by North CoocUsing data from the Education Longitudinal Study of 2002, this study examines whether teachers disproportionally perceive minority students as having a disability even after accounting for student background, teacher traits, and school characteristics.
by D. Brent Edwards Jr., Steven J. Klees & Janet L. WildishIn this article, authors explore the Kenyan government’s engagement with low-fee private schools, document and assess the impact of this support on the behavior of schools, and clarify key actor perspectives and responses within this context.
by Kara Jackson, Lynsey Gibbons & Charlotte J. SharpeThis article reports on a qualitative analysis of interviews with 122 middle-grades teachers in two large urban districts regarding their views of their students’ mathematical capabilities in relation to ambitious instructional improvement efforts.
by Sara E. N. KangasThis study examined the service provision practices of a bilingual school for English language learners with special needs and how these practices shaped the educational opportunities of these students.
by Michael A. Gottfried & Kevin A. GeeDrawing upon Bronfenbrenner’s bioecological model of development, authors investigate how key process, person, and contextual factors concurrently explain the incidence of chronic absenteeism among kindergarteners in the U.S.
by Serena J. Salloum, Roger D. Goddard & Ross LarsenThis article examines the measurement, antecedents, and consequences of social capital in high schools.
by Kori J. Stroub & Meredith P. RichardsAuthors document recent trends in urban, suburban, and exurban metropolitan segregation and examine the impact of changes in racial/ethnic diversity on changes in metropolitan segregation between 2002 and 2012.
by Niral ShahThis article examines the racial ideological context of mathematics education, specifically in terms of how students at a racially diverse school made sense of racial narratives about academic ability.