iiinova — where your digital self keeps evolving

CALDER Center @caldercenter.bsky.social · 25/09/2026

New CALDER brief: Researchers partnered with five WA teacher prep programs to examine who becomes a teacher, how candidates are selected, and how academic preparation in college relates to teacher effectiveness. 🔗 caldercenter.org/publications...

CALDER Brief: New Evidence from the Early Teacher Pipeline
Dan Goldhaber, Roddy Theobald, Amy Roth McDuffie, David Slavit, Jennifer M. Dechaine, John Krieg, Michael DeArmond

Few school-based factors matter more to student success than teacher quality. Because teachers are so important, the policies that shape the teacher workforce—teacher licensure, for example—are critical issues in education policy and research. But before prospective teachers can be licensed, they first need to choose to pursue teaching and complete an approved teacher education program. Largely because of data limitations, these early stages of the teacher pipeline have received relatively less policy and research attention. This is a problem because the decisions people make before entering teacher preparation programs ultimately help determine who is available to join the teacher workforce.

To help learn more about the early teacher pipeline, a unique partnership between five university-based teacher education programs, the state of Washington, and researchers gathered a rich array of evidence on teacher preparation programs and their implications for the teacher workforce. This CALDER research brief summarizes the partnership’s findings in three sections:

Section 1 examines who enters teacher education programs and how this shapes the pool of potential teachers.
Section 2 examines the information teacher education programs collect about applicants, and the applicant attributes faculty consider most important, to better understand how teacher education programs make admissions decisions.
Section 3 examines whether the academic preparation students receive in college predicts who eventually becomes a teacher and how effective they are at raising student test scores.

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CALDER Center @caldercenter.bsky.social · 23/09/2026

Do university students with stronger academic records become more effective, longer-lasting teachers? New CALDER paper links college application & transcript data in Washington to teacher workforce entry, effectiveness, and retention. 🔗 caldercenter.org/publications...

Does Better Academic Preparation Predict Teacher Workforce Outcomes?
Dan Goldhaber, John Krieg, Roddy Theobald, Vivien Chen, Jennifer M. Dechaine, Amy Roth McDuffie, & David Slavit
CALDER Working Paper No. 346-0926
September 2026

Abstract
We link comprehensive student data on university applications and transcripts from three public universities in Washington to teacher workforce entry, effectiveness (measured by value added), and retention. We find that SAT scores are not strongly related to any of these outcomes, but college students with higher university GPAs are more likely to become teachers, and those who enter the workforce with higher GPAs are more effective as measured by math and English language arts (ELA) value-added. These findings are robust to sample selection adjustments and to checks for selection into different college courses, school districts, and out of the teacher workforce. The relationship between GPA and teacher effectiveness is driven largely by grades in math courses designed specifically for teachers. Performance in regular math courses does not predict effectiveness or retention. However, we find that teachers who take at least one advanced math course (400-level or higher) are more effective in both math and ELA than those who do not. Finally, teachers who expressed interest in education at the time of university application are more likely to remain in the workforce once they enter than those who did not. Together, these results suggest that information from college applications and transcripts carries meaningful signals about future teacher effectiveness and retention.

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Dan Goldhaber @cedr.bsky.social · 23/09/2026

Discussion about the Nikole Hannah-Jones (maybe mea culpa) article is everywhere, including on the Gadfly (+lots on family structure & student achievement). +thanks to Amber for the shout-out about our recent @caldercenter.bsky.social WP about team teaching!👇 fordhaminstitute.org/national/res...

fordhaminstitute.org

Family structure, school choice, and a mother’s regrets | Episode 1035 of The Education Gadfly Show

Ian Rowe, founder of Vertex Partnership Academies, joins Mike Petrilli and David Griffith to discuss Nikole Hannah-Jones’s recent reflections on her decision to send her daughter to a predominantly Bl...

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CALDER Center @caldercenter.bsky.social · 13/08/2026

New CALDER paper by @cedr.bsky.social, @goodmanyoung.bsky.social, & Luke Caldwell explores the spread of no-zeros grading policies in WA. We find adoption has more than doubled over the past decade and varies widely across districts in design and implementation. 🔗 caldercenter.org/publications...

