Stanford University Endowed Professor of Poverty and Inequality in Education Sean Reardon discusses his study “Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry.”
ELLs in the School District of Philadelphia
Ruth Curran Neild, former Delegated Director of the U.S. Department of Education’s Institute of Education Sciences and current researcher with the Philadelphia Education Research Consortium, presents her latest research on English learners in Philadelphia.
The Educational Benefits of Attending Higher Performing Schools
Elaine Allensworth, director of the University of Chicago Consortium on School Research, analyzes the positive – and negative – impacts of attending a higher performing school.
Long-Term Improvement Rates for Teachers
Brown University’s John Papay joins Research Minutes to discuss his recent study, “Productivity returns to experience in the teacher labor market: Methodological challenges and new evidence on long-term career improvement,” published in the Journal of Public Economics.
Turnover Rates of Alternatively Certified Teachers
The University of Florida’s Christopher Redding discusses his research on alternative certification and turnover among new teachers.
Minority Teachers and Student Perception
After having spent time as a middle-school math teacher, Hua-Yu Sebastian Cherng was fascinated at how the race of a teacher could impact students’ perceptions, and ultimately, the conversations and culture of the classroom.
Early and Persistent Science Education Achievement Gaps
Penn State Professor of Education Paul Morgan joins CPRE senior researcher Abigail Gray to discuss the roots and persistence of science achievement gaps.
Measuring Principal Development
The University of Michigan’s Robin Jacob discusses one of the largest experimental evaluations of professional development for principals ever conducted.
Re-classifying English Language Learners
The University of Oklahoma’s Deven Carlson discusses his research on the effects of reclassifying English language learners (ELLs) through testing.
An Intervention for Struggling, Adolescent Readers
Harvard Graduate School of Education researcher James Kim discusses his research on the Strategic Adolescent Reading Intervention, which is meant to engage struggling, adolescent readers on the way to improved academic outcomes.