Jason A. Grissom

TL;DR: This article found that teachers and schools that engage in better quality collaboration have better achievement gains in math and reading, and teachers improve at greater rates when they work in schools with better collaboration quality.

TL;DR: In this paper, the authors identified specific skills that principals need to promote school success, including organizational management skills as a key complement to the work of supporting curriculum and instruction, using survey responses from principals, assistant principals, teachers and parents.

TL;DR: This article examined the associations between leadership behaviors and student achievement gains using a unique data source: in-person, full-day observations of approximately 100 urban principals collected over three school years.

TL;DR: In this paper, the authors show that high rates of teacher turnover likely mean greater school instability, disruption of curricular cohesiveness, and a continual need to hire inexperienced teachers, who typically are less e...

TL;DR: This article investigated the predictors of gifted assignment using nationally representative, longitudinal data on elementary students and found that even among students with high standardized test scores, Black students are less likely to be assigned to gifted services in both math and reading, a pattern that persists when controlling for other background factors, such as health and socioeconomic status, and characteristics of classrooms and schools.