Scholars have examined the effects of same-gender teachers on student achievement, but the findings are mixed. In this study, we use 7 years of administrative data from students in elementary and middle schools (i.e., Grades 3 through 8) in Indiana to test links between gender matching and student achievement. We find that female teachers are…

As researchers continue to examine the growing number of charter schools in the United States, they have focused attention on the significant heterogeneity of charter effects on student achievement. Our article contributes to this agenda by examining the achievement effects of virtual charter schools vis-à-vis brick-and-mortar charters and…

National, state, and local governmental authorities have researched and reported the impacts of poverty on academic performance for multiple decades, providing guidance, legislation, accountability, equal access initiatives, and continuous monitoring for educators to address the ongoing dilemma. However, poverty performance achievement gaps are…

As a condition of receiving federal funds, the Every Student Succeeds Act requires state education agencies to implement statewide assessments in mathematics and English language arts every year in third through eighth grade and once in ninth through 12th grade. The federal law also requires a science assessment once in each of three grade spans:…

As a condition of receiving federal funds, the Every Student Succeeds Act requires state education agencies to implement statewide assessments in mathematics and English language arts every year in third through eighth grade and once in ninth through 12th grade. The federal law also requires a science assessment once in each of three grade spans:…

As a condition of receiving federal funds, the Every Student Succeeds Act requires state education agencies to implement statewide assessments in mathematics and English language arts every year in third through eighth grade and once in ninth through 12th grade. The federal law also requires a science assessment once in each of three grade spans:…

Researchers are increasingly using comparative interrupted time series (CITS) designs to estimate the effects of programs and policies when randomized controlled trials are not feasible. In a simple interrupted time series design, researchers compare the pre-treatment values of a treatment group time series to post-treatment values in order to…

Policy-makers are frequently interested in understanding how effective a particular intervention may be for a specific (and often broad) population. In many fields, particularly education and social welfare, the ideal form of these evaluations is a large-scale randomized experiment. Recent research has highlighted that sites in these large-scale…

High-potential students from low-income families are at an academic disadvantage compared with their more affluent peers. To address this issue, researchers have suggested novel approaches to mitigate gaps in student performance, including out-of-school enrichment programs. Longitudinal mixed effects modeling was used to analyze the growth of…

This paper profiles the student subgroup achievement and gap trends in Indiana for 2010. Indiana made changes to its state testing program in 2009, so comparisons to earlier years could not be made for the sake of discerning trends in student achievement. Data on student achievement from earlier years are presented. (Contains 9 tables.) [For the…

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…