Claims: S 1

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• S JOSs were discriminating but not predictive of later solving success in Experiments 1 and 2 - S JOSs were discriminating but not predictive of later solving success in Experiments 1 and 2
• S-SRL strategy use is dynamic over time, contexts and student characteristics, supporting an event-based conceptualization of self and socially regulated learning - S-SRL strategy use is dynamic over time, contexts and student characteristics, supporting an event-based conceptualization of self and socially regulated learning
• Safeguards in university AI policies are sparse and unevenly covered - Safeguards in university AI policies are sparse and unevenly covered
• Safety and task quality are largely independent across models, implying safety guardrails impose no measurable performance tax - Safety and task quality are largely independent across models, implying safety guardrails impose no measurable performance tax
• Safety and Trustworthiness is strongly anti-correlated with Basic Education across the nine evaluated models (r = −0.83) - Safety and Trustworthiness is strongly anti-correlated with Basic Education across the nine evaluated models (r = −0.83)
• Safety-aligned LLM tutors refuse educational requests asymmetrically, with low-resource students facing the highest refusal rates (76.7% vs 62.2%) - Safety-aligned LLM tutors refuse educational requests asymmetrically, with low-resource students facing the highest refusal rates (76.7% vs 62.2%)
• Saga blended tutoring had a small negative impact on school attendance - Saga blended tutoring had a small negative impact on school attendance
• Saga blended tutoring improved student math grades across districts and tutoring models - Saga blended tutoring improved student math grades across districts and tutoring models
• Saga blended tutoring produced large positive impacts on algebra scores in one district and geometry scores in another, but no effects on two other standardized tests - Saga blended tutoring produced large positive impacts on algebra scores in one district and geometry scores in another, but no effects on two other standardized tests
• Saga tutoring impacts were larger for students with lower prior math achievement and for Black students - Saga tutoring impacts were larger for students with lower prior math achievement and for Black students
• Saga tutoring impacts were larger in schools with fewer staffing challenges and in tutoring groups of two students or fewer - Saga tutoring impacts were larger in schools with fewer staffing challenges and in tutoring groups of two students or fewer
• SAGLET's real-time learning analytics provided alerts that enabled the teacher to monitor groups and give appropriate feedback - SAGLET's real-time learning analytics provided alerts that enabled the teacher to monitor groups and give appropriate feedback
• SAIL embeds Indigenous and cultural perspectives as integral competencies across all domains and levels rather than as add-ons - SAIL embeds Indigenous and cultural perspectives as integral competencies across all domains and levels rather than as add-ons
• SAIL is designed to address second- and third-level digital divides through scaffolded skills and explicitly embedded equity competencies - SAIL is designed to address second- and third-level digital divides through scaffolded skills and explicitly embedded equity competencies
• SAILS completers had completed only 1.5 additional college courses after two years - SAILS completers had completed only 1.5 additional college courses after two years
• Salomon distinguishes effects with the computer (system performance) from effects of the computer (cognitive residue on the solo performer) - Salomon distinguishes effects with the computer (system performance) from effects of the computer (cognitive residue on the solo performer)
• Same-center cross-organ handbook agreement exceeds different-center same-organ agreement by 0.024, but the institution contrast is sensitive to coverage thresholds and document selection - Same-center cross-organ handbook agreement exceeds different-center same-organ agreement by 0.024, but the institution contrast is sensitive to coverage thresholds and document selection
• Same-construct memory task correlations exceed different-construct correlations - Same-construct memory task correlations exceed different-construct correlations
• Same-ethnicity agents were perceived as more credible, engaging, and affable, though agent ethnicity did not affect learning in another study - Same-ethnicity agents were perceived as more credible, engaging, and affable, though agent ethnicity did not affect learning in another study
• Same-gender coach-athlete dyads perceive higher relationship quality (closeness, commitment, complementarity) than other-gender dyads - Same-gender coach-athlete dyads perceive higher relationship quality (closeness, commitment, complementarity) than other-gender dyads
• Same-model LLM configuration pairs agree more than cross-model pairs, and agreement decreases monotonically as temperature difference increases - Same-model LLM configuration pairs agree more than cross-model pairs, and agreement decreases monotonically as temperature difference increases
• Same-rater associations between teacher behavior ratings and emotions are unlikely to result from common-method bias only - Same-rater associations between teacher behavior ratings and emotions are unlikely to result from common-method bias only
• Sample ancestry significantly moderates polygenic score predictions of educational attainment, with stronger predictions in European-ancestry samples - Sample ancestry significantly moderates polygenic score predictions of educational attainment, with stronger predictions in European-ancestry samples
• Sample characteristics (immigrant/minority status, L2 status, age) show no significant moderator effects, and several program and delivery features are also nonsignificant - Sample characteristics (immigrant/minority status, L2 status, age) show no significant moderator effects, and several program and delivery features are also nonsignificant
• Sample selection bias may have led the study to overestimate language outcomes for adolescents with long-term CI use - Sample selection bias may have led the study to overestimate language outcomes for adolescents with long-term CI use
• Sample selection criteria moderate MLD effect sizes: stricter cutoffs, specificity, and age change group differences - Sample selection criteria moderate MLD effect sizes: stricter cutoffs, specificity, and age change group differences
• Sample size category (21–40 vs. >40 participants) does not significantly moderate GenAI writing effects - Sample size category (21–40 vs.
• Sample sizes in Turkish IRT-based scale development studies ranged from 166 to 2223, with about half below the recommended 500 - Sample sizes in Turkish IRT-based scale development studies ranged from 166 to 2223, with about half below the recommended 500
• Samples A and C of illegible writing were much more difficult to read than sample B, as shown by equated average times and error ranges. - Samples A and C of illegible writing were much more difficult to read than sample B, as shown by equated average times and error ranges.
• San Diego regional data show STEM access and pay remain inequitable by race, socioeconomic status, and gender - San Diego regional data show STEM access and pay remain inequitable by race, socioeconomic status, and gender
• Sanction threats on low-performing schools can raise student test scores in the short run, but the role of gaming behavior versus genuine reform has been uncertain - Sanction threats on low-performing schools can raise student test scores in the short run, but the role of gaming behavior versus genuine reform has been uncertain
• Sanction threats tend to raise school spending on instructional technology, curricular development, and teacher training - Sanction threats tend to raise school spending on instructional technology, curricular development, and teacher training
• SART-CO errors rose sharply at BAC 0.048% but changed little thereafter across the 0.048% to 0.10% range, with a suspected ceiling effect - SART-CO errors rose sharply at BAC 0.048% but changed little thereafter across the 0.048% to 0.10% range, with a suspected ceiling effect
• SAT scores underpredict the academic performance of high school girls, who average lower scores than boys despite higher grades - SAT scores underpredict the academic performance of high school girls, who average lower scores than boys despite higher grades
• Satisfaction of basic psychological needs is positively associated with autonomous motivation, with competence the strongest predictor - Satisfaction of basic psychological needs is positively associated with autonomous motivation, with competence the strongest predictor
• Satisfaction with facilities and infrastructure rises with student enrollment size - Satisfaction with facilities and infrastructure rises with student enrollment size
• Satisfaction with the nature of work, colleagues, and context factors each correlate moderately with turnover intentions (r = −0.32 to −0.36) - Satisfaction with the nature of work, colleagues, and context factors each correlate moderately with turnover intentions (r = −0.32 to −0.36)
• SBHIP needs assessments show LEAs' critical needs fall mainly into workforce needs and structural needs, with workforce needs described much more frequently - SBHIP needs assessments show LEAs' critical needs fall mainly into workforce needs and structural needs, with workforce needs described much more frequently
• SBLE is associated with higher exclusionary discipline rates, with no detectable improvements to school crime or violence - SBLE is associated with higher exclusionary discipline rates, with no detectable improvements to school crime or violence
• SBLE presence is associated with higher levels of school crime and behavior incidents, driven by increased exclusionary discipline, in school-level analyses - SBLE presence is associated with higher levels of school crime and behavior incidents, driven by increased exclusionary discipline, in school-level analyses
• SBLE presence is unrelated to learning outcomes including achievement, proficiency, and attendance - SBLE presence is unrelated to learning outcomes including achievement, proficiency, and attendance
• SBLE shows no beneficial effects on learning outcomes or other analyzed outcomes - SBLE shows no beneficial effects on learning outcomes or other analyzed outcomes
• SBLE shows no statistically significant association with criminal justice contact, violence, substance-related, or weapon-related outcomes - SBLE shows no statistically significant association with criminal justice contact, violence, substance-related, or weapon-related outcomes
• SBLE shows no statistically significant relationship with perceptions of school, but may improve perceived safety in school-level studies only - SBLE shows no statistically significant relationship with perceptions of school, but may improve perceived safety in school-level studies only
• Scaffold effects peak at 2–4 weeks of treatment and decrease dramatically for treatments lasting 9–24 weeks - Scaffold effects peak at 2–4 weeks of treatment and decrease dramatically for treatments lasting 9–24 weeks
• Scaffold use correlated significantly with mastery of attributes 1, 3, and 4, but not attributes 2 and 5 - Scaffold use correlated significantly with mastery of attributes 1, 3, and 4, but not attributes 2 and 5
• Scaffolded assistant support marks richer constructive participation at the conversation level across all six task settings - Scaffolded assistant support marks richer constructive participation at the conversation level across all six task settings
• Scaffolded Close Reading Improves Comprehension For Struggling Readers
• Scaffolded conditions in Betty's Brain showed scaffolding-induced strategy use within the scaffolding time window although the three conditions did not differ in learning gains - Scaffolded conditions in Betty's Brain showed scaffolding-induced strategy use within the scaffolding time window although the three conditions did not differ in learning gains
• Scaffolded drawing showed no significant advantage over drawing from scratch for absolute monitoring accuracy - Scaffolded drawing showed no significant advantage over drawing from scratch for absolute monitoring accuracy
• Scaffolded ill-structured tasks elicit a higher proportion of solution-evaluation (P4) turns and a lower proportion of problem-solving (P3) turns than non-scaffolded tasks - Scaffolded ill-structured tasks elicit a higher proportion of solution-evaluation (P4) turns and a lower proportion of problem-solving (P3) turns than non-scaffolded tasks
• Scaffolded task progression shifts novice reasoning from local completion toward diagnosis and systematic debugging as task demands increase - Scaffolded task progression shifts novice reasoning from local completion toward diagnosis and systematic debugging as task demands increase
• Scaffolded third-graders outperformed control students on reasoning based on irrelevant evidence after instruction - Scaffolded third-graders outperformed control students on reasoning based on irrelevant evidence after instruction
• Scaffolding effectiveness depends on knowledge base: high-guidance scaffolding suits less advanced learners, high-self-regulation scaffolding suits advanced learners - Scaffolding effectiveness depends on knowledge base: high-guidance scaffolding suits less advanced learners, high-self-regulation scaffolding suits advanced learners
• Scaffolding effects in PBL are higher in Engineering, Technology, and Mathematics than in Science, and relatively low in integrated STEM education - Scaffolding effects in PBL are higher in Engineering, Technology, and Mathematics than in Science, and relatively low in integrated STEM education
