This brief explores the link between student belonging and chronic absenteeism for Columbus students in grades 3–12.

In this randomized controlled trial, our team examines the implementation and effectiveness of one teacher professional learning program, Language Essentials for Teachers of Reading and Spelling (LETRS).

This multiyear, multisite research project consists of two randomized controlled trials to understand how and when to best teach phonemic awareness to prekindergartner and kindergartner children.

AUTHORS: Maria Abdul-Masih, M.S., Kelly M. Purtell, Ph.D. & Arya Ansari, Ph.D. The COVID-19 pandemic deeply affected young children and families across the United States (Kuhfeld et al., 2022), with [...]

AUTHORS: Shayne B. Piasta, Ph.D.; Rachel E. Schachter, Ph.D.; Kelly M. Purtell, Ph.D; Clariebelle Gabas, Ph.D.; Paige Wernick, M.S. Early childhood is a critical time to foster young children’s language [...]

PROJECT SUMMARYSTEPS-2 is a longitudinal study designed to examine the linguistic characteristics of Speech-Language Pathologists’ (SLP) child-directed talk during school-based therapy sessions and the contributions of such talk to the [...]

Students cannot benefit from the resources and supports schools provide if those students do not show up. And in far too many schools, children are regularly missing class. Chronic absenteeism [...]

This partnership with Columbus City Schools (CCS) aims to address chronic absenteeism in Ohio’s largest public school system.

LIME is a 12-week at-home adult-child learning program designed to improve children’s early development and skills.

In this multiple methods, community-engaged project, we leverage advancements in technology to develop an innovative approach to accelerate testing and translation of generalizable evidence-based practices (EBPs) in education. This pilot test will look at alphabet learning.

While a substantial correlation was found between being a Black male and receiving a suspension from school, no significant correlation exists between Black boys’ Body Mass Index and suspension. This finding contrasts with the situation for non-Black students, who are more likely to face suspension if their Body Mass Index is large.

How are teachers displaying items with writing on them — the physical literacy environment, an important factor shaping children’s emergent literacy skills — when students of different ages share the same preschool classroom? That’s what Crane researchers sought to find out.