Research Minutes

Nicole Simon (Harvard University) and Maya Kaul (University of Pennsylvania) join Research Minutes host Luc Siguad to highlight findings from their paper, "Leading from the Middle: How Principals Rely on District Guidance and Organizational Conditions in Times of Crisis." The paper focuses on principal leadership throughout the pandemic and the challenges faced by schools. Simon and Kaul are joined by two New York principals.

The Student Debt Series is limited episode run on covering the solutions to the crisis. Ranging from from debt cancellation to income based repayment, the series strives to build a pathway to a universal and free higher educational system.

The Student Debt Series is limited episode run on covering the solutions to the crisis. Ranging from from debt cancellation to income based repayment, the series strives to build a pathway to a universal and free higher educational system.

The Student Debt Series is limited episode run on covering the solutions to the crisis. Ranging from from debt cancellation to income based repayment, the series strives to build a pathway to a universal and free higher educational system.

The Student Debt Series is limited episode run on covering the solutions to the crisis. Ranging from from debt cancellation to income based repayment, the series strives to build a pathway to a universal and free higher educational system.

The Student Debt Series is limited episode run on covering the solutions to the crisis. Ranging from from debt cancellation to income based repayment, the series strives to build a pathway to a universal and free higher educational system.

The Student Debt Series is limited episode run on covering the solutions to the crisis. Ranging from from debt cancellation to income based repayment, the series strives to build a pathway to a universal and free higher educational system.

The American Rescue Plan authorized $120 billion in education relief funding to help states and students recover from the COVID-19 pandemic, reserving a portion of the aid for evidence-based interventions targeting learning loss. Despite its long-standing presence in America's educational lexicon, however, the term “evidence-based” is not as concrete or even widely understood as many may believe. Renowned researchers and policy experts Jonathan Supovitz (University of Pennsylvania) and Carrie Conaway (Harvard University) join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the evolution and impacts of evidence-based requirements in the U.S., and some recommendations for states, districts and other stakeholders planning for the immediate future, and beyond.

School absenteeism policies may be a key driver of racial disparities in students' juvenile court involvement, according to a new study. The study, coauthored by the University of Tennessee's Clea McNeely, examined absenteeism policies in nearly 100 districts across the U.S., finding that students of color may be significantly more likely to be declared truant than their white classmates. The study, supported the Spencer Foundation, also examined the relationship between truancy and juvenile court involvement in three districts, finding that absenteeism policies may play a significant role in disparate outcomes between white students and students of color. McNeely joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss those findings, and some important implications for policymakers, school leaders and other stakeholders across the country.

Over the last two decades, more than 150 schools in at least 20 states have adopted a “teacher-powered” model, offering educators greater autonomy and influence in areas including curriculum, budgeting and personnel. In a special episode, we look at the research behind teacher-powered schools, their potential impacts on teachers and student outcomes, and speak with a principal and former superintendent about what the model looks like in action. Guests include Richard Ingersoll, renowned education researcher and professor at the University of Pennsylvania Graduate School of Education; Sara Kemper, research associate with Center for Applied Research and Educational Improvement at the University of Minnesota; Jeff Austin, principal of Social Justice Humanitas Academy in California; and Charles Kyte, former executive director of the Minnesota Association of School Administrators and a former school superintendent in Minnesota.

While overall college enrollment declined in the wake of the pandemic, a new analysis by the National Student Clearinghouse Research Center (NSCRC) paints a much more troubling picture for disadvantaged students. Immediate college enrollment among graduates of high poverty high schools fell at four times the pre-pandemic rate, according to the analysis, widening existing gaps and highlighting a need for increased support in the months - and years - ahead. NSCRC Research Publications Director Mikyung Ryu joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the report and some key takeaways for policymakers, educators, researchers and other stakeholders across the country.

Widespread school closures last spring caused significant frustration and disruption for students and families. But were they worth it? A new study coauthored by Brown University's Emily Rauscher and Ailish Burns examines the relationship between school closure timing and COVID-19 impacts, finding that later closures were associated with higher numbers of cases and deaths in surrounding communities. Rauscher and Burns join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the study, and some key takeaways for policymakers, districts, school leaders and other stakeholders as schools begin to reopen across the country.

