Motivation is key for teachers to overcome racial bias in classroomby Jonathan Kantrowitz / 1d
New research focused on college students training to become K-12 teachers emphasizes the need to recruit and enroll more diverse students in teacher education programs. The study about culturally inclusive teaching published in the journal Learning and Instruction shows the motivation to appear unprejudiced alone does not result in a positive and meaningful change in teachers’ classroom-related b
Students in grades 3 to 7 who received eyeglasses through a school-based vision program achieved better reading scoresby Jonathan Kantrowitz / 1d
IMAGE: SCHOOL CHILDREN TRYING ON NEW EYEGLASSES THEY RECEIVED THROUGH THE VISION FOR BALTIMORE PROGRAM. view more CREDIT: JOHNS HOPKINS UNIVERSITY Students who received eyeglasses through a school-based program scored higher on reading and math tests, Johns Hopkins researchers from the Wilmer Eye Institute and School of Education found in the largest clinical study of the impact of glasses on edu
Ethnic studies increases student engagement and high school graduationby Jonathan Kantrowitz / 4d
New research from UMass Amherst shows that enrolling 9 th graders who are struggling academically in an ethnic studies course greatly improves the likelihood those students will graduate from high school and enroll in college. Sade Bonilla, assistant professor in the College of Education, along with Thomas S. Dee of the Graduate School of Education at Stanford and Emily K. Penner of the School of
Which narratives about law enforcement are reinforced in K–12 curriculaby Jonathan Kantrowitz / 4d
Curricular standards have the potential to elevate dominant ideology at the expense of marginalized perspectives. Recently, dominant narratives of police as a community benefit have been passionately challenged in the public sphere. Through a critical discourse analysis of social studies content standards of 50 states, this study evaluates which narratives about law enforcement are reinforced in
The Effectiveness of Targeted Interventions in High Schoolby Jonathan Kantrowitz / 4d
Kentucky’s Targeted Interventions (TI) program is a statewide intervention intended to prepare non-college-ready high school students for college-level coursework. Using a difference-in-regression discontinuity design, this study finds that TI reduces the likelihood that students enroll in remedial courses by 8 to 10 percentage points in math. These effects are similar or stronger among students
Using Promotion Power to Identify High School Effectivenessby Jonathan Kantrowitz / 9d
In this study REL Mid-Atlantic examined the promotion power of public high schools in the District of Columbia on college- and career-ready SAT scores, high school graduation, and college enrollment. Promotion power is a measure of school effectiveness that tries to create a level playing field for comparing schools serving different student populations. It separates a school’s contributions to s
