Learning in the Afternoon: When Teacher Inquiry Meets School Reform

Susan L. Lytle , Jolley Bruce Christman , Jody Cohen , Joan Countryman , Bob Fecho , Dina Portnoy

Date: January 1994

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This article, published in Chartering Urban School Reform (Michelle Fine, ed., Teachers’ College Press, 1994) describes the Seminar in Teaching and Learning, a researching community of approximately 35 teachers from Philadelphia high schools who meet to participate in a form of oral inquiry into classroom and school experiences. They have created this research community in order to engage in collaborative analyses of their experiences. The authors of this paper, part of the collaborative leadership team that facilitated the seminar, argue that teacher inquiry informs professional knowledge and practice by providing a safe space for teachers to restructure their classrooms and relationships with colleagues.

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Students Experiencing Homelessness in Pennsylvania: A 2024 Update

David Lapp, Anna Shaw-Amoah

This PACER brief provides RFA’s updated analysis of data on students experiencing homelessness in Pennsylvania, highlighting prevalence, challenges with identification, disparities in educational opportunities, and impact on academic outcomes. Our main findings include that: Roughly…

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The When and How of Keystone Exams in the School District of Philadelphia

Molly Pileggi, Sean Vannata, Alyn Turner

To earn a diploma, Pennsylvania high school students must now demonstrate college or career readiness through one of several pathways. Two of these pathways require passing state exams in Algebra I, Biology, and Literature, known…

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Understanding Increases in Head Start Teacher Turnover During COVID-19

Kendall LaParo, Anna Shaw-Amoah

This report explores the dramatic increase in Head Start teacher turnover during the COVID-19 pandemic. Using data from the Head Start Program Information Report (PIR) from 2010 to 2022, the study investigates trends in teacher…

The report explores the impact of race-specific state higher education funding policies in Minnesota, New Jersey, and North Carolina. It examines how these policies aim to dismantle racial inequities by directing resources toward Black, Latinx, and Indigenous students and the institutions that serve them. The research highlights the challenges and successes of outcomes-based funding and tuition discount programs in addressing racial disparities in college access and success. It emphasizes the importance of prioritizing equity at both the student and institutional levels. Key findings include the positive impact of race-explicit metrics in funding formulas. These metrics have demonstrably steered resources toward under-resourced students and institutions serving diverse populations. However, the report also acknowledges the difficulties faced by Minority-Serving institutions and HBCUs when competing for funds under zero-sum models that limit overall resources. Additionally, the study explores the potential consequences of Promise programs on neighboring states, highlighting concerns about enrollment shifts and the need to consider the impact on community colleges. The recommendations emerging from the research urge policymakers to consider the full ecosystem of postsecondary institutions when designing funding initiatives, ensuring that funding programs are additive rather than overlapping to maximize outcomes. The report also emphasizes the importance of supporting additional costs of college in Promise programs to promote equity for students affected by systemic barriers. Furthermore, funding basic needs support and conducting needs assessments are recommended to ensure that initiatives effectively address pertinent needs and promote student success. More research is needed. The report suggests following the implementation of initiatives in North Carolina and Minnesota to assess their impact on racial disparities in completion. It also highlights the need to examine how institutions adjust their selection of optional metrics in outcomes-based funding formulas to better support marginalized student populations. Additionally, the study points toward the importance of exploring the intersection of outcomes-based funding and Promise programs to understand their implications on institutional funding and student success in higher education.

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Examining the Effectiveness of Race-Specific Funding Strategies in Higher Education

Kri Burkander, Shafiqua Little, Mycaeri Atkinson

As states reckon with racial enrollment and attainment gaps in higher education, some have made efforts to address them through their higher education funding. Two common approaches are outcomes-based funding (OBF) and Promise programs, as…

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“For the Good of the City” An Early Evaluation of the Catto Scholarship

Kri Burkander, Karin Gegenheimer, Alita Robinson

The Octavius V. Catto Scholarship launched in spring 2021 at Community College of Philadelphia (CCP) to help Philadelphians achieve college success. Inspired by 19th-century civil rights leader Octavius Catto’s belief in education for all, the…

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Revisiting Research on School Closings: Key Learnings for District and Community Leaders

Mary Eddins, Maja Pehrson, Kevin Burgess

While school closures are often framed as necessary adjustments due to population shifts, building issues, or declining enrollment, the reality is these decisions spark fierce debate and can disproportionately impact students and communities of color.…

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Responding, Reimagining, Realizing: Out-of-School Coordination in a New Era

Tracey A. Hartmann, Wendy McClanahan, Mark Duffy, Leana Cabral, Carolyn Barnes, Ph.D, Brian Christens, Ph.D

The Wallace Foundation commissioned Research for Action and McClanahan Associates to study how out-of-school time intermediaries (OSTIs) responded to the COVID-19 pandemic and the role they could play in supporting communities moving forward. Citywide out-of-school…

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Personalized, Competency-Based Learning in Arizona: A Case Study of Implementation in Yuma Union High School District

Kevin Burgess, Julia Ransom, Mark Duffy

The case study explores the adoption and implementation of personalized, competency-based learning at Yuma Union High School District (YUHSD) within the broader context of the Arizona Personalized Learning Network (AZPLN). The study reveals that YUHSD…

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Personalized, Competency-Based Learning in Arizona: A Case Study of Implementation in an Elementary School in Santa Cruz Valley Unified School District 35

Julia Ransom, Kevin Burgess, Mark Duffy

This case study explores the implementation of personalized learning at an elementary school in Santa Cruz Valley Unified School District 35. The study, conducted by Research for Action and funded by KnowledgeWorks, sheds light on…

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Personalized, Competency-Based Learning in Arizona: A Preliminary Report on Implementation and Student Outcomes

Karin Gegenheimer, Dae Y. Kim, Mark Duffy

This report examines the implementation and outcomes of personalized, competency-based learning in the Arizona Personalized Learning Network (AZPLN) districts. The study conducted by Research for Action (RFA) analyzed survey data from students and teachers, as…

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Examining the Impact, Implementation, and Cost Effectiveness of Completion Coaching in a Statewide College Promise Program

Dae Y. Kim, Karin Gegenheimer

This study examines the effectiveness, implementation, and cost-efficiency of tnAchieves’ completion coaching program, which is designed to support Tennessee Promise students from low-income backgrounds. This program offers proactive coaching, which involves frequent, personalized contact initiated…

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Children’s Literacy Initiative’s Blueprint for Early Learning: Evaluation Report

Alyn Turner, Jill Pierce, Kendall LaParo

In partnership with Children’s Literacy Initiative (CLI), Research for Action conducted a year-long study of the impact and implementation of CLI’s Pre-K Intervention. Thirty-five district-operated and community-based Pre-K programs from Broward County Public Schools and…

Learning in the Afternoon: When Teacher Inquiry Meets School Reform

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