To make up for pandemic-related learning losses, many U.S. public school districts have increased enrollment in their summer school programs. We assess summer school as a strategy for COVID-19 learning recovery by tracking the academic progress of students who attended summer school in 2022 across eight districts serving 400,000 students. Based on…

The current study analysed the relationships between socio-economic status, migration background, and non-cognitive factors and PISA reading and mathematics achievement. The results from multi-level analyses on Sweden's PISA survey from 2018 indicate that both mathematics achievement and reading achievement are affected by SES, migration…

A small subset of education studies analyzes school data collected seasonally (separating the summer from the school year). At first, this work was primarily known for documenting learning loss in the summers, but scholars have since recognized that observing how inequality changes between summer and school periods provides leverage for…

Gender differences in reading and math have been reported for many years. Girls outperform boys in reading (representing a school domain stereotyped as female); boys often perform slightly better in math (a stereotypical male domain). Research has so far investigated the contribution of domain-specific academic self-concepts and interests as well…

This quantitative study investigates the influence of teachers' emotional intelligence on student achievement in an American curriculum international school setting in Bangkok, Thailand. Amidst concerns over student proficiency levels in the United States and Thailand, the study aimed to identify whether teachers' emotional intelligence is linked…

Project-Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world, personally meaningful projects that allow conceptual transformation to occur within the educational process while fostering intellectual curiosity in a supportive learning environment. PBL supports students developing deep content…

In Pakistan, children with disabilities face a two-fold disadvantage with respect to education - First, lack of access due to the country's heavily constrained education sector, and second, if they do access schools then the quality of education imparted is questionable. In this paper, we investigate the access to education and learning…

Kentucky's Targeted Interventions (TI) program is a statewide intervention intended to prepare non-college-ready high school students for college-level coursework. Using a difference-in-regression discontinuity design, we find that TI reduces the likelihood that students enroll in remedial courses by 8 to 10 percentage points in math. These…

Science achievement and the factors related to it are frequently discussed in science education community. However, less researchers tend to consider student achievement in other subjects, especially reading and mathematics as included in the "Programme for International Student Assessment" (PISA). This research examined the relationship…

This report describes SAT test results for Austin Independent School District's (AISD) graduating seniors, Class of 2021, who took the SAT any time during high school.

A growing literature measures the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But how should one contextualize the size of impacts? This article provides the distribution of standardized effect sizes on learning and access from 234 studies in low- and middle-income countries. We…

Rambo-Hernandez and McCoach's analysis into the longitudinal growth of high-achieving students offered two conclusions about the reading growth of high achieving students: high-achieving students lose less ground in reading during the summer, but they exhibit less growth over the school year. This study will seek to replicate the reading results…

The purpose of this quantitative pre-experimental research was to examine if, or to what extent, post-test scores were higher than pre-test scores in math and reading among elementary students in the Pacific Northwestern United States after participation in a mindfulness-based intervention (MBI). The Collaborative for Academic, Social, and…

Two meta-analyses assessed whether the relations between reading and mathematics outcomes could be explained through overlapping skills (e.g., systems for word and fact retrieval) or domain-general influences (e.g., top-down attentional control). The first (378 studies, 1,282,796 participants) included weighted random-effects meta-regression…

The objective of this study was to understand if and for whom anger regulation relates to later reading and math achievement. The sample included 267 upper elementary school students from two schools (5% Asian, 10% Black, 6% Latinx, 17% Multiethnic/Other, and 62% White; 36% dual language learner; 60% female; average age = 9.7 years). Self-reported…