Background
Education
Teresa earned a B.A. in Biology and Education Studies from Bowdoin College.
Research and Insights
Distance learning instructional minutes under COVID-19
In response to a partner’s institution request for information on determining instructional time for distance learning in the midst of the COVID-19 crisis, EAB researchers identified distance learning instructional minute allocations at districts, charter school networks, and international independent schools. This report provides a number of state requirements to consider as well as examples and recommendations from K-12 institutions across the country.
A Comparison of Grading Policies at the High School Level During COVID-19
EAB researchers identified publicly available information on high school grading policies during COVID-19 from districts in the Washington Area Board of Education (WABE) and from the 10 largest school districts in the U.S. (by enrollment, according to the U.S. Census Bureau). Specifically, this report focuses on how administrators plan to assign Quarter 3, Quarter 4, and final grades for credit-bearing courses at the high school level.
Establishing Career Academies
Adopting a Career Academy model, which aligns high school curricula with career themes and creates a more personalized educational environment through small learning communities, has contributed to higher graduation rates and earnings among participating students. This brief explores how districts can effectively establish Career Academies.
Supporting English Language Learners in Low-Incidence Districts
At a low-incidence district, English language learners (ELLs) make up 5% or less than the total student body. The brief explores different English language models and provides guidance on creating an inclusive school environment for ELLs and their families.
Serving Newcomer Students at the Secondary Level
Newly arrived immigrant adolescents represent one of the most at-risk subgroups for academic failure. This research brief discusses how to meet the diverse educational and social-emotional needs of newcomers in middle and high school.
District Program Evaluation
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.
Middle School Grade Retention
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.
Increasing Retention in Online High Schools
In the U.S., K-12 students are increasingly enrolling in full-time online learning schools, which operate in 39 states. However, research shows that many online schools struggle to retain their students. This brief profiles retention strategies from five online schools that report retention and course completion rates above 80%.
Preparing Teachers for Effective Block Schedule Implementation
Preparing teachers for effective block schedule implementation is aided by professional development, classroom observations, and student outcomes data.
Maximizing the Paraprofessional Role
Research literature demonstrates that an over-dependence on paraprofessionals may negatively impact students’ growth, both socially and academically. This report provides guidance on how to structure the paraprofessional role and responsibilities to effectively serve students with special needs and ultimately build their capacity to function independently in the school environment.
Colorado College creates a tri-part chief diversity officer model
Chief diversity officers (CDOs) carry the monumental responsibility of creating meaningful and sustained structural and cultural change at an institution. For CDOs to be effective, they must have direct access to executive leadership, a scaffold of institutional supports, and appropriate staff and financial resources.
Beyond a symbolic gesture: How to ensure your institution's CDO can drive transformative change
Having a chief diversity officer, or CDO won’t be enough to create meaningful change—institutions must ensure their CDO role is well thought out, and that the individual filling the role is empowered to build relationships and drive progress on initiatives.
How forward-thinking, long-term cultural change can advance your school’s DEI initiatives
Learn how forward-thinking, long-term cultural change can advance your school’s DEI initiatives.
