Using evidence to effectively support education during COVID-19
This blog was originally posted on The Center for Effective Philanthropy.
In light of school closures caused by COVID-19, millions of students are home for the remainder of the academic year. Philanthropy will play a vital role in the response to this crisis. But how can education funders and donors ensure that they are allocating their resources effectively?
At a time when quick action is necessary, rigorous evidence can cut through the noise and guide effective giving strategies. By making evidence-informed decisions, funders can be confident in the efficacy of the programs they fund. To aid funders in this process, the education team at J-PAL North America compiled a list of rigorous evidence-informed recommendations, based largely on randomized controlled trials, for effectively supporting K-12 education during this crisis.
1. Expand access to technology
As students turn to online learning, disparities in access to technology are exacerbating pre-existing achievement gaps and inequities between high- and low-income students. In 2017, approximately 7 million school-age children in the United States lacked internet at home. Students who lack access to essential technologies will be unable to engage in many virtual learning opportunities.
There are several ways funders can take action to combat this risk. For example, funders can provide school districts serving low-income students with laptops and tablets. While evidence suggests that expanding access to technology alone typically does not improve learning outcomes, providing students with these essential tools during the pandemic is critical to enable online learning. If possible, tablets and laptops should be pre-loaded with educational applications, and programs that can run without internet should be prioritized.
Funders can also work with school districts to expand internet connectivity in their region. In a remote learning landscape, students require internet to connect with their instructors and access online resources. In addition to partnerships with internet providers, donors should consider supporting districts to expand connectivity through smartphone distribution or other innovative means. In Texas, for example, one district equipped 110 school buses with WiFi to be parked in neighborhoods with low connectivity.
2. Support evidence-based programs that help parents and guardians
Many parents and caregivers must now also serve as educators. Evidence suggests that short, actionable directions for engaging activities can better equip parents to support student learning at home. Many companies implementing digital family-engagement interventions, like Ready4K and TalkingPoints, are offering free programming during closures, and have seen overwhelming demand. To expand access to these interventions, donors can provide financial support to companies offering free, evidence-informed behavioral interventions to support parents as educators.
3. Expand effective programming
Research consistently points to Computer-Assisted Learning (CAL) programs — programs that enable students to engage with educational materials through digital software — as a promising form of education technology. Effective CAL programs typically encourage self-paced learning, provide tailored feedback, and share data with instructors to track student progress. Even with relatively light usage, CAL programs can produce non-trivial learning gains. They can be part of structured remote curriculum, like ASSISTments, or used independently, like Khan Academy.
While many CAL and tutoring programs are effective, funders can maximize their impact by making an effort to identify and support accessible CAL programs that mimic a tutor. Funders should look to support programs that are self-paced and provide real-time feedback. Programs that are free, phone-compatible, and functional offline will most effectively reach students with limited technology and internet access. Funders should also encourage grantees to develop onboarding resources, as research suggests that CAL is most effective with guidance on proper usage.
Tutoring programs have also consistently generated promising academic gains for students. Funders can also support effective tutoring programs in their virtual operations and provide funding to expand tutoring programming when schools reopen. Many tutoring programs have shifted online to continue to support students during closures. Saga Education is an organization currently offering virtual tutoring in New York City at no cost, as the school district is unable to fund the programming. While their virtual tutoring has not been evaluated, evaluations of Saga’s in-school model have pointed to impressive academic gains, with students gaining 2.5 years of math in one school year. Funders should consider covering organizational costs for effective tutoring programs so that students can continue to receive personalized supports during school closures.
Organizations with proven methods of helping students catch up will also be crucial once schools reopen. Funding effective tutoring organizations to expand their operations when schools reopen will help mitigate the widening achievement gap that is likely to occur during closures.
