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2017
March 01, 2017
Journal Articles
Building Teacher Teams: Evidence of Positive Spillovers from More Effective Colleagues
Documents positive spillovers among teachers, showing that working with more effective colleagues improves teacher performance.
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March 01, 2017
Journal Articles
Effects of a summer mathematics intervention for low-income children: A randomized experiment
Reports a randomized experiment offering an online summer mathematics program, with or without a free laptop, to low-income students in grades three through nine.
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February 17, 2017
Journal Articles
More than Content: The Persistent Cross-Subject Effects of English Language Arts Teachers' Instruction
Examines how the particular knowledge and skills English language arts teachers impart contribute to students' longer-term success across subjects.
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February 02, 2017
Journal Articles
Measuring the Impacts of Teachers: Reply to Rothstein
Replies to Jesse Rothstein's replication and critique of Chetty, Friedman, and Rockoff's findings on teachers' long-term impacts.
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January 20, 2017
Journal Articles
The Impact of a Professional Development Program on Teachers' Mathematical Knowledge for Teaching, Instruction, and Student Achievement
Reports findings from a three-year evaluation of a widely available mathematics professional development program designed to build teachers' knowledge and elicit student thinking.
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January 20, 2017
Journal Articles
Individualized Coaching to Improve Teacher Practice Across Grades and Subjects: New Experimental Evidence
Evaluates MATCH Teacher Coaching among 59 New Orleans charter school teachers, finding coached teachers scored 0.59 standard deviations higher on effective teaching practices.
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January 01, 2017
Journal Articles
Attention-deficit/hyperactivity disorder severity, diagnosis, & later academic achievement in a national sample
Uses a nationally representative kindergarten cohort to examine how ADHD severity shapes the relationship between diagnosis and later academic achievement.
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2016
December 09, 2016
Journal Articles
We Made a Promise: School-Community Collaboration, Leadership, and Transformation at Promesa Boyle Heights
Describes how Promesa Boyle Heights, a Los Angeles neighborhood collaborative, engages parents, youth, and residents as decision-makers to benefit young people and families.
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November 08, 2016
Journal Articles
Different Skills? Identifying Differentially Effective Teachers of English Language Learners
Investigates whether some teachers are differentially effective with English language learners, who must learn language and content simultaneously.
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October 20, 2016
Journal Articles
Passing It On: Parent-to-Adult Child Financial Transfers for School and Socioeconomic Attainment
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.
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October 01, 2016
Journal Articles
School organizational contexts, teacher turnover, and student achievement: Evidence from panel data
Studies how school organizational contexts relate to teacher turnover and student achievement in New York City middle schools using school survey data.
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August 23, 2016
Journal Articles
Forms of Exclusion: Undocumented Students Navigating Financial Aid and Inclusion in the United States
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.
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July 20, 2016
Journal Articles
Making use of waivers under ESSA
Explains how states can use ESSA's district waiver provision to let high-capacity districts innovate and test new accountability approaches.
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July 09, 2016
Journal Articles
An Integrated Conceptual Framework for the Development of Asian American Children and Youth
Offers an integrated conceptual framework for studying the development of Asian American children and youth across contexts and domains.
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June 30, 2016
Journal Articles
Connections Matter: How Interactive Peers Affect Students in Online College Courses
Uses language data from an online college course with quasi-random peer assignment to measure how peer interactions affect learning and persistence.
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