Interrupting Inequities
Which strategies will ensure students across all populations and school settings have the resources they need to thrive?
It is an unfortunate reality in the U.S. that access to high-quality educational opportunities varies by socioeconomic status, zip code, and more.
Within this pillar of E4’s work, the center pursues research focused on topics such as support for multilingual learners and strategies for accelerating student learning.
Guiding questions include, but are not limited to:
- How are school-level demographics associated with various student learning outcomes? Which school conditions and educator practices interrupt predicted associations between school-level demographics and student learning outcomes?
- How can we best support the varying learning needs of all students, such as multilingual learners and students receiving special education services?
- Which learning sequences help students strengthen their skills after external disruptions like the COVID-19 pandemic?
Ensuring Success in Algebra
Which teacher practices and student learning pathways lead to success in algebra?
Early skill-building in algebra predicts success not only in future algebra coursework but in analytic understanding more broadly. To be prepared for algebra coursework and beyond in later grade levels, students must develop foundational skills and competencies beginning in kindergarten.
Within this pillar of E4’s work, the center encourages research that explores algebra learning in grades K-8 with a particular emphasis on skill development in early grade levels, vertical alignment, teacher practices, the environment within the classroom, and equity across student populations and settings.
Guiding questions include, but are not limited to:
- Which early math skills and learning sequences lead to later success in algebra and other areas of math? Which student populations do these learning sequences work best for?
- Which educator practices, including integration of data and technology to inform instruction, help students learn algebra?
- How do classroom contexts—i.e., the way learning environments are organized and managed—shape students’ math learning experiences and outcomes?
Ensuring Success in Literacy
Which teacher practices and student learning pathways lead to success in reading?
Once students learn to read, they can read to learn. The development of strong literacy skills in early grades prepares students to access knowledge across a range of content areas and participate as active members of their communities.
Within this pillar of E4’s work, the center encourages research that explores literacy in grades K-8 with a particular emphasis on phonics, phonological awareness, vocabulary, and comprehension. E4 is also committed to exploring topics such skill development in early grade levels, vertical alignment, teacher practices, the environment within the classroom, and equity across student populations and settings.
Guiding questions include, but are not limited to:
- Which early literacy skills and learning sequences lead to later success in literacy? Which student populations do these learning sequences work best for?
- Which practices can teachers employ to promote literacy among their students?
- How do classroom contexts—i.e., the way learning environments are organized and managed—shape how students learn to read?
Exploring Broader Influences on Learning
How do school, district, and community influences shape student learning?
Students do not learn in a vacuum; many factors contribute to their academic success. Learning outcomes are shaped by the environment in their classroom, school, district, and broader community.
Within this pillar of E4’s work, the center encourages research that explores a range of topics, including social emotional learning (SEL), school culture/climate, learning disruptions, and broader policies and practices that impact education.
Our work is guided by questions such as:
- What are the replicable characteristics of schools with strong learning outcomes?
- What are the effects of SEL programs and school climate/culture on student learning? To what extent do student and teacher well-being predict student learning?
- How do societal disruptions and stressors affect learning among various student populations?
