Resources

Bouck, E. C. (2004). How size and setting impact education in rural schools. The Rural Educator, 25(3): 38–42. Retrieved on January 17, 2013, from
http://www.ruraleducator.net/archive/25-3/25-3_Bouck.pdf

Bacon, J. K., & Lalvani, P. (2019). Dominant narratives, subjugated knowledges, and the righting of the story of disability in K-12 curricula. Curriculum Inquiry, 49(4), 387–404. https://doi.org/10.1080/03626784.2019.1656990

Batalova, J., & McHugh, M. (2010). ELL information center fact sheet series (No. 1–3). National Center on Immigrant Integration Policy.

Beasley, L. O., Jespersen, J. E., Morris, A. S., Farra, A., & Hays-Grudo, J. (2022). Parenting challenges and opportunities among families living in poverty. Social Sciences, 11(3), 119. https://doi.org/10.3390/socsci11030119

Bouck, E. C. (2004). How size and setting impact education in rural schools. The Rural Educator, 25(3), 38–42. https://files.eric.ed.gov/fulltext/EJ783816.pdf

Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review Psychology, 53, 371–399. https://doi.org/10.1146/annurev.psych.53.100901.135233

Children’s Defense Fund. (2012). The state of America’s children handbook.

Dresser, N. (1996). Multicultural manners: New rules of etiquette for a changing society. John Wiley & Sons.

Gollnick, D. M., & Chinn, P. C. (2013). Multicultural education in a pluralistic society. Pearson.

Gorski, P. (2017). Reaching and teaching students in poverty: Strategies for erasing the opportunity gap (2nd ed.). Teachers College Press. https://www.tcpress.com/reaching-and-teaching-students-in-poverty-9780807758793

Hair, N. L., Hanson, J. L., Wolfe, B. L., & Pollak, S. D. (2015). Association of child poverty, brain development, and academic achievement. JAMA Pediatrics, 169(9), 822–829. https://doi.org/10.1001/jamapediatrics.2015.1475

Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2019). Exceptional learners: An introduction to special education (14th ed.). Pearson. https://www.pearson.com/en-us/subject-catalog/p/exceptional-learners-an-introduction-to-special-education/P200000001189/9780136940876

Hallahan, D. P., Pullen, P. C., Badar, J., & Kauffman, J. M. (2020, February 28). Exceptional learners. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.926

Harris, E. L. (2005). Key strategies to improve schools: How to apply them contextually. Rowman & Littlefield. https://rowman.com/ISBN/1578862329

Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H. Brookes. https://products.brookespublishing.com/Meaningful-Differences-in-the-Everyday-Experience-of-Young-American-Children-P14.aspx

Hochschild, J. L. (2003). Social class in public schools. Journal of Social Issues, 59(4), 821–840. http://dx.doi.org/10.1046/j.0022-4537.2003.00092.x

Hoff, E. (2012). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49(1), 4–14. https://doi.org/10.1037/a0027238

IRIS Center. (2009, 2023). Universal Design for Learning: Designing learning experiences that engage and challenge all students. https://iris.peabody.vanderbilt.edu/module/udl/

IRIS Center. (2009). Cultural and linguistic differences: What teachers should know. https://iris.peabody.vanderbilt.edu/module/clde/

IRIS Center. (2010, 2018). Accommodations: Instructional and testing supports for students with disabilities. https://iris.peabody.vanderbilt.edu/module/acc/

IRIS Center. (2010, 2020). Assistive technology: An overview. https://iris.peabody.vanderbilt.edu/module/at/

IRIS Center. (2010). Differentiated instruction: Maximizing the learning of all students. https://iris.peabody.vanderbilt.edu/module/di/

IRIS Center. (2011). Teaching English learners: Effective instructional practices. from https://iris.peabody.vanderbilt.edu/module/ell/

IRIS Center. (2014). Evidence-based practices (part 1): Identifying and selecting a practice or program. https://iris.peabody.vanderbilt.edu/module/ebp_01/

IRIS Center. (2014). Evidence-based practices (part 2): Implementing a practice or program with fidelity. https://iris.peabody.vanderbilt.edu/module/ebp_02/

IRIS Center. (2014). Evidence-based practices (part 3): Evaluating learner outcomes and fidelity. https://iris.peabody.vanderbilt.edu/module/ebp_03/

IRIS Center. (2017). High-quality mathematics instruction: What teachers should know. https://iris.peabody.vanderbilt.edu/module/math/

