1. Does Attendance in Private Schools Predict Student Outcomes at Age 15? Evidence From a Longitudinal Study
This study examined the extent to which enrollment in private schools between kindergarten and ninth grade was related to students’ academic, social, psychological, and attainment outcomes at age 15. After controlling for sociodemographic characteristics of children and families, the researchers found no evidence to suggest that low-income children or children enrolled in urban schools benefited more from private school enrollment.
Educational Researcher, published online July 2018
Authors: Robert C. Pianta, Arya Ansari
2. The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence
The authors reviewed the empirical literature on teacher coaching and conducted meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement. Although findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness.
Review of Educational Research, published online March 2018
Authors: Matthew A. Kraft, David Blazar, Dylan Hogan
3. Open Education Science
Open Education Science is a set of practices designed to increase the transparency of evidentiary reasoning and access to scientific research in a domain characterized by diverse disciplinary traditions and a commitment to impact in policy and practice. The authors argue that each aspect of the scientific cycle—research design, data collection, analysis, and publication—can and should be made more transparent and accessible.
AERA Open, published online July 2018
Authors: Tim van der Zee, Justin Reich
4. Advanced Placement: The Dual Challenge of Equal Access and Effectiveness
This literature review summarizes existing research on whether the AP program has achieved its dual goals of equal access and effectiveness. The extant literature suggests that, despite impressive gains in access to AP, significant barriers remain to its becoming a program that ensures equal access for all students and effectively prepares them for college coursework.
Review of Educational Research, published online July 2018
Author: Suneal Kolluri
5. State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs
This study estimated the effects of eight state-funded preK programs (Arkansas, California, Michigan, New Jersey, New Mexico, Oklahoma, South Carolina, and West Virginia) on children’s learning using a regression discontinuity design. Differences in effect sizes by domain suggest that preK programs should attend more to enhancing learning beyond simple literacy skills.
AERA Open, published online April 2018
Authors: W. Steven Barnett, Kwanghee Jung, Allison Friedman-Krauss, Ellen C. Frede, Milagros Nores, Jason T. Hustedt, Carollee Howes, Marijata Daniel-Echols
6. Hidden Progress of Multilingual Students on NAEP
Using National Assessment of Educational Progress data from 2003 to 2015, this brief describes changes in the reading and mathematics performance of multilingual students—defined as students who report a primary home language or languages other than English. Although all students’ scores improved, multilingual students’ scores improved two to three times more than monolingual students’ scores in both subjects in Grades 4 and 8.
Educational Researcher, published online June 2018
Authors: Michael J. Kieffer, Karen D. Thompson
7. Intersectionality, Race-Gender Subordination, and Education
The authors unpack intersectionality as an analytical framework. First, they cite Black Lives Matter as an impetus for discussing intersectionality’s current traction. They also review the genealogy of “intersectionality” and provide their account of intersectionality’s utility for social analysis.
Review of Research in Education, published online April 2018
Authors: Angela Harris, Zeus Leonardo
8. Rethinking Connections Between Research and Practice in Education: A Conceptual Framework
Recent efforts to improve the quality and availability of scientific research in education, coupled with increased expectations for the use of research in practice, demand new ways of thinking about connections between research and practice. The conceptual framework presented in this paper argues that increasing research in educational decision-making cannot be simplified to an issue of dissemination or of motivating practitioners to access evidence-based research.
Educational Researcher, published online May 2018
Authors: Elizabeth Farley-Ripple, Henry May, Allison Karpyn, Katherine Tilley, Kalyn McDonough
9. Intersectionality in Education: A Conceptual Aspiration and Research Imperative
This editors’ introduction to the 2018 volume of RRE argues it is essential to overcome simplistic, static, one-dimensional, and additive approaches to education research by expanding the use of analytical categories and engaging the multiplicities of people’s circumstances within and across teaching and learning settings.
Review of Research in Education, published online April 2018
Authors: Adai A. Tefera, Jeanne M. Powers, Gustavo E. Fischman
10. The Long-Term Impact of Systemic Student Support in Elementary School: Reducing High School Dropout
This study examines the link between participation in a comprehensive elementary school student support intervention and high school dropout. Students who attended intervention elementary schools in a large, urban, high-poverty district during 2001–2014 were compared to students who did not attend intervention schools. Intervention students had approximately half the odds of dropout.
AERA Open, published online October 2018
Authors: Terrence J. Lee-St. John, Mary E. Walsh, Anastasia E. Raczek, Caroline E. Vuilleumier, Claire Foley, Amy Heberle, Erin Sibley, Eric Dearing