The COVID-19 pandemic caused widespread operational challenges and unprecedented disruption in America's early childhood education sector. But can it serve as a learning opportunity? A new policy brief from researchers and partners at the University of Michigan, the Harvard Graduate School Of Education, MDRC and Boston Public Schools highlights the impacts of COVID-19 on Boston's universal pre-K program, and shares some important lessons learned. Coauthors Christina Weiland (University of Michigan) and Annie Taylor (Boston Public Schools) join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the brief, and offer some research-backed recommendations for early childhood stakeholders across the U.S.

In the wake of the Great Depression, neighborhoods across the U.S. were assigned "mortgage security" grades, which lenders would use to provide or deny home loans to residents. Those grades, which disproportionately harmed communities of color, may still be impacting schools and students nearly a century later, according to a new working paper by Harvard University researchers Dylan Lukes and Christopher Cleveland. Lukes and Cleveland join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their research, which found that schools located in historically redlined neighborhoods have lower district-level per-pupil revenues, less diverse student populations, and worse average test scores than those in higher-graded neighborhoods. They also discuss some key takeaways for policymakers, districts, education researchers and other stakeholders across the U.S.

Many factors may lead teachers to leave the field. But why, under certain circumstances, are teachers of color more likely to leave the profession that their white colleagues? In a new study coauthored by George Mason University's Toya Jones Frank and Marvin Powell, a team of researchers surveyed hundreds of Black math educators across the U.S., gauging their perceptions, experiences and feelings about the profession. Frank and Powell join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, and offer some valuable recommendations for districts, policymakers, schools and other stakeholders hoping to better retain and support Black educators.

Anxiety relating to COVID-19, teaching, and parental communication were among the most significant predictors of teacher stress and burnout this fall, according to new research by Christopher Newport University's Timothy Pressley. In one of the first studies of its kind, Pressley surveyed hundreds of teachers in 17 states to gauge their perceptions and anxiety levels in the wake of the pandemic. He joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss what he learned, and some implications for districts, school leaders, educators and other stakeholders as schools begin to reopen across the country.

From pre-K to high school to college, the COVID-19 pandemic has had an unprecedented impact on nearly all aspects of American education. One field of research, however, may offer some insight into its potential impacts on students. In a new article, University of Virginia researcher Chris Chang-Bacon draws on years of research into Students with Interrupted Formal Education, or SIFE, and offers lessons for educators working to support students following a year of disruption and disconnection. Chang-Bacon joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his work and some evidence-backed recommendations for policymakers, school leaders, researchers and other stakeholders attempting to navigate a post-COVID world. He also discusses how supports used during the pandemic can be preserved for future generations of SIFE students.

Between 2013 and 2015, Colorado and Nevada enacted legislation mandating that qualifying schools implement a "breakfast after the bell" program for students. In a new study, researchers Jacob Kirksey (Texas Tech University) and Michael Gottfried (University of Pennsylvania) examined the impacts of those programs on student attendance, finding they led to a significant reduction in chronic absenteeism. Kirksey joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss those and other findings, and some potential national implications for districts and schools in the wake of the COVID-19 pandemic.

The crowdfunding platform DonorsChoose plays a surprisingly large role in American education, directing nearly $1 billion in donations to teachers at more than 80 percent of all U.S. public schools over the last two decades. A new study coauthored by the University of Oklahoma's Deven Carlson examined the schools and teachers that seek out and receive funding on the platform, finding that more than half of all submissions related to math and reading. Carlson joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss those and other findings, and some key takeaways for policymakers, school leaders and other stakeholders in the wake of the COVID-19 pandemic.

