Commentary

Inclusive from the Start: Building Inclusivity into Education Programming During COVID-19 School Closures—and Beyond

Thu, 04/30/2020 - 17:27 By Jennae Bulat inclusive education

All children have the right to learn.

However, the COVID-19 pandemic has disrupted the majority of education systems globally, impacting an estimated 91% of the world’s student population (UNESCO, 2020). Until more information is known about the virus and how to safely return to traditional school-based learning, countries are seeking ways to provide learning so that children and youth still benefit from education while at home. Unfortunately, during times of crisis, people who are the most marginalized risk being omitted from emergency response programming.

Mon, 04/27/2020 - 22:09 By Julianne Norman SRGBV, ACASI

How do we as researchers know that the data we collect reflects the full unbiased experience of the student, especially when asking sensitive questions with no right or wrong answer? A team at RTI International designed a small pilot to unpack this very question.

This article was co-written by: Julianne Norman, Maitri Punjabi and Lauren Edwards

Mon, 04/27/2020 - 00:09 By Timothy Slade

This post is the first in a series we’re calling Hacking Tangerine. Tangerine, RTI’s open source data collection platform, came on the scene in 2012 responding to the critical need for an offline mobile data collection system that could support large scale Early Grade Reading Assessments and Early Grade Math Assessments in low-resource environments.

Thu, 04/23/2020 - 19:12 By Tracy Brunette assessment

Though many of the issues we are facing in ensuring children worldwide are in school and learning are not new, COVID-19 has magnified the challenges. This pandemic has impacted nearly all facets of the world’s education systems and programs at the same time. Assessing children’s learning achievement is one important aspect of education support and reform; it is essential to know if children are learning. Yet many assessment efforts can no longer take place as planned. How can we gauge learning when best laid plans are out?

Tue, 04/21/2020 - 18:58 By Joe DeStefano

Several recent blog posts have raised the issue of COVID-19 related disruptions to schooling around the world and how this will impact student learning. All agree that the closing of schools will negatively affect students’ academic progress. But these blogs and related commentary raise some compelling questions, that are only just beginning to be answered.

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Inclusive from the Start: Building Inclusivity into Education Programming During COVID-19 School Closures—and Beyond

Audio Computer-Assisted Self-Interview: Improving Data Quality to Address School-Related Gender-Based Violence

Hacking Tangerine for Covid-19: more than just data collection

School closures and shifting timelines: When is it best to test if an assessment cannot take place as planned?

Calculating the Educational Impact of COVID-19: Closed Schools, Lost learning, Unequal Impact

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