A new analysis of 5.8 million Americans finds that earning a college degree is still a sound investment, although the rate of economic return varies across college majors and student demographics.
Black male elementary school students matched to Black teachers are less likely to be identified for special education services, according to new research published today.
Maisha T. Winn, the Chancellor’s Leadership Professor in the School of Education at the University of California, Davis, has been voted president-elect of the American Educational Research Association (AERA).
The American Educational Research Association (AERA) has announced the selection of 24 exemplary scholars as 2024 AERA Fellows.
For years, research showed that print reading, whether for leisure or school, improved developing readers’ ability to comprehend text. However, the explosive use of digital reading devices, constant access to these devices, and new types of reading materials have introduced new reading habits. Now, a new comprehensive review of research on digital leisure reading habits finds a virtually nonexistent relationship between digital reading and improvement in reading comprehension among students.
Students achieve better grades in college science, technology, engineering, and math (STEM) courses when those classrooms have higher numbers of underrepresented racial-minority and first-generation college students, according to new research released today.
Participating in policy debate programs in middle and high school is associated with improvements in English language arts (ELA) achievement and increases in the likelihood that students graduate from high school and enroll in postsecondary education, according to new research.
Third-grade retention can increase the reading and math scores of struggling students, with positive effects lasting into middle school, according to new research released today.
Indicators of high school grades and standardized test scores that take into account the levels of school, neighborhood, and family resources available to students are strongly associated with those students’ success in college, according to new research published today.
New research finds that a commonly used state-mandated civics test policy—the Civics Education Initiative (CEI)—does not improve youth voter turnout, at least in the short term.
The top 5 percent of teachers most likely to refer students to the principal’s office for disciplinary action do so at such an outsized rate that they effectively double the racial gaps in such referrals, according to new research released today.
In a study published today in AERA Open, a peer-reviewed journal of the American Educational Research Association, researchers David M. Houston of George Mason University and Jeffrey R. Henig of Teachers College, Columbia University, found that providing parents with achievement growth data encourages them to consider schools with greater economic and racial diversity, but only up to a point.
The following selected research papers will be presented at the place-based component of the 2023 Annual Meeting of the American Educational Research Association in Chicago, Ill, on April 15.
This study will be presented at the place-based component of the 2023 Annual Meeting of the American Educational Research Association.
The American Educational Research Association (AERA) has announced the winners of its 2023 awards for excellence in education research.
The American Educational Research Association (AERA) has announced the selection of 24 exemplary scholars as 2023 AERA Fellows.
Janelle Scott, professor and the Birgeneau Distinguished Chair in Educational Disparities at the University of California, Berkeley, in the School of Education, has been voted president-elect of the American Educational Research Association (AERA).
We are saddened by the tragic loss of life and harm caused last night during the deadly shooting at Michigan State University, and we offer our deepest condolences to the families, friends, and communities of the victims.
We are deeply disturbed by the demeaning and dehumanizing comments made by Thomas L. Keon, chancellor of Purdue University Northwest, during a winter commencement address on December 10.
As we reflect on the 10-year anniversary of the shooting at Sandy Hook Elementary School, it is with a profound sense of sadness for what was lost that day and deep despair for the wave of violence that has afflicted American society since then.
The American Educational Research Association extends its condolences to the families, friends, and communities of the victims of gun violence at the University of Virginia in Charlottesville, Va., on November 13.
Teachers experienced significantly more anxiety during the COVID-19 pandemic than healthcare, office, and other workers, according to new research released today.
U.S. schools and school districts have shared an estimated 4.9 million posts that include identifiable images of students on public Facebook pages, unintentionally putting student privacy at risk, according to a new study.
The American Educational Research Association has released the Handbook of Research on Teachers of Color and Indigenous Teachers, edited by Conra D. Gist and Travis J. Bristol.
Earlier elementary school day start times predict less sleep for students but have little to no effect on their educational outcomes, according to new research published today in Educational Evaluation and Policy Analysis, a peer-reviewed journal of the American Educational Research Association.
Although the federal government provided an unprecedented level of emergency funding to U.S. public schools during the COVID-19 pandemic, this support was insufficient and poorly targeted to offset the cost of recovering student learning loss, according to new research.
The American Educational Research Association (AERA) and six other leading research associations yesterday submitted an amicus brief to the U.S. Supreme Court in support of narrowly tailored race-conscious admissions practices at Harvard University and the University of North Carolina.
John B. Diamond, professor of sociology and education policy in Brown University’s department of sociology and Annenberg Institute for School Reform, has been selected by the American Educational Research Association (AERA) to present the 2022 Brown Lecture in Education Research.
