||How a Detracked Mathematics Approach Promoted Respect, Responsibility, and High Achievement
|Chapman, Thandeka K.
||Is Integration a Dream Deferred? Students of Color in Majority White Suburban Schools
|Ferguson, Ronald F.
||Teachers' Perceptions and Expectations and The Black-White Test Score Gap
|Frost, Michelle B.
||Texas Students' College Expectations: Does High School Racial Composition Matter?
||Alternative Uses of Ability Grouping in Secondary Schools: Can We Bring High-Quality Instruction to Low-Ability Classes?
|Hattie, John A. C.
||Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement
||Do Increased Levels of Parental Involvement Account for Social Class Differences in Track Placement?
|Mahard, Rita, & Crain, Robert L.
||Research on Minority Achievement in Desegregated Schools.
|Rumberger, Russell W., & Palardy, Gregory J.
||Does Segregation Still Matter? The Impact of Student Composition on Academic Achievement in High School
||African-American Students' College Transition Trajectory: An Examination of the Effect of High School Composition and Expectations on Degree Attainment
||High Standards in a Tracked System of Schooling: For Which Students and with What Educational Supports?
||Children of Immigrants and Educational Expectations: The Roles of School Composition