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Exclusionary School Discipline and Delinquent Outcomes: A Meta-Analysis

Journal of youth and adolescence, 2021-08, Vol.50 (8), p.1493-1509

2021

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Early Elementary Science Instruction: Does More Time on Science or Science Topics/Skills Predict Science Achievement in the Early Grades?

AERA open, 2019-07, Vol.5 (3), p.233285841986108

2019

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Are Achievement Gaps Related to Discipline Gaps? Evidence From National Data

AERA open, 2019-10, Vol.5 (4), p.233285841987544

2019

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Estimating the Relationship between Preschool Attendance and Kindergarten Science Achievement: Implications for Early Science Achievement Gaps

Education finance and policy, 2019-03, Vol.14 (2), p.210-241

Curran, F. Chris

2019

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Estimating the Effect of State Zero Tolerance Laws on Exclusionary Discipline, Racial Discipline Gaps, and Student Behavior

Educational evaluation and policy analysis, 2016-12, Vol.38 (4), p.647-668

Curran, F. Chris

2016

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The Law, Policy, and Portrayal of Zero Tolerance School Discipline: Examining Prevalence and Characteristics Across Levels of Governance and School Districts

Educational policy (Los Altos, Calif.), 2019-03, Vol.33 (2), p.319-349

Curran, F. Chris

2019

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Students’ Feelings of Safety, Exposure to Violence and Victimization, and Authoritative School Climate

American journal of criminal justice, 2018-03, Vol.43 (1), p.6-25

2018

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A Matter of Measurement: How Different Ways of Measuring Racial Gaps in School Discipline Can Yield Drastically Different Conclusions About Racial Disparities in Discipline

Educational researcher, 2020-06, Vol.49 (5), p.382-387

Curran, F. Chris

2020

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Academic Content, Student Learning, and the Persistence of Preschool Effects

American educational research journal, 2014-04, Vol.51 (2), p.403-434

2014

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The State of Abstracts in Educational Research

AERA open, 2016-07, Vol.2 (3), p.233285841665016

Curran, F. Chris

2016

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Community Policing in Schools and School Resource Officer Transparency

Educational policy (Los Altos, Calif.), 2023-09, Vol.37 (6), p.1573-1602

2023

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Protecting the Flock or Policing the Sheep? Differences in School Resource Officers’ Perceptions of Threats by School Racial Composition

Social problems (Berkeley, Calif.), 2022-04, Vol.69 (2), p.316-334

2022

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The effects of maternal depression on child outcomes during the first years of formal schooling

Early childhood research quarterly, 2015-01, Vol.32, p.80-93

2015

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On guard but not sworn: The relationship between school security guards, school resource officers, and student behavior, discipline, and arrests

Criminology & public policy, 2024-05, Vol.23 (2), p.327-360

2024

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Why and When Do School Resource Officers Engage in School Discipline? The Role of Context in Shaping Disciplinary Involvement

American journal of education, 2019-11, Vol.126 (1), p.33-63

2019

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Why are the early elementary race/ethnicity test score gaps in science larger than those in reading or mathematics? National evidence on the importance of language and immigration context in explaining the gap‐in‐gaps

Science education (Salem, Mass.), 2019-05, Vol.103 (3), p.477-502

2019

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Kindergarten Cop: A Case Study of How a Coalition Between School Districts and Law Enforcement Led to School Resource Officers in Elementary Schools

Educational evaluation and policy analysis, 2021-06, Vol.43 (2), p.253-279

2021

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Documenting Geographic Isolation of Schools and Examining the Implications for Education Policy

Educational policy (Los Altos, Calif.), 2021-11, Vol.35 (7), p.1191-1229

2021

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INCOME-BASED DISPARITIES IN EARLY ELEMENTARY SCHOOL SCIENCE ACHIEVEMENT

The Elementary school journal, 2017-12, Vol.118 (2), p.207-231

Curran, F. Chris

2017

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Assessing the Public Availability of School Discipline and Infraction Data

Educational evaluation and policy analysis, 2024-09, Vol.46 (3), p.591-599

2024

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Does the Chicago Safe Passage Program Reduce Reported Crime Around Elementary Schools? Evidence From Longitudinal, Geocoded Crime Data

Criminal justice policy review, 2019-12, Vol.30 (9), p.1385-1407

Curran, F. Chris

2019

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Police Ambassadors: Student-Police Interactions in School and Legal Socialization

Law & society review, 2020-06, Vol.54 (2), p.391-422

2020

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Intraclass Correlations for Evaluating the Effects of Teacher Empowerment Programs on Student Educational Outcomes

Educational evaluation and policy analysis, 2023-03, Vol.45 (1), p.134-156

2023

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Do Interactions With School Resource Officers Predict Students’ Likelihood of Being Disciplined and Feelings of Safety? Mixed-Methods Evidence From Two School Districts

Educational evaluation and policy analysis, 2021-06, Vol.43 (2), p.200-232

2021

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New Evidence on Teacher Labor Supply

American educational research journal, 2014-02, Vol.51 (1), p.36-72

2014

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Exclusionary School Discipline and Delinquent Outcomes: A Meta-Analysis

Early Elementary Science Instruction: Does More Time on Science or Science Topics/Skills Predict Science Achievement in the Early Grades?

Are Achievement Gaps Related to Discipline Gaps? Evidence From National Data

Estimating the Relationship between Preschool Attendance and Kindergarten Science Achievement: Implications for Early Science Achievement Gaps

Estimating the Effect of State Zero Tolerance Laws on Exclusionary Discipline, Racial Discipline Gaps, and Student Behavior

The Law, Policy, and Portrayal of Zero Tolerance School Discipline: Examining Prevalence and Characteristics Across Levels of Governance and School Districts

Students’ Feelings of Safety, Exposure to Violence and Victimization, and Authoritative School Climate

A Matter of Measurement: How Different Ways of Measuring Racial Gaps in School Discipline Can Yield Drastically Different Conclusions About Racial Disparities in Discipline

Academic Content, Student Learning, and the Persistence of Preschool Effects

The State of Abstracts in Educational Research

Community Policing in Schools and School Resource Officer Transparency

Protecting the Flock or Policing the Sheep? Differences in School Resource Officers’ Perceptions of Threats by School Racial Composition

The effects of maternal depression on child outcomes during the first years of formal schooling

On guard but not sworn: The relationship between school security guards, school resource officers, and student behavior, discipline, and arrests

Why and When Do School Resource Officers Engage in School Discipline? The Role of Context in Shaping Disciplinary Involvement

Why are the early elementary race/ethnicity test score gaps in science larger than those in reading or mathematics? National evidence on the importance of language and immigration context in explaining the gap‐in‐gaps

Kindergarten Cop: A Case Study of How a Coalition Between School Districts and Law Enforcement Led to School Resource Officers in Elementary Schools

Documenting Geographic Isolation of Schools and Examining the Implications for Education Policy

INCOME-BASED DISPARITIES IN EARLY ELEMENTARY SCHOOL SCIENCE ACHIEVEMENT

Assessing the Public Availability of School Discipline and Infraction Data

Does the Chicago Safe Passage Program Reduce Reported Crime Around Elementary Schools? Evidence From Longitudinal, Geocoded Crime Data

Police Ambassadors: Student-Police Interactions in School and Legal Socialization

Intraclass Correlations for Evaluating the Effects of Teacher Empowerment Programs on Student Educational Outcomes

Do Interactions With School Resource Officers Predict Students’ Likelihood of Being Disciplined and Feelings of Safety? Mixed-Methods Evidence From Two School Districts

New Evidence on Teacher Labor Supply

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