• Scaffolding effects varied by education population, with traditional learners significantly outperforming underperforming learners - Scaffolding effects varied by education population, with traditional learners significantly outperforming underperforming learners
• Scaffolding enabled students' inhibition ability to contribute to learning reasoning from irrelevant events: inhibition predicted posttest scores only under the experimental condition - Scaffolding enabled students' inhibition ability to contribute to learning reasoning from irrelevant events: inhibition predicted posttest scores only under the experimental condition
• Scaffolding improves learning
• Scaffolding level provides no consistent additional predictive information about subsequent exam performance beyond prior achievement and observed dialogue behavior - Scaffolding level provides no consistent additional predictive information about subsequent exam performance beyond prior achievement and observed dialogue behavior
• Scaffolding mitigated the limiting effect of low prior knowledge: prior knowledge predicted posttest irrelevant-evidence reasoning only under the control condition - Scaffolding mitigated the limiting effect of low prior knowledge: prior knowledge predicted posttest irrelevant-evidence reasoning only under the control condition
• Scaffolding must be balanced: too little led to confusion and overload, while too much reduced opportunities for critical thinking - Scaffolding must be balanced: too little led to confusion and overload, while too much reduced opportunities for critical thinking
• Scaffolding produces strong pre–post gains across all assessment levels (concept ḡ = 0.87 to application ḡ = 0.74), with only minor differences among levels - Scaffolding produces strong pre–post gains across all assessment levels (concept ḡ = 0.87 to application ḡ = 0.74), with only minor differences among levels
• Scaffolding research and frameworks have shifted from motivational-plus-cognitive support toward mostly cognitive support - Scaffolding research and frameworks have shifted from motivational-plus-cognitive support toward mostly cognitive support
• Scaffolding shows a moderate positive effect on conceptual learning outcomes in STEM pedagogical interventions other than direct instruction - Scaffolding shows a moderate positive effect on conceptual learning outcomes in STEM pedagogical interventions other than direct instruction
• Scaffolding shows a particularly large pre–post effect among students with learning disabilities (ḡ = 3.13), though this estimate is tentative, and a large effect among ELL students (ḡ = 0.92) - Scaffolding shows a particularly large pre–post effect among students with learning disabilities (ḡ = 3.13), though this estimate is tentative, and a large effect among ELL students (ḡ = 0.92)
• Scaffolding targeting analysis-level skills yields much larger effects (g = 0.537) than scaffolding targeting synthesis or evaluation - Scaffolding targeting analysis-level skills yields much larger effects (g = 0.537) than scaffolding targeting synthesis or evaluation
• Scaffolding yields strong pre–post gains with most problem-centered instructional models, with project-based learning highest (ḡ = 1.21), but exceptions for inquiry-based learning (ḡ = 0) and modeling/visualization (ḡ = 0.28) - Scaffolding yields strong pre–post gains with most problem-centered instructional models, with project-based learning highest (ḡ = 1.21), but exceptions for inquiry-based learning (ḡ = 0) and modeling
• Scaffolding's effect did not vary by customization (fading/adding), change logic, or scope, and motivation scaffolds alone showed no significant effect - Scaffolding's effect did not vary by customization (fading/adding), change logic, or scope, and motivation scaffolds alone showed no significant effect
• Scaffolding's effect was greatest among adult learners, though based on a single outcome - Scaffolding's effect was greatest among adult learners, though based on a single outcome
• Scaffolding's effect was highest in project-based learning contexts; design-based learning was the only context not significantly greater than zero - Scaffolding's effect was highest in project-based learning contexts; design-based learning was the only context not significantly greater than zero
• Scaffolding's influence was greater when measured at the principles assessment level than at the concept level - Scaffolding's influence was greater when measured at the principles assessment level than at the concept level
• Scaffolds supporting the whole SRL process are more helpful than scaffolds supporting a single phase - Scaffolds supporting the whole SRL process are more helpful than scaffolds supporting a single phase
• Scaffolds yielded minimal effects for advanced-placement school students - Scaffolds yielded minimal effects for advanced-placement school students
• Scalar measurement invariance of the GenAI-RTS holds across gender, first-generation status, and STEM/non-STEM majors - Scalar measurement invariance of the GenAI-RTS holds across gender, first-generation status, and STEM/non-STEM majors
• Scaling model size improves performance within K-5 and at the boundary but does not recover Beyond-K-5 performance - Scaling model size improves performance within K-5 and at the boundary but does not recover Beyond-K-5 performance
• Scaling up educational innovation requires attention to breadth of use, depth of understanding, sustainability, and teachers' ability to refine the innovation - Scaling up educational innovation requires attention to breadth of use, depth of understanding, sustainability, and teachers' ability to refine the innovation
• Scattering is considerably greater on the Stanford-Binet than on the earlier Binet-Simon scales, so conclusions about scattering differ according to the scale used - Scattering is considerably greater on the Stanford-Binet than on the earlier Binet-Simon scales, so conclusions about scattering differ according to the scale used
• Scattering on the Binet scales does not support the claim that unequal development is the specific characteristic of the feeble-minded; normal pupils scatter most and imbeciles least - Scattering on the Binet scales does not support the claim that unequal development is the specific characteristic of the feeble-minded; normal pupils scatter most and imbeciles least
• Scattering varies with intelligence-age level: smallest at the lowest mental ages and possibly largest in the middle range, with age-level differences exceeding diagnostic-category differences - Scattering varies with intelligence-age level: smallest at the lowest mental ages and possibly largest in the middle range, with age-level differences exceeding diagnostic-category differences
• Scenario type (social distance and power differential) did not appear to affect the overall number of nonverbal devices used - Scenario type (social distance and power differential) did not appear to affect the overall number of nonverbal devices used
• Scenario-based tutor lessons produced a significant pooled 7.4% learning gain, driven by three lessons with established construct validity while three newer lessons showed no significant gains - Scenario-based tutor lessons produced a significant pooled 7.4% learning gain, driven by three lessons with established construct validity while three newer lessons showed no significant gains
• Scenarios depict AI systems monitoring and scaffolding students' socially shared regulation of learning during collaborative lessons - Scenarios depict AI systems monitoring and scaffolding students' socially shared regulation of learning during collaborative lessons
• Scheduled design cycles and peer review most successfully evoked iteration; the resources message and chat sessions were less successful - Scheduled design cycles and peer review most successfully evoked iteration; the resources message and chat sessions were less successful
• Schellings' questionnaire-thinking-aloud convergent correlation of .51 rests on a small sample and is questionable against other studies - Schellings' questionnaire-thinking-aloud convergent correlation of .51 rests on a small sample and is questionable against other studies
• Schema-based word-problem intervention improves multiplicative fraction word-problem solving, with no advantage of the explaining component on that outcome - Schema-based word-problem intervention improves multiplicative fraction word-problem solving, with no advantage of the explaining component on that outcome
• Schema-constrained Structured Outputs eliminated parse failures: every /challenge and /unlock call returned a valid, fully-typed object during development testing - Schema-constrained Structured Outputs eliminated parse failures: every /challenge and /unlock call returned a valid, fully-typed object during development testing
• Schematic visual games show larger learning effects than realistic games, which show no significant benefit over nongame conditions - Schematic visual games show larger learning effects than realistic games, which show no significant benefit over nongame conditions
• Schnaubert and Bodemer propose a six-part framework of defining aspects of group awareness for regulating joint activity - Schnaubert and Bodemer propose a six-part framework of defining aspects of group awareness for regulating joint activity
• Scholars raise three main concerns about AI chatbots in education: reliability and accuracy, fair assessment, and ethical issues - Scholars raise three main concerns about AI chatbots in education: reliability and accuracy, fair assessment, and ethical issues
• School academic press is positively related to school-average reading and math achievement gains in Chicago middle grades - School academic press is positively related to school-average reading and math achievement gains in Chicago middle grades
• School administrators gave a generally positive assessment of American Board-certified teachers based on supervisor surveys - School administrators gave a generally positive assessment of American Board-certified teachers based on supervisor surveys
• School administrators underestimate parental demand for computer science education and face resource and prioritization barriers - School administrators underestimate parental demand for computer science education and face resource and prioritization barriers
• School and college continuance rise steeply with Army Alpha level among World War recruits - School and college continuance rise steeply with Army Alpha level among World War recruits
• School and district factors relate to risk identification: low income concentration correlates with repeated risk identification, and segregation modestly increases it, though some schools outperform model predictions - School and district factors relate to risk identification: low income concentration correlates with repeated risk identification, and segregation modestly increases it, though some schools outperform
• School and teacher effects on students' school experiences influence social and educational trajectories more than their effects on academic achievement measures - School and teacher effects on students' school experiences influence social and educational trajectories more than their effects on academic achievement measures
• School attachment predicts later school adjustment but not GPA; family climate shows only a marginal association with school adjustment and none with GPA - School attachment predicts later school adjustment but not GPA; family climate shows only a marginal association with school adjustment and none with GPA
• School attachment unidirectionally predicts increases in academic self-regulation over the middle school years - School attachment unidirectionally predicts increases in academic self-regulation over the middle school years
• School average ACT scores predict college graduation for students with the same individual HSGPA and ACT score, reducing between-school variance by 42 percent, while school poverty is not significant once average ACT is included - School average ACT scores predict college graduation for students with the same individual HSGPA and ACT score, reducing between-school variance by 42 percent, while school poverty is not significant
• School belonging and centrality are associated with higher intrinsic motivation, but neither buffers the associations between stigma awareness and academic attitudes - School belonging and centrality are associated with higher intrinsic motivation, but neither buffers the associations between stigma awareness and academic attitudes
• School belonging and GPA were modestly positively correlated among Latino sixth graders (r = .20) - School belonging and GPA were modestly positively correlated among Latino sixth graders (r = .20)
• School belonging at age 15 predicts lower likelihood of NEET status at ages 16-20 controlling for demographics, achievement, and school context - School belonging at age 15 predicts lower likelihood of NEET status at ages 16-20 controlling for demographics, achievement, and school context
• School belonging has powerful long- and short-term implications for students' positive psychological and academic outcomes - School belonging has powerful long- and short-term implications for students' positive psychological and academic outcomes
• School belonging is associated with better academic achievement in almost all countries, but the strength of the correlations varies significantly across countries - School belonging is associated with better academic achievement in almost all countries, but the strength of the correlations varies significantly across countries
• School belonging mediates the higher intrinsic motivation of Dominican children relative to European-American peers - School belonging mediates the higher intrinsic motivation of Dominican children relative to European-American peers
