An analysis of math test results compared at the beginning and end of each school year and the impact on learning of summer break by socio-economic status.
Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2001). Schools, achievement, and inequality: A seasonal perspective. Educational evaluation and policy analysis, 23(2), 171-191.
This analysis compares National Free and Reduce-Price School Lunch Program Eligibility data with NAEP Reading and Math score data to examine correlations between poverty and student performance.
Gibson, S. (2009). Are Student Achievement and Poverty Related? Retrieved from are-student-achievement-and.
This analysis examines the importance summer break has on a growing gap in mathematics proficiency between students of differing socio-economic status.
Gibson, S. (2010). How do students of different socio-economic status learn during the school year and over the summer break? Retrieved from how-do-students-of821.
This analysis examines the importance summer break has on a growing gap in reading proficiency between students of differing socio-economic status.
Gibson, S. (2010). How do students of different socio-economic statuses learn during the school year and over the summer break? Retrieved from how-do-students-of942.
This report presents selected findings from the school principal data files of the 2007-08 Schools and Staffing Survey (SASS). It provides the following descriptive information on school principals by school type, student characteristics, and other relevant categories: number, race/ethnicity, age, gender, college degrees, salary, hours worked, focus of work, years experience, and tenure at current school.
Battle, D. (2009). Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Principals in the United States: Results From the 2007–08 Schools and Staf ng Survey (NCES 2009-323). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
This paper examines teacher education textbooks for discussion of research-based strategies that every teacher candidate should learn in order to promote student learning and retention.
Learning About Learning: What Every New Teacher Needs to Know Retrieved from http://www.nctq.org/dmsView/Learning_About_Learning_Report.
This report reviews the research and strategies for achieving high levels of student performance in high poverty schools.
Center for Public Education. (2005, August 22). High-performing, high-poverty schools: Research review. Retrieved December 8, 2016, from Center for Public Education, http://www.centerforpubliceducation.org/Main-Menu/Organizing-a-school/High-performing-high-poverty-schools-At-a-glance-/High-performing-high-poverty-schools-Research-review.html
This study examined how uncertainty, both about students and the context in which they are taught, remains a persistent condition of teachers’ work in high-poverty, urban schools. Their conclusion: Traditional public schools are open systems and require systematic organizational responses to address the uncertainty introduced by their environments. Uncoordinated individual efforts alone are not sufficient to meet the needs of students in high-poverty urban communities.
Kraft, M. A., Papay, J. P., Johnson, S. M., Charner-Laird, M., Ng, M., & Reinhorn, S. (2015). Educating amid uncertainty. Educational Administration Quarterly, 51(5), 753–790. doi:10.1177/0013161X15607617
This study examined the complex linkages between teacher quality and socio-economic-based disparities in student achievement. The gap in teacher quality appears to arise from the lower payoff to teacher qualifications in high-poverty schools. In particular, the experience-productivity relationship is weaker in high-poverty schools and is not related to teacher mobility patterns. Recruiting teachers with good credentials into high-poverty schools may be insufficient to narrow the teacher quality gap. Policies that promote the long-term productivity of teachers in challenging high-poverty schools appear key.
Sass, T., Hannaway, J., Xu, Z., Figlio, D., & Feng, L. (2016, June). Value added of teachers in high-poverty schools and lower-poverty schools. Retrieved from http://www.urban.org/research/publication/value-added-teachers-high-poverty-schools-and-lower-poverty-schools
This report provides extensive data on the high-poverty schools and the students who attend them. It also provides information on principals, teachers, and staff who work in them.
Aud, S., Hussar, W., Planty, M., Snyder, T., Bianco, K., Fox, M., Frohlich, L., Kemp, J., Drake, L. (2010). The Condition of Education 2010 (NCES 2010-028). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
The Characteristics of Public and Private Elementary School Principals in the United States is a subsection of the NCES 2011-12 Schools and Staffing Survey (SASS). It provides descriptive statistics on K-12 school principals in areas such as: race, gender, education level, salary, experience, and working conditions.
