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Race, Geography, and School Choice Policy: A Critical Analysis of Detroit Students’ Suburban School Choices
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AERA Open - January-December 2022, Vol. 8, No. 1
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Is Teacher–Student and Student–Principal Racial/Ethnic Matching Related to Elementary School Grade Retention?
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The Patterns of Adolescents’ Math and Science Motivational Beliefs - Examining Within–Racial/Ethnic Group Changes and Their Relations to STEM Outcomes
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Using Longitudinal Student Mobility to Identify At-Risk Students
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The Layered Toll of Racism in Teacher Education on Teacher Educators of Color
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Negative Impacts From the Shift to Online Learning During the COVID-19 Crisis - Evidence From a Statewide Community College
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The Uncertain Path Toward College - How Intersectionality Shaped the Experiences of Latinas Enrolled at a Hispanic-Serving Institution
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The Mental Health Impacts of COVID-19 on PK–12 Students: A Systematic Review of Emerging Literature
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Learning-Mode Choice, Student Engagement, and Achievement Growth During the COVID-19 Pandemic
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Designing Online Professional Learning to Support Educators to Teach for Equity During COVID and Black Lives Matter
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Supporting Young Children With Disabilities During the COVID-19 Pandemic - Evidence From Caregivers in Virginia
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The Impact of Suspension Reforms on Discipline Outcomes: Evidence From California High Schools
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Is Teacher Effectiveness Stable Across School Contexts? An Examination of Teachers Who Transfer Into Turnaround Schools
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A Meaningful Boost - Effects of Teachers’ Sense of Meaning at Work on Their Engagement, Burnout, and Stress
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