Effective teachers can be one of the most powerful drivers of student success. Yet, across the country, districts and schools often struggle to identify, retain and develop them. In a new working paper, American University researcher Seth Gershenson examines years of research into teacher effectiveness, identifying common challenges and promising approaches to teacher evaluation, pre-service training and in-service professional development. Gershenson, author of the new book "Teacher Diversity and Student Success," joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the paper, and its implications for educational equity, student achievement and the nation's teaching workforce.

Approximately 14 percent of American public school students receive special education services under the Individuals with Disabilities Education Act, according to the National Center for Education Statistics. Relatively few studies, however, have examined the academic impacts of special education on students with learning disabilities. A new study coauthored by Syracuse University Professor Amy Ellen Schwartz attempts to fill that gap, offering evidence from America's largest public school district in New York City. Schwartz discusses her team's findings - including new evidence on student outcomes, special education classification and impacts for various student groups - and some potential national implications for special education policy, practice and future research.

Following the widespread upheaval of 2020, educational leaders are now tasked with leading their districts, schools and teams through the frustration - and uncertainty - of 2021. A recent guide and companion video, created in partnership with experienced school leaders, offer a research-backed framework designed to help educators meet that challenge and drive school improvement in the months ahead. Coauthors and renowned educational leadership experts Jonathan Supovitz (Penn GSE, CPRE) and John D'Auria (William James College) join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the guide, and how leaders can use this opportunity to become "scientists of learning."

Many U.S. school districts report a significant and persistent gap in teacher evaluation ratings between Black and white educators. In a new study of Chicago Public Schools data, researchers Matthew Steinberg (George Mason University) and Lauren Sartain (UNC Chapel Hill) set out to understand the scope of that gap and the factors - including school and classroom contexts - that lead to it. Steinberg joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, and some important implications for policymakers, school leaders, educators and other stakeholders across the country.

When millions of students shifted to remote learning in the wake of COVID-19, millions of parents abruptly became "proxy educators." And when their children struggled, they struggled as well, according to a new research brief. A team of researchers including Cassandra Davis (UNC Chapel Hill) and Alberto Ortega (Indiana University Bloomington) found that parents with struggling students have experienced significantly elevated levels of mental distress during the pandemic, regardless of their socioeconomic status or the number of children in their home. Davis and Ortega join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, and some important implications for policymakers, school leaders and other stakeholders as we move forward in 2021.

Following months of turbulence and widespread school closures in the wake of the COVID-19 pandemic, how did students fare academically this fall? NWEA researchers examined the test scores of more than four million students in the fall of 2020, finding cause for both optimism and continued concern as we move forward in 2021. Megan Kuhfeld, senior research scientist with NWEA, joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss what her team learned - and didn't learn - from the data, and the prospect of student assessment in the post-COVID era.

Despite a new year and the promise of vaccines for the novel coronavirus, educators in America are still navigating one of the most uncertain eras in the nation's history. A new guide from the Project for Mental Health and Optimal Development at the University of Pennsylvania Graduate School of Education (Penn GSE) offers a research-backed framework and tools for those educators as we look ahead to the spring and beyond. The guide, created by a team of teachers, counselors, school leaders, psychologists, teacher educators and university faculty, advocates for the development of an "uncertainty mindset," and offers strategies for educators to recognize challenges, make plans and care for the wellness needs of themselves and their students. Penn GSE's Michael Nakkula and Andy Danilchick join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the guide, and its potential value to educators - and even parents - in the wake of the pandemic.

Students who reside in federally subsidized housing can face significantly higher levels of racial and economic isolation in school, according to a new study. The study, coauthored by Jennifer Holme (University of Texas at Austin) and Erica Frankenberg (Penn State University), examined attendance zones and school composition across four large counties in Texas. Their team found that public housing and Low Income Housing Tax Credit-financed housing were predominantly zoned to racially and economically isolated schools, and that developments were associated with especially high levels of economic and racial isolation for Black and Latinx students. Holme and Frankenberg join CPRE Knowledge Hub managing editor Keith Heumiller to discuss those and other findings, and some important implications for stakeholders across the country.

