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Featured Articles

How Did That Happen? Teachers’ Explanations for Low Test Scores

by Margaret Evans, Rebecca M. Teasdale, Nora Gannon-Slater, Priya G. La Londe , Hope L. Crenshaw, Jennifer C. Greene & Thomas A. Schwandt
To investigate if and how teachers connect student performance data to their instruction, researchers observed teams of 3rd-5th grade teachers, to make meaning of student performance data.
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Do Nonresident Students Affect Prices for In-State Students at Public Colleges?

by Robert Kelchen
The article examines the extent to which public colleges use the additional revenue gained from enrolling higher percentages of nonresident students, who typically pay higher prices, to make college more affordable for in-state students.
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Book Reviews

Power to the Transfer: Critical Race Theory and a Transfer Receptive Culture

by Dimpal Jain, Santiago N. Bernal Melendez, and Alfred R. Herrera
reviewed by Saskias Casanova & Valeria Alonso Blanco


Higher Education Policy Analysis Using Quantitative Techniques: Data, Methods and Presentation

by Marvin Titus
reviewed by Gloria Crisp & Michelle Bump


Teacher Diversity and Student Success: Why Racial Representation Matters in the Classroom

by Seth Gershenson, Micheal Hansen, and Constance Lindsay
reviewed by Cherrel Miller Dyce


Lean Semesters: How Higher Education Reproduces Inequity

by Sekile M. Nzinga
reviewed by Nichole Ray


Education researchers Judith Touré and Dana Thompson Dorsey discuss their co-authored TC Record article. Watch and discuss this episode on Vialogues.

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.

Envisioning the Future of TCR

by Michelle G. Knight-Manuel
Leveraging the strengths of the journal, welcoming more inclusivity, and enhancing their digital presence animates new directions for engaging the broader national and international educational community in service of the public good.
Humanizing Students During COVID-19: What College Educators Can Do to Help Students From Marginalized Communities Succeed
by Tom Chiang Jr.
The COVID-19 pandemic has disrupted the work-life balance of many college students. The disruption is exacerbated for students who come from marginalized backgrounds where many have work obligations that come along with attending college. Since college attendance and persistence intersects with students’ socioeconomic status, this commentary is a call for all college educators who advocate on behalf of their students to institute inclusive classroom policies that help marginalized students in their classrooms succeed.
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