Education Policy Analytics Lab

Reducing Educational Inequities

Educational inequality still exists in U.S. educational systems. Research has shown that historically underserved students of color or low-income students are more likely to be disciplined, more likely to be under-performing academically, less likely to have access to effective teachers, and less likely to access to positive peer networks and other learning opportunities in schools. By partnering with local school districts and states, our work attends to (a) the moment-to-moment interactions between teachers and students and daily school practices, and (b) the systematic approach and policy levers to reduce inequities in education.

____________________________________________________________________________________________

Retention and transfer patterns of Black teachers: How do they vary by teacher effectiveness, subjects, and school conditions?

Min Sun (working paper)

____________________________________________________________________________________________

Multi-dimensionality of school effectiveness: Explaining the association of performance level, growth, and disparities

Min Sun, Alec Kennedy, & Eric Anderson (working paper)

____________________________________________________________________________________________

Resource- and approach-driven multi-dimensional change: Three-year effects of School Improvement Grants

Min Sun, Emily K. Penner, Susanna Loeb (2017).

____________________________________________________________________________________________

Organizational Reform Strategies and Performance: A Textual Analysis of Strategic Actions that Turnaround Persistently Underperforming Schools

Min Sun (working paper)

____________________________________________________________________________________________