"When it comes to American public education, states wield a lot of power over policy - lately, more than they have in decades. But that influence isn't always accompanied by insight. Sometimes, despite valiant efforts, superintendents and commissioners enact sweeping new policies affecting millions of students with little immediate feedback about whether and how they're working. Christina Grant knows that struggle: From 2021 to 2024, she served as state superintendent of schools in Washington, D.C."
"And now she's part of a University initiative designed to help fill the knowledge gap in partnership with a first cohort of states announced this week. "It's very different to be able to look under the hood with a particular policy - where you're getting answers not in five years, but in a year or a year and a half," Grant said. "You want to go from hearing about what worked with a particular program to knowing.""
States wield major authority over American public education but often lack rapid feedback on whether new policies work. Christina Grant, former D.C. state superintendent, now directs the Center for Education Policy Research at Harvard Graduate School of Education and emphasizes generating faster evidence. CEPR launched the States Leading States Initiative with a $10 million Walton Foundation grant to sustain four years of work. The initiative will partner with a first cohort of nine diverse states to analyze practical solutions for low test scores and chronic absenteeism. The effort aims to deliver actionable answers within about a year to a year and a half to inform state decisions.
Read at Harvard Gazette
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