Publication Date
| In 2025 | 3 |
Descriptor
Author
| Ana Balcão Reis | 1 |
| Anita C. Levine | 1 |
| Bryan R. Drost | 1 |
| Esther J. Calzada | 1 |
| Keng-Yen Huang | 1 |
| Lalaine Sevillano | 1 |
| Luis Catela Nunes | 1 |
| Pedro Freitas | 1 |
| R. Gabriela Barajas-Gonzalez | 1 |
| Ricardo Colaço | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Elementary Secondary Education | 1 |
| Grade 3 | 1 |
| Kindergarten | 1 |
| Preschool Education | 1 |
| Primary Education | 1 |
| Secondary Education | 1 |
Audience
Location
| New York (New York) | 1 |
| Portugal | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Behavior Assessment System… | 1 |
| Program for International… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkRicardo Colaço; Pedro Freitas; Luis Catela Nunes; Ana Balcão Reis – Large-scale Assessments in Education, 2025
We analyse the PISA-reported convergence in the performance of private and public schools in Portugal. When PISA sampling weights are used, the number of students enrolled in those types of schools and specific grades/tracks of study differs significantly from official population figures. To account for those differences, we apply a…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
Bryan R. Drost; Anita C. Levine – Journal of Education, 2025
From late spring of 2020 to the present, the U.S. educational conversation about learning in K-12 public schools during the pandemic has been about the fact that students did not learn as much, widening the achievement gap due to digital learning. Some K-12 public schools and school districts have reported no learning loss. This exploratory study…
Descriptors: Achievement Gap, COVID-19, Pandemics, Electronic Learning
Esther J. Calzada; Lalaine Sevillano; Keng-Yen Huang; R. Gabriela Barajas-Gonzalez – Journal of Latinos and Education, 2025
The present study examined Latinx school readiness and 3rd grade student achievement, considering differences based on social categories of gender, race, ethnicity, and home language. The sample included 683 racially diverse children (M[subscript age] = 4.94; SD = 0.57) of Dominican- or Mexican-origin from Spanish-English or Spanish-only…
Descriptors: Academic Achievement, Hispanic American Students, School Readiness, English Language Learners
