Casey D. Cobbs, the Raymond Neag Professor of Educational Policy at the University of Connecticut, and Gene V Glass, a statistician and researcher in educational psychology and social sciences, partner in the new book, Public and Private Education in America: Examining the Facts. This book is part of the ABC-CLIO’s Contemporary Debates reference series.

For a decade, researchers from the Neag School of Education have worked with the state on an ambitious literacy initiative designed to close Connecticut’s significant achievement gap. Their efforts have proved so successful that now a program that began with a few pilot schools is set for significant expansion to school districts of need across the state.

Connecticut saw a record high number of antisemitic incidents last year. The Holocaust remembrance movement says “never forget,” but surveys find the problem is deeper — many young people lack basic knowledge of the Holocaust. On the next Cutline, we hear personal stories – then and now. We look at links between antisemitism and extremism, visit a Connecticut classroom teaching the Holocaust, and explore the story of Sobibor, a secret Nazi death camp that was a site of bravery and resistance.

Working with researchers Prof. Morgaen Donaldson and Associate Prof. Eric Loken from the Neag School of Education, UConn has found so far that the applicant pools in 2021 and 2022 were significantly more diverse than prior years in terms of students’ racial and ethnic backgrounds, family incomes, and other factors.

The first comprehensive review of research on summer math programs in over 15 years suggests they may help mitigate the learning losses disproportionately experienced by low-income pre-K–12 students during the pandemic. The meta-analysis was published this week in Review of Educational Research, a peer-reviewed journal of the American Educational Research Association.

“Our results show that schools, district leaders, and community groups should consider increasing their investments in summer programs as an evidence-based strategy to aid in pandemic-related educational recovery, particularly for children whose learning has been placed most at risk,” said study co-author Kathleen Lynch, an assistant professor of learning sciences at the University of Connecticut.

After 47 years in education, The Independent Day School’s Dr. Marijke Kehrhahn officially retired on June 30th. Dr. K, which she was affectionately called by the IDS community, served as the Head of School for the past six years, and was previously associated with the school as a Board Trustee and a parent of an IDS student.

An ambitious team of researchers from across the University has won $3mn from the National Science Foundation to pursue a project in the neuroscience of learning. The program, known as TRANSCEND: TRANSdisciplinary Convergence in Educational Neuroscience Doctoral training, aims to get graduate students from both classic and atypical backgrounds into educational neuroscience research.

Are school choice programs contributing to segregation in American schools? The answer is undoubtedly yes, according to a recent research brief published by the National Coalition on School Diversity and written by Casey Cobb, the Raymond Neag Endowed Professor of Educational Policy in the Neag School of Education at the University of Connecticut.

According to Preston Green III, a professor at the University of Connecticut’s Neag School of Education, the fact that public funding for private schools has to include religious schools could be interpreted to allow for funding religious charter schools.