Theoretical perspectives within disciplinary fields are often characterized by initially dichotomous frameworks that become more integrative over time. Indeed, popular discourse on the Science of Reading emphasizes dichotomous contributions of word reading and language comprehension to reading. Yet, these skill sets are inherently complex,…

There is a lack of research on students' conceptions of giftedness and intelligence, despite recognition of their influence on real-life factors such as achievement and motivation. This paper presents a cross-sectional mixed methods study that investigated Finnish students' (age 6-16 years; N = 1282) implicit conceptions of giftedness and…

Background: The association between early childhood psychosocial problems and poorer educational outcomes is well-documented, but the extent to which this association persists is less understood. The current study assessed the correlations between first-grade psychosocial functioning and educational outcomes through eighth grade in a large…

Growing evidence suggests that contrary to popular belief, schools mostly do not generate achievement gaps in cognitive skills but, rather, reflect the inequalities that already exist. In the case of socioeconomic status, exposure to school often reduces gaps. Surprisingly little is known, however, about whether this pattern extends to gender gaps…

Background: Ability grouping has resurged in U.S. schools despite long-standing debates over its consequences for educational equity. Proponents argue that it is the best response to variation in academic skills because it allows teachers to customize the content and pace of instruction to students' diverse needs. Critics answer that this practice…

The impact of the COVID-19 pandemic continues to overwhelm the functioning and outcomes of educational systems throughout the nation. The public education system is under particular scrutiny given that students, families, and educators are under considerable stress to maintain academic progress. Since the beginning of the crisis, school-systems…

It has been common knowledge for decades that poor and working-class students tend to experience "summer learning loss," a drop in performance between spring and fall that serves to widen the gap between students. However, new research shows that the reality of summer learning loss is more complex. Megan Kuhfeld draws on data from the…

The present study explores whether the relation between aspects of first-grade reading instruction and reading growth through eighth grade differed for Asian language minority (LM) children and native-English-speaking (NE) children. The sample consisted of 6,715 NEs and 242 Asian LMs, followed from first to eighth grade. Findings were as follows:…

The purpose of this study was to determine the impact a sustained rotational blended learning model on the academic achievement on Title I K-8 elementary school students at a Catholic school in the areas of reading comprehension and mathematics as measured with standardized assessments, the Iowa Test of Basic Skills. In response to the first…

This report examines how students are performing across the entire 2020-2021 school year in reading and mathematics during the pandemic. Based on insights from millions of student assessments, the report explores key questions effected by COVID-19 in education, including: (1) How much did students grow during the 2020-2021 school year compared…

This article reveals inequity as a longitudinal construction involving the cumulation of micro/macroaggressions for children who live in high-poverty communities and attend poorly funded schools. Drawing on critical race theory and empirical research that documents forms of micro/macroaggression, a longitudinal analysis is used to identify forms…

Past research has investigated the development of stereotypes surrounding race and gender in children; however, there is a lack of literature examining the development of children's stereotypes of older adults. In this study, 163 children from four grades: first (n = 44), fourth (n = 49), fifth (n = 35), and eighth (n = 35) completed a new…

This convergent parallel exploratory mixed methods study examined the degree to which purposefully selected schools closed intraschool achievement gaps while exploring educator beliefs and practices regarding the implementation of gap-closing strategies. Student achievement data revealed achievement rising and gaps closing between the intervention…

The present study used data from the Early Childhood Longitudinal Study--Kindergarten Class of 1998-1999 to examine whether the relationship between first-grade word-reading and reading-comprehension growth through eighth grade was different for language-minority learners (LMs) versus native English-speaking students (NEs). Among high word…

This in-brief technical report documents the results from two different analytic approaches for examining the reliability of the slope for easyCBM® math measures in Grades K-8. Results varied by grade, assessment measure, and the analytic approach. Results patterns are discussed.