Research published by the American Educational Research Association found that short-term community college certificate programs have minimal economic returns in most fields of study. Associate degrees and long-term certificates, on the other hand, are associated with significant wage gains and increased employment rates. The study sug...
A recent study found that replication studies in education research are severely lacking, with less than one percent of published articles being replications. Most replications were successful, but the quality and frequency of replications vary greatly depending on factors such as authorship overlap and journal publication policy.
A new study published in the American Educational Research Journal found that attending a more selective college does not significantly impact a student's chance of graduating with a bachelor's degree. Instead, factors such as individual background characteristics and institutional resources like tuition play a crucial role in determin...
Research suggests that stricter math and science course requirements may lead to increased high school dropout rates, despite no corresponding increase in college enrollment or degree attainment. The study found varied effects across different demographic groups.
A study found that first-grade teachers in classrooms with more students who struggle with math were more likely to use non-traditional, ineffective instructional practices. In contrast, traditional teacher-directed instruction was associated with achievement gains for students with mathematics difficulties.
Researchers analyzed a nationally representative sample of 140,000 teachers and found that NCLB's accountability pressures may have improved classroom autonomy and administrator support, rather than reducing job satisfaction. The study contradicts conventional wisdom on the law's impact on teacher morale.
Researchers may underestimate disparities between groups due to 'mischievous responders' who intentionally provide inaccurate answers on surveys. A new sensitivity-analysis procedure identifies and reduces bias in research data, ensuring sound conclusions for policymaking and effective support for marginalized groups.
A new study published in Educational Evaluation and Policy Analysis found no association between multiple-measure teaching effectiveness ratings and the content of teachers' instruction. The researchers suggest that value-added models are not useful for evaluating teacher performance or shaping classroom instruction.
Research finds community college transfers have equal BA graduation rates to similar students who start at 4-year colleges, but restrictive credit transfer policies hinder this potential. Implementing policy changes can increase BA attainment among community college transfers to 54 percent.
Researchers found that classroom programs focusing on social and emotional skills can increase reading and math achievement, regardless of student background. Adequate training and support for teachers are key to unlocking these benefits.
The American Educational Research Association has selected 22 scholars as 2014 AERA Fellows, recognizing their significant contributions to education research. The new fellows join the ranks of 557 current AERA Fellows and will be inducted on April 4 during the AERA 2014 Annual Meeting.
The January/February ER issue investigates the impact of arts education on critical thinking skills and finds benefits for disadvantaged students. The special section discusses standards for high-quality education research, emphasizing the importance of understanding policy decisions and contextual nuances.
A study found that university rankings, such as Princeton Review and U.S. News & World Report, affect the number of applications received by colleges and their competitiveness. Academic reputations play a significant role in recruitment efforts, while unfavorable ratings can decrease application pools.
Researchers found a substantial drop in the use of affirmative action in college admissions from 1992 to 2004. Selective public colleges in states affected by statewide bans or judicial rulings significantly reduced their affirmative action policies, whereas others continued to prioritize minority applicants.
A new algorithm for automated test construction has been developed to improve the alignment and validity of assessments for the Common Core State Standards. The study found that this approach can provide more accurate measures of student mastery, which is essential for effective instructional time use by school leaders. Additionally, t...
The October issue of Educational Researcher explores the role of sorting between boys and girls across public U.S. high schools in explaining the gender gap in college enrollment, particularly for black and Hispanic students. The study reveals that even modest amounts of gender sorting contribute to gender inequality in college entry.
The American Educational Research Association has issued a new report on bullying prevention, emphasizing the need for training and technical assistance to address this issue. The report highlights key findings on the causes and consequences of bullying, as well as practical strategies for reducing its impact.
Research by Liliana M. Garces shows that affirmative action bans have a significant impact on the enrollment of students of color in various graduate fields, particularly engineering and natural sciences. The study suggests that institutions must adopt innovative outreach and recruitment practices to reverse underrepresentation trends.
A recent study found that Success for All instruction had no positive or negative effect on reading achievement in grades 3 through 5, contrasting with earlier findings in kindergarten through grade 2. This suggests that alternative strategies may be needed to promote stronger impacts for older students.
A synthesis of studies on English reading outcomes for Spanish-dominant ELLs in elementary schools found that quality of instruction is more important than language of instruction. Effective reading interventions used extensive professional development and coaching.
At the AERA 2012 Annual Meeting, researchers present findings on various education topics, including public understanding of science, bullying, and teacher quality. The meeting aims to advance knowledge about education and improve educational outcomes for all students.
New research highlights differences in health outcomes and educational equity between LGBTQ- and straight-identified youth. Biases in school belongingness and unexcused absences are significantly greater among LGBTQ students, particularly middle schoolers.
A University of Wisconsin-Madison researcher systematically examined 25 years of rigorous research to explain community college student success and identify remedies for dropouts. Key findings include the importance of institutional practices, federal and state resources, and incentives for college and student performance.
A study by Chi Wai Chan reveals that information technology enhances the earnings of highly-educated workers, particularly men. However, it widens the gap between those with and without technological skills, negatively impacting unskilled laborers.
