The 2014 edition of the annual report also notes that individuals with a bachelor's degree earned more than twice as much as high school dropouts.
May 2014 Archives
The University of North Carolina's Frank Porter Graham Child Development Institute has launched a new center that will help design, implement, and evaluate preschool programs.
Institute of Education Sciences Director John Q. Easton is expected to announce later today that he will step down to take a job at the Chicago-based Spencer Foundation.
In Madison, Wis., researchers have found that simple writing exercises helped reduce the achievement gaps in the middle schools where they were most problematic.
A new study finds that certain types of parent involvement may make more of a difference than others when it comes to schools' efforts to make Adequate Yearly Progress toward improving their test scores under No Child Left Behind.
A new study finds that all kindergartners learn more math if their classmates are highly engaged but that some benefit more than others.
Some teenagers think it's funny to lie on surveys but their deception can dramatically skew research results.
Suburban parents may select neighborhoods and schools on the basis of low levels of limited information, a new study finds.
U.S.-style, subject-by-subject tracking is nearly as inequitable as old-fashioned vocational/academic streaming, an analysis of international high school math achievement finds.
A study finds that NCLB created pressure to eliminate bilingual education and one of its authors says common core may do the same.
Based on an analysis of the early years of NCLB, researchers suggest that, when standards increase, as they are expected to with common-core reforms, inequality between higher and lower-achieving students may also increase.
When a single mother loses her job, her children may suffer long-term educational and psychological consequences, a new study suggests.
Preliminary findings of a study suggest elementary students are more likely to get distracted during whole-group instruction at their desks and while working individually.
A recreation of a classical psychological study suggests that students can distinguish between enjoyment and learning when they evaluate lectures.
A new meta-analysis finds that, when it comes to computerized instruction, it does not matter if students get to control the pace and other aspects of their learning.