In fall 2014, Tyton Partners (formerly Education Growth Advisors), with support from the Joyce Foundation, conducted national research on the role and potential of instructional technology in the US adult education field. The objective was to understand the current state of the field with respect to technology readiness and the opportunities and challenges for increasing the use of technology-based instructional models within adult education.

The initial publication in the series, "Part I: Interest in and Aptitude for Technology," focused on demand-side dynamics and addressed adult education administrators' and practitioners' perspectives on the role and potential of technology to support their students' needs and objectives. This second publication, "Part 2: The Supplier Ecosystem," highlights market composition and supply-side dynamics, instructional resource use, and opportunities for innovation.

In the first decade of the 21^st century, the NYC Department of Education implemented a set of large-scale and much debated high school reforms, which included closing large, low-performing schools, opening new small schools and extending high school choice to students throughout the district. The school closure process was the most controversial of these efforts. Yet, apart from the general sense that school closures are painful, there has never been a rigorous assessment of their impact in NYC.

To begin to fill this gap, the Research Alliance undertook a study of the 29 low-performing high schools that were designated for closure in New York City between 2002 and 2008, looking particularly at the impact of these closures on students' academic performance, attendance, and mobility.

This report summarizes the existing research on the cognitive science of how children learn, and then connects it to the practical implications for teaching and learning. It explores questions such as, "how do students understand new ideas?" and "what motivates them to learn?"

Deans for Impact believes that every aspiring teacher should grapple with -- and be able to answer -- these questions as part of their teacher-training program, and that all educators should be able to connect these principles to classroom practice. The document notes that the entire endeavor should be guided by the growing body of research on basic cognitive principles.

This report explores parents', students' and educators' relationships to, and reliance on, paper, in both their lives and the classroom. Survey data and research compiled by the Paper and Packaging Board confirms just how important paper is to learning. In fact, the survey revealed that 91% of us carry paper in some form or another every single day. Though ubiquitous -- and perhaps because of its ubiquity -- paper, and our relationship to it, often goes unnoticed. This report sheds light on the specific ways paper reinforces the learning process.