Policy Topics

COVID-19

Content type
Showing 1 - 30 of 30 results
News

Musaddiq details driving factors of school enrollment drops

Oct 7, 2021
Ford School postdoctoral fellow Tareena Musaddiq explains findings from a recent Education Policy Initiative working paper about the pandemic's effects on school enrollment and its consequences in The Conversation. Musaddiq writes that the large...
Musaddiq details driving factors of school enrollment drops
News

Weiland explains hurdles for early childhood education

Aug 13, 2021
As the new school year begins, many early childhood educators are wondering what the year will look like. Christina Weiland, associate professor of education and faculty co-director of the Education Policy Initiative, explained to WXYZ the obstacles...
Weiland explains hurdles for early childhood education
News

Education Policy Initiative's report gains more traction

Jul 6, 2021
The Education Policy Initiative's recent report, "Historic Crisis, Historic Opportunity: Using Evidence to Mitigate the Effects of the COVID-19 Crisis on Young Children and Early care and Education Programs," has gained more traction in the media,...
Weiland explains hurdles for early childhood education
News

Dynarski: “The U.S. is reopening many of the wrong schools”

Aug 4, 2020
Ford School professor Sue Dynarski writes in a column for The New York Times that with coronavirus cases spiking in dozens of states, the prospect of anything resembling a normal school year is fading fast. Schools can’t safely reopen if infections...
Susan Dynarski: University Diversity and Social Transformation Professor Lecture
News

Dynarski addresses remote learning inequities

May 20, 2020
“The pandemic has revealed enormous inequalities in homes, in schools, in families. So the technological challenges are large, and they are very much connected to a family's financial resources,” according to Ford School professor Susan Dynarski,...
Susan Dynarski: University Diversity and Social Transformation Professor Lecture
News

The School Year Really Ended in March

May 13, 2020 "The School Year Really Ended in March" article
“Abrupt closings have stalled the learning of millions of students. U.S. education needs a rescue, an economist says, and it won’t be cheap.” (read...
A student attending school virtually
Boston RPP briefs

Professional Development in the Time of COVID-19: Evidence and Insights from Early Educators in the Boston Public Schools

April 7, 2023
|
Christina Weiland, Meghan McCormick, Tiffany Wu, Cullen MacDowell, Paola Guerrero-Rosada, Anne Taylor, Catherine Snow, Jason Sachs
This brief is part of a larger body of research examining the Boston Universal Pre-K (UPK) expansion and the Expanding Children’s Early Learning (ExCEL) P-3 Project focused on sustaining children’s early learning gains. As we navigate the...
Teacher wearing a mask elbow bumping with child wearing a mask
Other reports

Historic Crisis, Historic Opportunity: Using Evidence to Mitigate the Effects of the COVID-19 Crisis on Young Children and Early Care and Education Programs

June 1, 2021
|
Christina Weiland, Erica Greenberg, Daphna Bassok, Anna Markowitz, Paola Guerrero Rosada, Grace Luetmer, Rachel Abenavoli, Celia Gomez, Anna Johnson, Brenda Jones-Harden, Michelle Maier, Meghan McCormick, Pamela Morris, Milagros Nores, Deborah Phillips, Catherine Snow
The COVID-19 crisis has brought unprecedented challenges to the high-quality early care and education (ECE) experiences that are essential for young children to thrive. Throughout the pandemic, early childhood policymakers had to quickly make...
EPI Policy briefs

Effects of COVID-19 on Early Childhood Education Centers

March 1, 2021
|
Christina Weiland, Paola Guerrero Rosada, Anne Taylor, Louisa Penfold, Catherine Snow, Jason Sachs, Meghan McCormick
This brief is part of an ongoing study that is tracking implementation of the Boston Universal Prekindergarten (UPK) expansion, including effects of the COVID-19 crisis on UPK community-based centers. We use administrative and interview data to...
Parent walking two children to school with masks on
Early learning

Mitigating the Impact of COVID-19 on Early Educators and Young Children: Understanding the Issues and Identifying Evidence-based Recovery Responses

March 2021 - June 2021
|
Christina Weiland, Erica Greenberg, Daphna Bassok, Anna Markowitz, Paola Guerrero Rosada, Grace Luetmer, Rachel Abenavoli, Celia Gomez, Anna Johnson, Brenda Jones-Harden, Michelle Maier, Meghan McCormick, Pamela Morris, Milagros Nores, Deborah Phillips, Catherine Snow, Jasmina Camo-Biogradlija
The COVID-19 crisis upended life for young children, their families, and the early care and education (ECE) programs that serve them. Leaders need a clear understanding of the pandemic’s impact, particularly as the Biden administration makes historic investments in ECE. To meet this need, a team of early childhood experts synthesized findings from 76 high-quality studies, spanning 16 national studies, 45 studies from 31 states, and 15 local studies. The experts then collaborated with ECE policy and practice leaders from multiple states to identify actionable, evidence-backed, and...
Parent walking two children to school with masks on
Early learning

Evaluation of Michigan's Transitional Kindergarten Program

January 2021
|
Christina Weiland, Brian Jacob, Anna Shapiro, Tareena Musaddiq, Jasmina Camo-Biogradlija, Jordy Berne
In partnership with the Michigan Department of Education (MDE), the research team is analyzing administrative education records to describe transitional kindergarten programming in Michigan (i.e. Young Fives) and to examine its impacts on children’s kindergarten readiness and K-3 outcomes. This study also has several connections to the COVID-19 crisis. Program data will be used to describe the progress of cohorts of children more versus less directly affected by COVID-19. Additionally, surveys of families, teachers, and districts on their COVID-19-related experiences and challenges will be...
Young child running down a school hallway
Support for K-12

Enrollment in Michigan's K-12 schools during COVID

September 2020
|
Kevin Stange, Tareena Musaddiq, Josh Goodman, Andrew Bacher-Hicks
This study aims to examine the extent to which COVID-19 has led to changes in the total number and composition of students enrolled in K-12 public schools in Michigan. The study team will use student-level data to better understand which specific types of students did not enroll or return in the fall of 2020. For instance, whether re-enrollment patterns were different by prior year achievement, attendance, economically disadvantaged status, race, and district and neighborhood characteristics. Separately, the research team will complement the Michigan data with nationally-representative data...
Elementary student wearing a mask outside of school

The future of early childhood education after COVID-19

Aug 18, 2021 1:01:46

The Brown Center on Education Policy at Brookings hosted a virtual panel discussion that considers the present and future of ECE in the United States. The panel consisted of experts with backgrounds in ECE policy, practice, and research.

Bringing the Actual Science of Reading to Policy and Practice

Nov 19, 2020 1:29:12

Come learn from four stakeholders renowned for their experience and expertise in improving children's literacy; two professors of education, an education reporter, and the head of one of Michigan's school administrator associations.