Irwin, V., Wang, K., Jung, J., Kessler, E., Tezil, T., Alhassani, S., Filbey, A., Dilig, R., and Bullock Mann, F. (2024). Report on the condition of education 2024. National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2024144

Jensen, E. (2022). Teaching with poverty and equity in mind: Succeed with the students who need you most. (1st ed.). ASCD. https://www.ascd.org/books/teaching-with-poverty-and-equity-in-mind?variant=120019

Lurie, L. A., Hagen, M. P., McLaughlin, K. A., Sheridan, M. A., Meltzoff, A. N., & Rosen, M. L. (2021). Mechanisms linking socioeconomic status and academic achievement in early childhood: Cognitive stimulation and language. Cognitive Development, 58, 1–14. https://doi.org/10.1016/j.cogdev.2021.101045

Mangiante, E. M. S. (2011). Teachers matter: Measures of teacher effectiveness in low-income minority schools. Educational Assessment Evaluation Accreditation, 23(1), 41–63. https://doi.org/10.1007/s11092-010-9107-x

McKown, C., & Weinstein, R. S. (2008). Teacher expectations, classroom context, and the achievement gap. Journal of Psychology, 46(3), 235–261. http://dx.doi.org/10.1016/j.jsp.2007.05.001

Milner, H. R. IV. (2010). Understanding diversity, opportunity gaps, and teaching in today’s classrooms: Start where you are, but don’t stay there. Harvard Education Press. https://hep.gse.harvard.edu/9781682534397/start-where-you-are-but-dont-stay-there-second-edition/

Muijs, D., Harris, A., Chapman, C., Stoll, L., & Russ, J. (2004). Improving schools in socioeconomically disadvantaged areas: A review of research evidence. School Effectiveness and School Improvement, 15(2), 149–175. http://dx.doi.org/10.1076/sesi.15.2.149.30433

National Center for Education Statistics. (2020a). Mathematics grade 12 assessment report card [data set]. U.S. Department of Education: Institute of Education Sciences. https://www.nationsreportcard.gov/data_tools.aspx#

National Center for Education Statistics. (2020b). Reading grade 12 assessment report card [data set]. U.S. Department of Education: Institute of Education Sciences. https://www.nationsreportcard.gov/data_tools.aspx#

National Center for Education Statistics. (2024). English learners in public schools. Condition of Education. U.S. Department of Education: Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/cgf.

National Center for Education Statistics. (2025a). Mathematics grades 4 and 8 assessment report card [data set]. U.S. Department of Education: Institute of Education Sciences. https://www.nationsreportcard.gov/data_tools.aspx#

National Center for Education Statistics. (2025b). Number and percentage of public school students eligible for free or reduced-price lunch, by state: Selected school years, 2000-01 through 2022-23 [table]. U.S. Department of Education: Institute of Education Sciences. https://nces.ed.gov/programs/digest/d23/tables/dt23_204.10.asp

National Center for Education Statistics. (2025c). Reading grades 4 and 8 assessment report card [data set]. U.S. Department of Education: Institute of Education Sciences. https://www.nationsreportcard.gov/data_tools.aspx#

National Dissemination Center for Children with Disabilities. (2012). Categories of disability under IDEA. https://files.eric.ed.gov/fulltext/ED572702.pdf

National Poverty Center, Gerald R. Ford School of Public Policy. (2012). Poverty in the United States. Retrieved on January 17, 2013, from http://npc.umich.edu/poverty/.

Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students. (2010). The growing numbers of English learner students: 1997/98–2007/08. United States Department of Education. https://ncela.ed.gov/sites/default/files/legacy/files/uploads/9/growingLEP_0809.pdf

Office of Special Education and Rehabilitative Services, & Office of Special Education Programs. (2023). 44th annual report to congress on the implementation of the Individuals with Disabilities Education Act, 2022. U.S. Department of Education. https://sites.ed.gov/idea/files/44th-arc-for-idea.pdf

Office of Special Education Programs. (2024). IDEA Part B Child Count and Educational Environments Collection, 2022–2023 [Data set]. U.S. Department of Education. https://data.ed.gov/dataset/idea-section-618-data-products-static-tables-part-b-count-environ-table3/resources

Papageorge, N. W., Gershenson, S., & Kang, K. M. (2020). Teacher expectations matter. The Review of Economics and Statistics, 102(2), 234–251. https://doi.org/10.1162/rest_a_00838

