Below are some of the most recent op-eds and articles written by Public Impact. To read more, searchable by topic, visit our resource database.
By Bryan Hassel and Greg Lippman; published in The 74. A version of this essay originally appeared on the FutureEd blog.
We have heard a great deal over the course of the pandemic about learning loss. But while the negative impact of COVID-19 on students of all kinds is becoming increasingly clear, …
By Beth Clifford, David Gilmore, Cole Smith, Preston Faulk and Molly Osborne; first published on EdNC.
Since the COVID-19 pandemic upended life as we knew it in March, North Carolina school districts have had to rethink how they deliver education. After transitioning online in the spring, districts could choose between a hybrid model with limited face-to-face instruction (plan …
By Emily Ayscue Hassel and Bryan Hassel; first published in Education Week.
Even before COVID-19 sent students and educators home, teachers’ jobs had grown increasingly complex. Rightful demands for standards matching those of other nations—and for equitable opportunities allowing students to meet or exceed those standards—swelled over recent decades.
With research clearly …
By Bryan Hassel and Sharon Kebschull Barrett; first published in Education Week.
To exhausted or worried parents deciding whether to send their children into school buildings this fall, “pandemic pods” may look like an appealing way out. Keeping their boys and girls at home learning alone may be better for physical …
By Emily Ayscue Hassel and Bryan Hassel; first published by CRPE, August 4, 2020
One striking finding of the CRPE and Public Impact review of state reopening plans is what’s not there: the primary purpose of schools, teaching and learning. During COVID-19, states are giving districts only minimal guidance and support …
By Molly Osborne, Jessica Struhs, Troy Smith and Beth Clifford; first published on EdNC.
In March 2020, the Center on Reinventing Public Education (CRPE) released “District Responses to COVID-19,” an online database tracking how some of the nation’s largest public school districts have shifted instruction, student support, and organizational operations in response to COVID-19 school closures. CRPE …
By Jessica Struhs, Troy Smith, Beth Clifford, Preston Faulk and Cole Smith; first published on EdNC.
This data summary analyzes trends in the NC District Responses to COVID-19 School Closures database completed on June 5, 2020, which is an update of the database first published on April 23, 2020. In developing the database, researchers first searched for districts’ publicly …
By Emily Ayscue Hassel and Bryan Hassel; first published by Education NC, April 24, 2020
As Public Impact’s co-presidents, we’re pleased to have our organization collaborate with EdNC on the 1.0 version of the NC District Response to COVID-19 School Closures Database, based on CRPE’s national database.
What do the data tell us so …
By Sharon Kebschull Barrett; first published in EducationNC.
Can deep dives into large flows of student learning data actually lower teacher stress? Successful multi-classroom leaders, who lead small teaching teams in data analysis, say yes. When schools focus on small teams led by highly successful teachers, they help address the concerns North …
By Emily Ayscue Hassel and Bryan Hassel; first published in Education NC.
Digital learning has gotten a bad rap, in some cases reasonably so, especially for the lack of results with disadvantaged learners. Meanwhile, alarms are sounding about the rise of online screen time co-timed with surges in anxiety, depression, suicide and insomnia among …