4. Understand the impact of COVID-19
Though postponed state academic testing will delay the ability to discern the impact of school closures on learning, research to understand student progress and engagement during closures can start now. Using data from education technology platforms, researchers and educators can identify students who are not engaging with online learning and reach out with targeted supports. Researchers can use administrative data to support service delivery for students, such as ensuring that students with free or reduced-priced lunch continue to receive meals during school shutdowns.
We recommend that funders provide support for researchers and districts to start data collection and expand learning management systems. Supporting researchers and districts in data collection and learning management now can both jumpstart our understanding of how this crisis is impacting students and lead to the development of solutions to support students who are falling behind.
Turning to rigorous evidence during the COVID-19 crisis can ensure that funders invest in programs that work. J-PAL staff are happy to discuss existing evidence, connect donors to academic researchers, or facilitate introductions between donors and education organizations running effective programs.
Authored By
To help ease the transition to online learning, Quetzali Ramírez, a top-performing MicroMasters learner and teaching assistant (TA), and I compiled ten tips gathered from our collective experience as online learners and supporters of others’ online learning experiences.
As an education operations associate at J-PAL, I am exposed every day to the highlights and pitfalls of online education. I work on the MicroMasters program in Data, Economics, and Development Policy (DEDP), a program created by the Department of Economics and J-PAL to make MIT courses accessible online to the general public. Since starting in 2017, more than 31,000 learners have enrolled in at least one of the six MicroMasters courses.
In my role, I provide support to thousands of DEDP learners. One major lesson I have taken away, both from interacting with online learners and in my own experience with online learning, is that learning online is undoubtedly different than learning in a classroom! And, as numerous universities across the globe have moved their classes online during the coronavirus pandemic, many more educators and students are experiencing the challenges of online learning firsthand.
For any student, learning online may be an adjustment. In person, there are external factors that keep you motivated (e.g., specific class times, positive peer-pressure to show up to class and work hard, and accountability requirements from professors or classmates). Online, you are on your own. You must learn to motivate and hold yourself accountable in a new way. And, now more than ever, there may be additional stressors or responsibility in your day-to-day life that can make learning online hard.
To help ease the transition to online learning, Quetzali Ramírez, a top-performing MicroMasters learner and teaching assistant (TA), and I compiled ten tips gathered from our collective experience as online learners and supporters of others’ online learning experiences. We hope these will help you get the most out of online learning.
1. Review the course syllabus to see how you should spend your time.
Spend your time wisely. Make sure to review the timeline and weight of assignments for the remainder of the semester. This will allow you to allocate more time and attention to the important assignments and requirements of the course. Follow along with the timeline to ensure you stay on track.
2. Set a rhythm or routine to your online learning.
To keep yourself in a good pattern and remind yourself of the structure of in-person learning, set a schedule of specific times to watch lectures and study. During this time, try to eliminate outside distractions to the best of your ability. Turn off your phone and try to spend focused time on your lectures or assignments. If it works for you, try the 25/5 rule: work for 25 minutes uninterrupted and take a five minute break. This resting time can help you recharge and refocus for your next 25 minutes of work.
3. Define a specific place to do your work.
Doing work in bed or in a particularly social part of your home may make it hard to stay focused. Try to set up a location to do your schoolwork that makes you feel as though you are in “work mode” rather than “home mode.” If you are in a tight space or have limited options on having a defined workspace, circle back to setting a rhythm or routine by having clearly defined “work time” and “break time.”
4. Expect your effort level to remain the same.
Although it may seem easy to assume the workload will decrease or become easier when moved online, this is likely not the case. Plan to spend the same amount of time, or perhaps even a bit more, attending your lectures and devoting to coursework. It is also a good idea to review your university’s grading policy this semester to help determine where to concentrate your efforts.
5. Continue to take notes.
Although tempting to keep all of the material online, it is important to still take notes to build the information into your memory. The act of writing it down, whether on paper or on your computer, will help your recall of the information. Have a specific folder on your computer or notebook in your house dedicated to your class.
