Based on Honneth's recognition theory, this study aimed at investigating whether students with a migration background reported receiving less recognition from teachers than students without a migration background. Also, we explored whether such a difference contributed to explaining the disparity between the groups in reading achievement. To…

This study measured the effectiveness of Readable English, a reading fluency and comprehension program, on underperforming sixth, seventh, and eighth grade rural, American English-speaking students over the course of one school year. Students were randomly assigned to either the intervention condition (n = 167) or the typical practice condition (n…

Team-based learning (TBL) is a highly intense active learning pedagogy that uses a cycle of preclass preparation, formative assessment for readiness, mini-lectures, and complex team exercises. Consistent with the literature on active learning, prior research on TBL consistently shows its benefits for student outcomes as compared with previous…

The current study evaluates effects of teaching factors and extended day programs regarding both average achievement and socioeconomic achievement gaps. Analyses are based on data from the National Educational Panel Study in Germany. The sample comprises 1523 students in 120 classes in 71 secondary schools. The investigation period covers fifth…

The Partnership for College Completion (PCC) was founded to "advance equity in higher education" by supporting colleges and universities to improve college completion for Black, Latinx, and Pell-eligible students--those groups that experience persistent disparities in completion. Simultaneously, PCC engages in state policy reform to…

Online learning can broaden access to education; however, it might pose challenges for students at risk of exclusion (i.e., first-generation, low-income, disabled, rural origin, or ethnic minority students) who often lack the minimum learning resources. As online learning continues expanding, this study aims to understand students' views regarding…

The U.S. Department of Education introduced the four-year adjusted cohort high school graduation rate formula in 2008 to usher high school graduation in as a high-stakes accountability metric. This policy sought to address disparate graduation rates by student race but did not attend to systemic reasons why minoritized students had lower…

A growing body of research shows that students benefit when they demographically match their teachers. However, little is known about how matching affects social-emotional development. We use student-fixed effects to exploit changes over time in the proportion of teachers within a school grade who demographically match a student to estimate…

Public school board members are charged with the responsibility and accountability to provide governance-level advocacy for equity and excellence in public education. This qualitative study examined the perceptions of school board members in three K--8 school districts in the midwestern part of the United States regarding the 50+ year Race-Based…

This report looks beyond high performing schools, and digs deeper into the geographical patterns of socio-economic segregation in the comprehensive system as a whole, showing the wider impacts of selection. Along with a link to an interactive map, this report provides unprecedented insight into the dynamics of secondary school admissions in…

This paper aims to explore and quantify the reading achievement of primary school students from three different regions in rural China. Using survey data on 23,143 students from Shaanxi, Guizhou, and Jiangxi provinces, we find although gaps in student reading achievement exist among the three sample provinces, all sample students exhibit low…

What happens when campus units come together to create both a shared physical space and a shared mission space? This case study highlights a unique cross-campus partnership between the UCLA Science Libraries and two academic support programs to create a STEM Collaborative Learning Center. This space serves to help decrease achievement gaps in STEM…

Pupil Premium funding has been provided to schools in England since 2011, to help overcome socio-economic segregation between schools, and reduce the poverty attainment gap. Yet there is little evidence such an approach is effective. Some important stakeholders are considering whether Pupil Premium should stop or be re-routed. It is therefore…

This study contributes to the literature by examining the evolution of socio-economic disparities in literacy skills between age 15 and 27. It uses combined cross-sectional data from the Programme for International Student Assessment and the Programme for the International Assessment of Adult Competencies in 20 countries and adopts a synthetic…

Due in part to the challenges associated with learning a new language, English language learners (ELLs) typically begin school with lower achievement than their non-ELL peers, and those achievement gaps often close slowly if at all. A separate body of research shows that achievement is associated with social-emotional learning constructs like…