Research has found that merely being classified as an English learner (EL) student can lead to inequitable opportunities in the classroom. A new study from Ilana Umansky and Hanna Dumont finds yet another way in which EL status may hurt students' outcomes: Teachers have lower academic expectations for EL students compared to their English-proficient peers.
Do formal advising systems contribute to overall student success? A new study finds that the effects of having a good adviser can be quite meaningful, including increases in freshman-year GPA and four-year graduation rates.
Teacher turnover can have dramatic impacts on student learning and school performance. In a new meta-analysis, Tuan Nguyen and Matthew Springer review more than 25,000 scholarly records to better understand what drives educator mobility.