The Batten School and the School of Education and Human Development welcome State of Virginia Secretary of Education, Aimee Guidera, and SEHD’s Dean Rowley for a fireside chat open to students.

EdPolicyWorks welcomed Allison Atteberry, associate professor of education and public policy, as its new director in August.

High rates of teacher turnover in child care settings have negative implications for young children's learning experiences and for efforts to improve child care quality. Prior research has explored the prevalence and predictors of turnover at the individual teacher level, but less is known about turnover at the center level––specifically, how turnover varies across child care centers or whether staffing challenges persist year after year for some centers. This study tracks annual turnover rates for all publicly funded child care centers that were continuously operating in Louisiana from the 2015-16 to 2018-19 school years.

Allison Atteberry is an associate professor of education and public policy and director of EdPolicyWorks, a collaboration between the School of Education and Human Development and the Frank Batten School of Leadership and Public Policy. Atteberry conducts research on teacher- and school-level interventions designed to improve the quality of instruction experienced by historically underserved students.

Working in partnership with policymakers, Professor Daphna Bassok aims to provide long-term solutions to real-world problems for America's youngest learners.

Batten School professors Daphna Bassok, Ben Castleman, Sarah Turner and Jim Wyckoff were among 200 scholars nationwide to rank as highly influential in education policy, according to Education Week.

What keeps someone from activating their library card or returning a book? Brooklyn Public Library worked with behavioral science experts including Batten professor Benjamin Castleman and alum Katharine Meyer (MPP '16) to find out.

Congress is considering universal pre-K and subsidies for child care. Batten's Daphna Bassok and other researchers spoke to The New York Times about how these policies can benefit children, and when they can backfire.

One year ago, the World Health Organization declared the spread of COVID-19 a worldwide pandemic. Batten's Daphna Bassok and fellow experts examine how the pandemic upended the education landscape in the past year, what it’s taught us about schooling, and where we go from here.

The COVID-19 pandemic has profoundly disrupted schooling nationwide, raising serious concerns about the impact of the pandemic on children’s learning. But, as Batten’s Daphna Bassok and co-author Anna Shapiro write in Brooking’s “Brown Center Chalkboard” blog, relatively less has been written about the experiences of the “missing children”—those who have not enrolled in public school at all.