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True to our non-profit nature, we believe in sharing our knowledge. We’re motivated by something greater than the bottom-line. We believe in supporting both the health of the education system in the United States and the well-being of each and every student. So we make a point to share what we learn with others who are positioned to make a difference, too.

How to Build Integrated Ed-Fi Infrastructure to Support State and Local Use Cases: A Roadmap for State Education Agencies

3 Takeaways from the Knowledge Alliance Fall Forum on K-12 to Career Pipeline Opportunities

Education Analytics Recognized for Efforts to Expand Ed-Fi Enabled Services to 1.4 Million Students Nationwide

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What COVID Taught Us About Students’ Social-Emotional Development—and Why California Should Rethink How It Provides Support

In this Policy for Analysis for California Education (PACE) commentary, Research Scientist II Caroline Wang challenges current postpandemic recovery approaches by demonstrating that social-emotional learning (SEL) is the foundation of academic resilience and a primary lever for addressing chronic absenteeism.

Stability of School Contributions to Student Social-Emotional Learning Gains

Recent attempts to measure schools’ influence on students’ social-emotional learning (SEL) show differences across schools, but whether these estimated differences measure the true effects of schools remain unclear. To better understand these measures, we examine the stability of estimated school-by-grade effects across two years using large-scale survey data.

COVID-19 Impacts on Learning and Well-Being

This infographic highlights EA's research into changes in learning patterns experienced by students in grades 3–8 in California and South Carolina. Using results from winter 2020–21 interim assessments, EA provides an up-to-date picture of the learning lag students have experienced during the pandemic. EA also highlights findings from a well-being student survey collected during the 2020–21 school year.

Student Well-Being and Learning Conditions During the Pandemic: Evidence from the CORE Districts

We drew on data from the CORE Districts' Student Well-Being and Learning Conditions Survey, given to 32,000 students in Grades 4–12 from three districts at the beginning of the 2020–21 school year and to 15,000 students again a few months later. We examined patterns in responses by student characteristics, the connection between well-being and academic performance, and changes in students' responses from fall to winter.

Evidence-Based Practices for Assessing Students' Social and Emotional Well-Being

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic.

An IRT Mixture Model for Rating Scale Confusion Associated with Negatively Worded Items in Measures of Social-Emotional Learning

We used mixture IRT models to evaluate confusion due to the negative wording of certain items on a social-emotional learning (SEL) survey. We also evaluated the consequences of the potential confusion. We found evidence of rating scale confusion due to negatively worded items. We also found that confusion was most prevalent at lower grade levels and was positively related to both reading proficiency and ELL status.

Trends in Student Social-Emotional Learning: Evidence From the First Large-Scale Panel Student Survey

We used social-emotional learning survey data to simulate how four constructs—growth mindset, self-efficacy, self-management, and social awareness—develop from grades 4 to 12 and how these trends vary by gender, socioeconomic status, and race/ethnicity among students for two consecutive years. We found that, with the exception of growth mindset, self-reports of these constructs do not increase monotonically as students move through school; self-efficacy, social awareness, and, to a lesser degree, self-management decrease after Grade 6.

SEL Best Practices Guide

This guide outlines the steps that organizations might consider for measuring students’ social and emotional learning (SEL). We highlight the lessons we have learned from the research that Education Analytics has conducted on SEL survey measures. We also discuss future directions of SEL measurement that policymakers and practitioners at the state and district level should consider.

Can We Measure Classroom Supports for Social-Emotional Learning?

We applied value-added models to student surveys in the CORE Districts to explore whether social-emotional learning (SEL) surveys can be used to measure effective classroom-level supports for SEL. We found that classrooms differ in their effect on students’ growth in self-reported SEL—even after accounting for school-level effects.

