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Sociology of Education|February 13, 2019
Do School Learning Opportunities Compound or Compensate for Background Inequalities? Evidence from the Case of Assignment to Effective TeachersPaul Hanselman
Socius : Sociological Research for a Dynamic World|January 7, 2021
Tournament Mobility in Mathematics Course-Taking PathwaysPaul Hanselman
The Sociological Quarterly|September 21, 2020
Access to Effective Teachers and Economic and Racial Disparities in Opportunities to LearnPaul Hanselman
Social Forces; a Scientific Medium of Social Study and Interpretation|June 14, 2017
School Opportunity Hoarding? Racial Segregation and Access to High Growth SchoolsPaul Hanselman, Jeremy E Fiel
Social Forces; a Scientific Medium of Social Study and Interpretation|August 8, 2022
Educational Inequality Regimes amid Algebra-for-All: The Provision and Allocation of Expanding Educational OpportunitiesPaul Hanselman, Thurston Domina, NaYoung Hwang
AERA Open|May 20, 2021
Validating the SEDA Measures of District Educational Opportunities via a Common AssessmentMegan Kuhfeld, Thurston Domina, Paul Hanselman
Proceedings of the National Academy of Sciences of the United States of America|July 31, 2019
Reappraising academic and social adversity improves middle school students' academic achievement, behavior, and well-beingGeoffrey D Borman, Christopher S Rozek, Jaymes Pyne, et al.
Journal of Educational Psychology|April 29, 2017
New Evidence on Self-Affirmation Effects and Theorized Sources of Heterogeneity from Large-Scale ReplicationsPaul Hanselman, Christopher S Rozek, Jeffrey Grigg, et al.
AERA Open|April 16, 2020
Do Student Mindsets Differ by Socioeconomic Status and Explain Disparities in Academic Achievement in the United States?Mesmin Destin, Paul Hanselman, Jenny Buontempo, et al.
Psychological Science|September 6, 2018
Self-Affirmation Effects Are Produced by School Context, Student Engagement With the Intervention, and Time: Lessons From a District-Wide ImplementationGeoffrey D Borman, Jeffrey Grigg, Christopher S Rozek, et al.
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