Following abrupt school closures in the wake of the COVID-19 pandemic, millions of families turned to online resources to support their children's remote learning. A new, nationwide study of internet search data, however, finds that households in wealthier areas of the country were significantly more likely to access those resources than families in lower-income areas. Study coauthor and Boston University researcher Joshua Goodman joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss those and other findings, and some important implications for education policy, practice and future research.

The latest results from the National Assessment of Educational Progress (NAEP) - often called the nation’s report card - paint a troubling picture of academic stagnation and widening achievement gaps among American students. In a special episode, Harvard University professor and nationally recognized testing policy expert Daniel Koretz joins CPRE Executive Director Jonathan Supovitz to break down the latest NAEP data, and its implications for student outcomes, equity, and education policy. Koretz and Supovitz also discuss the potential value and the future of the assessment in the wake of the COVID-19 pandemic.

New analysis by the Georgetown University Center on Education and the Workforce (CEW) finds that the benefits of a free college plan proposed by President-elect Joe Biden would outweigh its costs within a decade. The report, coauthored by CEW Director Anthony Carnevale, also examines how various approaches to free college would impact student equity and educational attainment in the years following implementation. Carnevale joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the center's analysis and the implications of the Biden free college plan, whether it is ultimately adopted or not.

How, and under what conditions, can schools and out-of-school time programs partner to effectively foster social emotional learning (SEL) in students? In a new report, part of an ongoing, six-year initiative by The Wallace Foundation, researchers from the RAND Corporation share findings from dozens of sites across six large American communities, and offer research-backed lessons for implementing a successful SEL partnership. The RAND Corporation's Heather Schwartz joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the report, and what her team has learned from one of most comprehensive SEL implementation studies ever performed.

Colleges and universities across the U.S. have seen significant enrollment declines in the wake of the COVID-19 pandemic, according to new data released by the National Student Clearinghouse Research Center. Incoming freshmen account for nearly 70 percent of the undergraduate enrollment losses this fall, according to the data, while community colleges are reporting enrollment drops approximately nine times higher than their pre-pandemic rate. Mikyung Ryu, research publications director for the National Student Clearinghouse Research Center, joins us to discuss those and other trends, and their implications for both colleges and students as we look toward 2021 and beyond.

This year's widespread protests for racial justice have brought new attention the persistence and perniciousness of structural racism in America. In a new article in Phi Delta Kappan Magazine, USC Rossier School of Education Dean Pedro Noguera traces the history of structural racism as it relates to urban schooling, and its myriad impacts on students of color in cities like Chicago, New Orleans and Los Angeles. Noguera joins CPRE Executive Director Jonathan Supovitz to discuss the article, and the ways in which school leaders, teacher preparations programs, communities and even students themselves can work together to fight for change.

From global health crises to climate change, today's students and future generations will face a cascade of unprecedented challenges and threats, requiring new modes of thinking and problem-solving. In a new article in Phi Delta Kappan Magazine, renowned psychologist and Cornell University Professor Robert Sternberg questions our traditional approach to testing and intelligence assessment, and whether today's students are being adequately prepared to meet the challenges of tomorrow. Sternberg joins Jonathan Supovitz, executive director of the Consortium for Policy Research in Education (CPRE) at Penn GSE, to discuss the concept of "adaptive intelligence," and how schools and educators can help students hone real-world problem-solving skills in the classroom. Sternberg also discusses his forthcoming book on adaptive intelligence, and how the concept has taken on a new level of importance following one of the most challenging years in living memory.

New research led by the University of Pittsburgh's Lindsay Page finds that nudging - through the use of artificially intelligent chatbots - can offer a significant boost to certain college outreach and engagement efforts. In their study of a unique chatbot system used by Georgia State University, researchers identified the conditions under which nudging was most effective, and the outreach efforts that benefitted most. Page joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the study, and some implications for colleges and universities hoping to maintain engagement with students in the wake of the COVID-19 pandemic.

