Providers of K-12 in-service teacher science professional development programs (PDPs) in the United States are moving to address recent and unprecedented policymaker calls to close achievement gaps in K-12 science learning. Our systematic review of primary, peer-reviewed equity-focused PDP studies is intended to inform this movement. We structured…

Much attention has been paid to administrators and teachers in turnaround schools; however, little focus, if any, is given to school counselors and the vital role that they play in improving student outcomes. In turnaround schools, it is critical that all school personnel are involved in improving school outcomes, such as academic achievement and…

Despite successive policy interventions, students' socio-economic status continues to strongly predict educational outcomes. Many schools aspire to 'close' this 'gap'. This paper presents an ethnographic study of a group of Primary schools in predominantly white working-class areas in the Midlands of England. Generating ethnographic data through…

In the thoroughly revised second edition of "Start Where You Are, But Don't Stay There," H. Richard Milner IV addresses the knowledge and insights required on the part of teachers and school leaders to serve students of color. Milner focuses on a crucial issue in teacher training and professional education: the need to prepare teachers…

As the 2020-21 school year opens amid the COVID-19 pandemic's disruption, this third and final installment of Quality Counts 2020 delivers a data-driven portrait of the nation's school system along with A-F grades and rankings for each state on a wide range of academic, school finance, and socioeconomic indicators. This report also includes an…

In 2018, California's education community was preparing for a pivotal moment. A new governor would soon take the reins and voters would elect a new superintendent of public instruction. The "Getting Down to Facts II" (GDTFII) project, released in September 2018, assessed the state of preK-12 education in California. As year 2 of…

In the wake of the COVID-19 pandemic, Michigan families and educators are worried about their students' unfinished learning, while state- and district-level leaders face unprecedented decisions to safely prepare for the fall and address the potentially devastating impact of the public health and economic crises on education. Tragically, Michigan…

This article addresses what we are calling "the gaps," the divergent and contextual understandings of "opportunity gap" and "achievement gap" evident in interviews with principals and school district leaders. Drawing from a sample of 22 interviews in urban, inner-ring suburban, and outer-ring suburban schools in a…

The integration of game-based techniques, Internet, and mobile phone technology in teaching has been adapted recently in classes as a Game-based Classroom Response System (GCRS). Game-based technological tools can make the learning environment more appealing for students, increase their learning perception and level of engagement. This…

The rapid expansion of school choice is restructuring public education in the United States. This study examines associations between charter and magnet school enrollment, White-Black and White-Hispanic segregation, and test score gaps at the district level from 2009 to 2015 in third to eighth grade using the Stanford Education Data Archive and…

To better understand school counselors' experiences related to implementing restorative practices (RP) in schools, the authors conducted a qualitative study with eight practicing school counselors working in schools that were in the early phases of implementation. Four major themes emerged from the Consensual Qualitative Research methodological…

This article presents findings from a study of the minimum conditions needed to scale a previously successful model of high school reform in New York City. Most studies of scale work backward to identify conditions that were in place when scale was successful, rather than identifying those that were minimally required, and thus more likely to be…

Rural school leaders are faced with challenges to close the achievement gap between subgroups, mainly general and special education. Schools and school systems face several barriers to move forward with positive trends in the data provided by the Alabama State Department of Education. The purpose of this study was to examine teachers' perceptions…

From 2010 onwards, most US states have aligned their education standards by adopting the Common Core State Standards (CCSS) for math and English Language Arts. The CCSS did not target other subjects such as science and social studies. We estimate spillovers of the CCSS on student achievement in non-targeted subjects in models with state and year…

The achievement gap between elementary students of Color, particularly, economically disadvantaged elementary students of Color and White students continues to be a concern. The problem in this study was that some White teachers working in urban elementary school districts have failed to include CRP practices in their instruction of economically…