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

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

Asks whether teachers who are effective with one group of students are equally effective with others, testing the consistency of value-added measures across subgroups.

Investigates whether campus religious group participation mediates the link between high school religious attendance and college grades, especially for Black and Hispanic students.

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.

Uses grade-level turnover across 850,000 New York City student observations to estimate how teacher turnover affects fourth and fifth grade achievement.

Among the first studies to estimate how features of teacher preparation programs affect teachers' value-added to student test scores.

Uses data from Brazil to assess how a program decentralizing school management changed school practices and whether it improved student outcomes.

Analyzes attrition among New York City elementary and middle school teachers and whether those who transfer or leave are more or less effective than those who stay.

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

Finds that after adjusting for labor market factors, raising teacher wages by ten percent reduces high school dropout rates by three to four percent.

Uses data from 264 Chicago K-8 schools to examine how school size affects teachers' sense of responsibility for learning and students' math gains.

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

Uses General Social Survey data on older cohorts to estimate the effects of measurable school characteristics on student achievement.

Compares the quality of middle-grade schools attended by eighth graders who experienced Head Start, other preschools, or no preschool.

ABC News reports on new research into pandemic learning loss and asks where schools and families go from here.

Shalinee Sharma will discuss research on accelerating math learning for students, exploring evidence-based approaches to supporting academic recovery, instructional improvement, and equitable opportunities in mathematics education.

Education Week covers research suggesting principals can boost student outcomes simply by keeping teachers in the same grade and subject assignment.

The Boston Globe reports on projections that COVID-19 has set the average first grader 31 percent behind in reading, with wide variation among children.

A talk on how heat and air pollution affect student learning, and what school infrastructure can do.

Education Week highlights research showing classroom interruptions cost 10 to 20 days of instruction a year and argues for minimizing them when schools reopen.

As schools return to in-person learning, demand for online tutoring remains high

Thomas Dee will discuss research on chronic absenteeism, exploring the factors shaping student attendance, engagement, and educational outcomes, as well as evidence-based approaches to addressing this challenge.

In The 74, Claiborne and Stockwell argue college students can help overcome the tutor shortage that limits bringing tutoring to scale.