Where Have All the Zeros Gone? The Landscape of No Zeros Grading Policies
Dan Goldhaber, Maia Goodman Young, & Luke Caldwell
CALDER Working Paper No. 345-0826
August 2026
Abstract: Debates about grading reform are intensifying, yet little is known about the formal policies that govern how teachers assign grades. This paper examines one prominent example – no-zeros policies (NZPs), which prohibit assigning zeros for assignments or course grades – by analyzing policy documents from school districts in Washington State and linking them to administrative data on district and school characteristics. We find that NZP adoption has more than doubled over the past decade, from roughly 30 districts in 2015-16 to nearly 70 in 2024-25, with the sharpest growth at the high school level. We develop a typology revealing substantial variation in how NZPs are structured, where they appear, and how they are communicated to families. Perhaps most striking, despite being framed as equity-promoting reforms, NZPs are less common in districts serving higher proportions of low-income students. We discuss implications for research and policy and call for greater attention to the design and distribution of grading policies as a foundation for evaluating their impact on students.

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Ian Callen @iancallen.bsky.social · 12/08/2026

New paper! w/ @edizonross.bsky.social, @cedr.bsky.social, Tom Kane, Andrew McEachin, and @ermorton.bsky.social. We know the pandemic hit student test scores hard. But what happened to attendance, discipline, and grades? Did ESSER-funded intervention programs affect students on these measures?

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CALDER Center @caldercenter.bsky.social · 12/08/2026

While ESSER-funded interventions had limited success in recovering pandemic test score losses, they may have benefited students in other ways. New CALDER paper examines the impact of tutoring & summer school on non-test student outcomes. 🔗 caldercenter.org/publications... 🧵 Findings 👇

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Mary Laski @marylaski.com · 11/08/2026

🚨⬇️🚨 New working paper out!!! 🚨⬇️🚨 caldercenter.org/publications... Pleased to share this paper with Calen Clifton and @cedr.bsky.social on the impact of Next Education Workforce team-based teaching models in Arizona. We find interesting variation in impacts across grades and subjects... (1/6)

caldercenter.org

Evidence on Team-Based Teaching Models in Arizona | CALDER Center

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CALDER Center @caldercenter.bsky.social · 10/08/2026

New CALDER paper by @marylaski.com, Calen Clifton, & @cedr.bsky.social studies the impact of team teaching in AZ. Student achievement effects are mostly null overall, but middle school math improves. Teachers also see lower turnover & higher evaluation ratings. Read: caldercenter.org/publications...

Evidence on Team-Based Teaching Models in Arizona
Mary Laski, Calen Clifton, & Dan Goldhaber
CALDER Working Paper No. 343-0826
August 2026
Abstract: Strategic staffing models are scaling rapidly nationwide. We study the impacts of a team teaching model implemented in one large district in Arizona over several years. We exploit the staggered rollout over time in a difference-in-differences design to estimate effects on student test achievement. We find overall null impacts on student learning, but important heterogeneity by grade and subject. In particular, we find consistently positive effects on middle school math achievement across all specifications, but negative effects at the elementary level in some specifications. Across grades and subjects, teamed teachers also have significantly lower turnover rates and higher evaluation ratings, but the patterns of effects are not consistent with the achievement results. The student achievement findings are broadly consistent with the literature on teacher-level departmentalization and suggest that benefits to team teaching can emerge in contexts where teaming increases collaboration without disrupting established teacher-student relationships, such as in already-departmentalized middle school grades.

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CALDER Center @caldercenter.bsky.social · 06/08/2026

New CALDER paper by Megan Austin, Preeya Mbekeani, @brbackes.bsky.social, Bingjie Chen, & @cedr.bsky.social explores the impact of automatic enrollment into advanced courses for HS students in WA & finds no significant effect on (most) postsecondary outcomes. Read: caldercenter.org/publications...

