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.
RSS
Medicine keyboard_arrow_right
Sciencekeyboard_arrow_right
Life keyboard_arrow_right
Business keyboard_arrow_right
Journal News keyboard_arrow_right
By Location keyboard_arrow_right
Meetings, Grants, and Events keyboard_arrow_right