The study draws on the theory of 'migrant optimism' and anticipated discrimination to examine whether a gap in educational expectations and achievement exists between immigrant and native students in Qatar and explores whether the impact of educational expectations on educational achievement is contingent upon the migratory status of students…

For years, educational practitioners and decision-makers have encouraged teachers to implement a balanced literacy approach in class. However, the effects of balanced literacy on the reading comprehension of students from different backgrounds have not been carefully examined in the current literature. Using the large data sets from the 2016…

Focusing on the variables that can affect both academic achievement and the well-being of students has been crucial for their development, making schools effective and designing educational policy as well as curriculum. The study has aimed to investigate the effect of peer bullying on academic achievement and to determine moderators in the…

The discourse of quality has permeated everyday discussions about education, yet the concept as such remains complex. Moreover, during the constant struggle to improve educational quality, governments have increasingly devoted attention to the results of international large-scale assessments. As those results are used to inform policy decisions to…

Being proficient in independently reading and writing complex informational text has become a need for college and career success. While there is a great deal of agreement on the importance of the reading of informational text in early grades and teachers are encouraged to increase amount of the reading of informational text in early grades, few…

The purpose of this paper is to examine the available peer-reviewed research regarding literacy achievement in deaf children with cochlear implants. A related goal is to identify gaps in the empirical literature and suggest directions for future research. Included in this review are studies that exclusively report reading and writing outcomes for…

A comprehensive, statistical review of gender differences in verbal performance has not been conducted in several decades and the majority of previous work on this topic used published studies that often include small, non-representative samples. The introduction of national legislation in US public schools required schools to assess and publicly…

The academic achievement of individuals with autism spectrum disorder has received little attention from researchers despite the importance placed on this by schools, families and students with autism spectrum disorder. Investigating factors that lead to increased academic achievement thus would appear to be very important. A review of the…

Has the gap in average standardized test scores between students from high- and low-income families widened, narrowed, or remained stable over the last 3 decades? The question is important both because the achievement gap is measure of how (un)equally educational opportunities are distributed in the US, and because the disparity in educational…

This article systematically reviews what is known empirically about the association between executive function and student achievement in both reading and math and critically assesses the evidence for a causal association between the two. Using meta-analytic techniques, the review finds that there is a moderate unconditional association between…

Many studies of school achievement find a significant association between reading and arithmetic achievement. The magnitude of the association varies widely across the studies, but the sources of this variation have not been identified. The purpose of this paper is to examine the magnitude and determinants of the relation between arithmetic and…

The idea of Matthew effects in reading--the widening achievement gap between good and poor reader--has attracted considerable attention in education research in the past 25 years. Despite the popularity of the topic, however, empirical studies that have analyzed the core assumption of Matthew effects in reading have produced inconsistent results.…

The purpose of this study was to determine the relationship between mathematics and reading/language arts Comprehensive Assessment Program (TCAP) scores at a selected elementary school. The sample consisted of 12 randomly selected males in a third grade classroom. Data were collected for this study using the overall reading/language arts subtest…

Many articles and reports have reviewed, researched, and commented on international assessments from the perspective of exploring what is relevant for the United States' education systems. Researchers make claims about whether the top-performing systems have transferable practices or policies that could be applied to the United States. However,…

The No Child Left Behind Act (NCLB) permits the Secretary of Education to use NAEP achievement level scores, in concert with other data, to confirm state testing results. The U.S. Department of Education has not yet published a guidance document describing how NAEP might be used appropriately. A review of the literature from the Department and…