Category: Achievement

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Achievement Educational Administration and Leadership Primary School Education Secondary School Education

How financial resources affect educational outcomes?

The debate over how influential financial resources are for schools and educational outcomes has been going on since at least the 1960s. One recent study, from a trio of researchers from Yale, the Public Policy Institute of California, and UC Santa Cruz, sheds new light on how resources directed towards school facilities can impact student achievement, which investments have the greatest impact, and for whom the impact is greatest.

This innovative study drew on a particular form of capital investments, bonds, which are typically issued by school districts and voted on by constituents in bond referenda items on election ballots. These bond referenda set out the intended use of the funds, project costs, and projected increases to local housing taxes. Bonds may set aside funding for classroom space, infrastructure (plumbing, roofs, furnaces, HVAC systems, etc.), IT facilities and labs, building adjustments to comply with health and safety standards, athletic facilities, land purchases, and vehicles procurement (school buses, for instance).

The researchers took data related to bond elections, combined with school district finances, school enrollment and demographic data, student academic achievement scores, and housing prices across the U.S. from as early as 1994 in some states, and 2003-2019 in most. Their dataset covered 12,370 bond elections across 29 states.

Overall, they found that bond authorizations raise capital outlays per student by about $1,500 in the first five years after authorization, with test scores increasing by +0.10 district-level standard deviations after eight years. In addition, they found that the positive impacts of bond authorizations on test scores were concentrated in districts with large shares of free- and reduced-price lunch eligible students or minority (Black and Hispanic or Latino/a) students.

But most interestingly, the authors were able to delve into differences in impact of different categories of bonds. Specifically, they found that only some expenditures had an effect of student test scores: HVAC (ES = +0.20 over 3-6 years post-election), renovations to plumbing, roofs, furnaces, or STEM equipment (ES = +0.17), safety and health improvements (ES = +0.16), and classroom space (ES = +0.12). These findings are in line with recent research on the negative impact of excessive heat and toxic materials in schools on student achievement and cognitive outcomes. In contrast, bonds for athletic facilities, land purchases, and transportation had statistically insignificant or near-zero impacts on student achievement. Using time-specific estimates, they were further able to estimate that the impact of HVAC bonds peaks 3-5 years post-election and then fades out quickly, while infrastructure, safety and health, and STEM bonds saw slower fade out effects.

In these times of lower school funding and loss of federal support, it is important for school districts and states to consider carefully how to spend their available funding. These findings point to some important types of funding that may be most beneficial and for those whom the funds may be most meaningful.

 

Source (Open Access): Biasi, B., Lafortune, J. M., & Schönholzer, D. (2024). What Works and For Whom? Effectiveness and Efficiency of School Capital Investments Across The U.S. (Working Paper No. 32040). National Bureau of Economic Research. https://doi.org/10.3386/w32040… Read the rest

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Achievement Effective Teaching Approach Higher Education

Can university students improve their learning by reading a two-page study manual on their own?

Courses designed to teach study skills have been found to be helpful, but they are often time-consuming, costly, and not widely accessible. A recent study, therefore, explored whether providing students with a brief two-page study manual with effective learning techniques could be a more simple and cost-effective approach for improving learning.

This study randomly assigned 87 students from three courses related to psychology at Stockholm University to either receive the study manual (n=43) or continue studying as usual (n=44) for one semester, and then compared their learning outcomes. The manual briefly explained how students might improve learning by combining the learning techniques: retrieval practice, elaboration, and distributed practice. The manual group received a downloadable PDF study manual and was informed that its use was optional, whereas the non-manual group was notified that they had not been selected to receive the manual.

Results showed that the study manual significantly enhanced students’ learning performance by increasing their likelihood of passing exams by about 12% and of achieving high grades by around 24%, with the greatest improvement seen in the most challenging course. In addition, the manual boosted self-regulated learning for some students by increasing their use of the three aforementioned learning techniques, which likely contributed to improved learning performance. However, fewer than half of the students reported being influenced by the manual, suggesting that while providing knowledge of effective learning techniques alone may be sufficient for some students to translate the knowledge into action, others may need additional guidance or support.