• School belonging research is geographically concentrated in WEIRD contexts, with entire world regions virtually absent from the evidence base - School belonging research is geographically concentrated in WEIRD contexts, with entire world regions virtually absent from the evidence base
• School bonding significantly mediates the association between psychological distress and grades and expulsions among Black adolescents - School bonding significantly mediates the association between psychological distress and grades and expulsions among Black adolescents
• School breakfast programs show suggestive positive effects on academic performance, with clearest effects on mathematics and arithmetic grades in undernourished children - School breakfast programs show suggestive positive effects on academic performance, with clearest effects on mathematics and arithmetic grades in undernourished children
• School change efforts under the reform are classifiable as either systemic or unfocused - School change efforts under the reform are classifiable as either systemic or unfocused
• School characteristics moderate the self-efficacy–classroom management relationship: smaller slopes in schools with high collective efficacy or high collaboration, larger with more participation - School characteristics moderate the self-efficacy–classroom management relationship: smaller slopes in schools with high collective efficacy or high collaboration, larger with more participation
• School characteristics relate to politics type: Hispanic schools show a marked tendency toward strong democracy and small schools less adversarial politics - School characteristics relate to politics type: Hispanic schools show a marked tendency toward strong democracy and small schools less adversarial politics
• School characteristics were associated with participation: district-run schools, higher proportions of eligible students, and strong family engagement - School characteristics were associated with participation: district-run schools, higher proportions of eligible students, and strong family engagement
• School characteristics—percentage of low income students, teacher retention, and attendance—are associated with students' likelihood of being identified as at significant risk in early literacy screening - School characteristics—percentage of low income students, teacher retention, and attendance—are associated with students' likelihood of being identified as at significant risk in early literacy screen
• School climate data supported changes to the three schools' discipline systems - School climate data supported changes to the three schools' discipline systems
• School climate differences between BTO and chronically underperforming schools are twice as large as differences between BTO and other schools - School climate differences between BTO and chronically underperforming schools are twice as large as differences between BTO and other schools
• School climate differences between BTO and other schools remain large and significant after adjusting for student demographics and personnel resources - School climate differences between BTO and other schools remain large and significant after adjusting for student demographics and personnel resources
• School climate functions as a setting-level indicator: students entering schools where they feel safe and supported attend more and earn higher grades, and Chicago's five essential supports survey responses are highly predictive of teacher and school performance - School climate functions as a setting-level indicator: students entering schools where they feel safe and supported attend more and earn higher grades, and Chicago's five essential supports survey res
• School climate improved in predominantly Black schools but declined in predominantly Latino and racially diverse schools as suspension use for severe infractions fell - School climate improved in predominantly Black schools but declined in predominantly Latino and racially diverse schools as suspension use for severe infractions fell
• School climate is more strongly associated with the likelihood of beating the odds than student demographics or personnel resources - School climate is more strongly associated with the likelihood of beating the odds than student demographics or personnel resources
• School climate measurement relies heavily on student self-report questionnaires, with families and observational methods rarely represented - School climate measurement relies heavily on student self-report questionnaires, with families and observational methods rarely represented
• School climate scores were steady across the years before COVID-19 in the Pennsylvania sample - School climate scores were steady across the years before COVID-19 in the Pennsylvania sample
• School closings had no effect on grade retention rates or special education referrals for displaced students - School closings had no effect on grade retention rates or special education referrals for displaced students
• School closings reduced displaced students' reading and math achievement during the announcement year, about six months before schools actually closed - School closings reduced displaced students' reading and math achievement during the announcement year, about six months before schools actually closed
• School closings severed longstanding social connections among families and staff, producing a period of mourning and us-vs-them dynamics - School closings severed longstanding social connections among families and staff, producing a period of mourning and us-vs-them dynamics
• School closings showed no statistically significant long-term effects on displaced students' reading or math achievement two and three years later - School closings showed no statistically significant long-term effects on displaced students' reading or math achievement two and three years later
• School closings, new school openings, CHA demolitions, and NCLB transfers each affected fewer than 1 percent of CPS students per year, though receiving schools saw summer in-mobility rise by almost 13 percentage points - School closings, new school openings, CHA demolitions, and NCLB transfers each affected fewer than 1 percent of CPS students per year, though receiving schools saw summer in-mobility rise by almost 13
• School closures had no effect on absences or suspension rates for affected students - School closures had no effect on absences or suspension rates for affected students
• School closures severed longstanding social connections, producing grief and us-vs-them dynamics, with increased student fights and bullying especially in the first transition year - School closures severed longstanding social connections, producing grief and us-vs-them dynamics, with increased student fights and bullying especially in the first transition year
• School co-locations or partnerships, aspiring-leader programs, and shared Common Core preparation are the most promising avenues for cross-sector collaboration - School co-locations or partnerships, aspiring-leader programs, and shared Common Core preparation are the most promising avenues for cross-sector collaboration
• School college-going climate predicts students' college enrollment steps and enrollment at colleges matching their qualifications - School college-going climate predicts students' college enrollment steps and enrollment at colleges matching their qualifications
• School contributions to within-year (single-year fall-to-spring) growth correlate at roughly .10 or below with school contributions to growth across elementary school (grades 2–6) - School contributions to within-year (single-year fall-to-spring) growth correlate at roughly .10 or below with school contributions to growth across elementary school (grades 2–6)
• School culture changes during turnaround coincided with suspension rates falling from roughly one in four students suspended per year to zero suspensions - School culture changes during turnaround coincided with suspension rates falling from roughly one in four students suspended per year to zero suspensions
• School designs supporting caring, continuous student-teacher relationships better address trauma and strengthen achievement than traditional factory-model schools - School designs supporting caring, continuous student-teacher relationships better address trauma and strengthen achievement than traditional factory-model schools
• School discipline is positively associated with self-control in students from preschool to high school, with a small-to-medium pooled effect - School discipline is positively associated with self-control in students from preschool to high school, with a small-to-medium pooled effect
• School district participation in the Missouri Career Ladder Program tends to increase teacher retention in the district and the profession, especially for mid-career teachers - School district participation in the Missouri Career Ladder Program tends to increase teacher retention in the district and the profession, especially for mid-career teachers
• School districts that rely more heavily on state revenue experience more revenue volatility, and 24 states received at least half their revenue from state sources in 2019-20 - School districts that rely more heavily on state revenue experience more revenue volatility, and 24 states received at least half their revenue from state sources in 2019-20
• School diversity and same-racial/ethnic peer proportion jointly predict higher math achievement in kindergarten, with matching benefits concentrated in more diverse schools - School diversity and same-racial/ethnic peer proportion jointly predict higher math achievement in kindergarten, with matching benefits concentrated in more diverse schools
• School diversity climate shows no significant effect on performance for non-immigrant or second-generation students - School diversity climate shows no significant effect on performance for non-immigrant or second-generation students
• School effectiveness estimates from fall-to-spring versus spring-to-spring growth correlate only moderately to strongly (.399 to .705), below the .90 threshold at which rank orderings diverge in accountability - School effectiveness estimates from fall-to-spring versus spring-to-spring growth correlate only moderately to strongly (.399 to .705), below the .90 threshold at which rank orderings diverge in accou
• School engagement partially mediates the association between earlier community violence exposure and later cumulative GPA - School engagement partially mediates the association between earlier community violence exposure and later cumulative GPA
• School engagement tends to be higher when peer relatedness exceeds teacher relatedness near average levels, but this reverses beyond about a 1.2 SD excess in peer relatedness (Study 1) - School engagement tends to be higher when peer relatedness exceeds teacher relatedness near average levels, but this reverses beyond about a 1.2 SD excess in peer relatedness (Study 1)
• School ethnic composition moderates change in ERI affirmation during adolescence - School ethnic composition moderates change in ERI affirmation during adolescence
• School ethnic diversity moderates the representation-change association: declining same-ethnic representation predicts lower belonging and GPA only in less diverse middle schools - School ethnic diversity moderates the representation-change association: declining same-ethnic representation predicts lower belonging and GPA only in less diverse middle schools
• School exclusionary policies paradoxically worsen dropout, delinquency, and achievement - School exclusionary policies paradoxically worsen dropout, delinquency, and achievement
• School grades tend to be more highly correlated with academic self-concept than standardized test scores - School grades tend to be more highly correlated with academic self-concept than standardized test scores
• School growth estimates based on two years of data correlate around .55–.58 with estimates based on all five elementary years, below the .90 threshold at which ESSA accountability determinations would likely change - School growth estimates based on two years of data correlate around .55–.58 with estimates based on all five elementary years, below the .90 threshold at which ESSA accountability determinations would
• School improvement is related to staff interactions, staff relationships with families, and ties to the broader school community - School improvement is related to staff interactions, staff relationships with families, and ties to the broader school community
• School improvement rates varied by community type: Latino, racially diverse, and integrated schools improved disproportionately, while stagnation concentrated in predominantly African-American low-income communities - School improvement rates varied by community type: Latino, racially diverse, and integrated schools improved disproportionately, while stagnation concentrated in predominantly African-American low-inc
• School interactions of students with visual impairments were dominated by receiving help, with few involving giving help - School interactions of students with visual impairments were dominated by receiving help, with few involving giving help
• School jazz bands exemplify the IDC loops of interest, creativity, and habit in a participatory group context - School jazz bands exemplify the IDC loops of interest, creativity, and habit in a participatory group context
• School leaders allocated resources to expand organizational capacity around adoption and implementation of the Skyline ELA curriculum in grades K-2 - School leaders allocated resources to expand organizational capacity around adoption and implementation of the Skyline ELA curriculum in grades K-2
