This meta-analysis synthesized research on the effects of interventions to improve mathematics achievement of students considered at risk for academic failure. It found that effective interventions included providing teachers and students with student performance data; using peer tutors; providing clear, specific feedback to parents on children's mathematics success; and using explicit instruction to teach math.
Baker, S., Gersten, R., & Lee, D. S. (2002). A synthesis of empirical research on teaching mathematics to low-achieving students. The Elementary School Journal, 51-73.
This report highlights key developments in the effort to boost high school graduation rates during the past decade. It also outlines what it will take to get to 90 percent and identifies five critical areas--closing the opportunity gap between low-income students and their middle-to-high- income peers; solving the big city challenge; improving outcomes for students with disabilities; focusing on California; and boosting graduation rates for young men of color in key states--to help the nation reach its goal.
Balfanz, R., Bridgeland, J. M., Fox, J. H., DePaoli, J. L., Ingram, E. S., & Maushard, M. (2014). Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic. Annual Update 2014. Civic Enterprises.
This study examines seven nationally representative studies on school dropout and their findings on why students dropout of school.
Doll, J. J., Eslami, Z., & Walters, L. (2013). Understanding why students drop out of high school, according to their own reports: Are they pushed or pulled, or do they fall out? A comparative analysis of seven nationally representative studies. Sage Open, 3(4), 2158244013503834.
Despite a significant drop in the use of corporal punishment in schools, a recent study finds corporal punishment is currently legal in 19 states and over 160,000 children are subject to corporal punishment in schools each year. This policy report examines the prevalence and geographic dispersion of corporal punishment in U.S. public schools. The research finds corporal punishment is disproportionately applied to children who are Black, to boys and children with disabilities. Black students experienced corporal punishment at twice the rate of white students, 10 percent versus 5 percent. This report summarizes sources of concern about school corporal punishment, reviewing state policies related to school corporal punishment, and discusses the future of school corporal punishment in state and federal policy.
Gershoff, E. T., & Font, S. A. (2016). Corporal Punishment in US Public Schools: Prevalence, Disparities in Use, and Status in State and Federal Policy. Social Policy Report, 30(1).
This study examines the relationship between scores on the SAT and retention to second year of college using student level data from the freshman class of 2006 at 106 four-year institutions.
Mattern, K. D., & Patterson, B. F. (2009). Is performance on the SAT related to college retention?.
This study shows that the overuse of suspensions in California schools is harming student achievement and graduation rates, and resulting in billions of dollars in economic damage. The study quantifies the financial consequences of school suspensions down to the district level, reporting both the additional costs borne by taxpayers as a result of suspensions and the economic benefit lost to the state.
Rumberger, R. and Losen, D. (2017). The Hidden Cost Of California's Harsh School Discipline: And The Localized Economic Benefits From Suspending Fewer High School Students. The Center for Civil Rights Remedies at The Civil Rights Project, UCLA and California Dropout Research Project.