Sarah D Sparks is an Assistant Editor/Research reporter at Education Week. She focuses on topics related to the Coronavirus, academia, social issues, AI, and homelessness, exploring the intersections of these critical areas. Sarah's work has been featured in prominent publications, showcasing her commitment to shedding light on pressing educational issues.
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Sarah D Sparks specializes in national education coverage, with a particular emphasis on data-driven analysis of academic performance, schooling outcomes, and educational policies. Her articles often cite extensive data to support their claims.
Given her focus on evidence-based reporting and use of statistics to illustrate trends in education, Sarah would likely be interested in pitches from experts who can provide unique insights into the latest research findings or innovative approaches to improving academic performance. These could include researchers, educators with experience implementing successful programs, or professionals with expertise in educational policy and its impact on student outcomes.
Topics that align with her coverage include academic recovery strategies, cost-effective tutoring solutions for students, interventions for poverty alleviation through education initiatives and the effectiveness of different school practices.
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A primer on what educators should know about the most common interventions for academic recovery.
As a federal funding cutoff looms, some districts are finding ways to make intensive tutoring sustainable.
By: Sarah D. Sparks
New research from the National Academies of Science suggests ways schools can help combat intergenerational poverty.
By: Sarah D. Sparks
New research suggests restrictions on exclusionary discipline can work with support.
Exclusionary discipline can have long-term consequences for civic engagement, a new study finds.
By: Sarah D. Sparks
The chatbot helped improve grades and narrow gender gaps for students in large lecture classes.
By: Sarah D. Sparks
A new report has recommendations on how schools and colleges can make dual-credit programs more equitable.
By: Sarah D. Sparks
More than 40 percent of new high school graduates did not meet any of ACT's college-readiness benchmarks.
By: Sarah D. Sparks
New longitudinal research shows reading and math benefits for retaining younger students who need more time.
Administrators say they're having an easier time filling some vacancies this year, but challenges remain.
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