• School leaders contribute recruitment, participation in select PLC sessions, and classroom observation visits - School leaders contribute recruitment, participation in select PLC sessions, and classroom observation visits
• School leaders in higher-wealth schools are more likely to attend high-quality principal preparation programs, creating inequitable access - School leaders in higher-wealth schools are more likely to attend high-quality principal preparation programs, creating inequitable access
• School leaders should be viewed and trained as instructional leaders - School leaders should be viewed and trained as instructional leaders
• School leaders who scored higher in one category of FFL leadership practices tended to score higher in the other categories - School leaders who scored higher in one category of FFL leadership practices tended to score higher in the other categories
• School leaders' FFL scores are moderately stable year to year (correlation of .54) - School leaders' FFL scores are moderately stable year to year (correlation of .54)
• School level moderates cognitive effects of game-based learning in STEM: games are less effective for secondary than primary school students - School level moderates cognitive effects of game-based learning in STEM: games are less effective for secondary than primary school students
• School level moderates the correlation non-linearly, with grades 7–12 showing the most negative correlation - School level moderates the correlation non-linearly, with grades 7–12 showing the most negative correlation
• School level shows a marginal moderating effect on motivational outcomes, with secondary students experiencing a lower motivating effect than primary students - School level shows a marginal moderating effect on motivational outcomes, with secondary students experiencing a lower motivating effect than primary students
• School level significantly moderates effects: AI-enabled personalized STEM education is more effective in junior and senior high school than in kindergarten - School level significantly moderates effects: AI-enabled personalized STEM education is more effective in junior and senior high school than in kindergarten
• School location, distance from home, and transportation logistics constrained which high schools students considered and their ultimate choice - School location, distance from home, and transportation logistics constrained which high schools students considered and their ultimate choice
• School median student growth percentiles correlate with student disadvantage - School median student growth percentiles correlate with student disadvantage
• School median student growth percentiles were stable year to year even when the school changed principals - School median student growth percentiles were stable year to year even when the school changed principals
• School meditation programmes foster small improvements in well-being, more consistently reducing negative outcomes than promoting positive ones - School meditation programmes foster small improvements in well-being, more consistently reducing negative outcomes than promoting positive ones
• School meditation studies show significant improvements in emotional regulation, including reduced involuntary stress responses and behavioural dysregulation - School meditation studies show significant improvements in emotional regulation, including reduced involuntary stress responses and behavioural dysregulation
• School meditation studies show significant improvements on several cognitive functioning measures, though effects vary by measure and study - School meditation studies show significant improvements on several cognitive functioning measures, though effects vary by measure and study
• School membership and time of recording showed negligible association with dialogue measures - School membership and time of recording showed negligible association with dialogue measures
• School mindfulness programs show high acceptability among students and teachers, but home practice adherence is low - School mindfulness programs show high acceptability among students and teachers, but home practice adherence is low
• School mobility during elementary school did not appear to be a pervasive risk for children's functioning, though very high mobility rates could not be studied - School mobility during elementary school did not appear to be a pervasive risk for children's functioning, though very high mobility rates could not be studied
• School mobility, especially frequent within-year moves, slows instructional pacing in schools with many mobile students - School mobility, especially frequent within-year moves, slows instructional pacing in schools with many mobile students
• School offerings and placement practices limit opportunity for 8th-grade algebra access - School offerings and placement practices limit opportunity for 8th-grade algebra access
• School officials regularly use school-aggregate test scores to monitor school performance and make policy decisions - School officials regularly use school-aggregate test scores to monitor school performance and make policy decisions
• School or cultural contexts are framed as sustaining student motivation - School or cultural contexts are framed as sustaining student motivation
• School organizational conditions—especially teacher classroom autonomy and faculty decision-making influence—are strongly related to minority teacher turnover - School organizational conditions—especially teacher classroom autonomy and faculty decision-making influence—are strongly related to minority teacher turnover
• School organizational supports are associated with more interactive and less didactic instruction - School organizational supports are associated with more interactive and less didactic instruction
• School poverty (%FRL) accounts for about 50% of a school's median student achievement - School poverty (%FRL) accounts for about 50% of a school's median student achievement
• School poverty is only weakly associated with median student growth in a school - School poverty is only weakly associated with median student growth in a school
• School quality measures that exclude schools' impacts on socioemotional development underestimate or misidentify many impactful schools - School quality measures that exclude schools' impacts on socioemotional development underestimate or misidentify many impactful schools
• School racial climate subscales showed positive relationships with motivational constructs including interest, belonging, and utility value - School racial climate subscales showed positive relationships with motivational constructs including interest, belonging, and utility value
• School racial/ethnic composition effects on kindergarten outcomes are about half the size of parent education effects but non-negligible - School racial/ethnic composition effects on kindergarten outcomes are about half the size of parent education effects but non-negligible
• School racial/ethnic diversity and same-racial/ethnic peer proportion jointly predict higher reading achievement in kindergarten, with matching benefits concentrated in more diverse schools - School racial/ethnic diversity and same-racial/ethnic peer proportion jointly predict higher reading achievement in kindergarten, with matching benefits concentrated in more diverse schools
• School rank shows little correlation with percentage of women CS graduates (r = -0.36), suggesting prestige does not explain the complexity–representation relationship - School rank shows little correlation with percentage of women CS graduates (r = -0.36), suggesting prestige does not explain the complexity–representation relationship
• School reform efforts often narrowly focus on instruction, curriculum and pedagogy while overlooking organizational and community conditions - School reform efforts often narrowly focus on instruction, curriculum and pedagogy while overlooking organizational and community conditions
• School research using intensive longitudinal methods predominantly focuses on students, with teachers rarely assessed and simultaneous student–teacher perspectives rare - School research using intensive longitudinal methods predominantly focuses on students, with teachers rarely assessed and simultaneous student–teacher perspectives rare
• School resource officers have limited effects on school safety and increase suspensions, expulsions, police referrals, and arrests, with larger negative effects for Black students and students with disabilities - School resource officers have limited effects on school safety and increase suspensions, expulsions, police referrals, and arrests, with larger negative effects for Black students and students with di
• School response rates at the reported school were 86.4 percent for students and about 90 percent for teachers - School response rates at the reported school were 86.4 percent for students and about 90 percent for teachers
• School shooters are rarely the bullied loners of popular stereotype, and bullying prevention alone will not eliminate shootings - School shooters are rarely the bullied loners of popular stereotype, and bullying prevention alone will not eliminate shootings
• School shooters do not fit a single consistent profile; perpetrators, motivations, and attacks vary widely - School shooters do not fit a single consistent profile; perpetrators, motivations, and attacks vary widely
• School size is the characteristic most related to teachers' reform and school-quality ratings, with small schools (350 students or fewer) rated most positively - School size is the characteristic most related to teachers' reform and school-quality ratings, with small schools (350 students or fewer) rated most positively
• School size statistically significantly predicted handwriting fluency but not the other two writing outcomes - School size statistically significantly predicted handwriting fluency but not the other two writing outcomes
• School size, gender balance, ethnicity, SEN and EAL composition do not significantly predict bullying, and child-by-school-climate interactions are null - School size, gender balance, ethnicity, SEN and EAL composition do not significantly predict bullying, and child-by-school-climate interactions are null
• School social workers perceive immigration enforcement as a daily macro-level force producing fear and trauma among immigrant students and families - School social workers perceive immigration enforcement as a daily macro-level force producing fear and trauma among immigrant students and families
• School stability for students in foster care improved from 62 percent to 66 percent but remained far below the roughly 90 percent rate of other groups - School stability for students in foster care improved from 62 percent to 66 percent but remained far below the roughly 90 percent rate of other groups
• School staff confidence in mental health support actions increased from 2021 to 2023, with referring a student rising from 49 to 57 percent and recognizing distress rising from 39 to 44 percent - School staff confidence in mental health support actions increased from 2021 to 2023, with referring a student rising from 49 to 57 percent and recognizing distress rising from 39 to 44 percent
• School staff perceive mental health initiatives strengthen academic performance less than allied health professionals do - School staff perceive mental health initiatives strengthen academic performance less than allied health professionals do
• School staff report lower competence and less mental health training than allied health professionals for delivering mental health education - School staff report lower competence and less mental health training than allied health professionals for delivering mental health education
• School staff reports of mental health communication, emphasis, and referrals increased in DNUSD between 2021/22 and 2022/23 - School staff reports of mental health communication, emphasis, and referrals increased in DNUSD between 2021/22 and 2022/23
• School status matters more than achievement to parents when evaluating school quality - School status matters more than achievement to parents when evaluating school quality
• School subjects intercorrelate lowly except reading comprehension with reading rate (0.85) - School subjects intercorrelate lowly except reading comprehension with reading rate (0.85)
• School Supports Including Academic Press, Social Support, and Instructional Program Coherence Relate to Achievement - School Supports Including Academic Press, Social Support, and Instructional Program Coherence Relate to Achievement
• School survey report information is intended to help schools assess their progress and plan for the future - School survey report information is intended to help schools assess their progress and plan for the future
• School survey reports benchmark each school against demographically similar schools and the whole system over a ten-year period - School survey reports benchmark each school against demographically similar schools and the whole system over a ten-year period
• School survey reports compare each school's responses to demographically similar schools and to the system as a whole - School survey reports compare each school's responses to demographically similar schools and to the system as a whole
• School suspension rates declined significantly within SWPBIS schools but not within comparison schools, though the two conditions were not tested against each other - School suspension rates declined significantly within SWPBIS schools but not within comparison schools, though the two conditions were not tested against each other
• School test score averages are strongly related to the income of the families a school serves - School test score averages are strongly related to the income of the families a school serves
