Publication

As school districts consider their options in light of the recent surge in COVID-19 cases, a study by the Education Policy Initiative shows they need to be flexible in offering both in-person and virtual options or risk losing more enrollees. The...

As the pandemic continues to drag on, those most affected continue to face adversity — including young children. According to a recent opinion piece authored by Christina Weiland, associate professor of education and faculty co-director of the...

Research for years has shown that low-income students face unique barriers to applying to colleges, let alone being able to afford tuition and living costs. To address the concern that not enough high-achieving, low-income students were applying to...

Career and Technical Education (CTE) could offer one way of bolstering educational attainment among and providing valuable job skills to students with disabilities (SWD). A new release by the Youth Policy Lab at the Ford School looks at CTE...

Even in a steady-funded “best case” scenario, teacher turnover, decreases in enrollment, and new safety protocols strain resources and stall quality improvements. Early childhood education (ECE) centers across the country are facing unprecedented...

Susan Dynarski’s recent research, “Designed to fail: Effects of the default option and information complexity on student loan repayment,” shows the powerful effects of default options and how making an income driven repayment (IDR) plan the default...

New research conducted by Associate Professor of Public Policy Betsey Stevenson and Hanna Zlotnick (MPP ‘19) is highlighted in The Economist’s “How gender is (mis)represented in economics textbooks” and Inside Higher Ed’s “Gender Bias, by the...