This study integrates an intersectional framework with data on 15,000 U.S. ninth graders from the High School Longitudinal Study of 2009 to investigate differences in ninth-grade math course placement at the intersection of adolescents' learning disability status, race, and socioeconomic status (SES). Descriptive results support an increased…

A controversial, equity-focused mathematics reform in the San Francisco Unified School District (SFUSD) featured delaying Algebra I until ninth grade for all students. This study examines student-level longitudinal data on mathematics course-taking across successive cohorts of SFUSD students who spanned the reform's implementation. We observe…

This brief analyzes 4-year graduation rates among students ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs) at the intersections of gender, race/ethnicity, and neighborhood income. We follow two cohorts of New York City students who entered ninth grade in 2013-2014 and 2014-2015 (N =…

This brief analyzes 4-year graduation rates among students ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs) at the intersections of gender, race/ethnicity, and neighborhood income. We follow two cohorts of New York City students who entered ninth grade in 2013-2014 and 2014-2015 (N =…

Mathematical learning is supported by caring teaching, which is complex, political work particularly for white teachers in racially diverse classrooms. To investigate white teachers' understandings of care and its influence on mathematics instruction, I conducted a six-month qualitative study in two racially diverse ninth-grade Algebra 1…

There is limited research on ethnic-racial socialization outside the family context (e.g., in peer groups). Using two-week, daily data from 177 U.S. ethnic-racial minority 9th graders in 2017-2020 (M[subscript age] = 14.48 years old; 51% females; 52% Black, 20% Latinx, 10% Asian American, 6% Native American, and 12% Other), this study tested a…

A controversial, equity-focused mathematics reform in the San Francisco Unified School District (SFUSD) featured delaying Algebra I until ninth grade for all students. This descriptive study examines student-level longitudinal data on mathematics course-taking across successive cohorts of SFUSD students who spanned the reform's implementation. We…

This project creates the first educational pipeline for the state of Texas. It incorporates middle school as a key transition point, differentiates between advanced degree achievement among Latinas/os and Chicanas/os, and fashions a secondary pipeline with a narrower age range. Findings indicate that the move from eighth grade to ninth is a…

In this study, the authors examined a group of related literatures that used the same large-scale nationally representative dataset with algebra achievement as the outcome to explore why results from the same dataset may differ across studies. More specially, the authors synthesized the extant research literature that utilized data from the High…

This robust mixed-methods study examines ninth-grade advanced course placement in Arkansas, revealing disparities rooted in race and socioeconomic status. Utilizing a logit analysis for a five-year pooled sample (n = 163,616), we find persistent enrollment gaps for Black ninth-grade students after controlling for prior academic achievement,…

This study sought to develop an Academic School Climate Scale measuring students' perceptions of the learning environments at their schools. With a pilot sample of 1,265 students and validation sample of 14,773 students in Grades 4-12 in schools across the U.S., results of EFA and CFA supported a bifactor model with a general factor and three…

This work analyzed three grade 9 English Language Arts classroom discussions and contributions by Black youth as resistance acts. Using a framework of resistance based on an indigenous understanding of progress provided insight into how student resistance emerged in language as metaphor and stories. Thematic analysis of the three classroom…

Students who experience teacher caring and high expectations (i.e., warm demand) are typically more engaged and successful at school. Yet, relative to White students, students of color tend to report lower levels of school social belonging and more distant relationships with their White teachers. Leveraging data from 179 6th-9th grade Measures of…

When people are exposed to information that leads them to overestimate the actual amount of genetic difference between racial groups, it can augment their racial biases. However, there is apparently no research that explores if the reverse is possible. Does teaching adolescents scientifically accurate information about genetic variation within and…

Social network analysis (SNA) consists of a broad set of frameworks and methods to assess how direct and indirect relationships influence individual functioning. Although interest in SNA has steadily increased in the psychological sciences, school psychology has not kept pace. This article provides a general overview of core SNA concepts,…