This page offers an easy way for policymakers to access education research and analysis that is relevant to current Congressional agendas. For additional information, to request documents, or to arrange a briefing, contact the RAND Office of Congressional Relations at ocr@rand.org or (703) 413-1100 x5643.
RAND periodically sends alerts and newsletters to update Congress on highlights of recent work about education.
Subscribe to Congressional Alerts & NewslettersTestimony presented before the Florida House of Representatives Education & Employment Committee on January 26, 2021.
Testimony presented before the Pennsylvania Legislative Budget and Finance Committee on April 25, 2018, and the Pennsylvania House and Senate Education Committees on April 30, 2018.
Testimony submitted before the House Committee on Veterans' Affairs, Subcommittee on Economic Opportunity on May 16, 2012.
Testimony presented before the Council of the District of Columbia, Committee of the Whole on February 16, 2012.
Testimony presented before the House Education and Labor Committee on February 7, 2007.
Testimony presented to the Oregon State Senate and House Judiciary Committees on March 17, 2005.
Testimony presented before the Subcommittee on 21st Century Competitiveness Committee on Education and the Workforce U.S. House of Representatives on October 16, 2001.
Testimony presented to the California State Assembly Select Committee on School Safety.
Testimony presented to the California Select Committee on the Master Plan for Education on August 1, 2006.
Testimony presented to the California Little Hoover Commission on June 23, 2005.
Testimony submitted to the California State Senate Education Committee on April 24, 2002.
Testimony presented to the California State Assembly Select Committee on School Safety.
This testimony reviews the findings of RAND/MR-682-OSTEP/ED, Fostering the Use of Educational Technology: Elements of a National Strategy.
The authors describe findings from a study on how frequently low-income individuals are stacking credentials, whether stacking increases wage-earning opportunities, and which fields provide the best returns from stacking.
This research brief summarizes how students' opportunities to prepare for and take advanced math courses in the United States differ by school context. The authors also examine which teachers reported skipping grade-level content and how frequently during the 2021–2022 school year. Finally, the authors summarize the challenges teachers reported facing to high-quality instruction and their need for additional supports.
This report is a descriptive study of eight community colleges at the forefront of implementing multilevel approaches to support student mental health, as well as key facilitators for and barriers to their success.
The authors examine barriers to stacking credentials for low-income individuals — limited chances for stacking in some fields and institutions, insufficient information, and challenges moving between programs — and consider solutions from stakeholders.
This brief summarizes research by experts at the RAND Corporation and the University of Pittsburgh to advance automated writing scoring and feedback systems for elementary school student writers.
