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
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
Our work aims to substantiate and extend earlier findings on the effects of student-teacher race matching on academic achievement using longitudinal data for students in Grades 3 through 8 in Tennessee. The results align with prior findings, emphasizing that race-match effects transcend state borders, and support policy efforts to diversify the educator labor force. 熊猫视频Open, published online December 2018 Authors: Ela Joshi, Sy Doan, Matthew G. Springer
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
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
This study provides a comprehensive review of the extant literature on the contributors to racial, gender, and income disparities in disciplinary outcomes, and the effectiveness of emerging alternatives to exclusionary disciplinary approaches. Findings indicate that the causes of the disparities are numerous and multifaceted. Review of Educational Research, published online September 2018 Authors: Richard O. Welsh, Shafiqua Little
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
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. 熊猫视频Open, published online October 2018 Authors: Terrence J. Lee-St. John, Mary E. Walsh, Anastasia E. Raczek, Caroline E. Vuilleumier, Claire Foley, Amy Heberle, Erin Sibley, Eric Dearing
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 March 2018 Authors: W. Steven Barnett, Kwanghee Jung, Allison Friedman-Krauss, Ellen C. Frede, Milagros Nores, Jason T. Hustedt, Carollee Howes, Marijata Daniel-Echols
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