Research shows

September 10, 2015

Bilingual instruction best for ELLs long term

English language learners in dual-language programs or who began instruction in their native language in kindergarten but had transitioned to an English-only class by second grade demonstrated greater academic growth than their peers in English immersion or in developmental bilingual classes that didn’t make the transition to English-only until 5th grade, according to new research.

July 10, 2015

Less is more when it comes to homework

The ideal amount of homework to assign to middle school students is about an hour a day, according to new research in the Journal of Educational Psychology.

June 4, 2015

Teaching a different grade has impact

New research suggests that teaching a new grade is challenging and reduces a teacher’s effectiveness in the short term for most teachers.

May 7, 2015

Decorating classrooms for success

A new study of classroom design finds that lighting, student ownership of space and air quality, in that order, have the most impact on student achievement.

April 2, 2015

U.S. workers highly educated despite hurdles

The United States has the world’s most highly educated workforce, but its students face high levels of poverty, inequality and violence, according to a new report

March 5, 2015

Fewer learning disabilities for pre-K grads

Participating in high-quality pre-K reduces a child’s likelihood of being diagnosed with certain learning disabilities by 3rd grade by as much as 32 percent, according to new research published in the American Educational Research Association’s journal, Educational Evaluation and Policy Analysis.

February 5, 2015

Academic ability of new teachers rises in NY

The academic capability of new teachers in New York City has risen over the past 15 years, new research shows.

January 8, 2015

Drive, prudence factors in achievement

Drive and prudence matter as much as brain power when it comes to graduating from high school with good grades and graduating college, according to a new study from the Center on Children & Families at Brookings Institution.

December 4, 2014

Chronic absenteeism and performance

New research confirms the link between chronic absenteeism — defined as a student not showing up on 18 or more days — and a school’s average test scores.

November 6, 2014

Labor-management partnerships prove fruitful

New research published by the Center for American Progress suggests that union-management collaboration and teacher voice at the school level can have significant positive effects on student learning.

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