High School Academic Acceleration and Early Postsecondary Outcomes: Evidence from Washington State
Megan Austin, Preeya Mbekeani, Ben Backes, Bingjie Chen, & Dan Goldhaber
CALDER Working Paper No. 341-0826
August 2026
Abstract: Taking advanced courses in high school predicts positive later outcomes, yet many seemingly prepared students do not take such courses. Acceleration policies that automatically enroll high achieving high school students into more advanced courses have been shown to increase advanced coursetaking, but little is known about the longer-term impacts of these policies. We studied districts in Washington that implemented Academic Acceleration policies, which identified proficient 11th and 12th grade students for automatic enrollment into advanced and dual credit courses. Using a difference-in-differences design, we examined the effects of Academic Acceleration on college enrollment and early postsecondary coursetaking. We found no significant effects of the policy on students’ college enrollment, first-year college coursetaking, or persistence to a second year of college.

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Dan Goldhaber @cedr.bsky.social · 17/07/2026

Yup, Vivian and I make the case that we need a federal role in education research and dissemination for empirical evidence to really factor into local decision-making. That doesn't imply that @IES can't be improved, I think it can, but it does serve a crucial role in the education ecosystem!

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CALDER Center @caldercenter.bsky.social · 16/07/2026

📰 New @edweek.org op-ed by CALDER's @cedr.bsky.social & @uvaehd.bsky.social's Vivian Wong: If local leaders are to make evidence-based decisions, federal support for education research is essential to generating and validating the evidence policymakers rely on. Read: www.edweek.org/policy-polit...

edweek.org

Why Local Control Over Education Won't Work Without Federal Support (Opinion)

The Trump administration's retreat leaves local education leaders vulnerable

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CALDER Center @caldercenter.bsky.social · 24/06/2026

📰 New @brookings.edu article from CALDER’s @zeyuxu.bsky.social & @brbackes.bsky.social: Corequisite remediation in KY yields better outcomes than prerequisites (particularly in English & QR math), but the benefits are small relative to no remediation. Full article: www.brookings.edu/articles/new...

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Mike DeArmond @mdearmond.bsky.social · 09/06/2026

If layoffs become part of the conversation, how districts handle them matters a lot. This @caldercenter.bsky.social One-Pager summarizes how common layoff practices can harm students and deepen inequities—and it highlights some alternatives. caldercenter.org/sites/defaul...

caldercenter.org

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Dan Goldhaber @cedr.bsky.social · 04/06/2026

New @caldercenter.bsky.social working paper alert! We (many authors) examine what applications to different teaching & principal jobs suggest about the preferences of job applicants for schools: caldercenter.org/publications... 1/n

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Dan Goldhaber @cedr.bsky.social · 03/06/2026

A little personal news today: after more than a decade as director of @caldercenter.bsky.social, I'm stepping down. It's been amazing to get to work with terrific folks & the work will continue on lots of projects! 1/2

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CALDER Center @caldercenter.bsky.social · 27/05/2026

📢 TOMORROW: How did districts implement academic interventions following COVID—and what moved the needle for student learning? Hear findings from @nwea.bsky.social’s Emily Morton during a live webinar tomorrow at 2 PM ET. Register: bit.ly/4dLRnoP

Webinar on May 28 at 2:00 PM ET titled “Examining the Implementation and Impacts of Post-Pandemic Tutoring and Summer School Academic Recovery Initiatives,” featuring Emily Morton, Lead Researcher at NWEA

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CALDER Center @caldercenter.bsky.social · 21/05/2026

📢 Webinar alert: How did districts deliver tutoring & summer learning post-COVID, and what made a real difference for students? Join @nwea.bsky.social's Emily Morton on May 28 at 2 PM ET for a live webinar where she'll share the latest evidence. Register: bit.ly/4dLRnoP

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CALDER Center @caldercenter.bsky.social · 18/05/2026

How did districts implement academic interventions following COVID—and what moved the needle for student learning? Join us for a live webinar with @nwea.bsky.social’s Emily Morton on May 28 at 2 ET to learn about the latest evidence. Register to save your spot! bit.ly/4dLRnoP