In summary, the study manual shows promise as a tool for enhancing students’ learning performance and self-regulated learning, and some students may require additional training or support beyond the manual alone to start using them.

 

Source (Open Access): Jemstedt, A. (2024). Enhancing learning with a two-page study manual. Learning and Instruction, 90, 101852. https://doi.org/10.1016/j.learninstruc.2023.101852… Read the rest

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Achievement Educational Administration and Leadership Primary School Education Secondary School Education

The impact of student mobility on academic performance across school contexts

Student mobility, particularly within-year school transfers, is common in the United States and has been linked to declines in academic performance. In an EdWorkingPaper from the Annenberg Institute at Brown University, researchers from Washington University in St. Louis analyzed nine years of student-level data across five large counties in Missouri to examine how school context influences the academic impact of mobility. Using random-effect panel regression models, the study explored how within-year transfers affected English Language Arts (ELA) and math test scores and whether outcomes varied based on the type of school to which students moved.

The findings showed that students who transferred within-year experienced significant declines in both math and ELA performance. Math scores dropped by 10.9% of a standard deviation, while ELA scores declined by 9.2% of a standard deviation in the year of the transfer. While some students improved over time, their scores remained below those of non-mobile peers. Students who moved to higher-performing schools initially struggled more than expected, likely due to adapting to a more rigorous academic environment. School context also played a role: students transferring within urban districts experienced smaller academic setbacks than those moving between suburban or rural schools, where declines were more persistent.

The study highlights that while some students adapt to new academic environments, within-year transfers generally disrupt learning, particularly for students moving into more challenging schools. The authors emphasized that policymakers should not only focus on reducing unnecessary transfers but also invest in targeted support for mobile students. Early academic interventions, curriculum alignment between schools, and efforts to support social integration may help mitigate the negative effects of mobility. The findings suggest that addressing school mobility requires a comprehensive approach that considers both student needs and schools’ capacity to support new arrivals.

 

Source (Open Access): Cohen, Peter, Jason Jabbari, Yung Chun, Takeshi Terada, Margaret K. Powers, and Somalis Chy. (2025). Does School Context Moderate the Relationship between Student Mobility and Academic Performance? Longitudinal Evidence from Missouri. (EdWorkingPaper: 25 -1157). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/wh5c-m634… Read the rest

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Achievement Educational Administration and Leadership K-12 Education

Broadband access and educational inequality: Lessons from Chicago Connected

In an EdWorkingPaper released by the Annenberg Institute at Brown University, researchers examined the impact of broadband expansion on student engagement and achievement during the COVID-19 pandemic. The study analyzed the Chicago Connected initiative, which provided free high-speed internet access to thousands of K-12 students in Chicago Public Schools. Using a quasi-experimental design, the researchers investigated whether improved internet access helped bridge educational disparities or exacerbated existing inequalities. They found evidence that high-achieving students benefited academically from broadband access, while lower-achieving students experienced declines in engagement and performance.

The study revealed that students with high pre-pandemic GPAs experienced increased remote learning engagement and higher academic performance after gaining broadband access. However, students with lower pre-pandemic achievement exhibited decreased engagement and lower GPAs, suggesting that access to technology alone did not improve learning outcomes for all students. The researchers attribute this divergence to how students used technology. High-achieving students were more likely to use digital tools for academic purposes, while lower-achieving students faced greater distractions from non-educational content such as social media and gaming. The findings remained consistent even after schools resumed in-person instruction, indicating that broadband access had lasting effects on student performance.

These results highlight the complex relationship between technology access and educational equity. While initiatives like Chicago Connected are necessary to reduce digital divides, the study emphasizes that broadband expansion must be paired with targeted supports to ensure that lower-achieving students can benefit. The researchers recommend integrating structured digital literacy programs, academic coaching, and parental guidance to help students navigate online learning effectively. Without such interventions, increased access to technology could unintentionally widen educational disparities rather than closing them.

