1. This study examined the extent to which enrollment in private schools between kindergarten and ninth grade was related to students’ academic, social, psychological, and attainment outcomes at age 15. After controlling for sociodemographic characteristics of children and families, the researchers found no evidence to suggest that low-income children or children enrolled in urban schools benefited more from private school enrollment. Educational Researcher, published online July 2018 Authors: Robert C. Pianta, Arya Ansari
The authors reviewed the empirical literature on teacher coaching and conducted meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement. Although findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness. Review of Educational Research, published online February 2018 Authors: Matthew A. Kraft, David Blazar, Dylan Hogan
Quantitative mixed models were used to examine literature published from 1966 through 2016 on the effectiveness of direct instruction on reading, math, language, spelling, and other academic subjects as well as on other outcomes. All of the estimated effects were positive and all were statistically significant except results from metaregressions involving affective outcomes. Review of Educational Research, published online January 2018 Authors: Jean Stockard, Timothy W. Wood, Cristy Coughlin, Caitlin Rasplica Khoury
The authors used data from multiple national surveys to describe trends in private elementary school enrollment by family income from 1968 to 2013. Among the findings was that the private school enrollment rate of middle-income families declined substantially over the past five decades while that of high-income families remained quite stable. 熊猫视频Open, published online January 2018 Authors: Richard J. Murnane, Sean F. Reardon
This study estimated the effects of eight state-funded preK programs (Arkansas, California, Michigan, New Jersey, New Mexico, Oklahoma, South Carolina, and West Virginia) on children’s learning using a regression discontinuity design. Differences in effect sizes by domain suggest that preK programs should attend more to enhancing learning beyond simple literacy skills. 熊猫视频Open, published online Mach 2018 Authors: W. Steven Barnett, Kwanghee Jung, Allison Friedman-Krauss, Ellen C. Frede, Milagros Nores, Jason T. Hustedt, Carollee Howes, Marijata Daniel-Echols
Open Education Science is a set of practices designed to increase the transparency of evidentiary reasoning and access to scientific research in a domain characterized by diverse disciplinary traditions and a commitment to impact in policy and practice. The authors argue that each aspect of the scientific cycle—research design, data collection, analysis, and publication—can and should be made more transparent and accessible. 熊猫视频Open, published online July 2018 Authors: Tim van der Zee, Justin Reich
This literature review summarizes existing research on whether the AP program has achieved its dual goals of equal access and effectiveness. The extant literature suggests that, despite impressive gains in access to AP, significant barriers remain to its becoming a program that ensures equal access for all students and effectively prepares them for college coursework. Review of Educational Research, published online July 2018 Author: Suneal Kolluri
This study addresses the role of teacher math anxiety on ninth-grade students’ math achievement and the mediating factors underlying this relationship. Using data from the National Mindset Study, this study found that higher teacher math anxiety is associated with lower math achievement. 熊猫视频Open, published online March 2018 Authors: Gerardo Ramirez, Sophia Yang Hooper, Nicole B. Kersting, Ronald Ferguson, David Yeager
Recent efforts to improve the quality and availability of scientific research in education, coupled with increased expectations for the use of research in practice, demand new ways of thinking about connections between research and practice. The conceptual framework presented in this paper argues that increasing research in educational decision-making cannot be simplified to an issue of dissemination or of motivating practitioners to access evidence-based research. Educational Researcher, published online March 2018 Authors: Elizabeth Farley-Ripple, Henry May, Allison Karpyn, Katherine Tilley, Kalyn McDonough
This study examines the link between participation in a comprehensive elementary school student support intervention and high school dropout. Students who attended intervention elementary schools in a large, urban, high-poverty district during 2001–2014 were compared to students who did not attend intervention schools. Intervention students had approximately half the odds of dropout. Review of Research in Education, published online April 2018 Authors: Angela Harris, Zeus Leonardo