The May issue of Educational Researcher provides a significant scholarly review of the National Early Literacy Panel (NELP) Report, which presents findings on early literacy measures correlating with later literacy achievement. The report also examines teaching methods and language development in preschool and kindergarten settings.
Dr. Beverly L. Hall was recognized for her courageous leadership in enrolling the Atlanta Public Schools in the NAEP Trial Urban District Assessment. The award also acknowledges her strategic use of education data to promote school reforms and increase student achievement.
The American Educational Research Association (AERA) is showcasing the international scope of education research at its annual meeting, focusing on China and global collaboration. The event features a special session on educational innovation in China and the US, as well as presentations on multilingualism and intercultural communication.
The March issue of Educational Researcher explores new findings on cognitive ability, IQ, and its influence on life success, as well as the effectiveness of test-based grade retention policies. Additionally, researchers challenge the use of free lunch eligibility as a measure of socioeconomic status.
Researchers examine the effectiveness of individualized instruction and observational tools to improve reading skills in fourth- and fifth-grade classrooms. Classroom observations and teacher logs are found to be reliable and valid methods for measuring instruction, with potential benefits for future research studies.
The National Mathematics Advisory Panel's final report was subject to scrutiny in a special issue of Educational Researcher, with experts discussing the report's limitations and potential solutions. Researchers highlighted concerns over quantitative focus, lack of clear framing, and failure to address achievement disparities.
The AERA-NAEd assessment will examine 16 major fields of education research, focusing on over 900 programs in 120 universities. The study aims to establish benchmarks and quality criteria for education research doctorate programs.
According to historian James Anderson, the Fourteenth Amendment and recent Supreme Court decisions prohibit race-conscious school assignment. Anderson's article debunks the myth of a 'color-blind' US Constitution by examining historical records of Reconstruction legislation and its impact on citizenship and equal rights.
A recent study by Bruce Fuller and colleagues found that progress in raising test scores was stronger before No Child Left Behind was approved, compared to the four years following enactment of the law. The researchers tracked progress in both state and federal test scores in 12 diverse states, going back to 1992, and found that annual...
The AERA report helps researchers understand causal estimation methods and their applications in large-scale databases. It addresses key issues in selecting research designs for drawing valid causal inferences about treatment effects.
A study by Hong and Raudenbush found no evidence that kindergarten retention improves academic achievement, nor benefits children promoted under the policy. However, it was effective for high-risk children, but at the cost of constrained learning potential.
The book, Studying Teacher Education, examines the links between teacher preparation and student learning, highlighting key findings such as a correlation between math study and high school pupils' math learning. AERA suggests expanding research on teacher quality beyond standardized test scores.
Research Points highlights four key actions for policymakers: think about alignment from the start, conduct analysis using multiple criteria, consider standard revisions, and update alignment studies. The series also provides examples of common challenges in test alignment and how to determine sufficient alignment.
AERA honors James B. Hunt Jr. for his commitment to using education research in policy-making, resulting in improved student performance in North Carolina. The former governor received the Public Service Award at AERA's Annual Meeting in Chicago.
Researchers found that smaller schools with strong teacher-student relationships, personalized curricula, and graduation requirements led to improved attendance, grades, and college readiness. The Coalition Campus Schools Project demonstrated potential in helping youth achieve academically.
A study by Professor Sharon M. Lee found that Asian American faculty have fewer paths to increase earnings and experience smaller benefits from certain characteristics compared to White faculty. The research highlights the need for policymaking to address issues of racial and ethnic diversity in higher education.
The American Educational Research Association published a report on scientific research in education, highlighting the importance of rigorous research methods. Scholars represented in the discussion emphasize the need for evidence-based practices to enhance educational outcomes.
Researchers argue that the No Child Left Behind Act's goal of 100% proficient students is unrealistic and may not lead to meaningful improvement. They suggest using National Assessment of Educational Progress (NAEP) scores as a benchmark to level the playing field across states.
Professor Lipman's research highlights how current policies exacerbate existing inequalities and create new ones. She recommends providing all students with an intellectually rich education, deploying significant resources to under-resourced schools, and challenging deficit notions about children of color.
A meta-analysis of 320 studies found substantial overlap between learning disabled and non-disabled children experiencing reading difficulties. The researchers argue that using IQ discrepancy as a criterion for establishing learning disability can lead to unequal access to services.
A study by Catherine Cornbleth found that high school students in upstate New York expressed complex views on America, with many perceiving it as a nation with both realistic and hopeful aspects. The students' images were shaped by sources such as school, personal experience, and family.
A three-year study found that choice-based placement policies failed to improve academic outcomes for low-income and minority students due to institutional barriers and student aspirations. Students often preferred familiar low-track classrooms over honors courses, citing role strain and desire for respect.
A recent study identified six essential features of professional development that improve instruction in math and science, including active learning, coherence, and content-focused courses. Effective programs also involve collective participation, duration, and reform-based activities.
A study by Judith Langer found that teachers' skills in classroom instruction, such as skill instruction and connections, contribute to higher literacy achievement levels. Effective teaching practices include using multiple approaches, connecting texts to life, and creating an engaging learning environment.