoot down ‘voodoo math’ public education bill

photo by: Kim Callahan/Journal-World

The Kansas Statehouse in Topeka is pictured on Dec. 20, 2023.

TOPEKA — Kansas senators killed a school finance bill that would have guided state education funding for the next three years, heeding warnings from public schools advocates that the bill’s special education provision could have proven disastrous.

Senate Bill 387 allocated billions for K-12 schools, but also came with a provision that public school advocates warned would “permanently underfund K-12 schools.”

The bill would have overhauled the state’s special education funding formula, using local dollars as part of the calculation. Public education advocates, including the Kansas Association of School Boards and the Kansas National Educators Association, spoke against the proposed formula, calling it one that would mask a lack of state funding for special education. In a joint statement, the groups said the calculation was a “series of accounting gimmicks.”

“That’s not new money,” said Rep. David Younger, a Ulysses Republican, in Thursday opposition to the bill. “That’s money that’s coming in that’s supposed to be there. Counting local option budget money is not new money. That’s local money. And I stand by my claim that this is voodoo math.”

The special education formula currently factors in costs of providing services, costs of regular education and federal aid to determine each district’s state special education aid. The proposed formula would have used factors such as Medicaid and state hospital funding, along with district-level budgets to determine special education aid.

Others warned the state cannot afford to further underfund special education. Money for special education goes toward educational needs for gifted and disabled students in Kansas public schools.

Statute dictates that state funding cover 92% of the extra cost of providing services to K-12 special education students statewide, but the state hasn’t met this requirement since 2011. The state currently covers around 69% of expenditures by local school districts.

Kansas schools are left to shoulder the other costs– a task that has become increasingly difficult as the number of Kansas students utilizing special ed services continues to rise. Approximately 18% of Kansas students used special ed services in the 2022-2023 school year.

Rep. Kristey Williams, an Augusta Republican tasked with crafting education policy, pushed back on these claims. Williams is well-known for promoting private school vouchers, arguing that some children need religion before math.

“It is the responsible answer,” Williams said of SB387. “It is the transparent and accountable answer in the changes that we’ve made, in the accountability that we have included.

In a late night Thursday vote, Senators voted 12-26 against the bill, hours after House lawmakers narrowly passed the bill with a 65-58 vote.

Sen. Chase Blasi, a Wichita Republican, said he couldn’t support the bill due to hometown opposition.

“I cannot support major changes to K-12 finance, while there’s universal opposition back home,” Blasi said.

The Legislature is expected to adjourn after Friday for three weeks, adding a sense of urgency as lawmakers scramble to approve policy before the break. If no new education bill arises by Friday night, lawmakers will adjourn without an education budget blueprint in place.

— Rachel Mipro reports for Kansas Reflector .

State Government

Haskell Board of Regents president files to run for Kansas House seat being vacated by Boog Highberger

KU wins $22 million to build national security research center; FBI director on campus for cybersecurity conference

Kansas lawmakers scuttle a plan for cutting taxes, defying the governor and GOP leaders

Gop lawmakers are using the budget to pressure kansas’ governor on dei and immigration.

A police dog’s death has Kansas poised to increase penalties for killing K-9 officers

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Clinton Presidential Center Presents - Prenatal to 3 State Policy Roadmap with Dr. Cynthia Osborne.

William j. clinton presidential library and museum little rock, ar.

Join us on Wednesday, April 10 at 6 p.m. for a conversation with Dr. Cynthia Osborne, Professor of Early Childhood Education and Policy at Vanderbilt University. She will discuss her research, its implications, and the 2024 Prenatal-to-3 State Policy Roadmap. Osbourne will highlight the findings for Arkansas.

All events listed in the calendar are free unless noted.