This Study Snapshot highlights key findings from a study aimed at improving education outcomes among Black students across the state. The Wisconsin Department of Public Instruction encourages schools to implement culturally responsive practices, which prior research suggests are related to improvements in outcomes among racial/ethnic minority…

State and school district leaders in Wisconsin are interested in improving education outcomes among Black students across the state. To achieve this goal, the Wisconsin Department of Public Instruction encourages schools to implement culturally responsive practices, which prior research suggests are related to improvements in outcomes among…

The "Participation in a Professional Development Program on Culturally Responsive Practices in Wisconsin" study examined the education outcomes among Black students across Wisconsin. The Wisconsin Department of Public Instruction encourages schools to implement culturally responsive practices, which prior research suggests are related to…

Since 2005, the Thomas B. Fordham Institute has published annual analyses of Ohio's state report card data, focusing on district and charter schools in Ohio's Big Eight urban areas: Akron, Canton, Cincinnati, Cleveland, Columbus, Dayton, Toledo, and Youngstown. For the 2017--18 school year, we provide an overview of Ohio's assessment and report…

We utilized data from a multi-institutional longitudinal study to investigate the association between diversity-related coursework and moral development among students over 4 years of college. Our findings parallel the prior research, which support the positive effects of diversity on college students, by offering new evidence that diversity…

Decisions about whether and where to go to college can make a difference in students' later success. However, many students from low-income families--"undermatch"--they do not enroll at all or do not enroll in the most selective college they likely could attend. This study investigated whether promising advising strategies, bundled…

This appendix is a companion to the "Study of Enhanced College Advising in Upward Bound: Impacts on Where and How Long Students Attend College" (ED615732) report. The appendix provides additional information about the "Find the Fit" enhanced advising strategies and the study that assessed its effectiveness when implemented…

According to the Texas Education Code §29.121 and the Houston Independent School District (HISD) Board Policy, Gifted and Talented (G/T) students are "those identified by professionally qualified persons, who perform at, or show the potential for performing at a remarkably high level of accomplishment when compared to others of the same age,…

This study investigated the impact of the transformation and turnaround intervention models and leadership perception on the achievement of students attending Kentucky's priority high schools. Repeated-measures analyses of variance were conducted to show the effect of the chosen model on academic achievement of students with test scores obtained…

There has been a steady increase in college enrollment rates in recent decades, which has not been accompanied by a corresponding increase in graduation rates. If this discrepancy is partly due to insufficient effort exerted by students, policies that aim at rewarding effort explicitly may succeed in increasing graduation rates. A unique and rich…

This executive summary provides highlights from the full evaluation report (published separately) that describes program outcomes for students in APIE's Middle School Math and College Readiness Coaching Programs in the 2016-2017 school years. [For the full report, see ED626453.]

This report includes results for Austin Partners in Education (APIE) programs in 2019-2020 including math classroom coaching, GEAR UP tutoring, college readiness, and mentoring. It highlights continued academic programs serving students in middle and high school and describes APIE support provided to teachers' instruction. As classroom instruction…

According to Section 29.123 of the Texas Education Code, the "Texas State Plan for the Education of Gifted/Talented Students" (G/T) forms the basis of program accountability for state-mandated services for G/T students. In the Houston Independent School District, G/T students were served through one of two program designs: Board-approved…

This paper reports the results of a randomized trial of the College Possible program, which provides two years of college preparatory work for high school juniors and seniors in Minneapolis and St. Paul. The trial involved 238 students, including 134 who were randomly selected for admission to the program. The results indicate that the College…

According to the Texas Education Code §29.121 and the Houston Independent School District (HISD) Board Policy, Gifted and Talented (G/T) students are "those identified by professionally qualified persons, who perform at, or show the potential for performing at a remarkably high level of accomplishment when compared to others of the same age,…