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CALDER Center @caldercenter.bsky.social · 15/05/2026

📣 Save the date: May 28 @ 2 PM ET Join @nwea.bsky.social's Emily Morton for a live webinar as she shares findings on tutoring and summer learning interventions used by districts to support academic recovery following the COVID-19 pandemic. Register 👉 bit.ly/4dLRnoP

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CALDER Center @caldercenter.bsky.social · 07/05/2026

New CALDER paper tracks math achievement for Texas students from 3rd–9th grade, finding that the COVID-19 pandemic hit the lowest-achieving students hardest, and deepened racial & income divides even among kids who started at the same level. Read 👉 bit.ly/4wh6CNU

A Widening Chasm: The Divergent Paths of High- and Low-Achieving Students in Algebra I After the Pandemic

By Ben Backes, Michael DeArmond, Elise Dizon-Ross, Dan Goldhaber & Alejandra Salazar

CALDER Working Paper No. 339-0526

May 2026

Abstract

We follow four cohorts of students in Texas from grades 3 through 9 to identify which factors predict whether students pass the Algebra I end-of-course test by ninth grade. We find that early achievement accounts for most of the variation: racial and socioeconomic gaps in Algebra I completion trace back to differences in third-grade test scores. Because we follow students over time, we can see how the pandemic compounded existing inequalities. First, we find that the pandemic widened racial and socioeconomic gaps within each achievement level--students from disadvantaged groups who started third grade with the same test scores as their more advantaged peers fell further behind than those peers during COVID. Second, the pandemic amplified gaps between achievement levels. The lowest-scoring students in every group experienced steeper declines than their higher-scoring counterparts, with the sharpest losses concentrated among low-achieving students. In short, we find that algebra achievement gaps are rooted in early elementary school and became deeper during the pandemic. Our results underscore the importance of targeting resources to early elementary math instruction, especially for low-achieving students.

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Dan Goldhaber @cedr.bsky.social · 01/05/2026

We really need to learn a lot more about what constitutes an effective teacher licensure system. Meagan and I discuss (in this brief) what we know and how to move our knowledge about this contentious issue forward so we don't remain stuck in a debate that's been ongoing for about 30 years!

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CALDER Center @caldercenter.bsky.social · 30/04/2026

Teacher licensure is being debated in nearly every state, with policies moving in different directions. New CALDER & @wheelockpolicybu.bsky.social brief by Meagan Comb & @cedr.bsky.social explains how this moment can be leveraged to improve the evidence guiding decisions. 👉 bit.ly/4tL5qkj

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Guardrails or Barriers: How Changes Afoot in Teacher Licensure Could Help Settle Decades-long Debates | CALDER Center

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Dan Goldhaber @cedr.bsky.social · 22/04/2026

@andrewmcamp.com, Emily Morton, and @mdearmond.bsky.social absolutely rocked it on a @caldercenter.bsky.social about the four-day school week and its impact on teachers. Want to see it (you do!)? Here you go: drive.google.com/file/d/1qx3s...

drive.google.com

The Four-Day School Week New Evidence for District Leaders and Policymakers-20260422_165928UTC-Meeting Recording-4/22/2026, 2:28 PM.mp4

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CALDER Center @caldercenter.bsky.social · 22/04/2026

Thanks to everyone who joined us for the four-day school week webinar with Emily Morton and @andrewmcamp.com! If you missed the event, you can view a recording here: caldercenter.org/events/calde...

