University of Wisconsin‑Madison Assistant Professor Christopher Saldaña interviews Beth Schueler, Domingo Morel, and David DeMatthews about state takeovers of K-12 public school districts.

Over the past decade, think tanks and other organizations that advocate for charter schools have published a series of publications that purport to show large funding disparities between charter and district public schools, to the detriment of charter schools. These reports all tend to suffer from similar flaws in methodology—flaws that are significant enough to render their conclusions invalid. Charter schools have grown significantly within the past several years, and policy around them has important consequences.

Research suggests that, in the past, school lunches contributed to childhood obesity. But a new analysis of federal data found that 2010 reforms intended to make school meals healthier may have put a stop to this.

Benefits of these social media platforms cannot offset their great harms, including Threads’ failure to safeguard personal information.

A new study examines the impact of New Orleans’ post-Katrina school choice model on the city’s Black community.

The latest in an ongoing line of research on how corporate tax abatements impact school districts provides more evidence that these incentives are most likely to drain funds from districts that serve higher percentages of low-income and minoritized students.

A consensus National Academies report offers recommendations for reducing opportunity gaps in early childhood that lead to short- and long-term disparities in outcomes.

A new study draws on case studies of successful efforts to maintain school diversity in the current legal and political climate.

Students are not the only ones who choose between charter and traditional public schools. A recent study examines how teachers decide which sector to work in.

As the U.S. Supreme Court sounded the final death knell for affirmative action last week, NEPC experts discussed the decision and its consequences.

Recommendations for improving multicultural education—based on a new study of instructors who teach these classes at the graduate level.

Can the work of social scientists who study inequities help make the world more equitable?

A new report describes a growing trend of classical charter schools that embrace Christian Nationalism.

Contrary to popular belief, young children do notice race and are ready to learn about its impacts.

Try your hand at a quiz on school vouchers.

University of Wisconsin‑Madison Assistant Professor Christopher Saldaña interviews Thomas Dee and Sally Nuamah about the causes and potential consequences of declining enrollment.

Over the past two and a half decades, digital technologies and virtual education have moved quickly to the top of the K–12 public education reform agenda. Proponents, including business leaders, school reform organizations, foundations, and for-profit and nonprofit service providers, argue that virtual technology will revolutionize teaching and learning, dramatically reduce the cost, and expand the availability of high-quality education. If this sounds too good to be true, it could be because it’s not true.

Too often, charter schools exacerbate inequity. It doesn’t have to be that way.

The mission and focus of authorizers can impact the degree to which founders choose to emphasize equity when they submit applications for new charter schools, a recent study finds.

This joint report from NEPC and the Beyond Test Scores Project seeks to outline what a more effective and equitable approach to assessment of student learning and accountability for schools and districts might look like. Drawing together roughly two dozen leading scholars, it sets forth a policy agenda for the next reauthorization of ESEA. At the same time—in light of the lengthy delay in reauthorization that is likely to occur—it considers how local and state leaders might leverage some of the underutilized flexibility available under ESSA.

The concept of “DefectCraft” may help explain why students of color are disproportionately identified for special education.

The number of laws targeting students who are LGBTQ+ is on the rise, complicating efforts to create safe, welcoming, and inclusive environments in schools.