Following its 2019 Annual Meeting last month in Toronto, Canada, AERA is issuing brief overviews, or snapshots, of selected papers presented at the conference. AERA's "Study Snapshots" provide a high-level glimpse into new education research.
Shaun Harper, a Provost Professor in the Rossier School of Education and Marshall School of Business at the University of Southern California
In a review published online today in AERA Open, a peer-reviewed journal of the American Educational Research Association, researchers from Stanford University and the University of Cambridge warn that—as the predictive power of genes tied to learning and educational outcomes increases and access to genetic data expands—researchers, educators, and policymakers must be cautious in how they use such data, interpret related findings, and, in the not-too-distant future, apply genetics-informed student interventions.
The American Educational Research Association (AERA) and the American Association for the Advancement of Science (AAAS) today led 75 scientific societies in submitting comments on the U.S. Department of Education’s proposed changes to Title IX regulations.
Bullying rates among middle school students in the spring of 2017 were 18 percent higher in localities where voters had favored Donald Trump than in those that had supported Hillary Clinton, according to a study published online today in Educational Researcher, a peer-reviewed journal of the American Educational Research Association.
Low-income, highly qualified students are more likely to choose selective universities that match their academic profiles when they know their admission is guaranteed though state automatic admissions policies, according to a new study published online today in Educational Evaluation and Policy Analysis, a peer-reviewed journal of the American Educational Research Association.
Recent evidence of above-average levels of education among genocide perpetrators and terrorists, such as those who carried out the 9/11 attacks, has challenged the consensus among scholars that education has a generally pacifying effect. Is it true that more schooling can promote peaceful behavior and reduce civil conflict and other forms of politically-motivated group violence?
Elementary-school students who participated in a comprehensive support intervention in the Boston public school district had about half the odds of dropping out of high school as students not in the intervention, according to a new study published online today in AERA Open, a peer-reviewed journal published by the American Educational Research Association.
Highly rated principals succeed at keeping high-performing teachers while moving out low performers. Lower turnover is concentrated among teachers with higher scores on classroom observation measures and higher student test-performance growth scores (also known as value-added scores).
Over 12 Years, NAEP Scores for Multilingual Students Improved Two to Three Times More Than for Monolingual Students
The American Educational Research Association (AERA) has announced the winners of its 2018 awards for excellence in education research.
The American Educational Research Association’s annual meeting is the largest gathering of scholars in the field of education research.
Children who participate in high-quality early childhood education (ECE) programs before entering kindergarten later experience fewer special education placements, decreased grade retention, and improved high school graduation rates compared with peers who do not participate,according to new research published today in Educational Researcher, a peer-reviewed journal of the American Educational Research Association (AERA).
High school students who complete career and technical education (CTE) courses during their junior and senior years are, on average, more likely to graduate on time and less likely to drop out than students who do not take CTE courses, according to new research published today in the American Educational Research Journal, a peer-reviewed journal of the American Educational Research Association (AERA).
In this period of human devastation and public pain, it is incumbent upon us to confront our collective responsibilities as researchers, educators, and policy makers to engage in a dialogue about the pervasive and lethal effects of guns in the hands of those seeking to render violence.
The American Educational Research Association (AERA) strongly opposes the Rooney Amendment to the Make America Secure and Prosperous Appropriations Act, 2018 (H. R. 3354), currently under consideration in the House of Representatives.
This study was presented at the AERA 2017 Annual Meeting
In recent years, the implementation of differential tuition (DT) practices by colleges and universities—whether in higher-priced fields of STEM and business, or in the liberal arts—has become a prevalent strategy aimed at increasing revenue. DT practices, which are the purposeful variation in undergraduate tuition by major area of study and/or year of enrollment, are increasingly the subject of concern and debate at public institutions across the country.
This study is one of the first longitudinal analyses of students’ perceptions of their math and English abilities and of how those perceptions relate to choice of college major. Using data from the Michigan Study of Adolescent and Adult Life Transitions, researchers analyzed 804 students who started participating in the Michigan study as 6th graders and later were enrolled in college at age 21.
