Raising attainment in mathematics is a key concern for both policymakers and education practitioners (Schmidt et al., 2022). However, addressing this problem has proved to be difficult, particularly in secondary mathematics. Over the past two decades, there has been a plethora of systematic reviews, meta-analyses and secondary reviews of aspects…

In 2024, half of California's K-12 students met the state standard in English, while one in three were proficient in math. Post-pandemic learning recovery and longstanding disparities in proficiency rates remain key challenges for the state's public schools. This fact sheet discusses the numbers involved with these achievement gaps.

This Study Snapshot highlights key findings from a study that examined how attaining English proficiency and being reclassified as fluent English proficient affected achievement in English language arts and math in the first year after student reclassification in grades 3-8 in New Mexico. New Mexico established a state-level policy that requires…

There is growing attention to personalizing education to provide students with more flexibility in their education experiences and more time to master academic content. To personalize education, Legacy High School in Bismarck Public Schools, North Dakota, has implemented a schedule that allows students to choose how they use a portion of the…

Mathematics anxiety is a pervasive issue in education that requires attention from both educators and researchers to help students reach their full academic potential. This review provides an overview of past research that has investigated the association between math anxiety and math achievement, factors that can cause math anxiety,…

Mathematics is often perceived as a difficult subject by many students, parents and teachers alike. Difficulties with the subject are most often attributed to cognitive factors (lack of ability, preparedness, practice and knowledge). Emotional factors are often overlooked and are easily written off as potential persistent and serious causes of…

The 35th edition of the Annie E. Casey Foundation's "KIDS COUNT"® Data Book examines the unprecedented declines in student math and reading proficiency brought on by the COVID-19 pandemic's effect on education. The latest data from the National Assessment of Educational Progress reveals that between 2019 and 2022, fourth-grade reading…

This report examines the relationship between participation in the Afterschool Centers on Education (ACE) and student academic outcomes at the 16 Cycle 8 ACE campuses. Students' years of participation in ACE was positively associated with better student outcomes. Specifically, those with more years of ACE participation had better STAAR passing…

A common misconception about math is that it requires raw intellectual talent or "brilliance." Only students who possess this sort of brilliance are assumed to be capable of success in math-related subjects. This harmful myth has far-reaching consequences for the success of girls and children from ethnic-minority backgrounds in these…

This Study Snapshot highlights key findings from a study that examined which student demographic and academic preparation characteristics predict passing the Praxis® Core test and each of its subtests at the Unibetsedåt Guåhan (University of Guam, UOG) School of Education. This information is needed to increase admissions to the School of…

The National Assessment of Educational Progress (NAEP), first administered in 1969, is the largest nationally representative and continuing assessment of what the nation's students know and can do in various subjects such as civics, geography, mathematics, reading, science, U.S. history, and writing. The results of NAEP are released as The…

The Programme for International Student Assessment (PISA) is a worldwide research project involving schools and students in over 79 countries. It is run by the OECD [Organisation for Economic Co-operation and Development], takes place every three years, and is designed to examine how 15-year-olds can apply what they have learned in school to real…

This Study Snapshot highlights key findings where the Rhode Island Department of Education, the Rhode Island Office of the Postsecondary Commissioner, and state legislators sought evidence of the effects of state-funded programs for students to earn college credit during high school. Using data on the 2013/14 statewide grade 9 cohort, this…

STEM (science, technology, engineering, and math) is the fifth-fastest-growing occupational cluster in the South and the seventh-largest employer with projected employment of 2.6 million workers by 2020. In order to prepare students to take advantage of the vast opportunities in this field, educators must equip students with the knowledge and…

Students with health conditions are at risk for poor education outcomes such as absenteeism and low academic performance. Racial/ethnic minority students and economically disadvantaged students might have more limited access to medical care and information than other students, making school support even more important for them. District of…