• School turnaround is a gradual process rather than an immediate event triggered by replacing staff or leadership - School turnaround is a gradual process rather than an immediate event triggered by replacing staff or leadership
• School type significantly predicted change in environmental-protection attitudes, with academic-track students changing more than combined-school students - School type significantly predicted change in environmental-protection attitudes, with academic-track students changing more than combined-school students
• School value added can reflect school-specific influences on student achievement growth that are outside principals' control - School value added can reflect school-specific influences on student achievement growth that are outside principals' control
• School value added provides very poor information for revealing principals' persistent levels of effectiveness - School value added provides very poor information for revealing principals' persistent levels of effectiveness
• School value-added and adjusted school value-added provide at most a small amount of information for predicting principals' future contributions to student achievement - School value-added and adjusted school value-added provide at most a small amount of information for predicting principals' future contributions to student achievement
• School value-added and adjusted school value-added provide, at most, a small amount of information for predicting principals' contributions in the following year - School value-added and adjusted school value-added provide, at most, a small amount of information for predicting principals' contributions in the following year
• School-aged children experienced a substantial overall learning deficit during the COVID-19 pandemic (pooled d = −0.14), equivalent to about 35% of a school year's learning - School-aged children experienced a substantial overall learning deficit during the COVID-19 pandemic (pooled d = −0.14), equivalent to about 35% of a school year's learning
• School-aged children show reduced physical activity and increased sedentary behavior during the summer break across multiple countries - School-aged children show reduced physical activity and increased sedentary behavior during the summer break across multiple countries
• School-average achievement negatively predicts academic self-concept (BFLPE) and GPA in the comprehensive doubly-latent model - School-average achievement negatively predicts academic self-concept (BFLPE) and GPA in the comprehensive doubly-latent model
• School-average achievement negatively predicts parent, teacher, and student expectations and parent aspirations, with larger adverse effects for parents and especially teachers than students - School-average achievement negatively predicts parent, teacher, and student expectations and parent aspirations, with larger adverse effects for parents and especially teachers than students
• School-average ACT scores strongly predict individual college graduation, doubling the odds per standard deviation - School-average ACT scores strongly predict individual college graduation, doubling the odds per standard deviation
• School-average SES positively predicts ASC and the three age-26 outcomes but not GPA - School-average SES positively predicts ASC and the three age-26 outcomes but not GPA
• School-based anti-bullying programs are effective overall, decreasing bullying by 20-23% on average - School-based anti-bullying programs are effective overall, decreasing bullying by 20-23% on average
• School-based anti-bullying programs decrease victimization by 17-20% on average - School-based anti-bullying programs decrease victimization by 17-20% on average
• School-based anti-bullying programs reduce bullying perpetration and victimization globally - School-based anti-bullying programs reduce bullying perpetration and victimization globally
• School-based cyberbullying prevention has the largest review base, with clear findings replicated across multiple reviews - School-based cyberbullying prevention has the largest review base, with clear findings replicated across multiple reviews
• School-based intelligent environment support shows an inverted U-shaped quantile pattern, stronger at lower-to-middle competence levels - School-based intelligent environment support shows an inverted U-shaped quantile pattern, stronger at lower-to-middle competence levels
• School-based intensive longitudinal studies show wide heterogeneity in sample size, study duration, and assessment frequency, with a median sample of 157 participants and average duration of about 13 days - School-based intensive longitudinal studies show wide heterogeneity in sample size, study duration, and assessment frequency, with a median sample of 157 participants and average duration of about 13
• School-based interventions produce a small but statistically significant reduction in school exclusion - School-based interventions produce a small but statistically significant reduction in school exclusion
• School-based law enforcement is not associated with statistically significant changes in students' perceptions of safety at school - School-based law enforcement is not associated with statistically significant changes in students' perceptions of safety at school
• School-based law enforcement use is associated with greater crime and behavior problems in studies using schools as the unit of analysis - School-based law enforcement use is associated with greater crime and behavior problems in studies using schools as the unit of analysis
• School-based mental health supports benefit students, but staffing ratios and service availability fall far short of recommendations - School-based mental health supports benefit students, but staffing ratios and service availability fall far short of recommendations
• School-based mindfulness interventions produce small-to-moderate significant pre-post improvements in youth mental health and well-being compared to control groups - School-based mindfulness interventions produce small-to-moderate significant pre-post improvements in youth mental health and well-being compared to control groups
• School-based mindfulness interventions show overall effect sizes of g = 0.40 between groups and g = 0.41 within groups - School-based mindfulness interventions show overall effect sizes of g = 0.40 between groups and g = 0.41 within groups
• School-based prevention practices appear effective in reducing alcohol and drug use, dropout and nonattendance, and other conduct problems, with small average effects and considerable heterogeneity across studies - School-based prevention practices appear effective in reducing alcohol and drug use, dropout and nonattendance, and other conduct problems, with small average effects and considerable heterogeneity ac
• School-based SEL programs promote the development of social and emotional competencies across grade levels - School-based SEL programs promote the development of social and emotional competencies across grade levels
• School-based self-management interventions significantly and positively impact classroom behaviors of school-age students with challenging behaviors (single-case design synthesis) - School-based self-management interventions significantly and positively impact classroom behaviors of school-age students with challenging behaviors (single-case design synthesis)
• School-based sleep education improves children's sleep duration and quality - School-based sleep education improves children's sleep duration and quality
• School-entry assessment of numerosity judgments and Arabic number knowledge may identify children at risk of arithmetic difficulties - School-entry assessment of numerosity judgments and Arabic number knowledge may identify children at risk of arithmetic difficulties
• School-family balance is predicted by both academic and parental self-efficacy and in turn predicts school and family satisfaction - School-family balance is predicted by both academic and parental self-efficacy and in turn predicts school and family satisfaction
• School-garden playtime showed no significant effect on impulse control in primary school children - School-garden playtime showed no significant effect on impulse control in primary school children
• School-led nature interventions increase positive affect in school students, though not in all studies - School-led nature interventions increase positive affect in school students, though not in all studies
• School-level aggregated scores on the computer-based PISA-Based Test for Schools were highly stable despite considerable differential engagement among schools - School-level aggregated scores on the computer-based PISA-Based Test for Schools were highly stable despite considerable differential engagement among schools
• School-level averages of observed admissions test scores are extremely highly correlated with average latent scores - School-level averages of observed admissions test scores are extremely highly correlated with average latent scores
• School-level concentration of low income students and racial isolation are associated with higher early literacy risk rates - School-level concentration of low income students and racial isolation are associated with higher early literacy risk rates
• School-level constraints prevented two of nine sites from using the four-part written praise strategy - School-level constraints prevented two of nine sites from using the four-part written praise strategy
• School-level differences in grades are small and largely explained by attendance and course characteristics - School-level differences in grades are small and largely explained by attendance and course characteristics
• School-related factors influence teachers' digital data use only indirectly, mediated by teacher will-skill-tool characteristics, in a model explaining 50% of variance - School-related factors influence teachers' digital data use only indirectly, mediated by teacher will-skill-tool characteristics, in a model explaining 50% of variance
• School-research articles rarely justify their samples, sample sizes, or sampling designs when reporting intensive longitudinal studies - School-research articles rarely justify their samples, sample sizes, or sampling designs when reporting intensive longitudinal studies
• School-retention rates are similar between TRP-trained and non-TRP novice teachers - School-retention rates are similar between TRP-trained and non-TRP novice teachers
• School-setting studies show no overall significant difference between active and classroom lessons, but subgroup effects emerge - School-setting studies show no overall significant difference between active and classroom lessons, but subgroup effects emerge
• School-side support (teacher, instructional, and institutional provision) is associated with learners' motivation, engagement, and need satisfaction - School-side support (teacher, instructional, and institutional provision) is associated with learners' motivation, engagement, and need satisfaction
• Schooling adjusted to the average under-serves exceptionally intelligent pupils and can be morally dangerous for them - Schooling adjusted to the average under-serves exceptionally intelligent pupils and can be morally dangerous for them
• Schooling disciplines and constrains children's spontaneity in idea generation with mixed results - Schooling disciplines and constrains children's spontaneity in idea generation with mixed results
• Schooling disrupts hunter-gatherer values, languages, and traditional knowledge, contributing to language loss and erosion of traditional knowledge transmission - Schooling disrupts hunter-gatherer values, languages, and traditional knowledge, contributing to language loss and erosion of traditional knowledge transmission
• Schooling does not show a compensatory effect on math skill inequality - Schooling does not show a compensatory effect on math skill inequality
• Schooling has a compensatory effect on inequality in reading, language, and science skills - Schooling has a compensatory effect on inequality in reading, language, and science skills
• Schooling's mix of public and private purposes requires accountability to multiple constituencies - Schooling's mix of public and private purposes requires accountability to multiple constituencies
• Schoolmates' achievement (big-fish-little-pond effect) relates only to academic self-concepts, not to labor market beliefs or disengagement - Schoolmates' achievement (big-fish-little-pond effect) relates only to academic self-concepts, not to labor market beliefs or disengagement
• Schools account for 9.1% of variance in children's bullying behaviour before predictors are included - Schools account for 9.1% of variance in children's bullying behaviour before predictors are included
• Schools adopting a whole child approach are reported to see improved attendance, engagement, health, and academic performance - Schools adopting a whole child approach are reported to see improved attendance, engagement, health, and academic performance
• Schools and teachers unintentionally communicate identity messages to adolescents through the hidden curriculum - Schools and teachers unintentionally communicate identity messages to adolescents through the hidden curriculum
• Schools commonly require documented teacher performance goals, created collaboratively with a principal or set by the principal - Schools commonly require documented teacher performance goals, created collaboratively with a principal or set by the principal
• Schools enlisted all staff, including non-instructional staff, as communication resources, opening additional school-family channels - Schools enlisted all staff, including non-instructional staff, as communication resources, opening additional school-family channels
• Schools fostering high self-esteem and social and scholastic success reduce the likelihood of emotional and behavioral disturbance - Schools fostering high self-esteem and social and scholastic success reduce the likelihood of emotional and behavioral disturbance
