A new research review finds potential benefits for students working with peers in tough classes.
June 2014 Archives
'Fun' math activities may hinder first graders struggling in math, study suggests.
The Institute of Education Sciences has launched a new $5 million research center to figure out how to make research work for schools.
An international survey of teachers' working conditions shows that the vast majority of secondary-level educators still feel isolated in their classrooms.
Researchers worry the Senate spending bill for the National Science Foundation could include restrictions on social sciences.
It is unlikely the National Center for Education Statistics will find a new commissioner before Institute of Education Sciences Director John Q. Easton leaves.
The Institute of Education Sciences plans to award 88 new research awards this summer.
Advice and observations on educational research and journalism from Holly Yettick, as she hands the Inside School Research reins back to Sarah Sparks.
The Good Behavior Game significantly reduces problem behaviors in elementary and secondary school classrooms, a new meta-analysis finds.
A pair of Johns Hopkins researchers explore why low-income men father children outside of marriage.
A new study by the MDRC research group shows that Reading Partners, a one-on-one tutoring program for struggling readers in elementary schools across the country, has a "positive and statistically significant impact" on reading proficiency.
A new study finds that NCLB has had a limited influence on teachers' perceptions of their jobs.
A large-scale analysis of multiple years of Colorado data finds that low-income students are less likely to transfer between school districts and more likely to return to their home districts if they do transfer.
Average high school music enrollment rates have remained flat for about three decades but have declined for Hispanics, special education students, and English-learners since NCLB became law, a new study finds.
After up to four years of intervention, students with mild or moderate intellectual disabilities were able to read 1st-grade-level text, new research finds.
As he prepares to depart for the Chicago-based Spencer Foundation, John Q. Easton reflects on his time at the Institute of Education Sciences and also on the future of federal educational research.
Findings of three new studies suggest that some students may benefit from STEM-focused schools, but that, overall, they're not necessarily more effective.