Using 2002 U.S. Department of Education data on 9,748 high school sophomores across 747 public and private schools, researchers found that peer values related to academic achievement and working while in school significantly predicted students’ academic achievement scores, regardless of other various student- and school-level factors.
Preliminary results from this study show that for low-income college students, taking out unsubsidized Stafford loans is detrimental to success. For every $1,000 in additional money borrowed in unsubsidized loans, students are 5.6 percent less likely to graduate within six years. This negative relationship for unsubsidized loans is found only among low-income students.
Based on a study of more than 30,000 elementary, middle, and high school students conducted in winter 2015–16, researchers found that elementary and middle school students scored lower on a computer-based test that did not allow them to return to previous items than on two comparable tests—paper- or computer-based—that allowed them to skip, review, and change previous responses.
AERA has announced that it is live-streaming 31 sessions at its 2017 Annual Meeting in San Antonio, TX, April 27-May 1. The free livestreamed sessions will feature prominent scholars and policy experts speaking on key issues, including educating immigrant students, the role of education in politically tumultuous times, and the ethics of data collection in education research, among others.
Kindergarten students who take the school bus have fewer absent days over the school year and are less likely to be chronically absent than children who commute to school in any other way, according to new research published online today in Educational Evaluation and Policy Analysis, a peer-reviewed journal of the American Educational Research Association.
The AERA Annual Meeting is the largest gathering of scholars in the field of education research. It is a showcase for ground-breaking, innovative studies in an array of areas – from early education through higher education, from digital learning to second language literacy. 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. Join us April 27-May 1 for five rewarding days of ideas, engagement, networking, and professional advancement.
Dr. Charles Payne, an expert in urban education and school reform, social inequality, social change and modern African American history, will deliver a public lecture titled “The Limits of Schooling, The Power of Poverty,” as part of the American Educational Research Association’s Centennial Lecture Series. The event is free, open to the public, and includes an informal buffet reception.
Research on school climate; shifts in race, income and gender-based achievement gaps; learning tools and approaches; and more appeared in the 20 most popular journal articles published by the American Educational Research Association in 2016. Based on the number of times they were accessed online, the following were the most popular AERA research articles published in 2016.
We are dismayed by the Trump administration’s unprecedented executive order that harshly restricts the travel of immigrant and nonimmigrant visitors to the United States. Aside from the shockingly discriminatory and counterproductive nature of the order—specifically, targeting people of Muslim faith and refugees in dire need of help—it also poses grave consequences for the scholarly exchange and collaboration that is at the heart of all science.
Dr. Bridget Terry Long, a renowned higher education researcher who specializes in the transition from high school to higher education and beyond, will deliver a public lecture titled “Supporting College Student Access and Success: Making Sure Hard Work Pays Off,” as part of the American Educational Research Association’s Centennial Lecture Series. The event is free and open to the public.
Dr. Bruce McCandliss, a renowned scholar on developmental cognitive neuroscience, will deliver a lecture titled “Early Education and the Brain: Making Novel Connections” as part of the American Educational Research Association’s Centennial Lecture Series. The event is open to the public.
Dr. Patricia Gándara, a leading researcher on English language learners and bilingual education, will deliver a lecture titled “Educating Immigrant Students and Emergent Bilinguals” as part of the American Educational Research Association’s Centennial Lecture Series. The event is open to the public.
Positive school climates contribute to academic achievement and can improve outcomes for students from low socioeconomic backgrounds, according to a new study published today in Review of Educational Research, a peer-reviewed journal of the American Educational Research Association.
Findings from new research published today suggest that longer grade spans that allow middle grade students to serve as relative “top dogs”—students in the highest grades—improve academic achievement and enhance their learning environment, including fewer instances of bullying and fights.
When asked about wealth- and race/ethnicity-based academic achievement gaps, Americans are more concerned about the gap between poor and wealthy students, more supportive of policies that might close it, and more prepared to explain the reasons behind it.
Policies placing first-year college students assessed as needing remedial math directly into college-level quantitative courses, with additional support, can increase student success, according to a first-of-its-kind study published today in Educational Evaluation and Policy Analysis, a peer-reviewed journal of the American Educational Research Association.
