This study examines advanced course taking among high school students, with attention to changes in supply and demand following the onset of the pandemic.

This study aims to better understand ways districts spend allocations on long-term facilities and other physical investments.

This study will examine perceptions regarding effects of the pandemic, sources of strain and support, and patterns of educator certification, shortage, and mobility.

This project will evaluate the effectiveness of high dosage tutoring programs implemented during the 2023-24 school year
and beyond.

This project will evaluate the effectiveness of tutoring programs implemented with ARP-ESSER funds.

This project will assess the extent of potential inequities in academic recovery affecting vulnerable populations and identify factors associated with greater or lesser equity in recovery.

This study evaluates the efforts of school districts who will develop and pilot test new systems to meet the behavioral health needs of students, families, and staff.

This study will evaluate the Science of Reading Masterclass professional development initiative. 

This study will examine implementation of new  literacy curricula aligned to the Science of Reading and Connecticut’s Literacy Strategy in grades K-3.

This study explores how districts are supporting equitable socio-emotional outcomes following the deep and ongoing effects of the pandemic.

This study examines how districts invested their ARP-ESSER funds and the implications for teaching, learning, and equity.

This study examines the efficacy of in-school cellphone prohibitions and an eight-week digital literacy curriculum social media and technology interventions on adolescent student well-being, learning, and engagement.

This study assesses students’ experiences in summer enrichment programming and its effects on
their social, emotional, and behavioral well-being.

This study examines districts' ARP-ESSER proposals to gain insights that can enhance future planning and implementation for the CSDE and Connecticut school districts.

This study evaluated the effectiveness of home visits for re-engaging students who were identified as chronically absent during the pandemic.

This study audited school districts’ emergency response to the COVID-19 pandemic and was requested by the Connecticut General Assembly.

This study explores the current use of virtual reality within Connecticut public high schools along with teachers' and students' perceptions and attitudes.