Estimate the effect of the socioeconomic mix of the schools on students’ test scores.
Current Selections
ClearAfrican-American Students' College Transition Trajectory: An Examination of the Effect of High School Composition and Expectations on Degree Attainment
What is the relationship between highschool composition and students’ degree expectations and their effect on degree attainment for African-Americans?
Effects of learning about gender discrimination on adolescent girls' attitudes toward and interest in science
To examine whether adolescent girls’ interest in, and attitudes toward, science are affected by knowledge about gender discrimination in the field.
Gender Ratios in High School Science Departments: The Effect of Percent Female Faculty on Multiple Dimensions of Students' Science Identities
1) How does the percentage of female science faculty affect high school students’ science perceptions, achievement, views, self-concept, and college major aspirations, which collectively define and reinforce their science identities? 2) Are the effects of percent female science faculty different for girls and boys?
Intellectual Role Taking: Supporting Discussion in Heterogeneous Elementary Science Classes
How to work with teachers to develop approaches to engage all students in asking each other questions and deeply engaging relevant conceptual ideas?
Trends of School Effects on Student Achievement: Evidence from NLS:72, HSB:82, and NELS:92
This study examines the impact of schools on student achievement (mathematics, reading, and science) over time using national probability samples of high school seniors. Our objective is to determine whether schools ‘‘make a difference.’’
Science Education with English Language Learners: Synthesis and Research Agenda
Research on science education with English Language Learners
Estimating Correlates of Growth Between Mathematics and Science Achievement Via a Multivariate Multilevel Design with Latent Variables
Examined the relationship between growth in mathematics and science achievement during middle and high school among students and schools, and we demonstrated that such a model was more sensitive to this relationship.
Keeping Track: How Schools Structure Inequality
An analysis of how tracking in the American school system and its relationship to issues of inequality and excellence affected the education of junior and senior high school students in twenty-five US schools.
Does Segregation Still Matter? The Impact of Student Composition on Academic Achievement in High School
Whether racial and socioeconomic segregation is still contributing to the achievement differences among students.
Schools' Racial Mix, Students' Optimism, and the Black-White and Latino-White Achievement Gaps
How schools’ racial and ethnic mix of students and teachers influences black, white, and Latino students’ expectations, aspirations and attitudes.
Race, Social Class, and Academic Achievement in US High Schools
Looks at segregation within school,according to race,in core academic courses on student’s academic achievement & the race gap in each at the end of HS
Access and Achievement in Mathematics and Science
Unequal access to math and science course taking and achievement as a self-evident problem in K-12 schools. Why do inequalities persist?
Disparities Within: Unequal Spending and Achievement in an Urban School District
Analyzes variations in spending and achievement among 89 public elementary schools.
Short Circuits or Superconductors? Effects of Group Composition on High-Achieving Students' Science Assessment Performance
Analyze the group processes intensely in order to understand the impact of group composition on group functioning & the scores of high-ability student
Subverting Swann: First- and Second Generation Segregation in the Charlotte-Mecklenburg Schools
Effects of First and Second Generation segregation on the academic outcomes of CMS students.
Racial and Ethnic Diversity in the Classroom: Does it Promotes Student Learning?
Examines direct effect of classroom diversity on academic/intellectual outcomes and moderation of these by collaborative instructional approaches.
Trading in Futures: Why Markets in Education Don't Work
Individual and school level variables effect on achievement.
Equity Issues in Collaborative Group Assessment: Group Composition and Performance
Investigated the effects of group ability composition on group processes and outcomes in science performance assessments.
How High School Organization Influences the Equitable Distribution of Learning in Mathematics and Science
How social and academic organization of schools affects learning and its distribution?
Relation of Parental Involvement, Empowerment, and School Traits to Student Academic Performance
What is the relation of parental involvement in education to student academic performance? What is the relation of parent perceptions of involvement and empowerment and school structural characteristics to student academic performance?
High School Seniors' Instructional Experiences in Science and Math
To what extent are high school seniors’ instructional experiences affected by their social backgrounds and by the schools they attend?
Off The Track
Impact of current tracking practices and impacts. Showing how these practices are harming millions of students and our society.
Choosing and Leaving Science in Highly Selective Institutions
– Of the group of 2,276 students initially interested in science, 40 percent did not finally concentrate in science, and smaller proportions of women (48 percent) than of men (66 percent) persisted.
– The most significant cognitive factor predicting these losses was low grades earned in science courses taken during the first two years of study.
– With grades held equal, gender was not a significant predictor of persistence in engineering and biology; gender added strongly to grades, however, as a factor associated with unusually large losses of women from a category that included the physical sciences and mathematics.
– Science majors regarded their instruction as too competitive, with too few opportunities to ask questions, taught by professors who were relatively unresponsive, not dedicated, and not motivating.
– Students who defected from science did so largely because of the attraction of other fields, but many shared the criticism of over competitiveness and inferior instruction, along with the view that the work was too difficult.
– Except for perceived competitiveness, women did not rate their classroom experiences as being more unpleasant than did men.
Middle School Ability Grouping and Student Achievement in Science and Mathematics
Effects of middle school ability grouping on cognitive achievements in mathematics and science.
The Causes of Student Achievement
Compare the influence of family background, school financial resources, and other possible causes of student achievement.