School food programs can have a wide range of impacts on students, families and local workers, all of which were thrown into high relief by the COVID-19 pandemic. In a new article in the October 2020 issue of Phi Delta Kappan Magazine, University of Wisconsin-Madison researcher Jennifer Gaddis discusses those impacts, and how they are influenced by a school's reliance on outsourcing and large-scale food service providers. Her article also traces the history and evolution of school food programs in the U.S., and the promise and viability of alternative, in-house approaches to food service. Gaddis joins CPRE Executive Director Jonathan Supovitz to discuss her article, her book "The Labor of Lunch" and the uphill climb many food programs face in the wake of the pandemic and a national recession.

As the COVID-19 pandemic swept across the country in March, Congress allocated roughly $3 billion in direct education aid to U.S. governors under the the Governor Emergency Education Relief Fund . A new analysis by FutureEd and The Hunt Institute examines how states have allocated those funds, and what those spending decisions might say about the educational priorities for each governor. FutureEd Editorial Director Phyllis Jordan joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the analysis and some implications for policymakers, schools and other stakeholders in the midst of a lingering national recession.

More than 125 community colleges in over 20 states now offer bachelor's degree programs to local students. In one of the first studies of its kind, Johns Hopkins University's Dennis Kramer II and the University of Florida's Justin Ortagus set out to examine how those programs impacted enrollment at nearby colleges and universities in Florida. Kramer and Ortagus join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, and some key implications for policymakers, school leaders and families in the wake of a national economic recession.

A new national study offers some of the first large-scale evidence on the scope of implicit teacher bias in American classrooms, and the relationship between teacher attitudes and student outcomes like academic performance and discipline. Lead author and Harvard University researcher Mark Chin joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the study, which found that counties with higher levels of teacher bias have larger adjusted inequalities between black and white students in areas like test scores and suspensions. Chin also discusses some implications and recommendations for policymakers, practitioners and other stakeholders in the wake of sweeping protests for racial equity across the U.S.

Plans for reopening schools and businesses in the wake of COVID-19 all hinge, in part, on the availability of safe child care options for millions of American families. A recent impact study in Pennsylvania, however, found that hundreds of child care providers face permanent closure as a result of the pandemic. The study, led by Phil Sirinides, director of the Institute of State and Regional Affairs at Penn State Harrisburg, found that many providers spent all available cash to stay afloat during the prolonged shutdown, and are now struggling to reopen as a result of reduced enrollment and increased costs. Sirinides joins us to discuss the study, and his team's recommendations for state policymakers, providers and other stakeholders in the uncertain months ahead.

Smartphones may be linked to decreased knowledge retention and lower grades in college, according to a recently published study led by Rutgers University psychology Professor Arnold Glass. The study, conducted at Rutgers over 11 years, found that students who used smartphones to complete class assignments were significantly less likely to remember that material during closed-book exams. Glass joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss his findings, their relation to K-12 education, and some important implications for policymakers, school leaders, and instructors across the U.S.

When schools closed their doors this spring, countless educational case studies, clinical trials, surveys and other research came to an abrupt halt. While not as dire as the pandemic's impacts on health and instruction, this widespread disruption could reverberate in the education field for years to come. A new article, coauthored by a team of researchers including the University of Texas at Austin's David DeMatthews, sheds light on those impacts and offers a number of recommendations for researchers hoping to resume their work - and possibly transform it - in the years ahead. DeMatthews joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss the article, and how the pandemic may have shown us "the best of what educational research can do."

Early results from a nationwide survey of district and charter school network leaders highlight successful approaches used in schools this spring and a number of common concerns for the fall and beyond. The results, published in a brief by the American Institutes for Research (AIR), include promising strategies for improving student access, fostering engagement, addressing socioemotional needs and supporting students with disabilities. AIR Senior Researcher Dia Jackson discusses the brief and AIR's research into other district and charter network responses in the wake of the pandemic, which will continue to be published throughout the 2020-21 school year.

A new report from the National Institute for Early Education Research (NIEER) examines the supports that preschool students received - or in many instances didn't receive - when classrooms closed their doors this spring. The study, coauthored by NIEER Senior Co-Director W. Steven Barnett, found that more than half of students were receiving no remote support at all within two months of the closures. Most other students, according the report, received remote supports less than once per week. Barnett discusses his team's findings, their potential impacts on students, and some important implications for policymakers, practitioners, school leaders and families as we move into the 2020-21 school year.

