Continuing online instruction could contribute to widening achievement gaps by family income or socioeconomic status

The latest research from Notre Dame’s Chloe Gibbs explores how time spent in school affects children’s cognitive and non-cognitive outcomes. This research finds that more instructional time in the early years has important benefits for children over the short- and long-term, particularly children learning English and those from disadvantaged backgrounds.

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Tulane University to use artificial intelligence to study how nation’s schools are responding to coronavirus

The U.S. Department of Education’s Institute of Education Sciences has awarded the National Center for Research on Education Access and Choice (REACH) at Tulane University a $100,000 contract to collect data from approximately 150,000 school websites across the country to see how the nation’s education system is responding to the coronavirus pandemic.

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Human Factors and Ergonomics Society Leadership Available for Interviews on Safe and Healthy Work or School from Home

Human Factors and Ergonomics Society (HFES) leaders and experts in the field of human factors and ergonomics are available and willing to serve as expert resources for creating more comfortable, safer, and more productive home-based work and school environments during these unprecedented times caused by the COVID-19 pandemic. There are creative ways to establish ergonomic workspaces and practices to help avoid discomfort and injury due to increased home-based computer usage.

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