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Race, Poverty and SAT Scores: Modeling the Influences of Family Income on Black and White High School Students’ SAT Performance

by Ezekiel J. Dixon-Román, Howard T. Everson & John J. McArdle
Using structural equation modeling, this study examined the direct and indirect effects of family income on SAT performance for Black and White test-takers. Family income was found to have a nonlinear direct effect on total SAT performance and the association was substantially larger for Black students than for White students, especially for those families living in poverty.
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Baccalaureate Expectations of Community College Students: Socio-Demographic, Motivational, and Contextual Influences

by Xueli Wang
Drawing upon data from the first and second follow-up interviews of the Education Longitudinal Study of 2002 (ELS: 2002), this study investigated socio-demographic, motivational, and postsecondary contextual factors that explain community college students‘ baccalaureate expectations.
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Book Reviews
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Professors and Their Politics

by Neil Gross & Solon Simmons (Eds)
reviewed by Hadley Solomon & Jake Stringer


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Education Reform: Confronting the Secular Ideal

by Craig S. Engelhardt
reviewed by Katherine K. Jo


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The Mismeasure of Education

by Jim Horn & Denise Wilburn
reviewed by Christine Monaghan


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Pedagogies of Deveiling: Muslim Girls and the Hijab Discourse

by Manal Hamzeh (Author) & Curry Stephenson Malott (Ed)
reviewed by Anita Harris


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Integrating Science, Technology, Engineering, and Mathematics: Issues, Reflections, and Ways Forward

by Léonie Rennie, Grady Venville, & John Wallace (Eds)
reviewed by Sarah J. Carrier



This week education researcher Claire Robertson-Kraft discusses True Grit: Trait-Level Perseverance and Passion for Long-Term Goals Predicts Effectiveness and Retention Among Novice Teachers, her paper co-authored with Angela Duckworth. Watch and discuss this episode of The Voice on Vialogues.
Commentary

Ready or Not: How Multiple Measures of College Readiness Can Help Reduce Unnecessary Remediation

by Judith Scott-Clayton
While the prevalence of remediation has generated widespread concern about the college readiness of our nation’s high school graduates, comparatively little attention has been paid to how “readiness” is actually determined. At most community colleges and at many nonselective four-year colleges, readiness is determined by scores on short standardized math and English placement tests. This commentary describes research finding that assignment to remedial or college-level courses based on standardized placement exams results in large numbers of placement errors, and that incorporating high school transcript information would lead to fewer assignments to remediation while maintaining or increasing success rates in college-level Math and English.
Editorial

Annual Yearbooks for 2014

by Gary Natriello
The editors of the Teachers College Record are pleased to announce the Annual Yearbooks for 2014.


Publishing in TCR
To submit work to the Teachers College Record, please use our online submission system. To access the system, use the link "Submit My Work," found in the Member Center. The submission system will explain our publishing guidelines, and will allow you to upload your manuscript. Please consult the following Editorials for additional information.
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