Pandemic-era disruptions to schooling resulted in academic setbacks for many students. To help students catch up, school districts nationwide are implementing a range of academic recovery interventions. In this paper, we use multiple data sources to evaluate the impact and implementation of academic recovery interventions in four school districts…

This study employs critical content analysis to investigate school districts' identification process of gifted Emergent Bilinguals (EBLs) in North Texas. Despite the diverse population and significant presence of EBLs in Texas, this group is notably underrepresented in gifted programs. In order to uncover the inequities for gifted EBLs, this study…

Background/Context: Increasing evidence suggests a connection between racial differences in rates of exclusionary discipline (suspensions/expulsions) and academic achievement by (Losen & Martinez, 2020; Reardon et al., 2018). Black students receive out-of-school suspensions and expulsions at disproportionately higher rates, which is associated…

A rural Midwestern school district the Measures of Academic Progress (MAP) adaptive assessment did not yield the expected improvements in student outcomes. Therefore, the purpose of this qualitative study was to better understand teacher practice regarding MAP implementation. The conceptual framework was based on Fullan and Langworthy's change…

The purpose of this longitudinal, mixed methods quasi-experimental study was to investigate the impact of balanced literacy coaching on teacher efficacy, practices, beliefs, and student achievement. The participants were third- through sixth-grade teachers from five elementary schools within the same south suburban Chicago public school district.…

This paper describes high quality teaching practices in two schools that produce exceptional growth for all kinds of students. These practices focus on making the most of instructional time and exposing students to high quality content in a variety of contexts. They prove teachers don't need to choose between differentiating to meet students'…

This study clarifies achievement trends that occurred under NCLB and explains why NCLB reporting practices made those trends so hard to see. It concludes by describing important contributions that new PARCC exams can make and warns of new reporting problems that threaten to squander those contributions before they see the light of day.