To assess the relationship between societal affluence and the gender gap in STEM aspirations.
Exposure to School and Classroom Racial Segregation in Charlotte-Mecklenburg High Schools and Students College Achievement
1. Do the effects of school racial segregation extend into early college outcomes among students graduating from CMS schools and entering the UNC system?
2. Is minority representation in the upper-track classes related to students’ first year college achievement?
3. Do the levels of within-school segregation due to tracking exacerbate the negative effects of attending a segregated black high school?
If a student enrolls in a charter school rather than a non-charter school in the same district, what will the student encounter in terms of racial isolation, poverty level, and the school’s performance?
Growing the Roots of STEM Majors: Female Math and Science High School Faculty and the Participation of Students in STEM
What is the role of the demographics of high school faculty, more specifically the proportion of female math and science teachers, on college students’ decisions to declare and/or major in STEM?
Who Aspires to a Science Career? A Comparison of Survey Responses from Primary and Secondary School Students
1) Who holds science aspirations? 2) What factors seem to be connected to aspirations? 3) Are these patterns similar or different at different time points (in primary and secondary school)?
- To what extent are value added assessments (VAA) estimates of teacher and school performance affected by summer learning differences?
- Can any summer effect be ameliorated without biannual assessments (i.e., fall and spring) using control covariates that are typically available to school districts, such as student demographics and contextual characteristics of classrooms and schools?
- To what degree does including summer in VAA estimates result in biases against teachers and schools serving low income and ethnic minority children?
The Cumulative Disadvantages of First- and Second-Generation Segregation for Middle School Achievement
1) What was the extent of first- and second-generation segregation in CMS middle schools as of 1997? 2) What student- and school-level factors predicted middle school track placements and achievement in reading and mathematics? 3) Do segregated minority schools and disproportionate minority lower track levels contribute to students’ achievement exclusive of other factors? 4.Do first- and second-generation segregation operate to sequentially and cumulatively disadvantage those who experience it?
Moving Latino/a Students into STEM Majors in College: The Role of Teachers and Professional Communities in Secondary Schools
This research focuses on the predictors of STEM majors in college, focusing specifically on Latino/a students. Also, it examines the effectiveness of collaborative teaching communities in secondary schools. Lastly, this research focuses on teacher satisfaction and teaching practices on student outcomes.
Classroom-Based Inequalities and Achievement Gaps in the First Grade: The Role of Classroom Context and Access to Qualified and Effective Teachers
1) What are the magnitudes of URM (underrepresented minorities) achievement gaps in reading and math at the beginning of first grade, and to what degree do they change during first grade?
2) Do student inputs vary across classrooms and schools? What are the magnitudes of school based achievement gaps that develop in the first grade? Do URM have equitable access to classrooms with contextual characteristics conducive to learning? Highly qualified teachers and effective teachers?
3) And if not what degree does each contribute to the achievement gaps that accumulate during the first grade?
Do teachers’ instructional practices differentially affect the mathematics achievement of kindergarten students whose backgrounds differ in terms of their race/ethnicity, socioeconomic status (SES), and mathematic academic readiness?
Breaking it Down: Engineering Student STEM Confidence at the Intersection of Race/Ethnicity and Gender
This study examines social cognitive influences on engineering student STEM confidence, with a particular focus on women and underrepresented minorities.
Inequality in Children's Contexts: Trends and Correlates of Economic Segregation Between School Districts, 1990-2010
How segregated are schools in the 100 largest metropolitan areas by income from the 1990s to the late 2000s? What are possible causes for segregation between the school districts?
Long-Term Consequences of School Segregation: The Impact of School SES, Racial Density and Racial Diversity on Future Earnings
What is the impact of school socioeconomic status (SES), school racial density, and school racial diversity on students’ future earnings?
What factors explain the achievement gap between Belgiums two major linguistic communities : French and Dutch ?
Academic Achievement Trajectories of Adolescents from Mexican and East Asian Immigrant Families in the United States
What are the growth patterns of academic achievement of adolescent students from immigrant families?
1) What is the extent of racial, socioeconomic, and linguistic segregation among U.S. high schools? 2) To what degree are student’s cognitive and non-cognitive skills due to school effects and to individual differences among students? 3) What are the relative magnitudes of the effects of socioeconomic, racial, and linguistic segregation on cognitive and non-cognitive skills compared with the effects of student socioeconomic status, ethnic background, and English language status? 4) To what degree does each of three school mechanisms (school inputs, peer influences, and school practices) mediate the effects of school segregation?
1) What is the influence of school districts on student achievement relative to the influence of schools, teachers, and individual differences among students? 2) Are there differences among school districts in their contribution to student achievement that are large enough to be relevant for policy? 3) Can districts be categorized based on patterns of influence on student academic achievement in ways that would inform efforts to improve district performance 4) What are the distinctive features of exceptional districts?
