A difference-in-differences study finding that heightened federal immigration enforcement after January 2025 raised daily absence rates among foreign-born students by roughly a third, with effects largest in upper grades.

Evaluates a randomized rollout of a mobile communication app and implementation support across 132 New York City public schools.

Identifies the drivers of racial disparities in school suspension and expulsion, including differences in teacher treatment of similar behavior.

Contradictory evidence of the relationship between education funding and student achievement could reflect heterogeneous effects by revenue source or student characteristics. This study examines potential heterogeneous effects of a particular type of local revenue—bond funds for capital investments—on achievement by socioeconomic status.

Meta-analyzes 95 experimental and quasi-experimental preK-12 STEM professional development and curriculum programs to identify features linked to stronger student outcomes.

Uses the first large-scale panel surveys of social-emotional learning to produce school-level value-added measures for growth mindset, self-efficacy, self-management, and social awareness.

Examines how health and early childhood education can intersect to improve school readiness for children in poverty or with chronic health conditions.

Draws on 42 interviews with Kansas City service providers to examine the social disparities that make people vulnerable to human trafficking.

Uses nationally representative longitudinal data to examine how gender differences are reflected in physiologic function in young adulthood.

Investigates whether young children have a sense of social class and their own socioeconomic standing, a prerequisite for relative deprivation to shape child outcomes.

Proposes a culturally sensitive framework for incorporating underrepresented populations into large-scale experimental prevention studies.

Examines how socioeconomic disadvantage and child health work together over the life course to shape children's development and reproduce inequality.

Shows, using data from California's CORE districts, that surveys of social-emotional learning and school climate are reliable, valid, and informative measures of school performance.

Uses a nationally representative kindergarten cohort to examine how ADHD severity shapes the relationship between diagnosis and later academic achievement.

Documents the scale of student absenteeism and class skipping and argues that schools must actively engage students to increase attendance.

Studies how school organizational contexts relate to teacher turnover and student achievement in New York City middle schools using school survey data.

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

Examines whether boys' early behavior problems predict their lower rates of high school graduation, college completion, and years of schooling in adulthood.

Surveys 1,368 eighth graders on non-cognitive skills, finding that scales predict individual outcomes but behave paradoxically at the school level and in charter comparisons.

Examines how lifetime health trajectories and socioeconomic circumstances jointly shape opportunities for attainment and mobility.

Tests cumulative inequality theory by examining how child health and family resources together shape academic achievement over development.

Examines the effects of early childhood WIC participation on children's cognitive development and academic outcomes.

Examines whether institutional context or individual characteristics mediate the effects of stereotype threat on Black college students' grades.

Richard Welsh will discuss research on inequities in school discipline, exploring the causes of disciplinary disparities and approaches for creating more equitable policies and practices in K–12 education.

This talk will examine how state-level child care subsidies shape maternal time use, exploring the relationship between early care policies, family resources, and parent-child interactions.