Vitamin D, linked to improved thinking in adults, does not improve children's academic performance, according to a new study in Epidemiology and Community Health.
Federal researchers studying the effectiveness of Head Start's social and emotional instruction have asked for more time to follow up with children and parents in the program.
The most and least effective teachers aren't that far apart in standard teacher competency tests, but the massive Measures of Effective Teaching Project is finding that differences are in the details of classroom practice—and the students can help spot them.
New regional laboratories' research alliances will explore cultural and regional differences in college and career readiness.
The American Educational Research Association opens its annual conference in Vancouver with a call for better researcher-community partnerships, and one network in San Diego tries teacher-researcher "speed dating.''
In "Recess and Reading Achievement of Early Childhood Students in Public Schools," researcher Ummuhan Yesil Dagli of Yildiz Technical University in Turkey describes how much time kindergartners around the U.S. spend in recess and in reading class, and whether that is connected to students' scores on a reading assessment.
The Centers for Disease Control and Prevention's National Center for Health Statistics has released a data brief highlighting trends in teenage birth rates. Using data from the 2010 Census and birth data, the researchers determined more-accurate birthrates for the 2001-2010 (rates calculated before had used the 2000 Census as a baseline).
Researchers Katariina Salmelo-Aro and Lotta Tynkkynen, of the University of Helsinky's Helsinki Collegium for Advanced Studies and the University of Jyväskylä, respectively, looked into the role of school transitions and educational tracks in fostering this kind of negative emotion, focusing in particular on differences in the experiences of boys and girls in an article entitled "Gendered Pathways in School Burnout Among Adolescents," published in the Journal of Adolescence.
In 2010, the percentage of middle schools teaching about HIV, other sexually transmitted diseases and pregnancy prevention was significantly lower in 11 states than compared with 2008.
In "Do College-Prep Programs Improve Long-Term Outcomes?", Northwestern University's C. Kirabo Jackson examines one particular college preparatory program geared at disadvantaged students, the Advanced Placement Incentive Program (APIP), and its impact on the educational attainment, employment status, and wage earnings of its participants. Jackson places his work in the context of research examining the effectiveness of other college preparatory programs aimed at disadvantaged students, but notes that APIP's strategy of using cash incentives for students and teachers to increase participation in the AP program sets it apart from other college preparatory programs like Upward Bound.