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by Hajime Mitani — 2019
This study examines the impact of No Child Left Behind sanctions on principal turnover using longitudinal administrative and detailed school-level assessment and adequate yearly progress data from the Missouri Department of Elementary and Secondary Education.

by Anthony Buttaro, Jr. & Sophia Catsambis — 2019
Using data from a national study of kindergartners who were followed up to the eighth grade, this article provides the first evidence for potential long-term consequences of ability grouping in the early grades. It examines the degree to which within-class ability grouping for reading instruction in kindergarten through third grade predicts reading test scores and English coursework up to the eighth grade.

by Robert Kelchen — 2019
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.

by James Jupp, Alisa Leckie, Nolan Cabrera & Jamie Utt — 2019
This article reviews 25 years of race-evasive White teacher identity studies between 1990 and 2015. Using the framework of colorblind racism and the method of the synoptic text, this review historicizes and synthesizes White teacher identity studies’ race-evasive dimension.

by Denisa Gándara & James Hearn — 2019
This article describes how policy actors used different types of evidence in college completion policymaking in Texas. The article also reports on the role intermediary organizations played in this policy process and reveals a new tactic these groups use to supply information to higher education stakeholders and policymakers: shaming institutions and states into improving college completion rates.

by Amelia Topper — 2019
This article offers an alternative framework for understanding and evaluating community college student success based on the normative and interdisciplinary capabilities approach.

by Mireille Hubers, Cindy Poortman, Kim Schildkamp & Jules Pieters — 2019
This study examines how data team members acted as boundary crossers to build school-wide capacity for data use and how they implemented an improvement plan.

by Beth Ann Hart — 2019
Using in-depth interviews with 45 students, this article investigates the factors that keep students from completing community college credentials.

by Julia Duncheon & Stefani Relles — 2019
This article uses figured world theory to explore how college-bound youth construct college-going identities in an urban magnet high school.

by Julia McWilliams & Erika Kitzmiller — 2019
This article examines 30 recent school closures in Philadelphia to explain how such closures have become yet another policy technology of Black community and school devaluation in the United States.

by Jennifer Ng, Donald Stull & Rebecca Martinez — 2019
In recent decades, federal policymakers have pushed for education to be a more “scientific” endeavor. Through an ethnographic study of one school district’s implementation of multi-tier system of supports, the authors examine the applied logic of this comprehensive reform initiative and its impact in practice.

by James Soland — 2018
This study examines whether test motivation differs by student subgroup, and if those differences may introduce bias into achievement gap estimates.

by Stuart Yeh — 2018
This article synthesizes empirical results that are difficult to explain except in terms of a new theory of the racial achievement gap.

by Larissa Gaias, Manuela Jimenez, Tashia Abry, Kristen Granger & Michelle Taylor — 2018
This two-phase mixed methods study quantitatively analyzes whether the misalignment between kindergarten teachers’ ideal and actual instructional priorities impacts their job satisfaction. Authors then explore factors that may contribute to job satisfaction even for highly misaligned teachers.

by Heather Hill, Erica Litke & Kathleen Lynch — 2018
This study reports the prevalence of reform-aligned mathematics instruction in a sample of 1,735 lessons from 329 elementary teachers in five U.S. urban districts. We also illustrate the range of instruction in this sample by presenting case studies of teaching at high, medium, and low levels of reform alignment.

by Richard Lambert, Christopher McCarthy, Paul Fitchett & Maytal Eyal — 2018
This study examined how elementary teachers' appraisals of their classroom environment contribute to their risk for stress in the context of individual, classroom, and school characteristics, as well as state-level policy factors. Further, this study looked at how these factors are associated with teachers’ occupational stress, burnout, and commitment to teaching.

by Dalal Katsiaficas, Edwin Hernandez, Cynthia Alcantar, Erick Samayoa, Maria Nava Gutierrez & Zyshia Williams — 2018
Through mixed methods, this paper examines the family and community responsibilities of a sample of Latino undocumented undergraduate student survey respondents along with three portraits of qualitative visual and verbal narratives.

by Toby Park, Chenoa Woods, Shouping Hu, Tamara Bertrand Jones, Oguzcan Cig & David Tandberg — 2018
In this article, the authors investigate whether recent developmental education reform in Florida has had any impact on the existing racial/ethnic achievement gap in successfully accessing and passing gateway (introductory college-level) courses.

by KerryAnn O’Meara, Lindsey Templeton & Gudrun Nyunt — 2018
This study analyzes how women, underrepresented minority, and non-tenure-track faculty understand and describe professional legitimacy. It also explores the challenges these groups experience in trying to obtain legitimacy from colleagues that they attribute to their gender, race, or appointment type. The authors provide recommendations to create inclusive academic work environments for all three groups.

by Jemimah Young & Ramon Goings — 2018
This introduction provides an overview of the theme of this yearbook.

by Floyd Beachum — 2018
This analysis seeks to explain the purpose of the Every Student Succeeds Act (ESSA) and outline the current plight of many students of color in the United States. It then uses critical race theory to contextualize and categorize persistent problems that face the implementation of ESSA for these students of color.

by Donald Easton-Brooks, Derrick Robinson & Sheneka Williams — 2018
This article examines the challenges facing schools at the teacher and leadership levels as districts engage in more diverse environments.

by Michelle Salazar Pérez — 2018
In light of the Every Student Succeeds Act (ESSA), the newest iteration of No Child Left Behind (NCLB), this article first traces the history of NCLB’s influence on early childhood education and care. New and modified aspects of ESSA are then examined. With unprecedented emphasis on young children, this article discusses the potential impacts of ESSA on early childhood education for years to come.

by Dorothy Hines, Robb King Jr. & Donna Ford — 2018
In this article, the authors examine the disciplinary experiences of Black students with and without dis/abilities, and the role of the Every Student Succeeds Act in addressing racial and gender disparities in punishments. Using national data and an equity formula, the authors determine the percentage of inequitable overrepresentation of Black girls and Black boys for in-school and out-of-school suspensions.

by Larry Walker — 2018
Policy makers have to ensure that federal programs align with the needs of underserved communities. For this reason, this article examines the impact that the Every Student Succeeds Act could have on African American students’ access to mental health support services in PreK–12 schools.

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