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The article discusses research conducted by labor economist C. Kirabo Jackson regarding student performance in single-sex schools in Trinidad and Tobago and examines the implications of the study's findings on single-sex education in the U.S. Particular focus is given to data regarding the effect of such instructional approaches on both boys and girls. Comments from education advocate Dr. Leonard Sax and education researcher Lise Eliot are also highlighted.

The article reports findings from the U.S. National Center on Performance Incentives' Project on Incentives in Teaching program, which was designed to study bonus pay for teachers. The article reveals that the merit pay system had no overall impact on academic achievement for students according to the study of 300 teachers in Nashville, Tennessee. Other topics include teacher's unions, U.S. Department of Education policy, and the federal performance-pay system Teacher Incentive Fund (TIF).

The article discusses several studies which suggest that the average teacher's ability to improve students' academic achievement increases for at least the first decade of the teacher's career. It goes on to cover research indicating that teachers' experience has a positive influence on other areas such as student absenteeism and discipline.

The article examines a study from the "American Journal of Education," which examined the relationship between student achievement in areas including math and reading, and teacher job satisfaction.

The article discusses U.S. schools' use of financial incentives to improve students' academic achievements. Topics include The College Readiness Program from the National Math and Science Initiative (NMSI) and its efforts to encourage student enrollment in advanced placement (AP) programs, the use of college scholarships to motivate students to complete college, and the Promise scholarship in Oklahoma. A survey conducted by the magazine regarding student engagement is presented.

The article discusses several studies presented at the American Economic Association annual conference, held in San Diego, California from January 4-6, 2013, which reveal that student scores for reading and mathematics standardized tests improved where veteran teachers were replaced by early-career teachers. Additional topics discussed include early-retirement options and pension benefits for teachers, teacher turnover, and school improvement plans.

The article discusses the findings from a research study organized by the U.S. Department of Education's Institute of Education Sciences, titled the Turning Around Low Performing Schools project. Low-performing schools in Florida, North Carolina, and Texas were engaged in a longitudinal study between 2002-2008 to determine the effectiveness of school improvement programs, student achievement, and mathematics and reading education programs.

The article discusses "Expanding Time for Learning Both Inside and Outside of the Classroom," a report from the nonprofit Wallace Foundation regarding the impact of expanded and extended learning time programs on the academic performance of at-risk, minority, and low income students in the U.S.

The article discusses research related to self-control and multitasking. Researchers Larry D. Rosen, Steven G. Yantis, and Fang-Yi Flora Wei suggest that multiple-task interference slows the brain's reaction time and can hinder academic success due to concentration problems. Studies show that students who have more self-control over texting achieve higher test grades.

The article examines results from the Program for International Student Assessment (PISA) which suggest enrollment in early childhood education and preschool programs can improve later academic performance in mathematics.

In this article the authors discuss research reports which state that home computers are detrimental to student academic achievement. They discuss how parental involvement in a child's education can be beneficial to a student's academic success and examine how the Technology Immersion Pilot, run by the Texas Education Agency, and the U.S. nonprofit Computers for Youth program have proven to increase student test scores and academic success through the use of home computers.

The article discusses the "Middle School Mathematics Professional Development Impact Study" by the U.S. Department of Education. It focused on providing intensive, state-of-the art efforts towards middle school mathematics teacher development, and found that such efforts did not lead to gains in student achievement in the first year. Conclusions include the fact that it takes time for teachers to incorporate new knowledge, and that it is better to retain effective teachers and eliminate ineffective ones.

The article discusses a shift away from the push for all U.S. students to take algebra in ninth grade, which was prevalent in the 1990s. A study of the Chicago, Illinois public schools found that the push towards algebra resulted in higher failure rates, lower grades, no improvement in test scores and no more likelihood of attending college. Another study found that pre-algebra classes contribute to better outcomes in subsequent algebra classes.

The article covers a study on the negative effects on student achievement caused by teacher "churning," or being reassigned to a new grade-level or subject.