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Blog

Day in the Life: Q&A with Implementation Delivery Lead Christian Faulkner

Christian Faulkner

Get to know Implementation Delivery Lead Christian Faulkner in the latest installment of our "Day in the Life" blog series. In this blog, Christian describes what interested him in working at EA, why connecting technology to student outcomes is so rewarding, and how he anticipates the ed tech field will continue to focus on supporting the school-to-workforce transition in the coming years.

Building Shared Data Infrastructure for School-Based Nonprofits

Dan Jarratt

When we talk with school-based nonprofit partners, we hear a consistent concern: the data they need to support students, learn across sites, and demonstrate impact often arrives too late, in too many formats, and with too much local interpretation required. City Year, a national education nonprofit whose AmeriCorps members serve as student success coaches in schools across 29 U.S. cities, describes this as a shared infrastructure problem rather than a single-organization challenge. In this blog, Vice President of Strategic Philanthropy and Innovation Dan Jarratt describes this shared infrastructure problem, uses City Year's work as a case study in strengthening data infrastructure, and highlights how Education Analytics (EA) is committed to building and stewarding that infrastructure.

Podcast

EA Stack Series Part IV: Giving District Data a Platform with Podium with Katie O'Brien

April 17, 2026

In the latest episode of the DatabasED podcast, co-hosts Molly Stewart (Senior Project Manager) and Rosh Dhanawade (VP of Product) sit down with Katie O'Brien (Senior Product Manager) at Education Analytics to explore Podium, EA's data visualization platform built for education leaders. Katie shares how Podium helps districts, schools, and state agencies answer the big questions they face every day, from tracking chronic absenteeism to understanding student behavior and enrollment trends. The conversation dives into how Podium's core dashboard suite provides quick, reliable insights while also giving districts the flexibility to build custom dashboards tailored to their unique initiatives. The episode also unpacks the technical side of building a scalable business intelligence platform in education. Katie discusses how EA leverages tools like Apache Superset (via Preset), Ed-Fi data standards, and the Stadium data warehouse to deliver secure, multi-tenant data access across districts and states. She also highlights the challenges of adapting traditional BI tools for education use cases, including differences in school calendars, data privacy requirements, and complex user structures.

Economists of Scale: Using Interoperability Technologies for Efficient Research with Large Datasets with Michael Christian and Sara Hu

January 28, 2026

In the latest episode of the DatabasED podcast, co-hosts Molly Stewart (Senior Product Manager) and Rosh Dhanawade (Vice President of Product) chat with Mike Christian, Principal Researcher, and Sara Hu, Research Scientist I, at Education Analytics. In this episode, Mike and Sara share how interoperability technologies are transforming research in the education sector. They also dive into their experiences using Ed-Fi data, Snowflake, SQL, and dbt documentation to conduct large-scale, efficient research at EA, along with the learning curve researchers face when moving from traditional flat files to modern data warehouses. This conversation highlights how bridging research, data engineering, and educational practice enables faster analysis, resulting in better outcomes for students and education stakeholders.

Newsroom

Why Claude for Teachers Might Be a Student Privacy Trap for Educators

July 31, 2026

Mark Schneider, Nonresident Senior Fellow at American Enterprise Institute, and Andrew Rice, CEO at Education Analytics, spoke to The 74 to discuss Anthropic’s new “Claude for Teachers” tool and the impact on and potential risks to educators who are interested in using this tool to generate lesson plans or other classroom materials.

LinkedIn Live Webinar: You've Modernized Your Data System—Now What? Turning Implementation Into Impact

April 21, 2026

What happens after Ed-Fi implementation? How do states turn modern education data systems into real, measurable impact? This recorded LinkedIn Live conversation brings together Rosh Dhanawade, Vice President of Product at Education Analytics; Vijay Gollapudi, Chief Information Officer at the Tennessee Department of Education; and Sayeelakshmi Srinivasan, Technical Programs Manager at the Ed-Fi Alliance, and is moderated by Marlena Holden, Director of Brand and Communications at Education Analytics. They come together to explore what it takes to move beyond implementation and start driving results with data.