Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience [0.03%]
学校的职业环境能促进教师发展吗？解释教学经验的异质性回报
Matthew A Kraft,John P Papay
Matthew A Kraft
Although wide variation in teacher effectiveness is well established, much less is known about differences in teacher improvement over time. We document that average returns to teaching experience mask large variation across individual teac...
Academic achievement and course taking among language minority youth in U.S. schools: Effects of ESL placement [0.03%]
美国学校的语言少数裔青少年的学业成就和课程选择：ESL分班的影响
Rebecca Callahan,Lindsey Wilkinson,Chandra Muller
Rebecca Callahan
The 1974 Lau decision requires that U.S. public schools ensure a meaningful education for students learning English. English as a Second Language (ESL) placement is an institutional response to the linguistic needs of these students; howeve...
Patching the Pipeline: Reducing Educational Disparities in the Sciences Through Minority Training Programs [0.03%]
通过少数族裔培训项目减少科学教育差距
P Wesley Schultz,Paul R Hernandez,Anna Woodcock et al.
P Wesley Schultz et al.
For more than 40 years, there has been a concerted national effort to promote diversity among the scientific research community. Yet given the persistent national-level disparity in educational achievements of students from various ethnic a...
Minority Student Academic Performance under the Uniform Admission Law: Evidence from the University of Texas at Austin [0.03%]
统一招生制度下的 minority 学生学业表现——来自德克萨斯大学奥斯汀校区的证据
Sunny X Niu,Marta Tienda
Sunny X Niu
UT-Austin administrative data between 1990 and 2003 are used to evaluate claims that students granted automatic admission based on top 10% class rank underperform academically relative to lower ranked students who graduate from highly compe...
College Graduation Rates for Minority Students in a Selective Technical University: Will Participation in a Summer Bridge Program Contribute to Success? [0.03%]
选择性工科院校的少数族裔学生的毕业率：暑期衔接项目能促进成功吗？
Terrence E Murphy,Monica Gaughan,Robert Hume et al.
Terrence E Murphy et al.
There are many approaches to solving the problem of underrepresentation of some racial and ethnic groups and women in scientific and technical disciplines. Here, the authors evaluate the association of a summer bridge program with the gradu...
Winners and Losers: Changes in Texas University Admissions post-Hopwood [0.03%]
_hopwood案后得与失：德克萨斯大学录取变迁_
Mark C Long,Marta Tienda
Mark C Long
This paper evaluates changes in the racial and ethnic composition of admissions at three Texas universities following the judicial ban on affirmative action imposed by the 1996 Hopwood decision. We estimate the extent to which universities ...
Students Left Behind: Measuring 10(th) to 12(th) Grade Student Persistence Rates in Texas High Schools [0.03%]
被遗忘的学生：得克萨斯州高中的学生滞留率测量（从十年级到十二年级）
Thurston Domina,Bonnie Ghosh-Dastidar,Marta Tienda
Thurston Domina
The No Child Left Behind Act requires states to publish high school graduation rates for public schools and the U.S. Department of Education is currently considering a mandate to standardize high school graduation rate reporting. However, n...
The Influence of On-Campus, Academic Year Undergraduate Research on STEM PhD Outcomes: Evidence from the Meyerhoff Scholarship Program [0.03%]
梅耶霍夫奖学金计划对STEM博士生培养的影响：校园内学术年本科生研究的作用证据
The Meyerhoff Scholarship Program, which celebrated its 20(th) year in 2008, is considered a successful intervention program for increasing the number of underrepresented minorities who earn PhDs or MD/PhDs and pursue research careers in sc...
Quality of Research Design Moderates Effects of Grade Retention on Achievement: A Meta-analytic, Multi-level Analysis [0.03%]
研究设计的质量调节了留级对学业成就的影响：元分析与多层分析
Chiharu S Allen,Qi Chen,Victor L Willson et al.
Chiharu S Allen et al.
The present meta-analysis examined the effect of grade retention on academic outcomes and investigated systemic sources of variability in effect sizes. Using multi-level modeling, we investigated characteristics of 207 effect sizes across 2...
An Investigation of the Relationship Between Retention in First Grade and Performance on High Stakes Tests in 3 Grade [0.03%]
关于留级与三年级高利害考试成绩关系的研究
Jan N Hughes,Qi Chen,Felix Thoemmes et al.
Jan N Hughes et al.
The association between grade retention in first grade and passing the third grade state accountability tests, the Texas Assessment of Knowledge and Skills (TAKS) reading and math, was investigated in a sample of 769 students who were recru...