The introduction of restorative justice practices in Chicago Public High Schools reduced the number of out-of-school suspension days by 18 percent, and reduced the number of out-of-school arrests by 15 percent, among other positive effects.

While remote learning has a negative average effect on reading and math skills, positive learning effects accrue to children whose parents have the strongest demand for remote learning, with an important subset of students benefitting from expanded choice.

Student outcomes improved markedly following the introduction of Zones of Choice (ZOC), narrowing achievement and college enrollment gaps between ZOC neighborhoods and the rest of the district. The effects of ZOC are larger for schools exposed to more competition, and demand estimates suggest families place substantial weight on schools’ academic quality.

Information alone is insufficient for increasing low-income children’s math test skills or parental engagement in math activities. The provision of materials in concert with messaging to dissuade parents from procrastinating is effective at increasing scores and parental engagement, as are digital math apps.

Goal-setting messages led to an increase in parent reading time but had no effect on literacy skills, while reminder messages led to a decrease in literacy skills, despite no significant difference in reading time; also, technology may help boost reading skills of low-income children.

While most approaches to early childhood development (ECD) programs focus on finding the “best program” to implement, this paper focuses on common mechanisms and relationships that transport across environments to reveal the power of fostering parenting or parental investment as essential to effective ECD.

Teachers have important effects on whether students face arrest, conviction, and incarceration later in life that correlate with impacts on suspensions and attendance, not test scores.

Globally and in the US, the poor exhibit cognitive fatigue more quickly than the rich, and they also attend schools that offer fewer opportunities to practice thinking for continuous stretches.