Too Many Children Left Behind: The U.S. Achievement Gap in Comparative Perspective

Data Sharing to Drive the Improvement of Teacher Preparation Programs

This article calls for the creation of partnerships between teacher preparation programs and researchers or state education agencies to share individual-level data on program graduates with teacher preparation programs.

Becoming a School Principal: Learning to Lead, Leading to Learn

The New Early Childhood Professional: A Step-by-Step Guide to Overcoming Goliath

Parenting to a Degree: How Family Matters for College Women's Success

The Whole World is Texting: Youth Protest in the Information Age

Tilling, Seeding, and Weeding: Creating New and Better Schools

Cultivating an ecosystem of new and better schools is a lot like gardening. It takes tilling (creating a policy environment that allows for new schools), seeding (starting schools with the necessary human capital to flourish), and weeding (regulation).

The Promise of Anonymity: An Investigation of the Practices of ELA Teachers Facilitating Discourse About LGBTQ Topics

This article reports findings from a comparative case study that examined how teachers who held strong intentions to support lesbian, gay, bisexual, transgender and queer (LGBTQ) students facilitated classroom discourse about LGBTQ identity.

The Role of Attending Center-Based Care for Kindergarten-Aged Children With Disabilities

This study examines whether differences in achievement and socioemotional outcomes are correlated with having attended center-based care before/after school during kindergarten for children with disabilities.

A Multilevel Analysis of Community College Students' Transfer to Four-Year Institutions of Varying Selectivity

This study examines the relationship among transfer to four-year institutions of varying selectivity and a rich set of institutional, academic, and individual factors for a national sample of beginning community college students. Conceptually and methodologically, this research extends existing scholarship on transfer by taking into account the heterogeneity of receiving four-year institutions.

Literacy Leadership in Changing Schools: 10 Keys to Successful Professional Development

Striving for Equity: District Leadership for Narrowing Opportunity and Achievement Gaps

Leveraging Observation Tools for Instructional Improvement: Exploring Variability in Uptake of Ambitious Instructional Practices

This mixed-methods study investigates a model of professional development built around a standardized classroom observation tool designed to measure the quality of teaching in middle school English Language Arts classrooms.

Reasons for Becoming a Postdoc: Differences by Race and Foreign-Born Status

This study analyzed the 2006 administration of the U.S. National Science Foundation’s Survey of Doctorate Recipients to examine how multiple identities shape the reasons for doctoral recipients to work as postdocs.

Does the Organization of Instruction Differ in Charter Schools? Ability Grouping and Students' Mathematics Gains

This paper examines differences in students’ mathematics test score gains between charter and traditional public school classrooms, focusing on the distribution and organization of students into ability groups between sectors.

The Long-Term English Language and Literacy Outcomes of First-Generation Former Child Immigrants in the United States

The current study focuses on the long-term English language outcomes of a sample of first-generation child immigrants from Asian, specifically Chinese, ethnic backgrounds.

Engaging Primary Children in Mathematics

Insurrection: A Teacher Revolution in Defense of Children

Preparing to Teach Social Studies for Social Justice: Becoming a Renegade

The New Education Philanthropy: Politics, Policy and Reform

Fighting for Respeto: Latinas’ Stories of Violence and Resistance Shaping Educational Opportunities

This article illustrates how oppressive structures shape Latinas’ education experiences, specifically examining how systemic forces position and oppress Latinas, resulting in physical violence, stereotypes, and environmental violence. The Latina participants shared the survival and resistance strategies that they employed, illustrating the importance of further interrogating systems of violence against marginalized women of color in educational settings.

Should Value-Added Models Control for Student Absences?

This research note shows that value-added measures of teacher effectiveness (VAMs) are insensitive to controlling for lagged or concurrent student absences.

Data Use Practices for Improved Mathematics Teaching and Learning: The Importance of Productive Dissonance and Recurring Feedback Cycles

This article focuses on how teachers make sense of classroom-embedded data in professional learning communities in ways that lead to improvement in mathematics instruction. The case study illustrates the developmental nature of one teacher’s growth and the important roles of dissonance, collegial discussion, and productive dissonance in that process.

Courageous Leadership in Early Childhood Education: Taking a Stand for Social Justice

Is All Classroom Conduct Equal?: Teacher Contact With Parents of Racial/Ethnic Minority and Immigrant Adolescents

In this study uses a nationally representative sample of high schoolers to examine patterns of teachers communicating with parents. Even after considering measures of student behavior and academic performance, the author finds that patterns of contact between mathematics and English teachers and parents are consistent with stereotypes that teachers may subscribe to of different racial/ethnic and immigrant groups.