What's Past is Prologue: How Precollege Exposure to Racial Diversity Shapes the Impact of College Interracial Interactions
Examines the extent to which studentsÃ¢â‚¬â„¢ precollege exposure to racial/ ethnic diversity moderates the relationships between college interracial interactions and student outcomes (such as (college satisfaction, emotional well-being, and race-related
1) Does the High School Equalization Policy (HSEP) relate to the separation of low and high SES students between schools? 2) Does school’s socioeconomic composition relate to student achievement?
A Comparison of Academic Achievement and Adherence to the Common School Ideal in Public and Catholic School
1) Does the academic advantage that was observed in Catholic high schools more than two decades ago continue to hold for contemporary students in Catholic middle schools? 2) How closely do difference school sectors adhere to the common school ideal?
Examines the differential effects of teachers on female, minority, and low-socioeconomic status (SES) students’ achievement in Grade 4.
Racial/Ethnic Disparities in Collegiate Cognitive Gains: A Multilevel Analysis of Institutional Influences on Learning and its Equitable Distribution
Addresses whether racial/ethnic inequalities in academic performance that are present at college entry are moderated, exacerbated, or maintained during college and whether institutional attributes are associated with student learning.
Accuracy and Inaccuracy in Teachers' Perceptions of Young Children's Cognitive Abilities: The Role of Child Background and Classroom Context
1. Are teachers more or less accurate in predicting the cognitive skills of students with particular sociodemographic backgrounds? One would expect a certain amount of inaccuracy in teacher perceptions of their students’ skills. But is this error in teacher estimates randomly distributed, or is it systematically related to children’s socio-demographic characteristics?
2. To what extent do teacher characteristics and classroom and school contexts explain teacher perceptual accuracy? For example, are experienced teachers’ better judges of their students’ skills? Are teacher perceptions more accurate in racially, socioeconomically, or academically homogeneous classrooms? In smaller versus larger classrooms? In public versus private schools?
3. How is teacher accuracy influenced by the interplay between student and teacher or classroom characteristics? For instance, are teachers more accurate in estimating the skills of students with whom they share a racial-ethnic back ground? Are teacher assessments of low-SES children less biased in smaller classrooms?
Family and Contextual Socioeconomic Effects Across Seasons: When Do they Matter for the Achievement Growth of Young Children?
School & neighborhood contexts influence on differences in children’s achievement growth during the kindergarten and first-grade years across seasons.
Family, Neighborhood, and School Settings Across Seasons: When Do Socioeconomic Context and Racial Composition Matter for the Reading Achievement Growth of Young Children?
Assess the degree to which social context and race/ethnic composition- in neighborhoods and schools- affect the reading achievement growth of young children.
Reanalysis and reconceptualization of the Coleman report through a 2-level hierarchical linear model.
An Organizational Perspective on the Origins of Instructional Segregation: School Composition and Use of Within-Class Ability Grouping in American Kindergartens
Investigate the degree to which racial and ethnic composition of schools is associated with use of ability grouping practices as early as kindergarten.
This study examined both student and school predictors of science achievement as measured by a high-stakes state test.
Explored various kinds of individual and school compositional factors that might produce differences in students’ growth in math and eohs math.
This article investigates how Michigan’s charter school policy influences the composition of students by race and socioeconomic status in urban traditional public schools.
Using data from the National Longitudinal Study of Adolescent Health, the author analyzes how school and neighborhood contexts are jointly related to high school and college graduation.
Does the SES of the School Matter? An Examination of Socioeconomic Status and Student Achievement Using PISA 2003
The relationship between school SES and student outcomes.
The Hidden Value of School Desegregation: Disentangling School- and Student-Level Effects of Desegregation and Resegregation on the Dropout Problem in Urban High Schools: Evidence from the Cleveland Municipal School District, 1977-1998
Examines the effect of racial desegregation on promoting power of urban high schools.
Analyze the effects of school level inputs (including school racial and poverty composition) on North Carolina students’ reading and math achievement from 4th through 8th grade.
The Role of Schools, Families, and Psychological Variables on Math Achievement of Black High School Students
- What is the impact of school-, family-, and person-level affective or social psychological variables on math achievement for a nationally representative sample of Black high school students?
Understanding the educational processes of children of immigrant specifically, and all students more broadly, as the immigrant population grows in U.S. schools.
Social Class, School and Non-School Environments, and Black/White Inequalitites in Children's Learning
How might schools exacerbate black/white disparities in learning while simultaneously slowing the growth of social class gaps?
Examines how peer networks impact educational achievement and attainment.
Analyze differences in the mathematics course taking of white and black students. Examine determinants of enrollment in math courses of Blacks in 10th