by Melinda Mechur Karp & Rachel Hare Bork
This article draws interview data from three community colleges in Virginia to articulate the largely unspoken expectations, behaviors, and attitudes to which community college students must adhere if they are to be successful.
by Tim McCormack, Emily Schnee & Jason VanOra
This article explores how educational researchers can use meta-analysis to “power-up” the findings of their existing, small-scale qualitative research studies. By triangulating data from three independently conducted studies of academically at-risk college students, this research contests “time-to-degree” as a valid criterion for measuring academic success in college.
Education researcher Meredith Richards discusses her co-authored article, The Fragmentation of Metropolitan Public School Districts and the Segregation of American Schools: A Longitudinal Analysis. Watch and discuss this episode of The Voice on Vialogues.
by Kendall K. Paine
The use of data has produced a narrowing effect in education. It has caused schools to narrow the content we are teaching, focusing on key learning targets (e.g. Common Core State Standards). At the same time, it has caused us to narrow the students we are teaching. Since schools are evaluated by proficiency percentages, educators are using data to create categories of “green,” “yellow,” and “red” students, and diverting resources disproportionately toward “yellow” students as a means of boosting overall percentages. This commentary discusses the consequences of this phenomenon, particularly on student equity and on teacher morale. It ends by urging school systems to use data in a way that tracks growth rather than performance, in an effort to mitigate the triaging effect.
by Gary Natriello
The editors of the Teachers College Record are pleased to announce the Annual Yearbooks for 2015.