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CALDER Center @caldercenter.bsky.social · 22/04/2026

🚨 Today's the day! Join Emily Morton & @andrewmcamp.com at 1 ET for a deep dive into the realities of four-day school week implementation and its effects on teacher recruitment and retention. Register ➡️ bit.ly/4rNbwP3

CALDER Webinar: The Four-Day School Week: New Evidence for District Leaders and Policymakers
Featuring Emily Morton and Andrew Camp

Wednesday, April 22 at 1:00 ET

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CALDER Center @caldercenter.bsky.social · 21/04/2026

📢 Happening TOMORROW! Do four-day school weeks deliver on their anticipated benefits? Join Emily Morton & @andrewmcamp.com for a deep dive into the realities of 4DSW implementation and its effects on teacher recruitment and retention. Register ➡️ bit.ly/4rNbwP3

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CALDER Center @caldercenter.bsky.social · 20/04/2026

📢 Just TWO days away! Join Emily Morton and @andrewmcamp.com this Wednesday, April 22 @ 1 PM ET for a webinar exploring the latest research on four‑day school weeks—what the evidence shows and how it can inform district decision‑making. Register ➡️ bit.ly/4rNbwP3

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CALDER Center @caldercenter.bsky.social · 15/04/2026

📢 Just one week away! Join Emily Morton and @andrewmcamp.com next Wednesday, April 22 @ 1 PM ET for a webinar exploring the latest research on four‑day school weeks—what the evidence shows and how it can inform district decision‑making. Register: bit.ly/4rNbwP3

CALDER Webinar: The Four-Day School Week: New Evidence for District Leaders and Policymakers
Featuring Emily Morton and Andrew Camp

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CALDER Center @caldercenter.bsky.social · 13/04/2026

📢 Webinar alert: What does the evidence really say about four‑day school weeks? Join Emily Morton & @andrewmcamp.com next Wednesday, April 22, for a deep dive into the realities of four‑day school week implementation and its effects on teacher recruitment and retention. Register: bit.ly/4rNbwP3

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CALDER Center @caldercenter.bsky.social · 06/04/2026

Four‑day school weeks are gaining traction—but do they deliver on their promises? Hear new findings from @nwea.bsky.social's Emily Morton & @annenberginstitute.bsky.social's @andrewmcamp.com on April 22 at 1 PM ET. Register: bit.ly/4rNbwP3

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American Institutes for Research @airinforms.bsky.social · 27/03/2026

ICYMI: A new @caldercenter.bsky.social and NCTQ brief shows how states can use better data to improve student teaching experiences and prepare teachers for classroom success. 🔗 caldercenter.org/publications/lesso…

Two teachers engaged in conversation at an orange table, one holding a smartphone. The setting appears to be a modern office or conference area with bright lighting. The person facing towards the viewer is wearing glasses and a patterned yellow shirt, while the other has long dark hair tied back.

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CALDER Center @caldercenter.bsky.social · 26/03/2026

📢 Save the date: April 22 @ 1 PM ET Join Emily Morton and @andrewmcamp.com for a webinar exploring the latest research on four‑day school weeks—what the evidence shows and how it can inform district decision‑making. Register: bit.ly/4rNbwP3

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Dan Goldhaber @cedr.bsky.social · 24/03/2026

Teacher hiring seems to me like an area with low-hanging fruit (for improvement in teacher quality)!

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CALDER Center @caldercenter.bsky.social · 19/03/2026

The shift from the prerequisite to the corequisite developmental education model has been a success. But is it about avoiding harmful prerequisites or the effectiveness of the coreq model? A new CALDER paper by @zeyuxu.bsky.social & @brbackes.bsky.social uses KY data to investigate. 🔗 bit.ly/41f5ko7

First, Do No Harm. But Can We Do Better? An Evaluation of a Statewide Developmental Education Reform
Zeyu Xu & Ben Backes
CALDER Working Paper No. 337-0326
March 2026

Abstract
Research shows that the corequisite developmental education (DE) model outperforms the prerequisite model, largely by mitigating the negative effects of prerequisites on student outcomes. While this is an important first step, evidence is limited on whether corequisite DE has added value when compared to not requiring DE and, in math, whether the corequisite “effect” is in fact driven by pathway reforms that have typically accompanied the transition toward corequisite DE. We use data from the Kentucky Community and Technical College System (KCTCS) to describe a complex set of support options available to students depending on their academic readiness levels and chosen math pathways and, using a regression discontinuity approach, estimate the effects of having such support on first-year college outcomes. For students with very low initial skills in math and English, requiring a prerequisite course in addition to corequisites produces null or negative effects compared to corequisite DE alone. However, students with very low math skills benefit from taking corequisite non-college algebra courses, and students with relatively high initial English skills benefit from corequisite English. The corequisite benefits in math are concentrated among female students who took advantage of the pathway reforms to take and pass non-college algebra math courses, while the English benefits are more pronounced among male and part-time students.

