1) What is the relationship and predictability of poverty, teacher quality, and diversity of schools on Grade 5 reading and mathematics Virginia Standards of Learning (SOL) examinations for student subgroups in selected districts?
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?
Teacher Credentials and Student Achievement in High School. A Cross-Subject Analysis with Student Fixed Effects
Examining the relationship between teacher credentials and student achievement in high schools, especially in the core courses taken early in a student’s high school career.
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?
Explores the potential effectiveness of school policies and strategies that have been proposed or justified–at least in part–on the basis of their potential for reducing black-white test score gaps.
Teacher Effectiveness in the First Grade: The Importance of Background Qualifications, Attitudes, and Instructional Practices for Student Learning
What proportion of the variation in student achievement gains can be attributed to each of the general sources: individual differences in student background, classroom effects, and school effects? To what degree do differences in teacher effectiveness affect student achievement gains? What is the relative size of the effects of student background qualifications, attitudes and instructional practices on student achievement gains in first grade?
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.
Examine how inequitable the racial achievement gaps are and how much progress towards equity was made through changes in achievement gaps.
Examination of race and class segregation within one urban school district prior to and then after integration plans were dismantled.