Pellino, K. M. (2007). The effects of poverty on teaching and learning. TeAch-nology. http://www.teach-nology.com/tutorials/teaching/poverty/

Popp, P. A., Grant, L. W., & Stronge, J. H. (2011). Effective teachers for at-risk or highly mobile students: What are the dispositions and behaviors of award-winning teachers? Journal of Education for Students Placed at Risk, 16(4), 275–291. https://doi.org/10.1080/10824669.2011.610236

Purcell-Gates, V., McIntyre, E., & Freppon, P. A. (1995). Learning written storybook language in school: A comparison of low-SES children in skills-based and whole language classrooms. American Educational Research Journal, 32(3), 659–685. https://doi.org/10.3102/00028312032003659

Rosenthal, R., & Jacobson, L. F. (1968). Teaching expectations for the disadvantaged. Scientific American, 218(4), 3–6. https://eclass.uowm.gr/modules/document/file.php/NURED263/Rosenthal%20%26%20Jacobson%20Teacher%20Expectations%20for%20the%20Disadvantaged%201968%20SA.pdf

Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453. http://dx.doi.org/10.3102/00346543075003417

Smith, D. S., Skow, K. G., & Tyler, N. C. (2025). Introduction to contemporary special education: New horizons (3rd ed.). Pearson. https://www.pearson.com/en-us/subject-catalog/p/introduction-to-contemporary-special-education-new-horizons/P200000010888/9780138285258

Spiegel, A. (2012, September 17). Teachers’ expectations can influence how students perform. NPR. http://m.npr.org/news/Science/161159263

Trang, K. T., & Hansen, D. M. (2021). The roles of teacher expectations and school composition on teacher–child relationship quality. Journal of Teacher Education, 72(2), 152–167. https://doi.org/10.1177/0022487120902404

Tucker, G. C. (n.d.). What is differentiated instruction? Understood. https://www.understood.org/en/articles/differentiated-instruction-what-you-need-to-know

U.S. Bureau of Labor Statistics. (2012). What social workers do. United States Department of Labor. http://www.bls.gov/ooh/Community-and-Social-Service/Social-workers.htm#tab-2

Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162(1), 67–92.

In this provocative rumination, the author breaks down schools by socioeconomic classes—working class, middle class, affluent, etc.—to describe the kinds of work and rewards that each offers to their students. His initial findings point to a hierarchy of academic and social recompenses that offer students at “upper-class” schools distinct advantages over their peers.

Center for Applied Special Technology (CAST). (2004). Universal Design for Learning. Retrieved on January 17, 2013, from https://www.cast.org/impact/universal-design-for-learning-udl

This handy and compact online resource outlines the basics of Universal Design for Learning (UDL).

National Center on Educational Outcomes. https://nceo.info/

The website of the National Center on Educational Outcomes is a storehouse of information about students of all kinds. On hand here are links to information about academic standards, ELL students with disabilities, tools for improving student access to the general education curriculum, and much, much more.

National Center for Education Statistics (2008). Characteristics of the 100 largest public elementary and secondary school districts in the United States: 2005–2006 (NCES 2008-339). Retrieved on January 17, 2013, from https://nces.ed.gov/ccd/pub_100_largest.asp

One way to see the ways in which schools—and students—have changed over the years is to access this online resource that houses reports on the nation’s largest schools going back to the late 1980s. An important tool for those wishing more information about the rapid shift in student demographics.

National Dropout Prevention Center https://dropoutprevention.org/

The online home of the National Dropout Prevention Center offers information and resources to help states to document and curb dropout rates. Visitors will find information about effective strategies to prevent students from dropping out of school and practice guides on topics such as improving engagement and improving attendance by reducing suspensions.

Sanchez, C. (2016). Latino students: A portrait in numbers. Retrieved on May 11, 2022 from https://www.npr.org/sections/ed/2016/10/08/496563168/latino-students-a-portrait-in-numbers

This informative online resource offers research and thoughts on educating the fastest growing minority population in the United States today. Readers will find information on high school completion rates among Latino populations, demographics, preschool enrollment, and more.

U.S. Department of Education. (2015). English learner tool kit. Retrieved on December 15, 2015, from https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html

This online resource is designed to help state and local education agencies to fulfill their legal obligations to English language learners in their classrooms. Included are links to information on staffing and supporting ELL programs, assessment and evaluation of those programs, and creating inclusive environments for all learners, among much else.