Latest from the Academy
NAEd Releases New Commissioned Paper Series Addressing Educational Inequities in the Wake of the COVID-19 Pandemic
Today, the National Academy of Education (NAEd) releases a commissioned paper series as part of the Addressing Educational Inequities in the Wake of the COVID-19 Pandemic project that aims to...
NAEd, AERA, and Other Education Research Associations Issue Joint Letter to Congress
The National Academy of Education, the American Educational Research Association, and several other education research associations released a joint letter on March 25, 2025, calling on Congress to...
Twenty-Two Education Leaders and Scholars Elected to the National Academy of Education
The National Academy of Education announced today that 22 exceptional education leaders and scholars are elected to membership in the Academy. The new members...
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Current Research Initiatives
Educator Support Initiative: Evidence-Based Research for Equitable Learning Environments
The goal of this initiative is to provide evidence-based guidance to educators and policy leaders for delivering effective learning experiences that fully engage the cognitive, social-emotional, and cultural strengths and resources of all students. EAC-South and NAEd work to advise, assist, and serve public schools and districts in developing and implementing research-informed, equitable education policies and practices that ensure all students have access to high-quality, inclusive learning environments.
Evaluating and Improving Teacher Preparation Programs
Through this NAEd project, an interdisciplinary committee highlights the critical context surrounding teacher education and provides research-informed recommendations for evaluating and improving both teacher preparation programs and the larger educational and policy contexts in which these programs are situated.
Educating for Civic Reasoning and Discourse
Understanding the critical importance of equipping students with the knowledge, skills, and dispositions as future problem-solvers, this NAEd initiative aims to improve students’ learning in civic reasoning and discourse by ensuring that the pedagogy, curriculum, and learning environments that they experience are informed by the best available evidence. Based on a 2021 NAEd report, the NAEd, with important practitioner partners in the field, is developing discipline-specific teacher resources to help schools and districts undertake the recommendations and insights from the NAEd report and related efforts to enhance students’ civic capacities.
Reimagining Balanced Assessment Systems
The NAEd recently released a volume reimagining balanced assessments and providing guidance to state and local educational agencies, as well as schools and teachers, regarding how to: (1) foster and maintain a culture of productive assessment use to improve ambitious and equitable teaching and learning at the classroom level; (2) design policy, professional learning, and other local systems necessary to implement balanced assessment systems; and (3) implement processes to use aggregate data to continually improve the assessment system itself to better serve all students, especially those most disenfranchised. This work was funded by Smarter Balanced/University of California Santa Cruz.
Addressing Educational Inequities in the Wake of the COVID-19 Pandemic
The Academy received a two-year grant from the William T. Grant Foundation to sustain and advance the NAEd’s work and commitment to addressing the educational inequities resulting from and exacerbated by the COVID-19 pandemic. Guided by an interdisciplinary committee of NAEd scholars and policy leaders, this project will provide promising intervention strategies for improving student well-being and learning outcomes for disproportionately affected historically marginalized populations.
This builds on the successful NAEd project, COVID-19 and Educational Inequities, which began in May 2020 and provided needed research-based evidence on a specific set of policy and practice challenges in areas including student well-being, reading, mathematics, assessment, and institutional change.