School leadership has always been a priority around the globe to address changes in education. With strong leadership skills, these changes are attainable. Over the years, different leadership styles have been researched to understand best practices in assisting teachers in the classroom and closing achievement gaps. The Principal Instructional…

At City Academies Neighborhood Middle School, there is a gap in student achievement. Over the course of two years, our lowest performing students did not grow at the rate of their peers. This problem has several consequences, including over classification of students with disabilities and a widening achievement gap. The purpose of my research was…

This qualitative grounded theory study explored how best practice designs for personalized learning plans could support the learning needs of students in closing achievement gaps. The traditional educational system has been found inadequate in addressing the individual educational needs of students. The Personalized Learning Continuum Framework…

When the "New York Times" released the 1619 Project in August 2019 it was met with enthusiasm and critical review. The outcome of the public debate, as of now, is mixed. Research is also mixed. Education findings suggests the project has the power to heal. Case study evidence indicates culturally centered approaches positively impact…

The purpose of this qualitative, single case study was to identify leadership practices and processes that contributed to the success of a single High Needs, Title 1 elementary school that has experienced acknowledged superior academic success, particularly for its minoritized and low socioeconomically disadvantaged students, as indicated by the…

Too many deaf and hard of hearing students often do not show age-appropriate academic achievement, and schools have copious data on how deaf and hard of hearing students--especially those of color or those with additional disabilities--are not performing. One way that teachers can improve individual performance is through the use of formative…

Institutional pairs of community college-sending institutions and university-receiving institutions are associated with significant variation in college completion outcomes, with such variation being especially pronounced for underserved transfer students of color. Higher performing institutional pairs tend to enroll a predominantly White student…

Past research on socioeconomic status (SES) and test performance in higher education has highlighted the factors that depress performance among students from low-SES backgrounds. We complement this work by focusing on how cues of affluence and prestige in the physical environments of elite universities may "boost" performance among…

Despite ongoing reform efforts, academic achievement in the U.S. educational system is declining both on internal measures as well as on international comparative assessments. While students from affluent backgrounds continue to do well academically, there is a growing achievement gap as underprivileged urban students fall further behind. This…

Attention paid to awarding gaps in higher education linked to ethnicity tends to focus on outcomes at the final award stage. Our project sought to scrutinise awarding gaps at module level where these gaps may emerge. Our aim was twofold: to identify the most important barriers to student success and determine strategies to reduce awarding gaps at…

This data brief, featuring infographics, provides a statistical overview of students attending public schools in non-rural areas, such as cities, suburbs, and towns. It delivers essential information for school leaders, parents, educators, and other stakeholders and is updated annually.

The purpose of this quantitative ex post facto study was to determine if, and to what extent, differences existed in pre-and-post math scores following the VMath intervention for Title I 6th, 7th, and 8th graders in the Southwestern United States. Three research questions guided this study: (1) is there a statistically significant difference in…

The achievement performance of English language learners (ELLs) continues to fall behind non-ELL peers. The problem is a lack of leadership guidance for teachers of English language learners (ELLs) to close the achievement gap between ELL and non-ELL students. The purpose of this basic qualitative research was to explore the perceptions and…

Background: STEM achievement gaps affect marginalized students nation-wide. Environmental education (EE) does not currently nor historically represent a wide range of demographic backgrounds, and increasing concerns demonstrate the effects this can have on pedagogy of the field and the success of its students. Purpose: This research focuses on…

This study explores elementary school teachers' perceptions of emotional intelligence (EI) influence on the academic development of African American elementary students within a charter school in North Carolina. Persistent academic disparities faced by Black students, exacerbated by systemic educational inequalities and socio-cultural challenges,…