6. Don’t be afraid to ask questions!
There will still be topics that are difficult. Be sure to watch the lectures twice if you feel you are a bit lost. However, also be ready to ask questions when you have them. If there is a dedicated discussion forum or a direct email for the professor or TA, make sure you reach out and try to clarify rather than remaining confused.
7. Try to build community in your online classes.
Whether you were in a large lecture style course or a small seminar class, the best way to stay dedicated to your classes is to have community support. As your university’s honor code permits, post in discussion forums, email the class listserv, or try to start an online group chat. Having a community can allow you to discuss questions you have, talk over best practices for motivation, and hold you accountable to your work. Additionally, your professors and TAs are there to help—engage with them.
8. Find intrinsic motivation as best as you can.
Without the external motivation of going to class, come up with some ways to hold yourself accountable. A great way to stay motivated is to love what you are learning, but that’s not always the case. Sometimes you may simply need to remind yourself that you need the grade to graduate or fulfill requirements, or that the class will help prepare you for something bigger you care about.
9. Remember that your professors and TAs are also adjusting!
With many changes taking place, it can be easy to get frustrated with the little things. However, keep in mind that the course administrators are facing a big change as well. Try to forgive the little mistakes and help your instructors work through some of the course kinks as everyone adjusts to online learning.
10. Do what works for you.
Though this is a helpful list of ideas to aid your online learning, ultimately you need to figure out what works best for you. Don’t be afraid to use some trial and error. Perhaps a certain time of day allows you to be more productive, or a specific ratio of work to resting time. Allow yourself to try and potentially fail a few times in the pursuit of developing a good routine and process for your online learning.
The next semester of our online MicroMasters in Data, Economics, and Development Policy begins June 2. Check out the courses and enroll today >>
Transitioning from a classroom to an online video conference is challenging for everyone involved—teachers must make extra effort to engage students effectively, and students in turn have to make an extra effort to stay engaged amid distractions at home. Research suggests that students typically do worse in courses that are delivered entirely online. At J-PAL, we’ve tried different approaches to online learning and identified two key lessons that are essential for keeping students engaged—and actually learning.
In the wake of the COVID-19 outbreak, many governments declared public health emergencies and some have instituted shelter-in-place orders. In response, universities around the world have moved students off campus and shifted courses online for the remainder of the semester.
Transitioning from a classroom to an online video conference is challenging for everyone involved—teachers must make extra effort to engage students effectively, and students in turn have to make an extra effort to stay engaged amid distractions at home. Research suggests that students typically do worse in courses that are delivered entirely online.
Since 2012, MIT has been delivering online versions of its residential courses on edX. In 2017, J-PAL and MIT’s Department of Economics developed the MicroMasters program in Data, Economics, and Development Policy (DEDP).
To create the program, J-PAL converted the same courses MIT’s economics faculty teach on campus—in courses like microeconomics, data analysis, and political economy—into online courses. Since its launch, over 31,000 learners have enrolled in at least one course.
We’ve tried different approaches to online education and identified two key lessons that are essential for keeping students engaged—and actually learning.
Lesson 1: Rethink lecture formats
Remote learning requires high levels of motivation, focus, and organization. There are some steps you can take to maximize students’ engagement and ensure that all students have equal access to material.
- Engage your students by segmenting lectures into shorter sequences.
DEDP lecture segments are less than 15 minutes long and focus on a particular topic, allowing students to direct their attention to one concept and rewatch or take breaks as needed. In live lectures, instructors can mimic this by pausing for breaks, summarizing key points, and soliciting questions often to keep students engaged.
- Check comprehension by asking quick questions that test whether students understood the key lesson in the short lecture segment.
In the DEDP courses, exercises placed in between lecture segments serve as a learning and assessment tool: instructors know what students have learned and students practice applying the concepts taught in lecture. The exercises offer detailed answer explanations to provide feedback and correct students if they are learning a concept incorrectly. Frequent exercises also give students more opportunity to apply lecture material.
