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.

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.

Achieving meaningful achievement gains from reallocating teachers within a district requires directly affecting teachers’ preferences over schools; in contrast, directly affecting principals’ selection of teachers can lower student achievement.

Educators and caregivers are generally thoughtful about choosing books to read to their young children, or when selecting books for children to read themselves. They may look for books that entertain, educate, and otherwise incorporate values that they hold dear. However, if those values include race and gender diversity, they will have to search a little harder.

Children learn many things from the books they read, and some of the most important...