Using testing data from 2.1 million students in 10,000 schools in 49 states (plus D.C.), we investigate the role of remote and hybrid instruction in widening gaps in achievement by race and school poverty. We find that remote instruction was a primary driver of widening achievement gaps. Math gaps did not widen in areas that remained in-person…

Students in poverty need both academic and social supports. Former New York City Schools Chancellor Rudy Crew and scholar Pedro Noguera argue that students in poverty need both intensive academic and social supports. They maintain that U.S. education policy, with its focus on academic accountability, has generally failed to grasp this dual…

Well over six decades after the Supreme Court declared "separate but equal" schools to be unconstitutional in "Brown v. Board of Education," schools remain heavily segregated by race and ethnicity. The lack of progress in integrating schools: (1) depresses education outcomes for black students; (2) widens performance gaps…

This is the technical index for the research brief "Education's Long COVID: 2022-23 Achievement Data Reveal Stalled Progress toward Pandemic Recovery." Using data from 6.7 million U.S. public school students currently in grades 3-8, the study examined academic gains in the 2022-23 school year relative to pre-pandemic years. It also…

It is difficult to find justice-centered books geared specifically for community college practitioners interested in achieving campus wide educational equity. It is even more difficult to find a book in this vein written, exclusively, by community college practitioners. "Minding the Obligation Gap in Community Colleges and Beyond" is…

Significant racial and ethnic achievement gaps exist between students in the U.S. by elementary school, although the underlying causes for these achievement gaps differ. One factor for racial/ethnic achievement gaps is between-group differences in socioeconomic status (SES), particularly exposure to poverty. Moreover, other factors contributing to…

By aligning factors that most commonly influence the achievement of Black and Hispanic students with the type of resources inside the black box of schooling, this study differentiated the achievement effect of school resources from what was brought by students to schools. The hierarchical regression results showed that minority students'…

Since the advent of democracy in 1994, access to quality and equitable education still remains a challenge in the Gauteng province. As an intervention to improve access and quality of learning in all schools, especially township schools, the Gauteng Department of Education (GDE) declared schools across Quintiles 1 to 3 throughout the province to…

Although most studies have established the importance of individual-level influences on adolescent outcomes, studies are often limited in that they do not address the effects of broader community-level factors. To address this limitation, we examined the association between community-level poverty and adolescents' academic achievement, and the…

This study investigated Resiliency for Academic Success factors and their possible impact on student achievement among urban high school students, focusing on multiracial students (Trueba, 2002). Educational researchers have investigated reasons for underperformance in academics among students of color. The finding indicates that some students,…

Pennsylvania's students consistently score above the national average on overall student achievement. However, the state's achievement gaps between White students and Black and Hispanic students are consistently among the worst in the country, even when controlling for gaps in family income, poverty, unemployment, and parental educational…

Rising inequality in the United States has raised concerns about potentially widening gaps in educational achievement by socio-economic status (SES). Using assessments from LTT-NAEP [Long-Term Trend assessment administered by the National Assessment of Educational Progress], Main-NAEP, TIMSS [Trends in International Mathematics and Science Study],…

We examine access to effective teachers for low-income students in 26 geographically dispersed school districts over a 5-year period. We measure teacher effectiveness using a value-added model that accounts for measurement error in prior test scores and peer effects. Differences between the average value added of teachers of high- and low-income…

The socio-economic achievement gap is prevalent in schools across the country. There are many high-poverty, high-performing schools that have been successful in closing this achievement gap. This study investigated 30 Illinois elementary school principals from high-poverty, high-achieving schools. Principals were given the Myers-Briggs Type…

The purpose of this quantitative study was to examine the influence of social-emotional competence (SEC) and various other student- and school-level variables on the academic achievement of kindergarteners. Data were collected on a nationally representative cohort of kindergarteners as part of the United States Department of Education's Early…