JEFFERSON PARISH, La. — The school year ended at Washington Elementary at 2:35 p.m. on a hot Tuesday afternoon in May, but one hour later, 9-year-old Malaysia Robertson lingered outside.

Key Findings

• Students were more likely to be retained if they lived in census tracts with high rates of unaffordable housing, high rates of neighborhood poverty, low rates of home ownership, or limited access to green space.
• Students were more likely to be retained in grade if they attended elementary schools with high poverty rates and high suspension rates, even when comparing students with similar achievement.
• Overage students who attended high schools with a great racial equity climate were twice as likely to graduate high school in four years as ove

Key Findings

• Teacher impacts on Black students varied widely.
• The teachers that were more effective for Black students often were also more effective for non-Black students, but not always.
• Race-specific value-add scores were predictive of teachers’ subsequent effects on students.
• Experienced teachers and teachers with a master’s degree tended to be highly effective overall, but much less effective for Black than non-Black students.
• Incorporating teachers’ revealed comparative advantage into policy decisions has the potential to incre

Key Findings

• Some high schools in Chicago reduced the fear of bullying relative to students’ previous experiences, while others increased it.

Social-Emotional Learning has become yet another point of contention for education activists on the right, who accuse it of being “Trojan horse” for critical race theory. But research suggests that having schools work on social and emotional development is important for future student success.

This is the final post in a series offering advice to private foundations about their education-related funding priorities.

Many of us educators hope they are listening...

Luvuyo Magwaza is a Research Analyst II for the UChicago Consortium on School Research. He currently works on two projects: Skyline and the 5Essentials Survey. Prior to coming to the UChicago Consortium, Luvuyo worked as a Research Assistant at the University of San Francisco. The projects he worked on studied the motives people have for effective giving cross-culturally and the barriers to receiving clubfoot treatment in Ethiopia. Having studied development economics, Luvuyo is fascinated by the effect of norms and institutions on economic and social development.

Hi there! For those interested in my new venture, the American Institute for Boys and Men, I’m happy to report lots of interest from policymakers, media types and funders. A website is being designed. Researchers are being hired. Papers are being commissioned. Boards are being created. If you missed my announcement of the new institute, you can read more here or watch me describe it here.

So: do keep watching this space and helping to spread the word. I am so grateful for all your support and help...

A recent study out of the University of Chicago showed high schools that prioritized social- emotional development had double the positive long-term impact on students as compared to those that focused solely on improving test scores.

As part of their work, researchers determined school’s effectiveness based upon its impact on students’ social-emotional development, test scores and behaviors. They concluded that the most effective schools provide a welcoming environment for students, an experience that shapes their later years...