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BRIEF • December 2025 • by Mitchelle Wambua & Maia Elkana • This brief addresses the benefits and challenges associated with implementing a new
high-quality mathematics curricular resource, with recommendations for how schools can facilitate the implementation process to best support teachers and students.

What’s the most effective way to understand what learners need to thrive? WashU researchers see the value of collaborating with others by forming research-practice partnerships (RPPs).

As a new teacher, Allen Samples can’t stop thinking about doors that are wide open. His first year of classroom teaching in the Riverview Gardens School District provided plenty more open doors for him and his middle school students.

Customizing a district-mandated curricular resource. By Camille Morgan, Ritenour School District

BRIEF • August 2025 • by Rosalyn Langrohling-Amanor & Maia Elkana This brief addresses how instructional leaders can support teaching and learning to improve student achievement.

JOURNAL ARTICLE • April 2025 • Rachel M. Ruggirello, Abbey M. Loehr, Takeshi Terada, Jason Jabbari, Yung Chun, Maia Elkana and Alison Brockhouse
This article in Educational Forum co-authored by ISP researchers examines the effects of teacher participation in a NIC on middle mathematics learning.

Kirstin Blase, a high school chemistry teacher at Villa Duchesne, is among 13 teachers from across the St. Louis area who participated in the 2025 Summer Teacher-Researcher Program at Washington University in St. Louis. The teachers gained firsthand experience in research labs, with the opportunity to implement a lesson field test or pilot in their […]

KJ Haywood, a middle school science teacher at Lift for Life Academy, is bringing hands-on experiments back to his classroom this school year after joining peer elementary and middle school teachers from across the St. Louis area for summer institutes held at Washington University in St. Louis. The teachers participate in mySci, a signature program […]

REPORT • March 2025 • by Alison Brockhouse
STEMpact District Immersion (STEM DI) was a four-year research-practice partnership to improve mathematics education in the St. Louis region. Supported by STEMpact, STEM DI brought together educators from three local districts and education specialists from the Institute for School Partnership at Washington University in St. Louis (ISP). Over the life of this innovative collaboration, we saw important advancements in instructional practices and improved student achievement.

Educators in the St. Louis region who teach students in grades three through eight will have an opportunity to build their digital literacy by participating in the AT&T Digital Navigation Program.