Research shows that such repeated quizzing can improve student outcomes. Furthermore, classroom studies have shown that students who were frequently quizzed learned more and reported greater satisfaction with the course.
When lecturing online via Zoom or another platform, lecturers can administer polls in Zoom or send out Google forms to test knowledge retention and gauge students’ understanding of what is being discussed in the course. These quizzes help encourage students to stay current with the course and study regularly.
- Walk through step-by-step examples.
When shifting courses online, students often do not get the benefit of the opportunity to interact in smaller discussion groups with other students and teaching assistants to see a challenging problem or concept worked out, step-by-step.
Evidence shows studying worked examples are an effective way for non-experts, like students, to learn. Teachers should set aside some of their time (or a teaching assistant’s time) to practice exercises or problems similar to the homework problems. For instructors working from home without a board to write on, many tablet apps allow them to record themselves working on a practice problem.
- Maximize access to material for all students.
Record all instruction, even live lectures, so that all students can watch or rewatch it (especially important for students in different time zones). When presenting, be sure to describe any images or graphics for students who are blind or have low visibility.
Students, especially those who need accessibility accommodations, will also benefit from transcripts. Zoom has built-in automatic captions for recorded sessions, but does not provide automatic live captioning. Alternatively, Google Slides has a live captioning feature.
Lesson 2: Build a community
In-person courses benefit from interactions with peers, instructors, and teaching assistants that can provide a sense of community and motivate students to learn. Online courses simulate these interactions through discussion forums.
- Encourage students to take advantage of discussion-based features on course websites like Canvas.
By stimulating discussion, teachers can encourage students to ask questions and receive feedback from their peers and course team (instructors and teaching assistants). Ask teaching assistants to introduce themselves and their backgrounds and ask a question to start discussion. For instructors using Zoom, use a breakout room to split the class into smaller groups for managing discussions or projects as you would in class. If teachers don’t have teaching assistants, consider assigning a different student each week to lead the discussion.
- Use office hours to engage students in a more informal setting.
Asking students to submit questions or concepts in advance can help avoid awkward lulls and pace the time. Teachers can request students to submit questions aimed at broad concepts to lecturers, and to submit questions on specific homework problems to teaching assistants, to best utilize each instructor’s expertise.
- Encourage students to keep in touch with each other.
In our program, learners have created groups on WhatsApp and Facebook to provide support and share resources with one another. Students may feel much more comfortable reaching out to peers than to their TAs or professors, and creating a supportive community is important—especially in these uncertain times.
These are unprecedented times for all of us, even seasoned online teachers and learners. Above all, lecturers should focus on bringing the same energy, passion, and engagement from the physical classroom to the virtual classroom—students pick up on this energy, and it sets an important foundation for effective learning.
The next semester of our online MicroMasters in Data, Economics, and Development Policy begins June 2. Check out the courses and enroll today >>
J-PAL North America has curated a set of randomized evaluations that tested specific policy options related to the social safety net, health, and education. Our goal is to provide actionable evidence to inform state and local leaders’ policy responses to challenges during the COVID-19 pandemic.
To learn more about the evidence below or to discuss how to apply evidence from J-PAL North America’s randomized evaluations in your context, contact Rohit Naimpally.
To download this note in pdf form, click here.
The COVID-19 pandemic has caused enormous health, social, and economic challenges. J-PAL North America has curated a set of randomized evaluations that tested specific policy options related to the social safety net, health, and education. Our goal is to provide actionable evidence to inform state and local leaders’ policy responses to challenges during the COVID-19 pandemic. Please note that we do not have research evidence specifically for responding to a pandemic. We generalize from existing evidence in different contexts to provide policy recommendations and considerations for state and local governments responding to this situation.
Via our State and Local Innovation Initiative, we are able to provide pro bono technical assistance to state, local, or tribal leaders who would like to tailor and apply evidence in their local context. Our team can help you analyze whether evidence is likely to be relevant in your context and provide implementation details from the original studies. Please contact Rohit Naimpally to learn more.
