State school finance reforms designed to close funding gaps between high- and low-income districts did not reduce racial and ethnic funding inequities and in some cases increased them, according to new research. As school desegregation efforts slowed in the decades following the 1980s, these findings highlight the limitations of income-based approaches in addressing racial funding disparities in education.

Eleven leading education research organizations commended the U.S. Department of Education for taking action to finalize the Civil Rights Data Collection (CRDC) for the 2025–26 school year and in preparation for the 2027–28 school year collection

James A. Banks, the Kerry and Linda Killinger Endowed Chair in Diversity Studies Emeritus and founding director of the Center for Multicultural Education (now the Banks Center for Educational Justice) at the University of Washington, has been selected by the American Educational Research Association (AERA) to present the 2025 Brown Lecture in Education Research.

As student absenteeism reaches record highs in schools across the United States, new research finds that student absences are linked to lower teacher job satisfaction, raising concerns that this may exacerbate growing teacher shortages. The findings were published Tuesday in Educational Researcher, a peer-reviewed journal of the American Educational Research Association.

The number of educational opportunities that children accrue at home, in early education and care, at school, in afterschool programs, and in their communities as they grow up are strongly linked to their educational attainment and earnings in early adulthood, according to new research.

Elise Boddie, James V. Campbell Professor of Law at the University of Michigan Law School, has been selected by AERA to present the 2024 Brown Lecture in Education Research.

Predictive algorithms commonly used by colleges and universities to determine whether students will be successful may be racially biased against Black and Hispanic students, according to new research published Thursday in AERA Open, a peer-reviewed journal of the American Educational Research Association.

A new study finds that early elementary school teachers report feeling less close to chronically absent students and view them less positively, even when those students do not cause trouble in the classroom. This “cooling down” in the relationship between teachers and their chronically absent students may exacerbate the academic challenges these children face.

AERA President Janelle T. Scott and Executive Director Felice J. Levine issued the following joint letter on June 18, 2024.

A new book from the American Educational Research Association (AERA) compares how well city school systems around the world are preparing young people, particularly poor and minority students, with the skills, dispositions and behaviors they need for further study, work and life overall. 

A new analysis of 5.8 million Americans finds that earning a college degree is still a sound investment, although the rate of economic return varies across college majors and student demographics. The findings come as skepticism continues to grow over the value of a degree in the face of rising college costs, a decline in college enrollment and a transforming economy.

Black male elementary school students matched to Black teachers are less likely to be identified for special education services, according to new research published Wednesday. The relationship is strongest for economically disadvantaged students. 

American Educational Research Association Executive Director Felice J. Levine released the following statement Nov. 14.

Participating in policy debate programs in middle and high school is associated with improvements in English language arts (ELA) achievement and increases in the likelihood that students graduate from high school and enroll in postsecondary education, according to new research.

Indicators of high school grades and standardized test scores that take into account the levels of school, neighborhood and family resources available to students are strongly associated with those students’ success in college, according to new research published Monday.