The article covers a study by Albert Posso of the Royal Melbourne Institute of Technology which found that 15-year-old students who play online video games score above average in mathematics, reading, and science while those who use social networking score below average.

The article discusses a research paper on the effect of the time of day on students' productivity, which references a study by Nolan Pope, published in the March 2016 issue of the "Review of Economics and Statistics," including students' performances in Math and English classes.

The article reports on a research study conducted by nonprofit research organization, the National Bureau of Economic Research, which claimed that teacher pairing is an effective strategy in boosting the academic achievement of students.

The article discusses an announcement of the award of 28 grants by the U.S. Department of Education to finance teacher residency programs in an effort to improve teacher quality. The residency approach to teacher training employs a year-long clinical practicum with economic support for teacher candidates in exchange for a commitment to work in the district hosting the residency. The department will track teacher retention and student achievement associated with the programs.

The article focuses on a research which suggests that the students who lose the most ground academically in U.S. public schools may be the brightest African-American children. Commenting on the studies, Lindsay C. Page, a Harvard University researcher, said that they care about achievement gaps because of their implications for labor-market and socioeconomic-status issues down the line. The reasons why achievement gaps are wider at the upper end of the achievement scale are still unclear.

The article discusses the link between behavioral problems in school children and academic achievement. It explains that the factors with the most influence on student performance are early reading skills and mathematical ability. Behavioral problems in children such as being withdrawn, disruptive, or inattentive are mentioned. The research on this topic was conducted by the economist Greg J. Duncan and appears in the November 2007 issue of "Developmental Psychology."

The article discusses the findings of a report by Mathematica Policy Research Inc., which investigated the educational gains made by disadvantaged students who attend federally funded after-school programs. The researchers grouped students into categories based on their level of activity in after-school and extracurricular programs and found that children who were engaged the most were those who earned the highest grades.

The article reports on a 2007 Center on Education Policy study of state test scores and academic achievement in the United States. Results indicate improved test scores since the enactment of the U.S. No Child Left Behind Act, but the authors caution that the law cannot automatically be credited with the improvement, as many school had improvement initiatives in place before the law, and there is no control group against which to isolate the law's impact.

The article focuses on reports used as marketing tools by educational publishers that are filled with data designed to prove the effectiveness of their products on student achievement. Publishers are designing instructional materials, assessments, and professional development programs in response to a demand for evidence-based practice--a requirement for programs financed through the federal No Child Left Behind Act. A conflict of interest in studies commissioned by publishers is mentioned.

Offers a look at the importance of character education in the United States high school system. Claim that the poor academic performance of U.S. high school students is directly linked to their failure of character; The historical basis for character education; Study showing the prevalence of cheating, lying, stealing, and sexual harassment among students; Ways in which to can change the school culture.

Offers a look at governance and leadership changes in six urban school districts in the United States. Findings of the study published by the Teachers College Press in 2002; Study of the assumptions driving the educational reforms; Assessment of issues having consequential implications for all urban communities trying to improve both their governance structures and academic achievement; Focus on student achievement and building the institutional infrastructure; Statement that the increase of mayoral, business and civic involvement in shaping urban school policy has led to a decrease of the influence of school boards; Role of teachers' unions and the postsecondary sector.

The article covers "Beyond Standardized Test Scores: Engagement, Mindsets, and Agency," a study by the Achievement Gap Initiative at Harvard University which found different skills are needed in teachers to affect traits such as persistence and academic achievement in students.

The article discusses the report "The Long Run Effects of Teacher Cheating on Student Outcomes," produced by the Atlanta, Georgia public school district and Georgia State University researchers, which found evidence of damage to student academic performance.

The article covers "Equal Talents, Unequal Opportunities: A Report Card on State Support for Academically Talented, Low-Income Students," a study which found that academic achievement is linked to family income.

The article presents information available on the periodical's website regarding research that studied the link between the amount of time 13-year-old students spent on homework in mathematics and science and their academic achievement, with a graph illustrating the research findings also provided.

The article discusses the study "Father's Language Input During Shared Book Activities" in the January 2015 issue of the periodical "Journal of Applied Developmental Psychology," which examined the impact of fathers's verbal communication with children on kindergarten performance.

