Increasing Opportunities for Undergraduate Research in Education Policy Among Underrepresented Students, a 7-week program with Jen Jennings was created this summer to help cultivate a racially and economically diverse research pipeline.

Activities included participation in a weekly seminar series, training in multiple research methods…

April 6, 2023 - ERS hosted student event, “Values and Evidence in Educational Decision-Making” featuring guest speaker, Harry Brighouse, Professor of Philosophy of Education, Professor of Philosophy, Carol Dickson-Bascom Professor of the Humanities, and Affiliate Professor of Educational Policy Studies at University of Wisconsin, Madison. …

Only 8% of US public schools operate their own community water systems, and thus are subject to the federal Lead and Copper Rule's regulation of water lead levels (WLLs). To date, the absence of parallel water testing data for all other schools has prevented the comparison of WLLs with schools that do not face federal regulation.…

Following the Flint Water Crisis, many states passed legislation requiring schools to measure and remediate lead in school drinking water. In this study, Scott Latham and Jennifer Jennings present new evidence on the level and distribution of…

New York City’s universal prekindergarten (pre-K) program, which increased full-day enrollment from 19,000 to almost 70,000 children, is ambitious in both scale and implementation speed. 

The University's Education Research Section has launched Project ADVISE (Analytics and Data Visualization for International Student and Education).

We hosted a 3-day interdisciplinary institute for 45 New Jersey middle and high school teachers...

In Summer 2020, we initiated our first summer internship program, which provides undergraduates interested in education research with exposure to a wide range of quantitative and qualitative methods.

Casey Lew-Williams and coauthor indicate infancy is the foundational period for learning from adults, and the dynamics of the social environment have long been considered central to children’s development. In this paper, the authors reveal a novel, naturalistic approach for studying live interactions between infants and adults.

Stacey Sinclair's findings suggest that underperformance by minorities in academic domains may be driven by the effect implicit racial biases have on educators' pedagogical effectiveness.