The impact of State policy to combat educational disadvantage with two iterations of DEIS supports has had a positive influence the patterns of achievement among all social groups with some notable improvements across a range of indicators for students in DEIS schools. Notwithstanding these improvements, research and evaluations continue to…

Students in poverty need both academic and social supports. Former New York City Schools Chancellor Rudy Crew and scholar Pedro Noguera argue that students in poverty need both intensive academic and social supports. They maintain that U.S. education policy, with its focus on academic accountability, has generally failed to grasp this dual…

This article contributes to the ongoing discussion of student characteristics and usage/nonusage patterns in the writing center. Using a sample of 107 economics students from a selective, bilingual liberal arts program in Russia, the author finds statistically significant relationships among GPA, gender, English-language proficiency, and writing…

A socioeconomic status (SES)-related achievement gap in mathematics emerges prior to school entry, and increases in elementary school. This gap makes implementation of demanding mathematics standards (e.g., the Common Core State Standards) an ongoing challenge. Early educational intervention is a strategy for addressing this challenge. A…

The COVID-19 pandemic has created a plethora of problems globally for school boards, administrators, and teachers of science, technology, engineering, the arts, and mathematics (STEAM). From the beginning of 2020, marginalized students--those who live in low-socioeconomic environments or come from traditionally underrepresented communities or…

The Feuerstein Instrumental Enrichment (FIE) Program is a process-oriented program based on "Structural Cognitive Modifiability and Mediated Learning Experience" (SCM-MLE) theory. It is aimed at promoting learning how to learn, development of deficient cognitive functions, problem-solving strategies and metacognitive abilities. The FIE…

This article examines historical context shaping the achievement gap while considering school choice. Students in low performing districts are often labeled as unmotivated or not achievement oriented. These assertions are upheld by citing attendance rates, graduation rates, and achievement data. This research article demonstrates that a sample of…

What role does schooling play in the development of racial/ethnic inequalities in academic skills? Seasonal learning studies, which allow researchers to compare the growth of achievement gaps when school is in versus out of session, provide important evidence regarding whether schools reduce, reproduce, or exacerbate educational inequalities. Most…

Using a national sample of kindergarten to eighth grade students from Catholic and public schools who took MAP Growth assessments, we examine achievement growth over time between sectors. Our findings suggest that while Catholic school students score higher in math and reading than public school students on average, they also enter each school…

Strong evidence indicates that student expectations of success in mathematics decline in middle school. The goal of the present study was to examine whether the expectations of teachers and the quality of the student-teacher relationship play a role in these declines. A total of 201 (86 boys, 115 girls) Latino/a students (M = 11.0 years) and their…

This research explores media reporting of Indigenous students' Programme for International Student Assessment (PISA) results in two national and 11 metropolitan Australian newspapers from 2001 to 2015. Of almost 300 articles on PISA, only 10 focused on reporting of Indigenous PISA results. While general or non-Indigenous PISA results featured in…

Black men and women have different levels of average educational attainment, yet few studies have focused on explaining how and why these patterns develop. One explanation may be inequality in experiences with institutional punishment through exclusionary school discipline and criminal justice exposure. Drawing on intersectional frameworks and…

Extending conventional value-added models (VAM) of teacher effects that focus on the estimation of average effects for excellence, this study examines "distributive" effects for equity. Using multilevel regression models, the study addresses two research questions to inform educational policy for teacher improvement and accountability.…

States have invested heavily in improving early childhood education in hopes of improving student reading and math skills before they enter kindergarten. However, there is limited national data from later than 2010 on children's skills in these areas at kindergarten entry, so it is difficult for educators and policy makers to ascertain whether…

In Australia, under the National Assessment Plan, educational accountability testing in literacy and numeracy (NAPLAN) is undertaken with all students in Years 3, 5, 7 and 9 to monitor student achievement and inform policy. However, the extent to which these data have been analysed to report student progress is limited. This article reports a…