While teen dating violence prevention programs increased knowledge and changed student attitudes to be less supportive of such behavior, they did not actually reduce dating violence, according to this meta-analysis of research on middle- and high school intervention programs.
Large science achievement gaps at the end of eighth grade between white and racial/ethnic minority children and between children from higher- and lower-income families are rooted in large yet modifiable general knowledge gaps already present by the time children enter kindergarten, according to new research published today in Educational Researcher, a peer-reviewed journal of the American Educational Research Association.
Research on special education, non-cognitive skills, degree completion, educational inequality and more appeared in the 10 most popular journal articles published by the American Educational Research Association in 2015. Based on the number of times they were accessed online, the following were the most popular AERA research articles published in 2015.
Even among elementary school students with high standardized test scores, black students are about half as likely as their white peers to be assigned to gifted programs in math and reading. However, when black students are taught by a black classroom teacher, the racial gap in gifted assignment largely disappears, according to new research published today in AERA Open, a peer-reviewed journal of the American Educational Research Association.
Schooling plays a surprisingly large role in short-changing the nation’s most economically disadvantaged students of critical math skills, according to a study published today in Educational Researcher, a peer-reviewed journal of the American Educational Research Association.
A first-of-its-kind, nationally representative study of siblings supports previously published research on unrelated individuals that links specific genotypes to educational attainment among adults in their mid-20s to early 30s. The research, published today in AERA Open, a peer-reviewed journal of the American Educational Research Association, found that, within families, an adolescent with a higher “polygenic score”—which summarizes previously identified genome-wide associations for educational attainment—than her or his sibling tended to go on to complete more years of schooling.
A new federally funded study finds that racial, ethnic, and language minority elementary- and middle-school students are less likely than otherwise similar white, English-speaking children to be identified as having disabilities and, as a result, are disproportionately underrepresented in special education. These findings differ from most prior education research and contrast with current federal legislation and policies. The study was published online today in Educational Researcher, a peer-reviewed journal of the American Educational Research Association.
Policymakers and practitioners have grown increasingly interested in measures of personal qualities other than cognitive ability—including self-control, grit, growth mindset, gratitude, purpose, emotional intelligence, and other beneficial personal qualities—that lead to student success. However, they need to move cautiously before using existing measures to evaluate educators, programs, and policies, or diagnosing children as having “non-cognitive” deficits, according to a review by Angela L. Duckworth and David Scott Yeager published in Educational Researcher, a peer-reviewed journal of the American Educational Research Association.
The American Educational Research Association has published a special edition of its peer-reviewed journal Educational Researcher (ER) devoted to examining value-added measures (VAM).
Despite growing enthusiasm among educators and scholars about the potential of school-based executive function interventions to significantly increase student achievement, a federally funded meta-analysis of 25 years’ worth of research finds no conclusive evidence that developing students’ executive function skills leads to better academic performance, according to a new study published today in Review of Educational Research, a peer-reviewed journal of the American Educational Research Association.
The American Educational Research Association (AERA) has announced the selection of 23 scholars as 2015 AERA Fellows. AERA Fellows are selected on the basis of their notable and sustained research achievements.
Access to state-supported early childhood programs significantly reduces the likelihood that children will be placed in special education in the third grade, academically benefiting students and resulting in considerable cost savings to school districts, according to new research published today in Educational Evaluation and Policy Analysis, a peer-reviewed journal of the American Educational Research Association.
State higher education performance funding is falling short of its intended goals of raising student retention and degree completion rates at community colleges, according to new research published today in Educational Evaluation and Policy Analysis, a peer-reviewed journal of the American Educational Research Association.
Short-term certificate programs at community colleges offer limited labor-market returns, on average, in most fields of study, according to new research published today in Educational Evaluation and Policy Analysis (EEPA), a peer-reviewed journal of the American Educational Research Association. The results of the study are in line with recent research in other states that found only small economic returns from short-term programs.
The 11th Annual Brown Lecture in Education Research, held by the American Educational Research Association. The title of this year’s public lecture, which features speaker Dr. James D. Anderson, is “A Long Shadow: The American Pursuit of Political Justice and Education Equality.”
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