Bitterman, A., Goldring, R., Gray, L., Broughman, S. (2014).Characteristics of Public and Private Elementary and Secondary School Principals in the United States:Results From the 2011-12 Schools and Staffing Summary, First Look. IES, National Center for Education Statistics, U.S. Department of Education
Rich opportunities for learning are important for all teachers. Whatever expertise they
acquire in their pre-service program, teachers continue to need ongoing professional learning in order to meet additional responsibilities and the evolving needs of their students and schools. Continuous learning is especially vital for teachers who work in the dynamic and demanding environments of high-poverty, urban schools.
Charner-Laird, M., Ng, M., Johnson, S. M., Kraft, M. A., Papay, J. P., & Reinhorn, S. K. (2016). Gauging Goodness of Fit: Teachers’ Assessments of their Instructional Teams in High-Poverty Schools. Retrieved from http://projectngt.gse.harvard.edu/files/gse-projectngt/files/gauging_goodness_of_fit_0622916.pdf
This study examined a teacher incentive policy in Washington State that awards a financial bonus to National Board Certified Teachers who teach in high-poverty schools. It found that the bonus policy increased the proportion of National Board Certified Teachers in bonus-eligible schools, through increases in both the number of existing NBCTs hired and the probability that teachers at these schools apply for certification. However, it do not find evidence that the bonus resulted in detectible effects on student test achievement.
Cowan, J., & Goldhaber, D. (2015). Do bonuses affect teacher staffing and student achievement in high-poverty schools? Evidence from an Incentive for National Board Certified Teachers in Washington State. Center for Education Data & Research.
This paper examines critical issues that must be considered to maximize the positive impact of big data and minimize negative effects that are currently encountered in other domains. This review is designed to raise awareness of these issues with particular attention paid to implications for educational research design in order that educators can develop the necessary policies and practices to address this complex phenomenon and its possible implications in the field of education.
Daniel, B. K. (2017). Big Data and data science: A critical review of issues for educational research. British Journal of Educational Technology.
This report examines key indicators on the educational progress and challenges students face in the United States by race/ethnicity. The report also has special sections on public school teachers by race/ethnicity and characteristics of post-secondary institutions serving specific minority racial/ethnic groups.
de Brey, C., Musu, L., McFarland, J., Wilkinson-Flicker, S., Diliberti, M., Zhang, A., Branstetter, C., and Wang, X. (2019). Status and Trends in the Education of Racial and Ethnic Groups 2018 (NCES 2019-038). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from https://nces.ed.gov/ pubsearch/.
This report investigates the possibility that the characteristics and conditions of schools are behind the teacher shortage crisis. The data indicate that school staffing problems are not primarily due to teacher shortages, in the sense of an insufficient supply of qualified teachers. Rather, the data indicate that school staffing problems are primarily due to a “revolving door” – where large numbers of qualified teachers depart from their jobs long before retirement. The data show that much of the turnover is accounted for by teacher job dissatisfaction and teachers pursuing other jobs. Significant numbers of those who depart from their jobs in these schools report that they are hampered by inadequate support from the school administration, too many intrusions on classroom teaching time, student discipline problems and limited faculty input into school decision-making.
Ingersoll, R. M. (2004). Why do high-poverty schools have difficulty staffing their classrooms with qualified teachers? (Report prepared for Renewing Our Schools, Securing Our Future—A National Task Force on Public Education). Washington, DC: The Center for American Progress and the Institute for America’s Future. Retrieved from https://scholar.gse.upenn.edu/rmi/files/ingersoll-final.pdf.
This analysis examines the influence of poverty on student reading performance across grade levels.
