Erica Johnson

Federal law has long required states to identify and support their low-performing schools, with the goal of ensuring that all students have access to a high-quality education. The Every Student Succeeds Act (ESSA) sought to address several perceived shortcomings of its predecessor, the No Child Left Behind Act (NCLB), including a reliance on a limited range of measures and prescriptive methods for evaluating school performance. Specifically, ESSA expanded accountability measures beyond test scor

Children living in distressed communities face significant academic, social, and health challenges, many of which were exacerbated by the coronavirus pandemic.

The time students spend outside of school hours, including after school, can be important opportunities for their social and academic development. The 21st CCLC program intends to provide these opportunities by funding a broad range of academic enrichment activities in community learning centers, particularly for students from disadvantaged backgrounds. But little is known about the extent and diversity of recent program activities, or whether a systematic approach to support program quality c

Most districts help teachers use data to improve student learning, often supporting this effort with Title II, Part A funds. But many teachers feel unprepared to use student data to inform their instruction — referred to as data-driven instruction (DDI) — and there is little evidence of whether it improves student achievement. This study assessed an intensive approach to supporting teachers' use of student data to tailor their instruction. The support included funding for a data co