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

The District Research Projects are partnerships between districts and researchers to use research to address pressing needs in Connecticut.

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 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 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 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 seeks to better understand how legislative mandates on professional development of teachers and administrators in Connecticut have guided district decision making about professional development offerings.

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

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

This study investigates the prevalence, sources, and correlates of stress and burnout among school social workers in Connecticut, with a primary focus on how these factors influence well-being, service quality, and equity in school social work practice.

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

This two-part study is designed to explore AI use in Connecticut schools.

This project will investigate three districts with promising middle school growth trajectories.

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