Resources

Education, Race, and Jobs in the COVID-19 Crisis

The coronavirus pandemic has devastated the US economy—and staggering unemployment numbers still do not fully reflect the extent of the crisis. This analysis reveals that the economic burden has fallen on the most vulnerable groups in our society: workers without bachelor’s degrees, Black and Latino workers, low-income families, parents, and young adults.

Exploring New Research on Pre-K Outcomes

This Policy Brief analyzes 15 research studies on the effectiveness of pre-K outcomes in programs across the country and finds evidence of sustaining effects beyond kindergarten. 

As pre-K programming increasingly garners more political attention and funding in the states, policymakers are seeking the most up-to-date and rigorous research to support decision-making and creation or expansion of these programs. High-quality pre-K has bipartisan support in part because of the vast amount of existing research detailing positive benefits — notably that it is of great benefit to students from lowincome families and those who are dual-language learners. However, some research also demonstrates that positive growth among pre-K students isn’t consistently sustained over time. This idea is known as “convergence” or “fadeout,” because the short-term gains of pre-K attendees may diminish in early elementary school.

This Policy Brief aims to capture and make sense of the most recent research studies on pre-K programs and outcomes. 

Parents 2020: COVID-19 Closures - A Redefining Moment for Students, Parents, and Schools

In April 2020, Learning Heroes fielded PARENTS 2020, a nationally representative survey of parents and guardians (sample size of 3600+), designed to better understand how families are supporting their children’s academic development during school closures due to COVID-19. Insights from this survey build off of five years of parent research, and highlight the unique challenges faced by parents and guardians during this unprecedented moment in time. Review the presentation deck summarizing the survey or watch the webinar here.

With the K-12 System in Crisis, Top Education Funders Are Largely Absent From Relief Efforts

Recognizing the Role of Afterschool and Summer Programs and Systems in Reopening and Rebuilding

This resource describes the role that afterschool and summer programs and systems can play and offers strategies for afterschool and summer programs and school leaders to work together in support of youth, families, and the community.

Research suggests that all people—children, youth, and adults—thrive in safe, supportive environments that are developmentally rich and identity-safe, characterized by positive relationships and relevant opportunities to learn and grow. The need for safety, support, and trusting, reciprocal relationships becomes even more important now as we work to rebuild and return stronger than before COVID-19.

Fostering Connectedness in the Pandemic Era: Policy Recommendations to Support Social, Emotional, and Academic Development

These recommendations were developed by the Aspen Institute Education & Society Program, informed by a diverse group of education leaders that included students, families, advocates, district leaders, state chiefs, researchers, think tanks, funders, and policymakers convened on April 29, 2020. This resource is designed to help state education leaders identify potential actions focused on fostering social and emotional development and school connectedness and is not intended to offer one-size-fits-all recommendations.