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Discipline Beyond Suspensions: Racial/Ethnic Disparities Across the Spectrum of Disciplinary Actions
Little research examines whether the alternatives to suspension reduce racial/ethnic discipline disparities. Using unusually rich administrative data from a large district in the South, we investigate how schools use a range of disciplinary actions and the racial/ethnic gaps in their use. School leaders may respond to discipline incidents with a variety of guidance-based and punitive actions,… more →
“Does it fit in a box we can check off?” The interpretive work of identifying doubled-up homeless students
Identifying doubled-up homeless students is crucial to securing their educational rights and understanding the extent of housing insecurity among school-aged children. Drawing on a survey and focus groups conducted with NYC district and school staff, we introduce interpretive work as a central but underexamined feature of the identification process.
Teacher Localness, Early-Career Effectiveness, and Retention
Recruiting locally connected individuals has gained policy attention under recent “Grow-Your-Own” initiatives, yet evidence linking teacher localness to student achievement and retention is limited. Using statewide Maryland data on teachers’ high school enrollment, postsecondary training, prior school employment, and certification, we examine three dimensions of localness: growing up locally,… more →
Family Language Transmission Under Institutional Language Regimes Shapes Adolescent Mental Health Through Peers
In many societies, institutional languages shape participation, recognition, and belonging, while families transmit language backgrounds across generations. These inherited backgrounds may contribute to children’s communication and, once children enter shared peer environments, to the experiences of their classmates. I show evidence that family language backgrounds travel across households… more →
Course Failure in Dual Enrollment and the Impact on College-Going
Dual enrollment (DE) has expanded rapidly as a strategy to broaden access to college-level coursework, particularly for students historically excluded from advanced academic opportunities. This study examines the characteristics of students who fail dual enrollment, the consequences of failure, and whether attempting DE retains value even for students who do not succeed.
Resegregating the Academy: How Anti-DEI Politics Dismantle Faculty Racial Equity Infrastructure
Since 2021, state legislatures and then the federal government have moved to dismantle programs and offices built over seventy-five years to reduce barriers for racially marginalized people in American higher education—losses largely examined in scholarship and media piecemeal, one policy or state at a time. We argue that the supports under assault constitute a system of faculty racial equity… more →