Reading levels and levelled reading have been tried and true teaching tools used for assessment and to guide the teaching of reading in classrooms for decades. However, identifying students' reading levels does not necessarily lead to success in reading for students. In strictly adhering to an instructional routine based on reading levels and…

Policy and funding influence equitable education for students who are gifted. The concept of equity is examined through variations in policy and in funding at the state, district, and local levels. Challenges and barriers to equity in policy and funding include policy structures, where policy provides guidance without accountability measures, or…

Educational research shows the value of culturally responsive pedagogies; however, special education research typically centers reading interventions that focus primarily on foundational skills. These sorts of programs rarely take learner identities into account in their design, and provide little opportunity for readers to make connections to…

This article discusses research about LGBTQ school leadership and notes differences in participants' perceptions of treatment in their professional environments. The study employed mixed methods to identify the perceptions and experiences of unfair treatment and discrimination of lesbian and gay public-school administrators working in K-12…

The questions explored in this article highlight the insights girls of colour gained through participation in a community-based organization's core course centreing examinations of power and oppression. Given that the experiences of girls of colour are often essentialized, this study highlights how their varied socio-political realities influence…

Exploring the lived experiences of academically gifted African American men at historically Black colleges and universities (HBCUs) can lead to a better understanding of the institutional barriers this student population endures, the successes related to their journey, the factors that aid in their retention and persistence, and how institutions…

The United States' child population is becoming increasingly racially diverse, and the proportion of children identified with disabilities is on an upward trajectory, but persistent disparities in outcomes based on race and disability status across education systems endure. At the intersection of these populations are children of color with…

The problem of disproportionality in special education is complex and requires an investigation of multiple factors related to racial, ethnic, linguistic, and socioeconomic backgrounds, school context, and family characteristics. Researchers have debated whether language minority (LM) students are under or overrepresented in special education, but…

The field of education has long identified a need for culturally responsive educators due to significant racial and cultural mismatch between K-12 students and their teachers; the fact that racially and culturally marginalized students have negative social and academic outcomes when their teachers are not culturally responsive; and that most…

Previous studies of K-12 dyslexia legislation have described broad trends in legislative content, such as the presence or absence of screening and intervention requirements. This study uses document analysis to provide a finer-grained description of the laws to highlight critical variation in policy that will directly affect (a) the number and…

English learner (EL) education is widely conceived as services for immigrant-origin students, however nearly one in ten American Indian, Alaska Native, and Native Hawaiian students are classified in school as ELs. Title III of the Every Student Succeeds Act (2015) defines EL eligibility differently for Indigenous, compared to non-Indigenous,…

Disparities in gifted representation across demographic subgroups represents a large and persistent challenge in U.S. public schools. In this paper, we measure the impacts of a school-wide curricular intervention designed to address such disparities. We implemented Nurturing for a Bright Tomorrow (NBT) as a cluster randomized trial across…

This chapter situates leadership and the process of becoming a leader within an understanding of identity, particularly intersecting social identities and intersectionality.

The teenage years can be difficult, filled with questions, emotions, and decisions. For high-achieving adolescents who may experience asynchronous development or experience the world more intensely, these years can bring about intense emotions, feelings of isolation, or difficulty understanding the injustices of the world. Parents, may try to…

Many perceived cues to deception have been reported in the literature, but little attention has been paid to how they are combined when making deception judgments. The present research used a data-driven approach to investigate how cues are integrated when evaluating veracity. Two hundred fifteen participants performed a deception detection task…