Institute News

Findings from the Frontline Research & Learning Institute indicate consistent influence of contributing factors of over- and under-classification

MALVERN, Pa., February 20, 2018 — The Frontline Research & Learning Institute today released a new research report that shows educators believe district support and services (66 percent) and teacher professional development (63 percent) have nearly the same impact on increasing under- and over-classification of special education students as policy (68 percent) and resources (67 percent) across the highest and lowest classification states.

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Report identifies trends in school district hiring practices that may have unintended consequences for teacher turnover.

MALVERN, Pa., January 11, 2018 — The Frontline Research & Learning Institute today released A Leak in the Pipeline: How Hiring Bias Might Be Compounding the Teacher Shortage. The research report aims to increase understanding of where teacher recruiting and hiring practices may be falling short. The analysis suggests that certain biases in the hiring process may contribute to the nation’s $2.2 billion annual teacher turnover problem – often cited by states and districts as a contributor to teacher shortages.

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Frontline Research & Learning Institute’s The Line Awarded Honorable Mention for PR Daily Content Marketing Award

MALVERN, Pa., December 22, 2017 — Frontline Research & Learning Institute’s The Line, a twice-annual publication focused on cultivating civil discourse in K-12 education, received honorable mention from PR Daily's 2017 Content Marketing Awards in the print publication category.

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Second Report in Frontline Research & Learning Institute series indicates educators believe policy and resources are major sources of misclassification which can have life-long consequences for special education students

MALVERN, Pa., December 12, 2017 — The Frontline Research & Learning Institute today announced the release of a second report in a four-part series focused on equity in special education classification rates for American students. Following a report that looked at the variance in classification rates, the new report explores the basis for misclassification.

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Frontline Hosts Civil Discourse Dinner for Nation’s Education Leaders to Exchange Ideas and Insight on This Divisive Issue

MALVERN, Pa., October 18, 2017. — The Frontline Research & Learning Institute released the second print issue of The Line, a publication dedicated to encouraging civil discourse among K-12 education leaders, today at the Council of Great City Schools (CGCS) conference in Cleveland, Ohio. The issue focuses on answering the question...

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Frontline Research & Learning Institute launches new series; first report finds state practices are highly varied but educators largely believe students in their states are properly classified

MALVERN, Pa., September 7, 2017. — The Frontline Research & Learning Institute today announced the release of a new report series focused on equity in special education classification rates for students across the country. A majority of surveyed education professionals believe that their state has classified an appropriate number of students for special education services...

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Frontline Research & Learning Institute Series Highlights Professional Learning Best Practices Aligned with New Federal Guidelines for School Districts

MALVERN, Pa., June 8, 2017. — The Frontline Research & Learning Institute today released Bridging the Gap: Part Four, the final installment in a series designed to examine whether U. S. school districts are offering professional learning that aligns with the new federal definition of professional learning under the Every Student Succeeds Act (ESSA). Based on national analysis...

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Findings Illustrate Discrepancies in Enrollment for Collaborative-Format vs. Job-Embedded Professional Learning Activities

MALVERN, Pa., Mar. 30, 2017. — The Frontline Research & Learning Institute today announced the release of Bridging the Gap: Part 3. The report is the third in a four-part series that aims to unpack and explore the six criteria that comprise the new definition of professional learning in the Every Student Succeeds Act (ESSA).

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With John E. Deasy as Editor-In-Chief, The Line Champions Debate and Exchange of Ideas and Insight as Critical to Problem-Solving and Improving Education for America’s More than 50 Million Public School Students

MALVERN, Pa., Mar. 2, 2017. — The Frontline Research & Learning Institute today at AASA’s National Conference on Education launches The Line, the first publication for K-12 education leaders that endeavors to encourage civil discourse. Its content and format pivot on the exchange of ideas, information and insight from education leaders across the country to help drive engagement and action that yield better outcomes for our nation’s public school students.

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New Research Report Explores Metrics Around Sustained and Intensive Criteria Proposed in Every Student Succeeds Act (ESSA)

MALVERN, Pa., Jan. 31, 2017. — The Frontline Research & Learning Institute today announced the release of Bridging the Gap: Part 2. The report is the second in a four-part series that aims to unpack and explore the six criteria that comprise the new definition of professional learning in the Every Student Succeeds Act (ESSA).

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Former Los Angeles Unified School District Superintendent, Dr. John Deasy, will head an editorial board of the leading minds in K-12 education

MALVERN, Pa., Nov. 16, 2016. — The Frontline Research & Learning Institute, a division of Frontline Education, today announced education leader and youth justice advocate Dr. John Deasy will serve as Editor-in-Chief of The Line, a print and digital publication for K-12 education leaders launching in early March 2017.

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