Increasing access to the social safety net
The federal government expanded social insurance programs in response to the COVID-19 pandemic, but expansion of these programs is not enough to ensure eligible individuals claim these benefits. State and local governments can implement evidence-based policies to ease barriers to access important social insurance programs like the Supplemental Nutrition Assistance Program (SNAP), Earned Income Tax Credit (EITC), and Temporary Assistance for Needy Families (TANF). This section provides lessons from evidence on increasing access and take-up of social benefit programs.
Provide salient information and reminders to increase the take-up of critical social safety net programs.
Many individuals may not access the critical social benefits, such as the EITC, that they are eligible for during this time. The 2019 tax filing deadline extension from April 15th to July 15th due to COVID-19 gives states an opportunity to encourage individuals who could be eligible for the EITC to file their taxes.
A randomized evaluation from Day Manoli and Saurabh Bhargava, in partnership with the US Internal Revenue Service tested the effectiveness of different messages to taxpayers who were eligible for, but did not claim, the Earned Income Tax Credit and found that targeted messages increased take-up of the EITC.
Social benefit programs like SNAP and TANF are also crucial for vulnerable families and individuals, particularly during economic downturns. Yet millions of SNAP-eligible households do not enroll and miss out on assistance that can help address food insecurity. A randomized evaluation from researchers Amy Finkelstein and Matt Notowididgo, in partnership with Benefits Data Trust, found that sending eligible households informational mailings nearly doubled SNAP enrollment, while combining these informational mailings with application assistance tripled enrollment.
It is worth noting that sometimes text messages and/or letters alone are not enough to increase take-up of social insurance programs and tax credits. A recent evaluation by the California Policy Lab found that text messages and letters alone were not enough to increase the take-up of the state and federal EITCs. If possible, states should simplify enrollment processes while also providing targeted outreach to increase take-up of social insurance and tax credits.
- Recommendation: State and local governments can implement mailings or text messages that provide relevant program information for those who may be eligible for benefits, provide assistance, and simplify application processes to increase the likelihood of eligible participants claiming benefits.
- For consideration: States can streamline enrollment for programs like SNAP, TANF, and Unemployment Insurance by implementing presumptive enrollment, or the ability to enroll those who appear eligible, rather than requiring a full application. This mechanism can ease administrative barriers and provide expedited support to those who need it.
For more on this topic, please see J-PAL North America Scientific Director Amy Finkelstein and J-PAL North America Work of the Future Initiative co-chair Matt Notowidigdo’s op-ed on easing access to the safety net, or contact Rohit Naimpally.
Increasing access to health insurance and care during a pandemic
Without a tested vaccine or identified cure, preventive measures and access to medical treatment are critical to combat the spread of COVID-19. Public health authorities looking to ensure residents are covered by health insurance and able to seek medical care can look to the following evidence-based recommendations for guidance.
Reducing barriers to information and enrollment can increase insurance take-up.
In response to the coronavirus pandemic, several states have extended or re-opened the enrollment period for health insurance on state health insurance exchanges. However, despite insurance being available, many eligible Americans remain uninsured. People who are uninsured will likely face barriers to accessing testing and treatment for COVID-19 symptoms. In an effort to mitigate the costs of seeking COVID-19 testing and treatment, the CARES Act expanded the number of tests and services insurers must cover at no cost. However, there are gaps in these protections that may expose patients to unexpected medical bills, and insurance can help mitigate these costs. Experts found that informational interventions improved take-up of plans.
- Recommendation: Letters advertising enrollment deadlines and personalized information such as projected subsidies and plan ratings can increase take-up of insurance, even among healthier individuals. Increased take-up of health insurance will not only allow more Americans to access and pay for healthcare, but also decrease insurance costs in the long-run. The evidence also suggests that simplifying enrollment processes—such as through reminder emails with easy links to enrollment or auto-enrollment—could increase enrollment, more than through subsidies alone.