The article discusses information also available on the publication's website regarding research into the success of school-based programs that seek to improve executive function in improving academic achievement.

The article reports on the results of the study "Missing the (Student Achievement) Forest for All the (Political) Trees," released in 2014 by the University of Arizona, evaluating the Tucson, Arizona school district's Mexican-American studies program.

The article presents information available on the periodical's website regarding a report by the Brookings Institution that states the characters skills drive and prudence can have an impact on the academic achievement of students.

The article covers "The State of American Indian and Alaska Native Education in California 2014," a report from the California Indian Culture and Sovereignty Center at California State University, San Marcos which found declining college enrollment and academic achievement among American Indians.

The article presents information also available on the periodical's website regarding the report "The Correlates of Academic Performance for English Language Learner Students in a New England District" released by the Regional Education Laboratory Northeast and Islands.

The article covers reports from the research organization the American Institutes for Research (AIR) which found that U.S. students at deeper learning schools had higher levels of academic achievement, better people skills, and greater chances of graduating high school on time and enrolling in college.

The article covers "School Superintendents: Vital or Irrelevant?," a study by the Brown Center on Education Policy at the Brookings Institution which found that superintendents have little influence on their districts' academic achievement.

The article provides information also available on the periodical's website regarding research into the connection between physical activity and sedentary behavior in children with academic achievement in primary school.

The article reports on the findings of the educational research study "Flaking Out: Student Absences and Snow Days as Disruptions of Instructional Time," conducted by Joshua Goodman of Harvard University's Kennedy School of Government, discussing standardized test scores in Massachusetts.

The article discusses the findings of a report conducted by research and analysis nonprofit organization Rand Corp. into the New Leaders Aspiring Principals program, which found that students who attended schools led by principals trained by the program had higher achievement scores.

The article discusses the report "Market-Oriented Reforms' Rhetoric Trumps Reality," which researched the claims of educational leaders regarding the rate of academic improvement for minorities under polices such as test score-based teacher evaluations, charter school options, and failing school closures.

The article discusses research about the correlation between high school athletic achievement and academic achievement, according to the article "Does Athletic Success Come at the Expense of Academic Success?," published a 2013 issue of the "Journal of Research in Education."

The article discusses a report from Stanford University's Center for Research on Education Outcomes, titled "Charter School Performance in Michigan," which notes the difference in academic gains by students enrolled in public and charter schools in the state of Michigan.

The article discusses "Truancy in New Mexico: Attendance Matters," a study conducted by educational researchers at the Center for Education Policy Research at the University of New Mexico which highlights problems associated with school truancy, including poor academic achievement.

The article discusses "Lead Policy and Academic Performance: Insights From Massachusetts," a study published by the U.S. National Bureau of Economic Research regarding the academic achievement of children exposed to lead, and with lead poisoning, in the state of Massachusetts.

The article outlines research studies aimed at exploring the impact of lead exposure on children's academic abilities and strategies to provide educational interventions for lead-poisoned children. Particular focus is given to children's exposure to lead in schools near Detroit, Michigan. Funding to reduce lead exposure from the U.S. Centers for Disease Control and Prevention (CDC) is noted and statistics related to lead education for schools and educators are discussed.

The article discusses cooperation between scholars and schools for conducting research on education in the U.S., such as the partnership between Vanderbilt University and the Fort Worth, Texas school district to study the district's middle school mathematics education. Data analysis of teacher development, student achievement, and school demographics are discussed, and information on several U.S. urban education research partnerships is presented. INSET: Alliances between researchers and education….

The article discusses a study from the University of Miami showing that shyness in preschool students can impede later academic success.

The article discusses "Gold Standards?: State Standards Reform and Student Achievement," a study from educational researchers at Harvard University regarding the impact of state educational standards and education reforms on the academic achievement of students.

A letter to the editor is presented in response to the article "Diplomas Count" in the June 7, 2012 issue discussing omissions of Asians and Native Americans from demographic analysis of academic achievement.