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

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

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

This is a multi-state study of K-12 special education outplacement rate setting.

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

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

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