Keyworth, R. (2015). How does reading proficiency correlate with a student's socio-economic status? Oakland, CA: The Wing Institute. Retrieved from https://www.winginstitute.org/how-does-reading-proficiency
This study examined teachers need for organizational responses that addressed the environmental uncertainty of working with students from disadvantaged neighborhoods. It described four types of organizational responses — coordinated instructional supports, systems to promote order and discipline, socio-emotional supports for students, and efforts to engage parents — and illustrate how these responses affected teachers’ ability to manage the uncertainty introduced by their environment.
Kraft, M. A., Papay, J. P., Johnson, S. M., Charner-Laird, M., Ng, M., & Reinhorn, S. (2015). Educating Amid Uncertainty The Organizational Supports Teachers Need to Serve Students in High-Poverty, Urban Schools. Educational Administration Quarterly, 51(5), 753-790.
This report presents data on income and poverty in the United States based on information collected in the 2016 and earlier Current Population Survey Annual Social and Economic Supplements (CPS ASEC) conducted by the U.S. Census Bureau. This report contains two main sections, one focuses on income and the other on poverty.
Proctor, B. D., Semega, J. L., & Kollar, M. A. (2016). Income and poverty in the United States: 2015. US Census Bureau, Current Population Reports, P60-256.
This study found that one aspect of segregation in particular—the disparity in average school poverty rates between white and black students’ schools—is consistently the single most powerful correlate of achievement gaps. This implies that high-poverty schools are, on average, much less effective than lower-poverty schools, and suggests that strategies that reduce the differential exposure of black, Hispanic, and white students to poor classmates may lead to meaningful reductions in academic achievement gaps.
Reardon, S.F. (2015). School Segregation and Racial Academic Achievement Gaps (CEPA Working Paper No.15-12). Retrieved from Stanford Center for Education Policy Analysis: http://cepa.stanford.edu/wp15-12
This paper reviews evidence from six recent studies, which collectively suggest that teachers who leave high-poverty schools are not fleeing their students, but rather the poor working conditions that make it difficult for them to teach and their students to learn. They include school leadership, collegial relationships, and elements of school culture.
Simon, N. S., & Johnson, S. M. (2013). Teacher turnover in high-poverty schools: What we know and can do. Teachers College Record, 117, 1-36
This meta-analysis reviewed the literature on socioeconomic status (SES) and academic achievement in journal articles published between 1990 and 2000. The results showed a medium to strong SES–achievement relation.
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of educational research, 75(3), 417-453.
For the first time in recent history, a majority of the schoolchildren attending the nation's public schools come from low income families. The pattern was spread across the nation. This paper show the percentage data from across the country.
Suitts, S. (2015). A new majority research bulletin: Low income students now a majority in the nation’s public schools. Atlanta, GA: Southern Education Foundation.
For the first time in recent history, a majority of the schoolchildren attending the nation’s public schools come from low income families. The latest data collected from the states by the National Center for Education Statistics (NCES), evidence that 51 percent of the students across the nation’s public schools were low income in 2013.
Suitts, Steve. A New Majority Research Bulletin: Low Income Students Now a Majority in the Nation's Public Schools. Southern Education Foundation. (2015).
The National Teacher and Principal Survey is completed every four years soliciting descriptive information from principals and teachers across the 50 states. One of the follow-up reports tracks information specifically on traditional public and charter school principals across various school and student characteristics (e.g. number of principals, age, advance degrees, salaries, hours worked, focus of work, experience and tenure at current schools, etc.). A few highlights include: Sixty percent of school principals have been at their schools for three years or less. The higher the percent of a school’s students qualifying for free- or reduced-price lunches, the shorter the tenure of the school’s principal. Charter school principals are paid less than those in traditional public school; they have a lower percentage of advanced college degrees; they are younger; and they have more control over standards, curriculum, and professional development.
Taie, S., and Goldring, R. (2017). Characteristics of Public Elementary and Secondary School Principals in the United States: Results From the 2015–16 National Teacher and Principal Survey First Look (NCES 2017-070). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017070.