Students who develop proficient reading skills are more likely to experience positive outcomes both in and beyond the school setting. If students start developing strong literacy skills at a young age, they are more likely to perform well in school and achieve academic success. Despite ongoing efforts to support students' development of reading…

In March 2020, the COVID-19 Pandemic wreaked havoc on our nation's educational system. Students, teachers, and administrators were forced to engage in a new remote learning model, which was unfamiliar. This narrative study draws on the lived experiences of six K-12 teachers in Southwest Ohio urban school districts. The data analysis was examined…

This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students…

A growing body of evidence has defined the characteristics of a quality preschool curriculum. However, less is understood about the sustainability of implementation once a preschool curriculum has been adopted. Using a qualitative methodology, we focused on factors associated with preschool teachers' continuing use of a research-based curriculum…

Research Findings: There is growing evidence that specific, teacher-led instruction and innovative instructional activities can lead to higher levels of achievement in literacy and in mathematics for young children at risk. There is limited research evidence, however, identifying professional development interventions that are effective in…