This study examined math and reading academic achievement and growth in grades 2 to 8 for Hispanic participants and nonparticipants of a Spanish-English dual language program.

This study examines the effects of English Learner (EL) status on subsequent Special Education (SPED) placement.

This book focuses on practical uses of assessment in education and provides resources and strategies for teachers, administrators, and other educational leaders who strive toward data-informed instruction that balances the use of assessment to address opportunity gaps.

This study examines academic skills at kindergarten entry from 2010 and 2017 using data from over 2 million kindergarten students.

This study leveraged a racially/ethnically diverse sample of third and fourth grade students and teachers in a large, urban district to investigate whether stable student and teacher characteristics (e.g., sex) and observed quality of classroom interactions influenced change in students’ perceptions of interactions with their teacher.

English Learners (ELs) lag behind their peers in postsecondary attainment. New research reports findings from the first three years of an intervention that offers Early College opportunities in high schools serving large EL populations.

While COVID-19 learning interruptions are unprecedented in modern times, existing research on the impacts of missing school (due to absenteeism, regular summer breaks, and school closures) on learning can inform projections of potential learning loss due to the pandemic. In this study, we produce a series of projections of COVID-19-related learning loss and its potential effect on test scores in the 2020-21 school year based on estimates from prior literature and analyses of typical summer learning patterns of five million students.