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Success in reading is essential throughout a student's school career and into adulthood. Recent data from the National Assessment of Educational Progress (NAEP) reading assessment shows that approximately one-third of all fourth-grade students are not meeting basic reading standards. When results are broken out by racial and student subgroups, the percentage of African-American and Hispanic children and children with disabilities or living in poverty scoring below basic is higher than other subgroups for a variety of reasons. This presents greater challenges for practitioners at all levels of the educational system. Children scoring below expectations may be at risk of reading difficulty, and regardless of the basis for the difficulties, schools need to provide supports early in a student's career. Interventions designed for students at risk of reading difficulty are helpful to all students. However, modifications in identification, diagnosis, and delivery of services are needed when working with culturally and linguistically diverse students at risk of reading difficulty. Although there is a need to expand research and practitioners' understandings, multiple sources of support and resources can be drawn on to assist struggling readers. Research-based guidance is available to states and localities from a number of sources, including research centers, advocacy organizations, and various agencies of the federal government. [This report was prepared by National Education Association's (NEA's) Center for Enterprise Strategy (CES).]

Educators and policymakers have become increasingly concerned about the issue of student absenteeism in general and, in particular, chronic absenteeism. This is because chronic absenteeism can have lasting effects on students' economic and social development. Children who are chronically absent have lower levels of school readiness upon entering kindergarten, are less likely to read at grade level by the third grade, show lower levels of social engagement, are more likely to drop of school, and are less likely to graduate from high school or attend college. All of these negative outcomes limit the long-term success of students in school and into adulthood. Specifically, dropping out of high school not only limits a person's long-term earning potential and career advancement, but can also significantly reduce potential tax revenues. From a systems perspective, chronic absenteeism disrupts the effective delivery of instruction, widens the achievement gap, and reduces state funding to schools. Although absenteeism is an old problem, there is now a new impetus for addressing it. The newly enacted Every Student Succeeds Act (ESSA) law requires the reporting of chronic absenteeism at school and district levels, and it allows the use of federal funds for preventive measures and training to reduce chronic absence. In addition, chronic absenteeism can be included as a school-quality indicator in state-level ESSA accountability systems. States will now have to establish data systems for tracking student absenteeism and report the information collected. This Research Brief goes beyond previous National Education Association (NEA) work by identifying and highlighting best practices aimed at reducing the problem of chronic absenteeism. [This brief was written in collaboration with the Center for Great Public Schools.]

There has been a significant increase in the availability of digital tools (mainly laptops) in public school systems in the country. Federal level support, increased investments from private industry, and reduced technology price points for the education sector have all contributed to increases in availability. At the same time, however, innovations in educational technology promise to change how teachers deliver instruction and give students greater control over their learning. This Research Brief presents an overview of online learning in K-12 public school systems focusing on its impacts on student outcomes and the role of teachers.

While it was acknowledged as an issue approximately three decades ago, the discussions around shortages in the educator workforce have increased in recent years, causing a great deal of alarm about the nation's capacity to provide quality educators for its students. A related concern is the lack of teachers of color, relative to an increasingly diverse student population. The body of research focusing on this issue has identified two major factors--the pipeline of teacher candidates of color, and higher rates of attrition among teachers of color. Findings suggest that increasing diversity in the teacher workforce provides benefits for all students. The findings also demonstrate that students of color consistently experience more positive outcomes in the presence of teachers of color. However, a number of studies also indicate that a contributor to the lack of teacher candidates is the disparity in performance on standard assessments used for student teaching entry and licensure upon completion of a teacher preparation program. One consequence of this is that many education majors and teacher candidates of color never get to the classroom. This research brief offers suggested solutions and suggestions for intervention. [This research brief was co-produced by the Center for Great Public Schools (CGPS).]

In recent decades, in line with improvements in technology, schools have increasingly opted for Online Credit Recovery Programs (OCRPs) over traditional face-to-face courses. Despite sharing a common goal with traditional face-to-face programs--providing a pathway for students to get back on track, to avoid failing additional courses and falling further behind, and to graduate ready for college and/or a career--questions have emerged regarding instructional methods and the efficacy of OCRPs. To date, research on OCRPs is limited because "few states formally track or report student participation in online learning." The few studies that do exist mostly compare the effectiveness--in terms of success rates--of online versus face-to-face programs. Few data are available about the percentage of face-to-face instruction used in blended programs. Similarly, few studies address the certification status of staff members working with students in blended programs. This Research Brief examines what little research does exist about OCRPs. Specifically, it focuses on instructional methods, instructor certification, and program effectiveness.

Principals can better learn to support an instructional reform when classes for professional development use the new instructional method, giving them a first hand understanding of its effectiveness. Constructivist teaching is supported by the National Research Council's "How People Learn" and the Students at the Center initiative. Students at the Center used constructivist teaching during principal professional development for the Philadelphia school district, to demonstrate its methods and benefits before the principals were asked to support this method for their teachers. It is learner-centered, attempting to engage the learner in actively building new understandings and skills. Assessment includes opportunities for feedback and revision through discussion, papers, or tests. Constructivist classrooms do not look like or sound like the average classrooms. More noise and movement can be a sign that students are emotionally engaged in learning. Students must work in project-oriented groups with self-chosen topics, share with other groups, move around the room, and use manipulative materials. The principals had a very positive reaction. Most participants were struck by how isolated they had felt before the collegiality of the constructivist workshops. They appreciated that information shared did not have to conform to an agenda. Most significantly, they understood from their own experience that assessment of a teacher's classroom could be based on how engaged the students were rather how quietly they were sitting. (Contains 16 references.) (Author/RKJ)