- For consideration: Under the National Emergencies Act, states have been granted the option to expand Medicaid coverage and reduce barriers to enrollment by applying for Medicaid Disaster Relief State Plan Amendments. One strategy to streamline enrollment is to implement presumptive eligibility, thus allowing hospitals, clinics, and other entities to screen individuals for Medicaid eligibility, and to temporarily enroll those who appear eligible.
Simple nudges and reminders can induce people to take up Medicaid.
Lack of insurance coverage during a global pandemic will cause even greater financial strain on low-income populations. Despite access to free or significantly subsidized health insurance through the Medicaid program, many eligible individuals and families remain unenrolled. A study of low-cost improvements to outreach efforts to Medicaid-eligible residents found these nudges to be particularly effective among hard-to-reach vulnerable populations. It was especially beneficial if outreach efforts were coordinated for times of the month when low-income populations were likely to be responsive.
- Recommendation: Behaviorally-informed nudges with specific next steps, such as postcards, emails, and automated calls reminding people of upcoming deadlines, can increase enrollment in the Medicaid program. Given that many states have authorized shelter-in-place and other stay-at-home orders, letters and other forms of electronic or phone communication will be critical to remind residents of key deadlines and key steps for securing Medicaid coverage.
For more on this topic, please see J-PAL’s note on “Increasing Adherence to COVID-19 Guidelines: Lessons from Existing Evidence.” Policymakers interested in learning more on the evidence presented on health insurance take-up and access are encouraged to contact Hannah Reuter.
Improving virtual and online learning while schools are closed
The physical closing of schools is among the unprecedented COVID-19 disruptions across the United States. Many districts and schools have rapidly adapted by virtualizing learning for their students. It is important to note that the use of many education technology solutions to deliver lessons hinges upon students’ access to reliable internet and internet-enabled devices. While internet access alone is not sufficient to improve learning outcomes, it is in many cases necessary to utilize effective computer-assisted learning programs. If these students are unable to access this necessary technology, the achievement gap will likely widen.
In this section we describe evidence-based approaches that can support learning via education technology informed by a J-PAL North America review of 126 randomized evaluations examining the effectiveness of many different kinds of education technology interventions. Recommendations on tutoring programs are drawn from a forthcoming J-PAL review of 96 randomized evaluations of K-12 tutoring programs.
Educational software, or computer-assisted learning (CAL) programs, shows promise in improving learning outcomes, particularly in math.
Under shelter-in-place and other orders to stay home, students will likely receive classroom instruction and any supplemental exercises online. Effective CAL programs that have been rigorously evaluated share a few common features. Students can advance through exercises at their own pace, allowing them to work incrementally until they have mastered the material. Evidence suggests that simply watching videos is insufficient, no matter how stimulating the content. School leaders should provide educators with guidance on monitoring and rewarding progress for advancing through instructional videos.
- Recommendation: Educational software that adapts instruction to meet student needs or that offers timely feedback to students and reports data on student performance to teachers can support teacher instruction at this time. For example, ASSISTments, a free online math homework platform that offers students feedback as they solve problems, has been evaluated through multiple randomized evaluations and shown to have positive results even when students used the program for less than an average of ten minutes per night, three to four nights per week.
Online learning is more productive when platforms create interactive lessons and offer incentives to learn.
Students in online only courses tend to perform worse than students in in-person-only courses. Studies of Massive Open Online Courses (MOOCs) show that persistence is low and few students get past the first few lessons. It is possible that students taking online courses may struggle with the lack of accountability or miss out on motivating relationships with instructors and peers.
- Recommendation: Engage students in video and online learning by creating assignments that ask students to engage with material and share their reactions through online discussions to increase the likelihood that students process the material.
Tutoring programs have shown promise in improving learning outcomes for disadvantaged students.
