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EAB has identified five quality strategies to guide teachers in their virtual and hybrid classrooms.
Review the 10 strategies your district can use to earn revenue beyond traditional educational funding sources.
EAB reviewed and summarized districts’ publicly available reopening plans on instruction and health/safety.
Most districts haven’t yet developed comprehensive “Return to Learn” plans. EAB previews the most important questions districts have to get right, learning lessons from other countries’ and states’ reopening experiences to inform your spring and summer planning.
Many K-12 schools are postponing final decisions and announcements about end-of-year events like graduation or prom because they often aren’t scheduled until May or June. Read this insight for guidance on how to prepare for graduation and prom during this unprecedented time.
Use this diagnostic to improve managing behavioral disruptions in early grades. These questions are structured according to four key areas of opportunity.
Due to the ineffectiveness on student outcomes, districts should minimize retention rates—the practice of requiring a student to repeat a grade level. Explore interventions both inside and outside of the school day to support these students.
Administrators can greatly improve a student’s progress by moving them from an ineffective learning space to a highly effective learning space. This report describes how districts select and implement classroom layouts, furniture, and technology resources to support student-centered instructional practices.
To increase staff engagement and promote a culture of continuous improvement, it is important to create a program evaluation process. This research report discusses how eight districts approach program evaluation.
This brief profiles strategies that large public school districts utilize to manage student behavior and discipline. The brief includes an overview of practices schools use to keep students in school, particularly in the context of disproportionality, by leveraging programs like Positive Behavior Interventions and Supports and Restorative Justice. The research addresses how teachers and staff are trained and supported in these practices and the ways schools determine whether related programs are effective.