Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Aucejo, Esteban M. | 1 |
| Burnett, Marketa | 1 |
| Coleman, Mary Ruth B. | 1 |
| Harradine, Christine C. | 1 |
| Kurtz-Costes, Beth | 1 |
| Romano, Teresa Foy | 1 |
| Rowley, Stephanie J. | 1 |
| Vuletich, Heidi A. | 1 |
| Winn, Donna-Marie C. | 1 |
Publication Type
| Reports - Research | 3 |
| Journal Articles | 2 |
Education Level
| Elementary Education | 2 |
| Early Childhood Education | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Intermediate Grades | 1 |
| Middle Schools | 1 |
| Primary Education | 1 |
| Secondary Education | 1 |
Audience
Location
| North Carolina | 3 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkBurnett, Marketa; Kurtz-Costes, Beth; Vuletich, Heidi A.; Rowley, Stephanie J. – Developmental Psychology, 2020
The purpose of this longitudinal study was to examine developmental change and gender differences in the Black-White race stereotype endorsement of African American adolescents. In Grades 7, 10, and 12, African American students (N = 563; 313 girls) reported their perceptions of the competence of Blacks and Whites in academic, music, and sports…
Descriptors: Secondary School Students, African American Students, Adolescent Attitudes, Racial Attitudes
Harradine, Christine C.; Coleman, Mary Ruth B.; Winn, Donna-Marie C. – Gifted Child Quarterly, 2014
Students of color are often underrepresented in academic programs for gifted and talented students. This study explored the impact of The Teacher's Observation of Potential in Students (TOPS) tool on teachers' ability to systematically observe and document the academic strengths of 5-to 9-year-old students across nine domains. Teachers indicated…
Descriptors: Academically Gifted, Disproportionate Representation, Correlation, Student Behavior
Download full textAucejo, Esteban M.; Romano, Teresa Foy – Centre for Economic Performance, 2014
While instructional time is viewed as crucial to learning, little is known about the effectiveness of reducing absences relative to increasing the number of school days. In this regard, this paper jointly estimates the effect of absences and length of the school calendar on test score performance. Using administrative data from North Carolina…
Descriptors: Attendance Patterns, Scores, Public Schools, Standardized Tests
