Education Week Features Hanover Research in AERA Annual Meeting Coverage

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Education Week featured Hanover’s Leila Nuland, Managing Content Director for K-12, and Marriam Ewaida, Content Director for K-12, in its article “New Research Suggests Practical Ways to Make School Discipline, Access Equitable.” Hanover provided expert insight on equity in K-12 education. Experts from the article can be found below:

“Officials at the suburban Lexington-Richland School District 5, like many districts nationwide, noticed black students were underenrolled in its high school Advanced Placement courses. Tami Richardson, the gifted coordinator for the district, Missy Wall-Mitchell, the district’s accountability director, and Mirriam Ewaida, the content director for Hanover Research, used administrative data to map the course-taking of students identified as gifted in middle school through high school. They found, in a study to be presented here on Sunday, that black students who had taken honors algebra in 8th grade were less likely than their white peers to continue in advanced coursework in high school, even after controlling for students’ grades in the classes. “If black students persisted in the AP track, they were fine; they passed the AP exams at the same rate as their white peers,” Ewaida said. “But if these students fell off track in 9th or 10th grades, they were less likely to get back on track than their white peers.”


“Clinton Page, the chief accountability officer for the 15,000-student Alexandria city schools in Virginia, and Leila Nuland, senior K-12 research adviser for Hanover Research, compared Alexandria’s school board policies with those of eight other districts with similar size and student demographics. The researchers looked at equity in areas including legal mandates, research-based evidence, resources, decision-making, and accountability criteria for schools. They found only two of the districts had any explicit policies on equity at all; where districts had even more general equity policies, they typically revolved around basic resources, but did not discuss strategies or guidelines on how administrators make decisions on equity issues in schools. One district did explicitly require “substantially equivalent opportunities at each building,” including materials, staff, and student achievement.”

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