Following a chaotic spring semester and extended school closures brought on by the COVID-19 pandemic, many students will require additional academic support as instruction resumes this fall. A new policy brief, coauthored by the University of Chicago Consortium on School Research's Elaine Allensworth and the Annenberg Institute's Nate Schwartz, offers some research-backed strategies for schools attempting to address student learning loss in the months ahead. Allensworth discusses the brief, the potential scope of learning loss, and a number of interventions and supports proven to accelerate learning for struggling students.

How - and under what conditions - can schools reopen safely in the wake of a global pandemic? And what resources will school systems need to provide effective instruction in the months ahead? In a special episode, we speak with Dr. Joshua Sharfstein, Vice Dean for Public Health Practice and Community Engagement at the Johns Hopkins University Bloomberg School of Public Health. Sharfstein addresses the ongoing debate over school reopenings and offers some evidence-backed recommendations for policymakers, districts and school leaders. We also speak with Mike Magee, CEO of the bipartisan, national network of state and district education leaders Chiefs for Change. Magee discusses a potential second round of federal coronavirus aid, and the financial and logistical needs of school systems across the country. Magee also offers insight into Chiefs for Change members' educational plans for the 2020-21 school year, and shares some free resources for stakeholders now planning for the fall and beyond.

A new study into summer learning loss details the academic costs - and the cumulative impacts - of time spent away from school. The study, led by the University of Colorado Boulder's Allison Atteberry and the RAND Corporation's Andrew McEachin, found that more than half of students experienced learning loss every summer from first through sixth grade. While some students actually made gains over the summer, the study found that others lost nearly 90 percent of their academic progress over the same period. Atteberry joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her team's findings, and some important implications for districts and schools in the wake of the COVID-19 pandemic.

Schools with more supportive working conditions were far more successful at helping their teachers maintain a sense of success during COVID-19-related school closures, according to a multi-state survey conducted by researchers Matthew Kraft (Brown University) and Nicole Simon (CUNY). The survey, conducted in partnership with Upbeat, also found that mid-career teachers particularly struggled to balance work and home responsibilities this spring, while veteran teachers were significantly more likely to report discomfort with remote learning technology. Kraft and Simon join CPRE Knowledge Hub managing editor Keith Heumiller to discuss the survey, and some important implications for districts, schools and teachers now preparing for the fall.

In the chaotic shift to online education this spring, many districts did not communicate an expectation for teachers to monitor student progress, track attendance or provide live instruction, according to a new study by the Center on Reinventing Public Education (CRPE). The study, coauthored by CRPE Associate Director Betheny Gross, also found that affluent districts were twice as likely as high-poverty districts to require live instruction during school closures. Gross discusses her team's findings and some evidence-backed recommendations for school systems and instructors now planning for the fall.

Balancing widespread health, academic and political challenges in the wake of the COVID-19 pandemic, districts and schools will also face the prospect of reduced budgets as they attempt to resume instruction this fall. Renowned economist and education researcher Eric Hanushek (Stanford University) joins CPRE Executive Director Jonathan Supovitz (University of Pennsylvania) to discuss the potential economic and workforce impacts of the pandemic, and how a prolonged downturn might affect students. Hanushek also offers some research-backed recommendations for states, districts and school leaders hoping to rebound from one of the greatest educational challenges in living memory.

After facing extended school closures and the cascading socioeconomic impacts of the COVID-19 pandemic, students will require an unprecedented level of support in their return to school this year. A new report, coauthored by The Johns Hopkins Institute for Education Policy and Chiefs for Change, analyzes successful interventions across the globe and offers research-backed recommendations for states, districts and school leaders now planning for the fall and beyond. Report coauthors and Johns Hopkins University researchers David Steiner and Ashley Rogers Berner join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings and some important planning considerations for stakeholders across the country.