Reducing inequity is the moral imperative confronting today's educational leaders. Central to reducing inequity is leaders' ability to solve the school-based problems that contribute to it, while building the positive and trusting professional relationships required for teachers to commit to the hard work of improvement. A theory of collaborative…

Purpose: There is a critical need to understand how to attract Black girls and other girls of color to the science, technology, engineering, math, and computer science (STEM+CS) field. This study aims to look at the design and implementation of a CS learning ecosystem that supports girls of color in acquiring critical CS skills starting in middle…

As a reviewer of middle level schools, their programs, policies, curricula, mission statements, instructional behaviors, assessment processes, and student-oriented community the author offers observations that can promote better student equity. He suggests: (1) "Producing Equity Belief Statements." Mission, Equity, or Inclusion…

Inequity and marginalization exist within educational structures, policies, and practices. As such, practitioners, like district-level leaders need a clearer understanding of the barriers and their role in making meaning and shaping progress to overcome the disconnect between their beliefs, data, and meaningful and sustainable action. This study…

This brief research report examines the discursive shifts of a secondary mathematics teacher participating in a collaborative learning community centered on culturally responsive mathematics teaching. We draw on two frameworks to analyze the teacher's discursive moves. The first framework comes from Lefstein et al. (2020) on generative discourse…

Students' perceived learning in physical education (PE) is an important yet neglected area of research. Increased knowledge about students' perceived learning can provide teachers with useful information to promote meaningful learning experiences in PE. Moreover, perceived learning can potentially be an alternative measurement to school grades…

As states and districts expand their goals for equitable mathematics instruction to focus on cultural responsiveness and rigor, it is critical to understand how teachers integrate multiple teaching approaches. Drawing on survey data from a larger study of professional learning, we use mixture modeling to identify seven unique ways that middle…

An increasing number of students are "hyper-accelerating" their study of formal Algebra I to Grade 7 or earlier to maintain a competitive edge in the race to calculus. However, there is a lack of evidence that these students construct the conceptual foundations necessary for persistence in advanced mathematics. This paper maps the drive…

The study examines how students in Grade 9 handle conceptual knowledge through the concept of continuity and change in the context of large-scale assessment. The research questions address: (1) what strategies the students use when they use the two parts of the concept concomitantly; and (2) any gender-related differences regarding these…

Theories of gender and race in mathematics education predominately remain unchanged in recent years (Damarin, 2008; Parks & Schmeichel, 2012), with feminism not always seen as relevant to mathematics education. New theories and methodologies related to gender create possibilities to reinvigorate gender research in mathematics education and…

Purpose: The aim of this study was to critically examine previous studies' claims about the magnitude of gender differences and gender inequality in physical education (PE) in Sweden. Method: The data were based on students' (N = 39,980) perceptions of PE and were gathered from four large research projects in Sweden. Three effect size measures…

Schools' priorities in student selection constitute the basis for fairness in school admissions. We study the case where schools are active strategic players that rank their applicants in terms of priorities. A methodological framework is developed to examine the impact of the variation in the admission settings on the equality of opportunity in…

We use data from the Stanford Education Data Archive to describe district-level trends in average academic achievement between 2009 and 2019. Though on average school districts' test scores improved very modestly (by about 0.001 SDs/year), there is significant variation among districts. Moreover, we find that average test score disparities between…

In this essay, authors Sarah Zeller-Berkman, Jessica Barreto, and Asha Sandler, members of an intergenerational research team, explore findings from a critical participatory action research (CPAR) project on the lived experiences of young people in New York City who fell behind in middle school and/or who had the Administration for Children's…

The study of the territorial difference in educational achievement is a widely debated topic, in particular in Italy for the presence of the well-known strong regional disparities. National and international large scale assessments confirmed that the main characteristic of the Italian school system is the geographical cleavage between North and…