Draws on classroom experience to argue for better school-to-parent communication systems that engage families in supporting student learning.

Uses Add Health sibling data to test whether genotype moderates the transmission of economic standing from parents to children.

Uses regression discontinuity analyses of 1910 and 1930 census data to estimate how early compulsory schooling laws affected marriage patterns by gender and race.

Describes how Promesa Boyle Heights, a Los Angeles neighborhood collaborative, engages parents, youth, and residents as decision-makers to benefit young people and families.

Uses Panel Study of Income Dynamics data to show that parent-to-adult-child financial transfers for education have grown and become more dependent on parental wealth.

Shows how undocumented Latino youth in Nashville depend on private merit-based aid for college access, and how that inclusion undermines their sense of public belonging.

Offers an integrated conceptual framework for studying the development of Asian American children and youth across contexts and domains.

Examines how three Nashville educational support professionals' conceptions of empowerment shape civic expectations for their Latino/a students and themselves.

Examines cultural differences in how Chinese immigrant and European American mothers express warmth toward their children.

Examines a discretionary teacher layoff policy in Charlotte-Mecklenburg Schools and estimates how layoffs affected student achievement by teacher seniority and effectiveness.

Reports an experiment in which weekly one-sentence teacher-to-parent messages cut course failure in a high school credit recovery program by 41%.

Compares how European-American and Chinese kindergartners perceive and resolve the conflict between learning and play.

Uses 1940 census data to examine how early U.S. compulsory schooling laws changed educational assortative mating.

Drawing on Massachusetts longitudinal data, this study documents large income-based gaps in high school graduation and college-going — and shows those gaps narrowing substantially over the past decade.

Explores how social capital between parents and schools emerges in predominantly low-income Latino elementary school communities.

Draws on interviews with 32 Mexican-heritage ninth graders to show how immigrant Latino parents support schooling through advice giving.

Tests whether differences in achievement orientations explain racial gaps in academic performance within desegregated suburban schools.

Compares 218 conversations between European American and Taiwanese mothers and their children about good and poor learning, revealing cultural differences in learning beliefs.

Finds positive cognitive effects of center-based child care for young children in poor communities whose mothers entered welfare-to-work programs.

Explores how the social context of Chapter 1 prekindergarten classrooms influences learning gains among 677 four-year-olds in five states.

Education Week connects new research by Josh Bleiberg on the early effects of the Common Core, which helped well-off students more than disadvantaged ones, to Biden's plans for children and families.

In Education Next, the case for making tutoring a permanent part of the public school landscape through a national student tutoring system.

Today@Brown introduces Catalyzing Education at Brown, a new Annenberg web resource mapping the University's K-12 programming and ways to get involved.

The Brown Daily Herald reports on the Annenberg Institute's rebuild following the 2017 University review and its new focus on education inequality research.

The Boston Globe reports on Annenberg's "Rising Numbers, Unmet Needs," which documents a tripling of immigrant newcomers in Massachusetts high schools and the support gaps those students face.