view When all students return to class, elementary schools must protect instructional time for science and social studies 4.30.2021 NationalFlypaper
view 2020 Recap: New research from the Thomas B. Fordham Institute Pedro Enamorado 12.22.2020 NationalFlypaper
view A response to Tim Shanahan on “Social Studies Instruction and Reading Comprehension” Adam Tyner, Ph.D. 10.9.2020 NationalFlypaper
view Elementary schools: To improve reading comprehension, teach more social studies Amber M. Northern, Ph.D., Michael J. Petrilli 9.30.2020 NationalFlypaper
view Do America’s elementary school students need more social studies? Dale Chu 9.30.2020 NationalFlypaper
view NEW REPORT: Social Studies Instruction and Reading Comprehension: Evidence from the Early Childhood Longitudinal Study The Education Gadfly 9.24.2020 NationalFlypaper
view Social Studies Instruction and Reading Comprehension: Evidence from the Early Childhood Longitudinal Study Adam Tyner, Ph.D., Sarah Kabourek 9.24.2020 NationalReport
view Low-income students are profoundly underrepresented in gifted programs Jason A. Grissom, Christopher Redding, Joshua F. Bleiberg 11.1.2019 NationalThe High Flyer
view Instructional practices and classroom ability level Amber M. Northern, Ph.D. 3.6.2019 NationalFlypaper
view Advanced content, academic achievement, and social-emotional outcomes in kindergarten classrooms Jessica Poiner 1.18.2019 NationalFlypaper
view Self-discipline: Yet another Catholic school advantage Amber M. Northern, Ph.D., Michael J. Petrilli 6.6.2018 NationalFlypaper
view Self-Discipline and Catholic Schools: Evidence from Two National Cohorts Michael Gottfried, Jacob Kirksey 5.31.2018 NationalReport
