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Download full textJang, Heewon; Reardon, Sean F. – AERA Open, 2019
Socioeconomic achievement gaps have long been a central focus of educational research. However, not much is known about how (and why) between-district gaps vary among states, even though states are a primary organizational level in the decentralized education system in the United States. Using data from the Stanford Education Data Archive (SEDA),…
Descriptors: Socioeconomic Status, Academic Achievement, Achievement Gap, Correlation
Harper, David; Bowles, Anita R.; Amer, Lauren; Pandža, Nick B.; Linck, Jared A. – AERA Open, 2021
English learners (ELs) in K-12 schools must acquire English while simultaneously mastering content knowledge. Educational technology may support students' learning through the affordance of individualized language practice. The current randomized controlled trial intervention study examined the effects of Rosetta Stone Foundations software on…
Descriptors: English Language Learners, Outcomes of Education, Comparative Analysis, Language Proficiency
Roschelle, Jeremy; Feng, Mingyu; Murphy, Robert F.; Mason, Craig A. – AERA Open, 2016
In a randomized field trial with 2,850 seventh-grade mathematics students, we evaluated whether an educational technology intervention increased mathematics learning. Assigning homework is common yet sometimes controversial. Building on prior research on formative assessment and adaptive teaching, we predicted that combining an online homework…
Descriptors: Middle School Students, Grade 7, Secondary School Mathematics, Mathematics Achievement