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CALDER Center @caldercenter.bsky.social · 18/03/2026

Heading to Chicago for #AEFP2026 this week? Don't miss these panels featuring CALDER research from Cory Koedel, @roddy-theobald.bsky.social, Preeya Mbekeani, @afgilmour.bsky.social, @zeyuxu.bsky.social, John Krieg, @edizonross.bsky.social, & @brbackes.bsky.social!

CALDER RESEARCH AT 2026 AEFP

Thursday 3/19
8:15 - 9:45 AM
Presenting Authors: Cory Koedel & Roddy Theobald
1.02 The Impacts of School Leaders

8:15 - 9:45 AM
Presenting Author: Preeya Mbekeani
2.02 Teacher Certifications and Alternative Pathways

1:30 - 3:00 PM
Presenting Author: Allison Gilmour
3.06 Special Education Teacher Workforce

Friday 3/20

8:15 - 9:45 AM
Presenting Author: Zeyu Xu
5.13 Investigating Developmental Education Reforms

2:45 - 4:15 PM
Presenting Author: John Krieg
8.02 Work, Family, and Economic Mobility in the Teacher Workforce

2:45 - 4:15 PM
Presenting Author: Elise Dizon-Ross
8.08 STEM and CTE Teaching: Workforce Dynamics and Effects on Learning

Saturday 3/21
10:00 - 11:30 AM
Presenting Author: Ben Backes
10.02 Teacher Effectiveness: Evidence Across Contexts and Outcomes

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CALDER Center @caldercenter.bsky.social · 10/03/2026

Answering key questions about clinical practice starts with better data. A new CALDER & @nctq.bsky.social brief offers a clear framework and lessons from six states on how to build and use clinical practice data systems. Read ➡️ caldercenter.org/publications...

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SPARC Center @sparccenter.bsky.social · 25/02/2026

The @caldercenter.bsky.social Conference is Monday 3/2 in Arlington, VA. SPARC's @roddy-theobald.bsky.social will present new findings on #SpecialEducation teacher retention from work with @lizbettini.bsky.social, @afgilmour.bsky.social, & LaRon Scott. Register: caldercenter.org/events/17th-...

caldercenter.org

17th Annual CALDER Conference | CALDER Center

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CALDER Center @caldercenter.bsky.social · 24/02/2026

What do we know about the impact of principals on teachers' working conditions? New CALDER paper from Ataur Rahaman & Cory Koedel uses data from IL to explore this relationship. 🔗https://bit.ly/4kQRpxC (1/2)

Principal Effects on Teacher Working Conditions
Ataur Rahaman & Cory Koedel
CALDER Working Paper No. 335-0226
February 2026

Abstract: Research on school principals highlights their role in shaping teachers’ work environments, but most evidence is qualitative or correlational. We provide plausibly causal estimates of how principals affect a broad swath of teacher working conditions using data from Illinois, where the State Board of Education collects detailed and comprehensive information annually on teacher working conditions in nearly all schools. We estimate the variance of principal effects by comparing correlations in working conditions over time in schools that do and do not experience principal changes. Under reasonable stationarity assumptions, the difference in the correlations can be used to back out the variance of principal effects. Unsurprisingly, we find principals have large effects on working conditions related to leadership directly. They also influence teachers’ professional work environments and their interactions with students and families, though their effects on these broader indicators are much smaller, particularly the latter.

