Important educational policy decisions, like whether to shorten or extend the school year, often require accurate estimates of how much students learn during the year. Yet, related research relies on a mostly untested assumption: that growth in achievement is linear throughout the entire school year. We examine this assumption using a dataset…

For the past three academic years, the COVID-19 pandemic disrupted learning and the relationships between teachers, students, families, and communities that are at the heart of education. Even as school buildings reopened to in-person instruction, periodic quarantines, social distancing, and canceled events had a profound impact on students'…

This report examines the implementation of the Securing Opportunities for Academic Recovery (SOAR) program that operated during the summer of 2020 at 31 schools. The program was designed to mitigate academic deficits that resulted from the shutdown of schools due to the Coronavirus pandemic. SOAR was implemented in two phases: Recovery and Regain.…

This study examines the influence of the Trends in International Mathematics and Science Study (TIMSS) 1999 results on mathematics education policy in Israel. Analyzing various documents, the study shows how these results transformed policymakers' discourse regarding mathematics education. In order to achieve improvement in Israel's ranking, the…

New York City is the nation's largest school system. Once again racial integration of schools in New York has become a hot button issue. It appears that much work needs to be done before enacted changes to middle school admissions policies in two city districts can refer to the present time period as the dawn of a new age of racial justice. Mayor…

Against a backdrop of the broader conversation around the mathematical achievement disparities of urban, minority students, the author reviews salient literature pertaining to student engagement as a means of identifying effective mathematical practices in engaging traditionally marginalized groups of students in their study of mathematics. First,…

This report presents data on equity in AISD, using an index of student performance, an index of the instructional services provided to students, and school per pupil expenditures.

The National Summer Learning Project, launched by the Wallace Foundation in 2011, includes an assessment of the effectiveness of voluntary, district-led summer learning programs offered at no cost to low-income, urban elementary students. The study, conducted by RAND, uses a randomized controlled trial and other analytic methods to assess the…

This study is based upon a longitudinal analysis of data for a cohort of 181,897 Florida state students who were first time 9th graders in the 2000-01 school year and follows them trough to high school and post-secondary outcomes. Analysis of 9th grade suspension data finds that black students, students who are economically disadvantaged, and…

This article examines a school district's Advancement via Individual Determination (AVID) program using perceived self-efficacy in academic achievement and self-regulated learning, GPA and attendance as indicators of program effectiveness. Results suggest that AVID participation was positively and significantly correlated with attendance in the…

Student outcomes on attendance, discipline, STAAR scores, and GPA were compared between school years 2012-2013 and 2013-2014 in Afterschool Centers on Education programs at AISD campuses.

Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for…

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for…