Evidence-based education non-profits, including Saga Education, are now delivering their tutoring model virtually to support at-home learning. Saga Education partners with public school districts to provide personalized tutoring during the school day for students who are falling behind. Randomized evaluations of Saga’s model have shown that the program results in large academic gains for students. Saga is offering virtual tutoring services to students in New York City while schools are closed. While this online implementation has not been evaluated, our assessments of SAGA’s approach and evaluations of tutoring-style programs delivered virtually suggest that these supports could be valuable to students who are struggling academically.
- Recommendation: Tutoring programs offering two-to-one support can help students get back on track when schools reopen and will help fight the widening of the achievement gap that is likely to result from school closures.
- For consideration: Evaluations of summer youth employment programs have found these programs offer considerable promise to alleviate the social costs of youth violence. Several cities have been forced to cancel these programs due to COVID-19. While no formal evaluation has been done on the topic, districts might consider partnering with summer youth employment programs to offer youth jobs as virtual two-to-one tutors for younger students needing remedial support during the summer months. For more on summer youth employment programs, see J-PAL North America’s Policy Bulletin: Stopping a Bullet with A Summer Job.
Messaging platforms and behavioral nudges can support parents and students.
Evidence suggests that with short, actionable directions and suggestions for engaging activities, parents are better equipped to support learning at home. Evidence-based family engagement apps are a proven method of providing parents with these behavioral nudges. There is also evidence that suggests timely and specific reminders, like text message reminders about tasks required for matriculation can help students enroll in college at higher rates. Behavioral nudges delivered through text messages may be an inexpensive way for districts to support both parents and students during school closures.
- Recommendation: Districts can adapt learnings from behavioral science and develop timely, actionable text messages for parents to encourage and support their students while learning at home.
For more on this topic, see J-PAL North America Education Technology and Opportunity Initiative Co-Chair Phil Oreopoulos’ op-ed “Stumped by How to Best Serve Students with At-Home Learning? Follow the Evidence” or contact Kimberly Dadisman.
Resources for further reading
Increasing adherence to COVID-19 guidelines: Lessons from existing evidence (J-PAL): Resource compiled by the J-PAL Health Sector to provide recommendations for responding to the COVID-19 pandemic. This note summarizes evidence generated by J-PAL affiliates and is not a summary of all the rigorous evidence on the discussed topics.
How Data Governments Already Have Can Guide the Pandemic Response (Governing): Op-ed on how state and local governments can leverage data collected for operational purposes (administrative data) to help them deal with the economic devastation of the coronavirus.
Easing Access to the Safety Net, and Why We Need to Do It Now (Governing): Op-ed in Governing by J-PAL North America Scientific Directory Amy Finkelstein and J-PAL North America Work of the Future Initiative co-chair Matt Notowidigdo outlining how state and local governments can leverage administrative data to guide policy responses to COVID-19.
Challenges of Equitable Rapid Response Cash Payments (Econofact): Econofact brief by J-PAL affiliated researcher Lisa Gennetian about the need for infrastructure to ensure delivery of economic impact payments or other cash stimulus.
How You Can Protect Your Community, Not Just Your Own Health (The New York Times): Op-ed in the New York Times by J-PAL affiliated researchers Kate Baicker and Oeindrila Dube on lessons learned from the Ebola crisis on garnering trust in communities to spur behavioral change to manage the pandemic.
Recommendations for a Metropolitan COVID-19 Response (Johns Hopkins School of Public Health): Special report for city leaders on public health recommendations for managing the coronavirus pandemic in a metropolitan context.
COVID-19 Resources (Results for America): Suite of resources for state and local governments, including resources from Bloomberg Philanthropies and the National League of Cities.
Coronavirus: What You Need to Know (The National Governors Association): Suite of resources for governors and states including memos on public health interventions, the federal response to the pandemic, and links to the CDC and other public health authorities.