Bryan Mascio taught for over ten years in New Hampshire, primarily working with students who had been unsuccessful in traditional school settings. Bryan is now a doctoral student at the Harvard Graduate School of Education, where he conducts research on the cognitive aspects of teaching, and works with schools to support teachers in improving relationships with their students.
April 25, 2019, 12:00-1:30pm. Despite an emerging political and empirical consensus about the importance of adequate and equitable funding for high-quality K-12 education, the complex, esoteric field of school finance can be frustrating for policymakers, parents, and the public. How can school finance data and research be presented in an accessible and policy-relevant manner, while also preserving the necessary rigor and sophistication? Register here.