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The Effect of Retention Threat on Student Learning Gains: Evidence from Ohio
Grade retention policies create incentives for students to make adequate progress ahead of evaluation. The threat of retention thus has the potential to affect all students’ academic outcomes, increasing achievement especially among students with test scores near the retention policy’s threshold. By using unique data from Ohio which allows us to implement a regression discontinuity design, we… more →
Racial Status Threat and Anti-DEI Efforts in Local School Districts
This study draws on political science theory to analyze how perceived status threats to White social dominance influence local educational politics. We examine the relationship between racial status threat (RST) and the rise of anti-diversity, equity, and inclusion (DEI) ideas (contentious school board elections and book challenges) and policies (policy enactments and book bans) in U.S. school… more →
The Geography of Gifted Education: Exploring School and Neighborhood Predictors of Access to Gifted & Talented Programs in New York City
This study examines the community factors associated with the presence and geographic availability of Gifted and Talented (G&T) programs across New York City public schools from 2010 to 2024. Using machine learning methods (Random Forest and Classification Trees) and cross-classified multilevel logistic regression, we identify school and neighborhood characteristics associated with G&T… more →
The Labor Market Value of Community College Bachelor’s Degrees: Initial Evidence from a Resume Audit Study in Early Childhood Education
Community colleges are more financially, academically, and geographically accessible than four-year colleges. Despite most community college students intending to earn a bachelor’s degree, few transfer to a four-year institution and even fewer earn bachelor’s degrees, leading policymakers to explore alternative strategies for increasing postsecondary access and success. Community College… more →
Sustaining AI-Enabled Student Support: A Four-Year Implementation and Impact Study
AI-enabled chatbots are increasingly used to support student success, yet evidence on their long-term sustainability and impacts remains limited. We examine the implementation of an AI-enabled text-messaging chatbot at a large, urban public university. Drawing on system observation, discussions with administrators, and a four-year randomized controlled trial, we assess institutional conditions… more →
An inequitable distribution of teacher talent: How micropolitics shape the master schedule
Each year, school leaders must balance the competing interests of students and teachers when creating the master schedule and assigning teachers to courses. Using a micropolitical lens, this study draws on interviews with 17 secondary school leaders to examine how they navigate this process. We find that the course assignment process is largely centered on teacher satisfaction, with teacher… more →