• Schools have historically neglected the education of the emotions for three stated reasons - Schools have historically neglected the education of the emotions for three stated reasons
• Schools high on both personalism and academic press show substantially higher student academic engagement than schools high on either alone - Schools high on both personalism and academic press show substantially higher student academic engagement than schools high on either alone
• Schools implementing all three PBIS tiers with fidelity had significantly fewer students with OSS, fewer days missed from OSS, and fewer OSS incidents than matched non-PBIS schools during 2020–21 - Schools implementing all three PBIS tiers with fidelity had significantly fewer students with OSS, fewer days missed from OSS, and fewer OSS incidents than matched non-PBIS schools during 2020–21
• Schools implementing departmentalized elementary instruction completed key implementation steps, but some faced scheduling challenges - Schools implementing departmentalized elementary instruction completed key implementation steps, but some faced scheduling challenges
• Schools implementing MTSS demonstrate the framework's hallmarks, including stronger collaboration, data use, and aligned improvement initiatives - Schools implementing MTSS demonstrate the framework's hallmarks, including stronger collaboration, data use, and aligned improvement initiatives
• Schools implementing MTSS with higher fidelity show less absenteeism - Schools implementing MTSS with higher fidelity show less absenteeism
• Schools implementing restorative justice report decreases in exclusionary discipline such as suspensions and expulsions - Schools implementing restorative justice report decreases in exclusionary discipline such as suspensions and expulsions
• Schools implementing ST Math with fidelity in at least one grade level showed larger math advantages (ES 0.31-0.35) than matched comparison clusters - Schools implementing ST Math with fidelity in at least one grade level showed larger math advantages (ES 0.31-0.35) than matched comparison clusters
• Schools in the United States have resegregated since 1988, with the share of intensely segregated non-white schools more than tripling from about 6% to 19% of all public schools - Schools in the United States have resegregated since 1988, with the share of intensely segregated non-white schools more than tripling from about 6% to 19% of all public schools
• Schools in which chronic absenteeism decreased implemented phone calls, mentorship programs, and text messaging with moderate or high fidelity more frequently than schools in which it increased - Schools in which chronic absenteeism decreased implemented phone calls, mentorship programs, and text messaging with moderate or high fidelity more frequently than schools in which it increased
• Schools overwhelmingly reward executive styles and confuse style with level of intellect - Schools overwhelmingly reward executive styles and confuse style with level of intellect
• Schools play less of a role in widening racial/ethnic achievement gaps than children's prekindergarten environments - Schools play less of a role in widening racial/ethnic achievement gaps than children's prekindergarten environments
• Schools positively impacting one promotion power measure are more likely to positively impact other long-term outcomes, but many show varying effectiveness across outcomes - Schools positively impacting one promotion power measure are more likely to positively impact other long-term outcomes, but many show varying effectiveness across outcomes
• Schools reported covering 86 percent of the ELA and 85 percent of the math curriculum in 2019-20, with foreign language and fine arts least covered - Schools reported covering 86 percent of the ELA and 85 percent of the math curriculum in 2019-20, with foreign language and fine arts least covered
• Schools reported that about 40 percent of their students experienced considerable or major academic losses since March 2020 - Schools reported that about 40 percent of their students experienced considerable or major academic losses since March 2020
• Schools reporting higher awareness or use of Alaska's Trauma-Engaged Schools resources reported higher implementation of trauma-engaged practices - Schools reporting higher awareness or use of Alaska's Trauma-Engaged Schools resources reported higher implementation of trauma-engaged practices
• Schools reporting hiring difficulties are almost twice as likely to have above-average teacher turnover rates - Schools reporting hiring difficulties are almost twice as likely to have above-average teacher turnover rates
• Schools running four or more planned continuous improvement cycles show marked improvements in learning conditions, while ad hoc or two-cycle implementations do not - Schools running four or more planned continuous improvement cycles show marked improvements in learning conditions, while ad hoc or two-cycle implementations do not
• Schools serving large numbers of students of color and students from low-income families have significantly fewer resources than schools serving more affluent White students - Schools serving large numbers of students of color and students from low-income families have significantly fewer resources than schools serving more affluent White students
• Schools serving majority-Black students are overrepresented among closed schools pre- and post-pandemic - Schools serving majority-Black students are overrepresented among closed schools pre- and post-pandemic
• Schools serving similar students from similar neighborhoods had substantially different absence rates, with over half of school variation unexplained by student backgrounds or prior absences - Schools serving similar students from similar neighborhoods had substantially different absence rates, with over half of school variation unexplained by student backgrounds or prior absences
• Schools serving students in the Spanish-dominant screening clusters appeared out of compliance with the Massachusetts requirement to screen with an approved (English-only) assessment at least twice per year - Schools serving students in the Spanish-dominant screening clusters appeared out of compliance with the Massachusetts requirement to screen with an approved (English-only) assessment at least twice pe
• Schools small by design showed significantly higher teacher influence and all four professional capacity measures - Schools small by design showed significantly higher teacher influence and all four professional capacity measures
• Schools spend far less per student on teacher technology training than on hardware, software, and connectivity, below the recommended 30 percent share - Schools spend far less per student on teacher technology training than on hardware, software, and connectivity, below the recommended 30 percent share
• Schools strong in the five essential supports are more likely to improve academically - Schools strong in the five essential supports are more likely to improve academically
• Schools that improved focused on multiple mutually-reinforcing aspects of school organization rather than a single aspect - Schools that improved focused on multiple mutually-reinforcing aspects of school organization rather than a single aspect
• Schools that increased restorative practice utilization saw declines in misbehavior, gang membership, victimization, depressive symptoms, and substance abuse, and improvements in GPA and climate - Schools that increased restorative practice utilization saw declines in misbehavior, gang membership, victimization, depressive symptoms, and substance abuse, and improvements in GPA and climate
• Schools that missed AYP showed some positive subsequent achievement impacts under NCLB accountability - Schools that missed AYP showed some positive subsequent achievement impacts under NCLB accountability
• Schools that mitigated proximity-to-homicide effects had stronger, more positive school climates, including engaging instruction and trusting relationships - Schools that mitigated proximity-to-homicide effects had stronger, more positive school climates, including engaging instruction and trusting relationships
• Schools trained in SWPBIS implement the model with high, sustained fidelity on the School-Wide Evaluation Tool - Schools trained in SWPBIS implement the model with high, sustained fidelity on the School-Wide Evaluation Tool
• Schools using only teachers, administrators, or paraprofessionals as tutors were more likely to serve students with higher baseline DIBELS scores - Schools using only teachers, administrators, or paraprofessionals as tutors were more likely to serve students with higher baseline DIBELS scores
• Schools using the ASSISTment formative assessment platform significantly outperformed matched schools on the state mathematics test - Schools using the ASSISTment formative assessment platform significantly outperformed matched schools on the state mathematics test
• Schools using the CSTAG model show fewer disciplinary infractions, suspensions, expulsions, and law enforcement actions than schools using general threat assessment approaches - Schools using the CSTAG model show fewer disciplinary infractions, suspensions, expulsions, and law enforcement actions than schools using general threat assessment approaches
• Schools varied considerably in how much their absence rates increased after the pandemic, with some showing little or no change - Schools varied considerably in how much their absence rates increased after the pandemic, with some showing little or no change
• Schools vary widely in attendance and cutting; in the ten worst-attendance schools the average ninth grader is an extreme truant in at least one major subject by second semester - Schools vary widely in attendance and cutting; in the ten worst-attendance schools the average ninth grader is an extreme truant in at least one major subject by second semester
• Schools vary widely in freshman on-track rates even among students with similar backgrounds - Schools vary widely in freshman on-track rates even among students with similar backgrounds
• Schools weak in most essential supports were four to five times more likely to stagnate than schools with strong overall organizational capacity - Schools weak in most essential supports were four to five times more likely to stagnate than schools with strong overall organizational capacity
• Schools where principals reported fewer technology barriers had higher student access and use and higher teacher access, use, assignments, and professional development - Schools where principals reported fewer technology barriers had higher student access and use and higher teacher access, use, assignments, and professional development
• Schools where staff maintain strong relationships and collaborate frequently are more effective in supporting student learning and well-being, and collaboration and teacher leadership approaches contribute to staff retention - Schools where staff maintain strong relationships and collaborate frequently are more effective in supporting student learning and well-being, and collaboration and teacher leadership approaches contr
• Schools where students and teachers reported frequent use of standards-aligned practices showed stronger assessment gains than schools with few reports of frequent use - Schools where students and teachers reported frequent use of standards-aligned practices showed stronger assessment gains than schools with few reports of frequent use
• Schools where students report feeling more safe, supported, and challenged show stronger academic and social-emotional growth, and student reports predict future school improvement - Schools where students report feeling more safe, supported, and challenged show stronger academic and social-emotional growth, and student reports predict future school improvement
• Schools with distinct educational models show positive achievement effects when they feature small size, personalization, positive relationships, and educator collaboration - Schools with distinct educational models show positive achievement effects when they feature small size, personalization, positive relationships, and educator collaboration
• Schools with formal fidelity-monitoring processes achieved stronger MTSS implementation, and full implementers share leadership, professional development, and integration characteristics - Schools with formal fidelity-monitoring processes achieved stronger MTSS implementation, and full implementers share leadership, professional development, and integration characteristics
• Schools with high promotion power for high school graduation tended also to have high promotion power for college enrollment - Schools with high promotion power for high school graduation tended also to have high promotion power for college enrollment
• Schools with high proportions of low-income students, large schools, and high-mobility schools are more likely to have incoherent grade-level curricula - Schools with high proportions of low-income students, large schools, and high-mobility schools are more likely to have incoherent grade-level curricula
• Schools with high relational trust showed marked gains in student learning while schools with weak trust relations saw virtually no improvement in reading or mathematics scores - Schools with high relational trust showed marked gains in student learning while schools with weak trust relations saw virtually no improvement in reading or mathematics scores
• Schools with high suspension rates are less safe than schools with lower suspension rates serving similar students - Schools with high suspension rates are less safe than schools with lower suspension rates serving similar students
