Last month, IES director Mark Schneider expressed excitement about learning more from the National Assessment of Educational Progress (NAEP) by applying artificial intelligence (AI) to micro-level data on students’ responses to individual test questions. We share the enthusiasm about learning more from NAEP—known as the Nation’s Report Card—and have developed ways to learn more today. Even without using AI, a lot more can be learned from the data that NAEP already reports: aggregated academic achievement results for states, districts, and demographic groups.
The COVID-19 pandemic exacerbated pre-existing inequities that changed how individuals engage with pre-K programs, schools, colleges, employers, and the world at large. Early evidence suggests the pandemic took a toll on student learning, educational attainment, employment, and physical and mental well-being, especially in communities of color and communities experiencing poverty. In recognition of the fact that better data infrastructure will be needed to shift the systems that currently produce inequitable outcomes, a growing number of states are working to modernize statewide longitudinal data systems to understand the experiences and outcomes of individuals seamlessly across pre-K, K–12, postsecondary, and workforce systems.
Human services agencies are designed to support the health and well-being of the individuals and families they serve—but all too often, climate and environmental injustices get in their way. Climate injustice considers the disparate impact climate change has on communities that have been historically underserved or disenfranchised and thus are less equipped to adapt to or mitigate climate risks. Environmental injustice takes this a step further, reflecting on the unfair and unequal treatment these communities experience with respect to environmental laws, regulations, and policies.
这项研究记录了WeCARE在疫情前如何为客户提供服务，在疫情和经济衰退期间，该计划如何根据客户的就业和服务需求而变化，以及这些变化对WeCARE模式长期修改的影响。
本报告概述了关于灾害流离失所和人力服务的现有文献和现有资源。本报告中的研究结果可以为为为因灾害而流离失所的人提供人力服务的政策制定者、机构和组织提供有用的见解。
Principals are in many ways responsible for the academic, behavioral, and emotional success of all who enter the building, and this has never been truer than during the COVID-19 pandemic. This blog focuses on how principals can be intentional about their own self-care while caring for students...
A new study using predictive modeling to account for nonrepresentative test participation in Pennsylvania in 2021 shows that the pandemic led to a substantial reduction in academic proficiency in grades 5 through 8.