 

Source (Open Access): Schachner, Jared N., Marwell, Nicole P., Torre, Marisa de la, Gwynne, Julia A., & Allensworth, Elaine. (2025). Heterogeneous Effects of Closing the Digital Divide During COVID-19 on Student Engagement and Achievement. (EdWorkingPaper: 25 -115) Retrieved from Annenberg Institute at Brown University: Retrieved from Annenberg Institute at Brown University. https://doi.org/10.26300/VCTS-8Q53… Read the rest

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Achievement Educational Administration and Leadership Primary School Education Programme Evaluation

School gardens and nutrition education in limited-income Alabama

As funding cuts loom over the education system, from the federal level down to local classrooms, it is useful to remember the impact education and schools can have on all aspects of students’ lives. In addition to math and reading, schools have the capacity to change students’ health behaviors and their nutrition practices. A recent study in Alabama, conducted by Sofia Sanchez and colleagues, examined the impact of school gardens and nutrition education on students’ fruit and vegetable consumption. Other studies have highlighted the positive benefits that healthy diets have on academic achievement and social and emotional well-being. However, as Sanchez and her team noted, disparities in diet and nutrition knowledge persist along race and economic lines in Alabama and beyond.

In their study, the researchers conducted a randomized trial of over 4,000 third-grade students from 99 Alabama schools, some with on-site school gardens and others without. After surveying students on their nutrition, treatment students participated in the Body Quest school-based health promotion curriculum, which focused on healthy foods, beverages, and physical activity. Researchers were particularly interested in whether the presence of gardens and BQ provided an additive impact.

Before the intervention, students at schools with gardens already reported higher fruit and vegetable consumption. Using multi-level modeling, the researchers found that BQ nutrition education increased third grade students’ fruit and vegetable intake. Surprisingly, students who participated in BQ but did not have access to a school garden demonstrated the greatest vegetable consumption increases. While not feasible for all schools to maintain gardens, the study suggests that both school and community gardens, along with nutrition education alone, can positively influence student dietary practices.

 

Source (Open Access): Sanchez, S. O., Funderburk, K., Reznicek, E., Parmer, S. M., & Hinnant, J. B. (2025). Impact of school gardens on nutrition education among limited-income communities in Alabama. Journal of School Health, 95(2), 153–161. https://doi.org/10.1111/josh.13513… Read the rest

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Achievement Educational Administration and Leadership Secondary School Education

Restorative practices and student outcomes in Chicago Public Schools

School discipline policies have long relied on suspensions to manage student behavior but concerns over their disproportionate impact and long-term consequences have led to the rise of alternative approaches. In a study published by the Annenberg Institute at Brown University, researchers examined the rollout of Restorative Practices (RP) across 73 high schools in Chicago Public Schools (CPS) from the 2013-14 to 2018-2019 school years. RP focuses on fostering accountability and repairing harm through structured conversations and community-building rather than punitive discipline. Using a difference-in-differences research design, the study analyzed student suspensions, school climate, and juvenile arrest rates to assess the impact of RP implementation.

The study found that the introduction of RP led to an 18% reduction in out-of-school suspensions, with the greatest declines observed among Black students, who historically faced the highest suspension rates. Arrests also decreased significantly, with a 19% overall reduction, including a 35% drop in school-related arrests and a 15% decline in out-of-school arrests—suggesting changes in student behavior beyond the school setting. While concerns exist that reducing punitive discipline could increase classroom disruptions, the study found no evidence of negative effects on school climate or academic achievement. In fact, student survey responses indicated improvements in perceptions of school safety, peer behavior, and student-teacher trust.

Despite these positive outcomes, the study also highlighted key limitations. RP had little to no effect on standardized test scores, and its success varied based on school implementation. While the findings suggest that RP can improve behavioral outcomes without harming academic performance, its effectiveness depends on sustained school-wide commitment, adequate training for educators, and integration into broader school culture. The researchers emphasize that RP alone may not be a universal solution, but when implemented thoughtfully, it has the potential to create more supportive and inclusive learning environments.

 

Source (Open Access): Adukia, A., Feigenberg, B.,  Momeni, F. (2025) : From Retributive to Restorative: An Alternative Approach to Justice in Schools. (EdWorkingPaper: 23 -854). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/k310-w337… Read the rest