This quantitative, causal-comparative research study investigated whether school configuration has an impact on the reading performance of sixth-grade students by comparing the End-of-Grade (EOG) reading assessment Grade Level Proficiency (GLP) scores of sixth-grade students in K-8 configured schools to sixth-grade students enrolled in 6-8 grade…

Teachers must meet a variety of students' mathematics learning needs but are often not trained to do so. Little is known about how teachers perceive their efficacy to meet diverse math learning needs. The purpose of this qualitative collective case study was to explore teacher attitudes and perceptions of professional development (PD) and…

Research Findings: This study illustrated whether and how ecological environments are associated with language-minority students' (N = 12,500) math and reading development from kindergarten to the eighth grade. Results identified the robust effects of preschool type, kindergarten length, classroom activities, parent-child reading, parent…

Data from the Early Childhood Longitudinal Study (ECLS-K; N = 6,420; 67.9% White/non-Hispanic, 15% Hispanic, 13% Black/non-Hispanic, 2% Asian, 3% Native American/Alaska Native; 25% of parents' income <$25,000, 25% = $25,001 to $45,000, 29% = $45,001 to $75,000, 20% = $75,001 or greater) were used to test structural equation models in which…

The aim of this study is to investigate the level of social acceptance of students with typical development in inclusive classes towards individuals with special needs in terms of certain variables. In this study, the screening model was used, which is one of the quantitative research methods. The reason for choosing the screening model in the…

The purpose of this study is to examine the motivation type preferences of students in kindergartens and second, fourth, sixth, and eighth grades and the underlying reasons thereof after successfully completing a mathematics task. The students in the study solved an easy mathematics question. After they solved the problem, they were presented with…

Growing evidence suggests that contrary to popular belief, schools mostly do not generate achievement gaps in cognitive skills but, rather, reflect the inequalities that already exist. In the case of socioeconomic status, exposure to school often reduces gaps. Surprisingly little is known, however, about whether this pattern extends to gender gaps…

Background: Ability grouping has resurged in U.S. schools despite long-standing debates over its consequences for educational equity. Proponents argue that it is the best response to variation in academic skills because it allows teachers to customize the content and pace of instruction to students' diverse needs. Critics answer that this practice…

Using a DisCrit intersectional lens and statistical and spatial methods, we trace how the creation of K-8 schools functioned to create pockets of privilege in one urban U.S. school district. K-8 schools were both whiter and wealthier than district averages, serving as "enclave" schools. Although far fewer students with disabilities were…

Low-income and racial/ethnic minority children are at increased risk of experiencing summer reading loss or declined reading levels due to time away from school. The purpose of this study was to determine whether a 6-week summer reading program would help children maintain or improve reading levels. Four-hundred-fourteen African American and…

It has been common knowledge for decades that poor and working-class students tend to experience "summer learning loss," a drop in performance between spring and fall that serves to widen the gap between students. However, new research shows that the reality of summer learning loss is more complex. Megan Kuhfeld draws on data from the…

Principals' beliefs and actions have powerful outcomes in the lives of the students and families they serve. In this article, we offer the portrait of a long-standing principal of a diverse urban school where the student body is 90% Latinx, 65% English learners (ELs), and 87% eligible for free or reduced-price lunch. We explore many key practices…

This study describes a strengths-based blended personalized learning model, the implementation of the model over a 4-year period, and the results of an impact study focused on measuring its effectiveness. The model includes many commonly-used features of personalized learning, including (a) competency-based progressions, (b) flexible learning…

This report demonstrates the effects of the Arkansas Better Chance program (ABC) on late elementary and middle school outcomes. End of year assessments, which varied over the course of the study years, were examined for students of three preschool cohorts. Students included in the statewide study received free lunch all years and were enrolled in…

The present study used multiple regression analyses to examine the relationships between fifth-grade social skills and eighth-grade academic achievement. Data were drawn from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K). Results indicated no relationship between positive or negative social behavior in fifth grade…