• Schools with high teacher turnover and large proportions of underprepared teachers are associated with lower achievement for all students and for students experiencing homelessness, after accounting for other factors - Schools with high teacher turnover and large proportions of underprepared teachers are associated with lower achievement for all students and for students experiencing homelessness, after accounting f
• Schools with higher 5Essentials Survey scores, especially more Supportive Environments, are more likely to reduce students' fear of bullying - Schools with higher 5Essentials Survey scores, especially more Supportive Environments, are more likely to reduce students' fear of bullying
• Schools with higher collective efficacy show stronger associations with self-reported instructional quality at the school level than at the teacher level - Schools with higher collective efficacy show stronger associations with self-reported instructional quality at the school level than at the teacher level
• Schools with higher concentrations of LTEL7 students have higher chronic absenteeism, lower graduation rates, and fewer fully certified teachers - Schools with higher concentrations of LTEL7 students have higher chronic absenteeism, lower graduation rates, and fewer fully certified teachers
• Schools with higher suspension rates have worse climates for learning, even compared to schools serving similar student populations - Schools with higher suspension rates have worse climates for learning, even compared to schools serving similar student populations
• Schools with lower percentages of Proficient and Distinguished observation ratings tend to be higher-poverty schools - Schools with lower percentages of Proficient and Distinguished observation ratings tend to be higher-poverty schools
• Schools with many unrelated and unsustained initiatives show smaller gains than schools with coherent programs - Schools with many unrelated and unsustained initiatives show smaller gains than schools with coherent programs
• Schools with school resource officers may have higher rates of exclusionary discipline, including a reported 21 percent increase in incidents - Schools with school resource officers may have higher rates of exclusionary discipline, including a reported 21 percent increase in incidents
• Schools with strong essential supports were more likely to sit in communities with strong social capital, low crime, and low density of abused or neglected children - Schools with strong essential supports were more likely to sit in communities with strong social capital, low crime, and low density of abused or neglected children
• Schools with strong professional community show faster instructional pacing than schools with weak professional community, including among high-poverty schools - Schools with strong professional community show faster instructional pacing than schools with weak professional community, including among high-poverty schools
• Schools with stronger college-going cultures have higher student ACT scores, regardless of student backgrounds - Schools with stronger college-going cultures have higher student ACT scores, regardless of student backgrounds
• Schools with stronger Instructional Improvement Support Systems supported teacher improvement regardless of whether efforts originated from evaluation data or elsewhere - Schools with stronger Instructional Improvement Support Systems supported teacher improvement regardless of whether efforts originated from evaluation data or elsewhere
• Schools with teams of Fund-supported leaders and NBCT clusters show few differences from other schools - Schools with teams of Fund-supported leaders and NBCT clusters show few differences from other schools
• Schools with the greatest chronic absence reductions showed the largest achievement gains, with attendance improvement associated with a near doubling of the math effect - Schools with the greatest chronic absence reductions showed the largest achievement gains, with attendance improvement associated with a near doubling of the math effect
• Schools with YMHC members reported reductions in behavioral referrals and improved student attendance in Year 1 - Schools with YMHC members reported reductions in behavioral referrals and improved student attendance in Year 1
• Schools' impacts on socioemotional development and behaviors in 9th grade matter substantially more for long-run trajectories than test score impacts - Schools' impacts on socioemotional development and behaviors in 9th grade matter substantially more for long-run trajectories than test score impacts
• Schools' K-3 growth estimates are likely less valid than grade 3-4 growth estimates but have similar precision - Schools' K-3 growth estimates are likely less valid than grade 3-4 growth estimates but have similar precision
• Schools' K-3 growth estimates are much less precise for smaller schools than for larger schools - Schools' K-3 growth estimates are much less precise for smaller schools than for larger schools
• Schoolwide SEL programs are associated with long-term achievement gains, with multiple meta-analyses estimating an 11-percentile-point gain on average for participating students - Schoolwide SEL programs are associated with long-term achievement gains, with multiple meta-analyses estimating an 11-percentile-point gain on average for participating students
• Schurz High School's Cultivate-driven feedback-for-growth improvement work coincided with improved student experiences and out-of-school suspensions dropping to one-half of the prior year's number - Schurz High School's Cultivate-driven feedback-for-growth improvement work coincided with improved student experiences and out-of-school suspensions dropping to one-half of the prior year's number
• Schuyten argues experimental study of children should be the basis for pupil classification that removes causes of inattention - Schuyten argues experimental study of children should be the basis for pupil classification that removes causes of inattention
• Schweppe and Rummer's rejection of the multicomponent model as a basis for multimedia theories rests on a misinterpretation of the working memory–long-term memory relationship - Schweppe and Rummer's rejection of the multicomponent model as a basis for multimedia theories rests on a misinterpretation of the working memory–long-term memory relationship
• Science achievements correlated significantly and positively with preferences for visual, auditory, and agency-support means, but not sensorimotor means, with low coefficients - Science achievements correlated significantly and positively with preferences for visual, auditory, and agency-support means, but not sensorimotor means, with low coefficients
• Science and literacy instruction are connected and mutually reinforcing - Science and literacy instruction are connected and mutually reinforcing
• Science club participation is positively associated with high school science GPA, significant across all three propensity score matching methods - Science club participation is positively associated with high school science GPA, significant across all three propensity score matching methods
• Science club participation shows no statistically significant relationship with selecting a STEM college major - Science club participation shows no statistically significant relationship with selecting a STEM college major
• Science learning-preference levels did not differ significantly between students with and without learning disabilities - Science learning-preference levels did not differ significantly between students with and without learning disabilities
• Science teachers reported high satisfaction with the quality and usability of the online asynchronous PD, including positive beliefs about tie quality, depth of interaction, and access to expertise. - Science teachers reported high satisfaction with the quality and usability of the online asynchronous PD, including positive beliefs about tie quality, depth of interaction, and access to expertise.
• Science-classroom studies of cooperative learning show mixed results, with several null or negative comparisons - Science-classroom studies of cooperative learning show mixed results, with several null or negative comparisons
• Science-related subject areas (mathematics, science, medical science) show larger effects than programming technology and other fields - Science-related subject areas (mathematics, science, medical science) show larger effects than programming technology and other fields
• Scientific literacy post-test scores, critiquing performance, and inquiry performance were closely related - Scientific literacy post-test scores, critiquing performance, and inquiry performance were closely related
• Scientific reasoning levels are linked directly to sophistication of epistemological beliefs among Malaysian Muslim students - Scientific reasoning levels are linked directly to sophistication of epistemological beliefs among Malaysian Muslim students
• Scientists have imposed their values of precision, objectivity, and control on language, including attempts to build machines that use and create language as humans do - Scientists have imposed their values of precision, objectivity, and control on language, including attempts to build machines that use and create language as humans do
• SCMC interaction shows a small, non-significant advantage over FTF on overall L2 learning outcomes - SCMC interaction shows a small, non-significant advantage over FTF on overall L2 learning outcomes
• SCMD activity systems exhibit three categories of rules and four types of participant roles - SCMD activity systems exhibit three categories of rules and four types of participant roles
• SCMD discourse activity is best understood as an ecology of nested activity systems within and beyond the classroom - SCMD discourse activity is best understood as an ecology of nested activity systems within and beyond the classroom
• SCOE supported 3,000 educators in almost 200 schools in receiving SEL training through RULER since 2019 - SCOE supported 3,000 educators in almost 200 schools in receiving SEL training through RULER since 2019
• Scooter the Tutor was associated with a marginally significant reduction in observed gaming among middle-school math students - Scooter the Tutor was associated with a marginally significant reduction in observed gaming among middle-school math students
• Scoping review identifies 64 brief, stand-alone, evidence-based PPIs potentially adaptable to classroom lesson timeframes - Scoping review identifies 64 brief, stand-alone, evidence-based PPIs potentially adaptable to classroom lesson timeframes
• Score distributions on both game packages appear roughly equal across autistic and general-population candidates - Score distributions on both game packages appear roughly equal across autistic and general-population candidates
• Score-access barriers push musicians with BLV toward memorization and listening-based learning, and accessible notation tools miss performance-critical details - Score-access barriers push musicians with BLV toward memorization and listening-based learning, and accessible notation tools miss performance-critical details
• Scorer severity and standard difficulty were statistically adjusted using Many-Facet Rasch analysis before assignment and work measures were compared - Scorer severity and standard difficulty were statistically adjusted using Many-Facet Rasch analysis before assignment and work measures were compared
• Scorers found all rubric dimensions important, with feedback bearing mainly on the scoring and training process rather than rubric design - Scorers found all rubric dimensions important, with feedback bearing mainly on the scoring and training process rather than rubric design
• Scorers had difficulty distinguishing rubric scoring from everyday grading and AP scoring, and training took longer than expected - Scorers had difficulty distinguishing rubric scoring from everyday grading and AP scoring, and training took longer than expected
• Scores from a different subject test can serve as collateral information: mathematics scores can improve reading item parameter estimation and vice versa - Scores from a different subject test can serve as collateral information: mathematics scores can improve reading item parameter estimation and vice versa
• Scores on the debugging-oriented Python proficiency assessment moderately predict successful code repair - Scores on the debugging-oriented Python proficiency assessment moderately predict successful code repair
• Scovel argued anxiety is not a simple, unitary construct quantifiable into high or low amounts - Scovel argued anxiety is not a simple, unitary construct quantifiable into high or low amounts
• Scrambling sentence order successfully disrupted text coherence as measured by latent semantic analysis - Scrambling sentence order successfully disrupted text coherence as measured by latent semantic analysis
• Screen reader choice affects time and effort for accessing math: JAWS users completed a quadratic-equation task faster than NVDA users - Screen reader choice affects time and effort for accessing math: JAWS users completed a quadratic-equation task faster than NVDA users
• Screen time is negatively correlated with self-regulation in Chilean children - Screen time is negatively correlated with self-regulation in Chilean children
• Screen time is not significantly associated with white matter microstructure (FA, MD) in 10-year-olds, while sports participation is positively associated with FA - Screen time is not significantly associated with white matter microstructure (FA, MD) in 10-year-olds, while sports participation is positively associated with FA
• Screencast design findings: static vs. dynamic screen movement, explicit vs. implicit narration, and handwriting preferred though typefaces judged more legible - Screencast design findings: static vs.
