Publications | Annenberg Institute at Brown University

Displaying 1 - 30 of 388

2020

Trends in Student Social-Emotional Learning: Evidence From the First Large-Scale Panel Student Survey

Martin R. West, Libby Pier, Hans Fricke, Heather Hough, Susanna Loeb, Robert H. Meyer, Andrew B. Rice. (2020). Educational Evaluation and Policy Analysis

Funds to Improve School Facilities Reduce Achievement Gaps in California

Emily Rauscher. (2020). Scholars Strategy Network

The Longitudinal Effects of School Improvement Grants

Min Sun, Susanna Loeb, Alec Kennedy. (2020)

Forthcoming

Learning lessons from instruction: Descriptive results from an observational study of urban elementary mathematics classrooms

Heather C. Hill, Erica Litke, Kathleen Lynch. (Forthcoming). Teachers College Record

2019

Policy Implementation, Principal Agency, and Strategic Action: Improving Teaching Effectiveness in New York City Middle Schools

Julie Cohen, Susanna Loeb, Luke C. Miller, James Wyckoff. (2019). Educational Evaluation and Policy Analysis

Delayed Benefits: Effects of California School District Bond Elections on Achievement by Socioeconomic Status

Emily Rauscher. (2019). Sociology of Education

Reaching unconnected caregivers: Using a text-message education program to better understand how to support informal caregivers role in child development

Sherri Widen, Marlene Orozco, Eileen Horng, Susanna Loeb. (2019). Journal of Early Childhood Research

When Behavioral Barriers are Too High or Low - How Timing Matters for Parenting Interventions

Kalena Cortes, Hans Fricke, Susanna Loeb, David Song, Ben York. (2019)

Stress in Boom Times: Understanding Teachers' Economic Anxiety in a High Cost Urban District

Elise Dizon-Ross, Susanna Loeb, Emily Penner, Jane Rochmes. (2019). AERA Open

Strengthening STEM Instruction in Schools: Learning from Research

Kathleen Lynch, Heather C. Hill, Kathryn Gonzalez, Cynthia Pollard. (2019). Policy Insights from the Behavioral and Brain Sciences, 6(2), 236–242

Using a Text-as-Data Approach to Understand Reform Processes: A Deep Exploration of School Improvement Strategies

Min Sun, Jing Liu, Junmeng Zhu, Zachary LeClair. (2019). Educational Evaluation and Policy Analysis

Do Teachers Want Democracy? Deliberative Culture and Teachers’ Evaluations of Schools

Jonathan Collins. (2019). Urban Affairs Review

Developing Ambitious Mathematics Instruction through Web-Based Coaching: A Randomized Field Trial

Matthew Kraft, Heather C. Hill. (2019)

Interpreting Effect Sizes of Education Interventions

Matthew Kraft. (2019)

Engaging Teachers: Measuring the Impact of Teachers on Student Attendance in Secondary School

Jing Liu, Susanna Loeb. (2019). The Journal of Human Resources

Unpacking the Drivers of Racial Disparities in School Suspension and Expulsion

Jayanti Owens, Sara S McLanahan. (2019). Social Forces

Strengthening the Research Base that Informs STEM Instructional Improvement Efforts: A Meta-Analysis

Kathleen Lynch, Heather Hill, Kathryn Gonzalez, Cynthia Pollard. (2019). Educational Evaluation and Policy Analysis

Five Ways RPPs Can Fail and How to Avoid Them: Applying Conceptual Frameworks to Improve RPPs

Laura Booker, Carrie Conaway, Nate Schwartz. (2019). New York: William T. Grant Foundation

Why Who Marries Whom Matters: Effects of Educational Assortative Mating on Infant Health in the United States 1969–1994

Emily Rauscher. (2019). Social Forces

Measuring School Contributions to Growth in Social-Emotional Learning

Hans Fricke, Susanna Loeb, Heather Hough. (2019). Policy Analysis for California Education

Testing, Accountability, and School Improvement

Susanna Loeb, Erika Byun. (2019). The Annals of The American Academy of Political and Social Science, 683(1), 94-109

School Differences in Social–Emotional Learning Gains: Findings From the First Large-Scale Panel Survey of Students

Michael S. Christian, Heather Hough, Susanna Loeb, Robert H. Meyer, Andrew B. Rice, Martin R. West. (2019). Journal of Educational and Behavioral Statistics

Differing Views of Equity: How Prospective Educators Perceive Their Role in Closing Achievement Gaps

Emily Penner, Jane Rochmes, Jing Liu, Sabrina Solanki, Susanna Loeb. (2019). RSF: The Russell Sage Foundation Journal of the Social Sciences, 5(3), 103-127

Too little or too much? Actionable Advice in an Early-Childhood Text Messaging Experiment

Kalena E. Cortes, Hans Fricke, Susanna Loeb, David S. Song. (2019)

Teacher Effects on Complex Cognitive Skills and Social-Emotional Competencies

Matthew Kraft. (2019). The Journal of Human Resources, 53(4), 1-36

Explaining Teacher Effects on Achievement Using Commonly Found Teacher-Level Predictors

Andrew Bacher-Hicks, Mark J. Chin, Heather Hill, Douglas O. Staiger