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CALDER Center @caldercenter

A project of the American Institutes for Research (@AIRInforms) and university scholars, committed to analysis of data that informs education policy

Joined October 2010
  • Tweets 2,638
  • Following 1,457
  • Followers 2,597
326 Photos and videos
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CALDER Center@caldercenter
May 29
Thanks to everyone who joined our CALDER webinar yesterday on post-pandemic tutoring and summer school academic recovery with @emily_r_morton! Missed it? Watch the recording here: đź”— bit.ly/4uxPVwi

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CALDER Center retweeted
Dan Goldhaber@CEDR_US
Jun 4
New @caldercenter working paper alert! We (many authors) examine what applications to different teaching & principal jobs suggest about the preferences of job applicants for schools. 1/n
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CALDER Center retweeted
Dan Goldhaber@CEDR_US
Jun 3
A little personal news today: after more than a decade as director of @caldercenter, I'm stepping down. It's been amazing to get to work with terrific folks on various projects & the work will continue on lots of projects! 1/2
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📢 TOMORROW: How did districts implement academic interventions following COVID—and what moved the needle for student learning? Hear findings from @NWEA’s @emily_r_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

ALT 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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📢 Webinar alert: How did districts deliver tutoring & summer learning post-COVID, and what made a real difference for students? Join @NWEA's @emily_r_morton on May 28 at 2 PM ET for a live webinar where she'll share the latest evidence. 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

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

ALT 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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📣 Save the date: May 28 @ 2 PM ET Join @NWEA's @emily_r_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
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

ALT 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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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 ... [read more at www.caldercenter.org]

ALT 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 ... [read more at www.caldercenter.org]
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Teacher licensure is being debated in nearly every state, with policies moving in different directions. New CALDER & @wheelock_policy brief by @MeaganComb & @CEDR_US explains how this moment can be leveraged to improve the evidence guiding decisions. 👉 bit.ly/4tL5qkj
Cover page for CALDER and WEPC policy brief titled, "Guardrails or Barriers: How Changes Afoot in Teacher Licensure Could Help Settle Decades-long Debates"

ALT Cover page for CALDER and WEPC policy brief titled, "Guardrails or Barriers: How Changes Afoot in Teacher Licensure Could Help Settle Decades-long Debates"
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CALDER Center retweeted
Dan Goldhaber@CEDR_US
Apr 22
Replying to @emily_r_morton
@emily_r_morton, @andrewcamp_ & @DeArmondMM absolutely rocked it on a @caldercenter webinar about what we know about the four-day school week and its effects on teachers. Want to see it (you do!)? Here it is: drive.google.com/file/d/1qx3…

The Four-Day School Week New Evidence for District Leaders and Policymakers-20260422_165928UTC-Me...

drive.google.com
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Thanks to everyone who joined us for the four-day school week webinar with @emily_r_morton and @andrewcamp_! If you missed the event, you can view a recording here: caldercenter.org/events/cald…

CALDER Center@caldercenter
Apr 22
🚨 Today's the day! Join @emily_r_morton & @andrewcamp_ 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

ALT 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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🚨 Today's the day! Join @emily_r_morton & @andrewcamp_ 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

ALT 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 retweeted
Dan Goldhaber@CEDR_US
Apr 22
It's today!!!!
CALDER Center@caldercenter
Apr 20
📢 Just TWO days away! Join @emily_r_morton and @andrewcamp_ 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
CALDER Webinar: The Four-Day School Week: New Evidence for District Leaders and Policymakers Featuring Emily Morton and Andrew Camp

ALT CALDER Webinar: The Four-Day School Week: New Evidence for District Leaders and Policymakers Featuring Emily Morton and Andrew Camp
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📢 Happening TOMORROW! Do four-day school weeks deliver on their anticipated benefits? Join @emily_r_morton & @andrewcamp_ for a deep dive into the realities of 4DSW 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

ALT 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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📢 Just TWO days away! Join @emily_r_morton and @andrewcamp_ 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
CALDER Webinar: The Four-Day School Week: New Evidence for District Leaders and Policymakers Featuring Emily Morton and Andrew Camp

ALT CALDER Webinar: The Four-Day School Week: New Evidence for District Leaders and Policymakers Featuring Emily Morton and Andrew Camp
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📢 Just one week away! Join @emily_r_morton and @andrewcamp_ 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

ALT 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 retweeted
Dan Goldhaber@CEDR_US
Apr 13
Great to see this one out in the wild! If you want the ungated @caldercenter version, here it is: caldercenter.org/publication…

Paul Bruno@Paul__Bruno
Apr 13
Teacher Effectiveness in Remote Instruction direct.mit.edu/edfp/article/… "We find evidence of increased variation in overall teacher effectiveness during remote instruction...Veteran teachers appear relatively more effective in virtual instruction than their less-experienced peers"
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CALDER Center retweeted
NCTQ@NCTQ
Apr 13
District leaders who are using or exploring the four-day school week, this is worth a spot on your calendar next week. 👇 Don't miss @caldercenter's webinar on 4DSWs with new findings on how they affect recruitment, retention, and operations.
CALDER Center@caldercenter
Mar 26
📢 Save the date: April 22 @ 1 PM ET Join @emily_r_morton and @andrewcamp_ 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

ALT CALDER Webinar: The Four-Day School Week: New Evidence for District Leaders and Policymakers Featuring Emily Morton and Andrew Camp
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Four‑day school weeks are gaining traction—but do they deliver on their promises? Hear new findings from @NWEA's Emily Morton & @AnnenbergInst's @andrewcamp_ on April 22 at 1 PM ET. Register: bit.ly/4rNbwP3
CALDER Webinar: The Four-Day School Week: New Evidence for District Leaders and Policymakers Featuring Emily Morton and Andrew Camp

ALT CALDER Webinar: The Four-Day School Week: New Evidence for District Leaders and Policymakers Featuring Emily Morton and Andrew Camp
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📢 Save the date: April 22 @ 1 PM ET Join @emily_r_morton and @andrewcamp_ 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

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