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Authors: Andrew J. Hill (Montana State University), Daniel B. Jones (University of Pittsburgh) This study was published today in Educational Evaluation and Policy Analysis. Key Finding: Teacher incentive pay programs that focused on raising student achievement in high-need high schools expanded the test score gap between Black and White students by between 64 percent and 85 percent. Details: The Black-White test score gap has proven to be one of the most persistent phenomena in American education, for reasons that cannot be entirely explained by student characteristics or school and teacher q...

Study: "Students Enrolled in Late-Start-Time Districts Report Higher Academic Achievement and Sleeping More" Authors: Julio Caesar (Bloomington Public Schools), Rik Lamm (University of Minnesota), Michael C. Rodriguez (University of Minnesota), David J. Heistad (Bloomington Public Schools) This study will be presented today at the AERA 2021 Annual Meeting. Session: Organizational Effects Examining Academic Achievement and Student Support Date/Time: Saturday, April 10, 2:30 p.m. - 4:00 p.m. ET Main Finding: Later school start times are linked to higher grade point averages and higher proportio...

 E-Mail Author: Heather E. Price (Marian University) This study will be presented today at the AERA 2021 Virtual Annual Meeting. Session: Schools and Social Policy: Segregation, Housing, and Transportation Date/Time: Monday, April 12, 9:30 a.m. - 11:00 a.m. ET Main Finding: The prevalence of Black, non-Hispanic students in high schools that do not offer any AP or IB courses in multi-school districts that fund college-prep curricula cannot be explained by resource or school factors. Details: Using national data, this study examined how the characteristics of a high school related to whether ...

Author: Christopher Bennett (Vanderbilt University) This study was published today in American Educational Research Journal. Key Findings: In undergraduate admissions, the adoption of test-optional policies at selective private institutions was linked to a 3-4 percent increase in enrollment of Pell Grant recipients, a 10-12 percent increase in enrollment of first-time Black, Latinx, and Native students, and a 6-8 percent increase in enrollment of first-time students who were women. However, these gains translate into only a 1 percentage point increase in the share of the student body receivin...

Study: "Which U.S. Elementary Schoolchildren Are More Likely to Be Frequently Bullied?" Authors: Paul Morgan (Pennsylvania State University), Adrienne D. Woods (Pennsylvania State University), Yangyang Wang (Pennsylvania State University), George Farkas (University of California, Irvine), Yoonkyung Oh (University of Texas Health Science Center), Marianne Hillemeier (Pennsylvania State University), Cynthia Mitchell (Pennsylvania State University) This study was presented at the AERA 2021 Virtual Annual Meeting Session: Friends, Enemies, and Bullies: Peer Relationships in Schools Date/Time: ...