The purpose of this was to examine the relationship between Mississippi public school district per pupil funding disaggregated by funding source (total, federal, state, and local) and student academic achievement gaps within districts based on poverty and race. Pearson's correlational coefficient was used to assess the relationship across 139…

The roles of technology and education were at the forefront throughout the COVID-19 pandemic. This mixed-methods study examines the role of the three levels of the digital divide (i.e., access, capability, and outcomes) during the COVID-19 pandemic in Kentucky. We create and analyze a new multifaceted measure of district-level digital capacity to…

This report is the third of three annual reports evaluating the implementation and effects of two Delaware weighted funding programs designed to support Delaware's 42 school districts and charter schools (also known as local education agencies [LEAs]) enrolling students experiencing poverty (SEPs) and multilingual learners (MLs) during the…

Graduation rates and standardized test scores are common indicators to measure student academic achievement. These indicators have revealed a gap between two socioeconomic cohorts of students in kindergarten through 12th grade. Students attending high-poverty schools have lower academic performance than students attending low-poverty schools. As a…

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…

We use data from the Stanford Education Data Archive to describe district-level trends in average academic achievement between 2009 and 2019. Although on average school districts' test scores improved very modestly (by about 0.001 standard deviations per year), there is significant variation among districts. Moreover, we find that average test…

Understanding how and why rising racial and economic segregation impacts achievement gaps is critical to closing them. Analyzing data from every school district in the U.S., researchers sean reardon, Erin Fahle, Heewon Jang, and Ericka Weathers evaluate how growing racial segregation interacts with unequal economic opportunities and contributes to…

Large achievement gaps exist between students educated in schools in high-poverty areas and those educated in low-poverty areas. Research indicates this issue is due to many barriers that hinder student achievement in high-poverty schools (Borg, Borg, & Stranahan, 2012; Hersi, 2010; Walsh et al., 2014). Despite this normal occurrence, there…

As an urban district reform for equity, the Model Schools for Inner Cities (MSIC) Program in the Toronto District School Board (TDSB) was founded as a response to inequities in the city and opportunity gaps among groups of students. This study critically explores the equity discourses among various stakeholders in the MSIC Program between 2004-14,…

We examine the effect of the expansion of charter schools on socioeconomic segregation in American public education. Using a district-level panel data set from 1998 to 2015, we describe and model changes in within-district segregation of low-income students, proxied by free-lunch eligibility (FLE). We show that the segregation of FLE students from…

In the first systematic study of gender achievement gaps in U.S. school districts, we estimate male-female test score gaps in math and English Language Arts (ELA) for nearly 10,000 school districts in the U.S. We use state accountability test data from third through eighth grade students in the 2008-09 through 2014-15 school years. The average…

Aim: The development of a trauma-informed approach to closing the poverty-related attainment gap called Readiness for Learning (R4L). This is a project funded by the Scottish Attainment Challenge (SAC). This paper reports on a strand of the intervention that took place in two Primary One classrooms over the academic session 2017/18. Method: This…

Purpose: The purpose of this qualitative phenomenological study was to identify and describe effective instructional strategies for English language arts and mathematics perceived by expert fourth and fifth grade elementary teachers in southern California to reduce the achievement gap in high poverty and high English language learner (ELL)…

U.S. education leaders have spent decades highlighting and attempting to close achievement gaps among demographic groups. The gaps between African-American and Latino students compared to their white and Asian peers, as well as the gaps between low-income students and others, are among the most pernicious. In 2017, Oak Foundation commissioned…

The Education Reform -- Joint Agreement published in June 2018 sets out agreed principles and enablers and measures that will support and encourage the empowerment of schools in Scotland. These include the commitment that Education Scotland would carry out three inspections in the 2018-19 academic year looking at the following themes: Readiness…