Martha Cecilia Bottia

TL;DR: The authors employed a two-level hierarchical linear model to analyze the 25 primary studies with 98 regression effects and found that school racial isolation has a small statistically significant negative effect on overall building-level mathematics outcomes.

TL;DR: In this article, the authors argue that K-12 schools are integral to augmenting and diversifying the science, technology, engineering, and mathematics (STEM) workforce and that they can inspire and reinforce students.

TL;DR: This article examined the role of the demographic composition of high school faculty on college students' decisions to declare and/or major in STEM fields and found that although the proportion of female teachers at a school has no impact on male students, it has a powerful effect on female students' likelihood of declaring and graduating with a STEM degree, and effects are largest for female students with the highest skills.

TL;DR: This article found that young white women are more likely to major in STEM fields and to graduate with STEM degrees when they come from high schools with higher proportions of female math and science teachers, irrespective of the race of the teacher.

TL;DR: In this paper, the authors present a survey of the state of the art in the field of education policy research, focusing on the role of education and the public interest in education policy.