The American Educational Research Association extends its condolences and grieves with those who suffered loss from the senseless murders of children and teachers at Robb Elementary School in Uvalde, Texas.
The American Education Research Association grieves for all those who lost their lives to, and with all those who suffer from, the racist violence in the assault in Buffalo.
The American Educational Research Association (AERA), with support from ACT, has announced Daniel M. Koretz of the Harvard Graduate School of Education as the recipient of the 2022 E. F. Lindquist Award.
The American Educational Research Association (AERA) has announced the winners of its 2022 awards for excellence in education research.
The American Educational Research Association (AERA) has announced the selection of 18 exemplary scholars as 2022 AERA Fellows.
AERA has announced the appointment of David Osher (American Institutes for Research) and Vivian Gadsden (University of Pennsylvania) as lead and co-lead editors-in-chief for the 2023 and 2025 editions (Volumes 47 and 49) of the Review of Research in Education (RRE).
ERA joins other scientific societies, institutions of higher education, and faculty in the U.S. and throughout the world in a commitment to academic freedom as a fundamental principle central to the development of knowledge, an informed public, and the advancement of society.
The American Educational Research Association’s annual meeting is the largest gathering of scholars in the field of education research. It is a showcase for ground-breaking, innovative scholarship in an array of areas—from early education through higher education, from digital learning to educational equity. It is where to encounter ideas and data that will shape tomorrow's education practices and policies, and where to connect with leading thinkers from the U.S. and around the world.
Simulations of lottery admissions conducted in a new study find dramatic and negative potential effects of lotteries on the admission of students of color, low-income students, and men.
New research finds that high school students who attended school remotely during the COVID-19 pandemic suffered socially, emotionally, and academically compared with those who attended in person.
New research finds that college students at risk of failing academically showed significant improvement in executive functioning after interacting with therapy dogs one hour a week for a month.
As the end of the school year draws near, we want to acknowledge the incredible creativity, resilience, and hard work of educators this year. It has been a time like no other. Educators have experienced enormous stress and strain to adapt to constantly changing contexts amid concerns about their own health and the health of their students. Educators have also been challenged by the existing and ever increasing inequities between privileged and historically marginalized students in U.S. schools that the pandemic has underscored. These long-standing inequities have exacerbated the challenges teachers have had to manage this year, and have impacted the resources available to them in pivoting to pandemic teaching, as well as the conditions that their students and families are navigating.
Washington, April 8—Today, members of the American Educational Research Association’s Council unanimously passed this resolution.
The Organisation for Economic Co-operation and Development (OECD) will release a new PISA report on student growth mindset on Thursday, April 8 at 5:00 a.m. ET, followed by a press conference held in collaboration with the American Educational Research Association (AERA) and the Yidan Prize Foundation at 10:30 a.m. ET.
H. Richard Milner IV, Cornelius Vanderbilt Distinguished Professor of Education in the Department of Teaching and Learning at Vanderbilt University’s Peabody College of Education and Human Development, has been voted president-elect of the American Educational Research Association (AERA). Milner has secondary appointments in Peabody’s Department of Leadership, Policy, and Organizations and in the Department of Sociology in Vanderbilt’s College of Arts and Science. Milner joins AERA Council this year as president-elect. His presidency begins at the conclusion of the 2022 Annual Meeting.
The shooting deaths of eight people, including six women of Asian descent, in Atlanta yesterday is a horrendous tragedy, and just the latest incident in an ever growing wave of mass violence in our country. We extend our deepest sympathy to the loved ones of the victims and to communities in Atlanta and across the United States that have been deeply affected by this senseless assault.
Members of the media are invited to register to attend the 2021 AERA Virtual Annual Meeting, April 8-12, for five days of cutting edge research, ideas, and engagement. The 2021 Annual Meeting theme is “Accepting Educational Responsibility.”
A comprehensive meta-analysis of prior research has found, overall, that children ages 1 to 8 were less likely to understand picture books when they read the digital, versus print, version. However, when digital picture books contain the right enhancements that reinforce the story content, they outperform their print counterparts. The results were published today in Review of Educational Research, a peer-reviewed journal of the American Educational Research Association.
Members of the media are invited to register to attend the 2021 AERA Virtual Annual Meeting, April 8-12, for five days of cutting edge research, ideas, and engagement. The 2021 Annual Meeting theme is “Accepting Educational Responsibility.”
A first-of-its-kind analysis of parents’ reviews of U.S. public K–12 schools, posted primarily from 2009 to 2019 on the popular school information site GreatSchools.org, found that most reviews were written by parents at schools in affluent neighborhoods and provided information that correlated strongly with test scores, a measure that closely tracks race and family income. Language associated with school effectiveness, which measures how much students improve in their test scores over time and is less correlated with demographics, was much less used.
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