• Screening assessment benchmarks indicating significant risk shift up and down on the MCAS scale within and across grades, so students with the same skills may be classified differently at different times - Screening assessment benchmarks indicating significant risk shift up and down on the MCAS scale within and across grades, so students with the same skills may be classified differently at different ti
• Screening assessments vary in design, administration, and risk definitions such that there is no truly common definition of risk across assessments - Screening assessments vary in design, administration, and risk definitions such that there is no truly common definition of risk across assessments
• Screening classification errors carry asymmetric costs: false positives risk unnecessary intensive placement while false negatives delay early intervention - Screening classification errors carry asymmetric costs: false positives risk unnecessary intensive placement while false negatives delay early intervention
• Screening domain is a significant moderator of validity: literacy-literacy correlations (r = .55) exceed language-literacy (r = .38) and mathematics/literacy-achievement (r = .27) - Screening domain is a significant moderator of validity: literacy-literacy correlations (r = .55) exceed language-literacy (r = .38) and mathematics/literacy-achievement (r = .27)
• Screening language practices are related to English language education program type: SEI students were mostly screened in English while DLBE students were more often screened in Spanish or alternately - Screening language practices are related to English language education program type: SEI students were mostly screened in English while DLBE students were more often screened in Spanish or alternately
• Screening tools in the Three Tier model show a moderate pooled correlation with academic achievement outcomes (r = .51), with very high heterogeneity - Screening tools in the Three Tier model show a moderate pooled correlation with academic achievement outcomes (r = .51), with very high heterogeneity
• SCRIPT serves as a research platform enabling keystroke-level data collection and controlled comparison of ITS components - SCRIPT serves as a research platform enabling keystroke-level data collection and controlled comparison of ITS components
• Script-supported groups mainly engaged in accepted intra-group metacognitive interaction, with co-constructed interaction infrequent and highly variable between groups - Script-supported groups mainly engaged in accepted intra-group metacognitive interaction, with co-constructed interaction infrequent and highly variable between groups
• Scripted conditions more often produced a discussion phase on differences between group members, but no quality differences in those discussions were detected - Scripted conditions more often produced a discussion phase on differences between group members, but no quality differences in those discussions were detected
• Scripted conversations with recurring task-relevant prompts nearly eliminate observer-rated persona drift, up to a 97% reduction for high-intensity education personas - Scripted conversations with recurring task-relevant prompts nearly eliminate observer-rated persona drift, up to a 97% reduction for high-intensity education personas
• Scripted personally meaningful inquiry is associated with gains in inquiry-decision accuracy, with mixed evidence on attitude and behavior change
• Scripted roles scaffold students' cognitive responsibility for building common knowledge in knowledge-building environments - Scripted roles scaffold students' cognitive responsibility for building common knowledge in knowledge-building environments
• Scripted students tended to answer either all or none of a discussion's input questions, and the structured interface strengthened this all-or-none pattern - Scripted students tended to answer either all or none of a discussion's input questions, and the structured interface strengthened this all-or-none pattern
• Scripting collaboration via role-assigned interfaces produced little difference in learning outcomes compared with an unscripted self-organized condition in a semester-long course - Scripting collaboration via role-assigned interfaces produced little difference in learning outcomes compared with an unscripted self-organized condition in a semester-long course
• Scripting shifted student effort toward grounding discussions and away from group-issue discussions - Scripting shifted student effort toward grounding discussions and away from group-issue discussions
• Scripts scaffolding coordination alone or negotiation with information sharing show the largest domain-learning effects, while three-way combinations show smaller significant effects - Scripts scaffolding coordination alone or negotiation with information sharing show the largest domain-learning effects, while three-way combinations show smaller significant effects
• SDL and SRL are developmental processes: senior students show more self-directed and self-regulated learning across several reviewed studies - SDL and SRL are developmental processes: senior students show more self-directed and self-regulated learning across several reviewed studies
• SDP and EP partner agencies began working with the programs during the study's first year (2012–2013) - SDP and EP partner agencies began working with the programs during the study's first year (2012–2013)
• SDP and EP partnerships enabled education agencies to develop new data-use practices that agencies continue to refine - SDP and EP partnerships enabled education agencies to develop new data-use practices that agencies continue to refine
• SDP and EP programs aim to enhance education agencies' data capacity through support, training, and staff placement - SDP and EP programs aim to enhance education agencies' data capacity through support, training, and staff placement
• SDP workflow compliance shows the largest gain under the zero-paper constraint (d = 3.50, Δ = +1.83) - SDP workflow compliance shows the largest gain under the zero-paper constraint (d = 3.50, Δ = +1.83)
• SDT need satisfaction predicted post-intervention willingness beyond baseline capacity, while post-intervention TPACK showed only a weak, non-significant association with willingness - SDT need satisfaction predicted post-intervention willingness beyond baseline capacity, while post-intervention TPACK showed only a weak, non-significant association with willingness
• SDT-based predictions on motivation and achievement hold for about 93% of students but may not generalize to extreme states of autonomous or controlled motivation - SDT-based predictions on motivation and achievement hold for about 93% of students but may not generalize to extreme states of autonomous or controlled motivation
• SDT-driven activity system redesign in Cycle 2 produced significant pre-post gains in AI-TPACK (d = 0.70), IPACK (d = 0.86), and AI attitude (d = 0.58) - SDT-driven activity system redesign in Cycle 2 produced significant pre-post gains in AI-TPACK (d = 0.70), IPACK (d = 0.86), and AI attitude (d = 0.58)
• SEA staff describe their role as providing both support and accountability to LEAs, and describe struggling to balance the two. - SEA staff describe their role as providing both support and accountability to LEAs, and describe struggling to balance the two.
• SEAs are leveraging ESSA requirements and increased flexibility to specify SEA and LEA roles and push evidence-based, locally contextualized improvement strategies. - SEAs are leveraging ESSA requirements and increased flexibility to specify SEA and LEA roles and push evidence-based, locally contextualized improvement strategies.
• SEAs differentiate support to districts based on the number of CSI/TSI-identified schools, district capacity, and district willingness to engage. - SEAs differentiate support to districts based on the number of CSI/TSI-identified schools, district capacity, and district willingness to engage.
• SEAs take on multiple, malleable roles in their work with LEAs, shifting based on identified needs, capacity, and context. - SEAs take on multiple, malleable roles in their work with LEAs, shifting based on identified needs, capacity, and context.
• Seasonal comparisons can test whether schooling exacerbates, reduces, or reproduces overall skill inequality - Seasonal comparisons can test whether schooling exacerbates, reduces, or reproduces overall skill inequality
• Seasonal growth patterns were examined with math and reading scores for over seven million K-8 students across three within-year test occasions - Seasonal growth patterns were examined with math and reading scores for over seven million K-8 students across three within-year test occasions
• Seasonal patterns are discrepant across national data sets - Seasonal patterns are discrepant across national data sets
• Seasonality affects estimates of school effectiveness - Seasonality affects estimates of school effectiveness
• Second graders with MLD commit at least 2.5 times more counting errors than children in the other groups but narrow the gap by fourth grade - Second graders with MLD commit at least 2.5 times more counting errors than children in the other groups but narrow the gap by fourth grade
• Second graders' 2021–22 fall–spring growth in math and reading paralleled prepandemic achievement gains - Second graders' 2021–22 fall–spring growth in math and reading paralleled prepandemic achievement gains
• Second language instruction increases the rate of acquisition of English relativization by ESL learners - Second language instruction increases the rate of acquisition of English relativization by ESL learners
• Second language learners' private speech is associated with L2 development and motivation to learn the language - Second language learners' private speech is associated with L2 development and motivation to learn the language
• Second-generation immigrant children aged 6-8 mainly used language at home to convey or seek factual information, except during imaginary play - Second-generation immigrant children aged 6-8 mainly used language at home to convey or seek factual information, except during imaginary play
• Second-grade children self-derive new factual knowledge through integration of separate yet related learning episodes in classroom settings - Second-grade children self-derive new factual knowledge through integration of separate yet related learning episodes in classroom settings
• Second-order metacognitive judgments of subjective uncertainty show a small high-confidence error/correct difference, smaller than curiosity ratings show - Second-order metacognitive judgments of subjective uncertainty show a small high-confidence error/correct difference, smaller than curiosity ratings show
• Second-order technology barriers may be most influential on technology-based intervention implementation, and the quantity of barriers reported was associated with the percentage of students meeting target durations of use - Second-order technology barriers may be most influential on technology-based intervention implementation, and the quantity of barriers reported was associated with the percentage of students meeting t
• Second-semester stretch courses had higher completion rates than other course types for B4 across all placement categories and for A2 in Categories III and IV, but not Category II; corequisite and traditional course completion rates did not differ significantly - Second-semester stretch courses had higher completion rates than other course types for B4 across all placement categories and for A2 in Categories III and IV, but not Category II; corequisite and tra
• Second-study results corroborate the first study despite a shorter drill period of 20 versus 30 recitations - Second-study results corroborate the first study despite a shorter drill period of 20 versus 30 recitations