Publications


Featured Books

 

Condition or Process? Researching Race in Education

Edited by Adrienne D. Dixson, Gloria J. Ladson-Billings, Cecilia E. Suarez, William T. Trent, and James D. Anderson.
May, 2020

The question of why we need to think about how we research race demands a conceptualization of race that captures both its social construction and its temporal evolution. We need both an understanding of race and clarity about how we talk about it in our design and conduct of research, and in how we interpret and apply it in our findings. As a field, we can use research on race and racism in education to help construct social change. Our purpose with this volume is to underscore the persistence of the discriminatory actions—processes—and the normalization of the use of race (and class)—conditions—to justify the existing and growing disparity between the quality of life and opportunity for middle-class and more affluent Whites and that for people of color and people of color who live in poverty. As editors of this volume, we wonder what more we could learn and understand about the process and condition of race if we dare to ask bold questions about race and racism and commit to methods and analyses that respect the experiences and knowledges of our research participants and partners.

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Improving Research-Based Knowledge of College Promise Programs (2020)

Edited by Laura W. Perna and Edward J. Smith
January 2020

Also known as “free tuition” and “free college” programs, college promise programs are an emerging approach for increasing higher education attainment of people in particular places. To maximize the effectiveness of their efforts and investments, program leaders and policymakers need research-based evidence to inform program design, implementation, and evaluation. With the goal of addressing this knowledge need, this volume presents a collection of research studies that examine several categories and variations of college promise programs. These theoretically grounded empirical investigations use varied data sources and analytic techniques to examine the effects of college promise programs that have different design features and operate in different places. Individually and collectively, the results of these studies have implications for the design and implementation of promise programs if these programs are to create meaningful improvements in attainment for people from underserved groups. The authors’ efforts also provide a useful foundation for the next generation of college promise research.

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Standards for Educational & Psychological Testing
Estándares para las evaluaciones educativas y psicológicas

(New Edition)


The 2014 edition of the Standards for Educational and Psychological Testing is now available in English and Spanish. The Testing Standards are a product of the American Educational Research Association, the American Psychological Association (APA), and the National Council on Measurement in Education (NCME). Published collaboratively by the three organizations since 1966, it represents the gold standard in guidance on testing in the United States and in many other countries. 

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Now Available in Spanish!
Comparing Ethnographies: Local Studies of Education Across the Americas (2017)
Edited by Kathryn Anderson-Levitt and Elsie Rockwell

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Citizenship Education and Global Migration (2017) 
Edited by James A. Banks

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