Equity
It remains a critical challenge to ensure all children—regardless of race, ethnicity, gender, socio-economic status, and/or ability—have access to a high-quality education. We are at a pivotal time where communities and schools are navigating issues of equity, poverty, and opportunity gaps against a backdrop of shifting education policy. With access to exceptional data and a multi-disciplinary team of researchers and research partners, we are able to provide unique insight into these important issues.
Trends in children’s academic skills at school entry: 2010 – 2017
This study provides the first national insight into trends and disparities in the academic skills of children at school entry for students who began kindergarten between 2010 and 2017.
Topics: Equity, Early learning
Validating the SEDA measures of district educational opportunities via a common assessment
SEDA provides a unique measure of educational opportunity across the United States. New research supports SEDA achievement scores, but also reveals some differences in growth estimates.
Topics: Equity, Growth modeling, Measurement & scaling
Are achievement gap estimates biased by differential student test effort?
New research shows that test effort differs substantially across student gender and racial subgroups. What does this mean for achievement gap estimates?
Topics: Equity, School & test engagement, Social-emotional learning
English Language Learners, self-efficacy, and the achievement gap
Learn more about the relationship between self-efficacy and the persistence of achievement gaps for English Language Learners.
Topics: Equity, English Language Learners, Social-emotional learning
In this study, multivariate models that jointly estimate growth in achievement and self-efficacy during middle school are used to see how underlying developmental processes relate for ELLs.
Topics: Equity, English Language Learners, Social-emotional learning
In this study, we examine seasonal patterns of racial/ethnic achievement gaps in kindergarten through eighth grade using a national sample of over two million students.
Trends in children’s academic skills at school entry: 2010 – 2017
This study examines academic skills at kindergarten entry from 2010 and 2017 using data from over 2 million kindergarten students. Results indicated kindergarteners in 2017 have slightly lower math and reading skills than in 2010, but that inequalities at school entry by race/ethnicity and school poverty level have decreased during this period.
Topics: Equity, Early learning