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CALDER Center @caldercenter.bsky.social · 23/02/2026

📢 Want to learn about new research on teacher recruitment & retention? Visit our new webpage for the IES funded CALDER Recruitment & Retention Center!🔗 bit.ly/4aJ8FQH And join us for #CALDER2026 next Monday 3/2, where we'll be presenting multiple studies from this work. Register:🔗 bit.ly/3ZSd5Qw

NEW CALDER WEBPAGE

Visit to learn about the CALDER Recruitment and Retention Center

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Dan Goldhaber @cedr.bsky.social · 20/02/2026

OK, I told you so, and here's the first freshie: caldercenter.org/publications... Am I going to tell you about it? Nope, you'll just have to join me next week at the Crossroad, i.e., the @caldercenter.bsky.social Conference. Registration link here: docs.google.com/forms/d/e/1F...

caldercenter.org

School System Selection Processes and Workforce Diversity in Schools | CALDER Center

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American Institutes for Research @airinforms.bsky.social · 19/02/2026

Don’t miss the 17th Annual @caldercenter.bsky.social Conference on 3/2 in Arlington, featuring research on teacher working conditions, retention, and a forward‑looking panel on the future of education research and policy. Register: caldercenter.org/events/17th-annual…

Roundtable discussion flyer for "What's Next? Education Research and Policy at a Crossroads" at Calder Conference 2026 on Monday, March 2. Speakers: Amber Northern, Cara Jackson, Nat Malkus. Moderator: Dan Goldhaber. Logos of Calder Center and AIR at the bottom.

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Dan Goldhaber @cedr.bsky.social · 19/02/2026

Lots of SUPER FRESH @caldercenter.bsky.social papers are going to get posted this week before the March 2nd CALDER Conference. You can read them here: caldercenter.org/publications. Or, you can come to the conference to hear about them & ask questions in person: docs.google.com/forms/d/e/1F...

caldercenter.org

Publications | CALDER Center

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CALDER Center @caldercenter.bsky.social · 18/02/2026

📢 #CALDER2026 is less than TWO weeks away! Join us on Monday 3/2 in Arlington, VA for a one-day conference featuring research from CALDER experts & discussion between researchers, policymakers & practitioners. Register ➡️ caldercenter.org/events/17th-... @cedr.bsky.social @airinforms.bsky.social

17th Annual CALDER Research Conference
March 2, 2026
8:30 AM - 3:45 PM ET
Arlington, VA
Register at caldercenter.org

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CALDER Center @caldercenter.bsky.social · 17/02/2026

While the diﬀerence between a ﬁve-day school week & a four-day school week calendar seems straightforward, in practice, it can be unclear how diﬀerent they actually are. New CALDER brief by Emily Morton & Jamie Klinenberg uses TX data to unpack variation in school schedules. Read 👉 bit.ly/46N5KW3

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Calendar Confusion: Unpacking Variation in the Four-Day School Week | CALDER Center

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SPARC Center @sparccenter.bsky.social · 17/02/2026

Attend the upcoming #CALDER2026 conference to catch a session by SPARC Center Director @roddy-theobald.bsky.social on Evidence on What Makes Teachers Stay: Schedules, Salaries, and School Leaders! 💡

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Dan Goldhaber @cedr.bsky.social · 17/02/2026

All of your questions will be answered! In all seriousness, if you have questions for these folks, please reply to this post and ask them (I'll try to get them in).

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CALDER Center @caldercenter.bsky.social · 17/02/2026

We're at a crossroads—what's next for education policy and research? Join us at #CALDER2026 on March 2 for a roundtable discussion with @carajackson.bsky.social, Nat Malkus (AEI), Amber Northern (U.S. Department of Education), and @cedr.bsky.social. Register 👉 caldercenter.org/events/17th-...

:15 p.m.—3:45 p.m. Roundtable Discussion: What’s Next? Education Research and Policy at a Crossroads

Panelists

Amber Northern, Senior Advisor, Office of the Secretary, US Department of Education

Cara Jackson, Research Manager, The Center for Outcomes Based Contracting (OBC) at Southern Education Foundation

Nat Malkus, Senior Fellow and Deputy Director, Education Policy Studies, AEI

Moderator: Dan Goldhaber, CALDER/AIR

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