OOIR: Observatory of International Research

Papers

(The TQCC of American Educational Research Journal is 8. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-11-01 to 2024-11-01.)

Article	Citations
College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation	36
Untested Admissions: Examining Changes in Application Behaviors and Student Demographics Under Test-Optional Policies	35
Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity	29
“Maybe You Should Try It This Way Instead”: Youth Activism Amid Managerialist Subterfuge	25
Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools	24
Black Queer Students’ Counter-Stories of Invisibility in Undergraduate STEM as a White, Cisheteropatriarchal Space	22
Improving Low-Performing Schools: A Meta-Analysis of Impact Evaluation Studies	21
The Effects of Peer Parental Education on Student Achievement in Urban China: The Disparities Between Migrants and Locals	19
Can Free Community College Close Racial Disparities in Postsecondary Attainment? How Tulsa Achieves Affects Racially Minoritized Student Outcomes	18
English Learner Labeling: How English Learner Classification in Kindergarten Shapes Teacher Perceptions of Student Skills and the Moderating Role of Bilingual Instructional Settings	17
Separate Remains Unequal: Contemporary Segregation and Racial Disparities in School District Revenue	17
Guns, Schools, and Democracy: Adolescents Imagining Social Futures Through Speculative Civic Literacies	17
Coming Soon to a Neighborhood Near You? Off-Campus Recruiting by Public Research Universities	16
Students’ Sense Making of Higher Education Policies During the Vertical Transfer Process	16
Restorative for All? Racial Disproportionality and School Discipline Under Restorative Justice	16
Can Teacher Evaluation Systems Produce High-Quality Feedback? An Administrator Training Field Experiment	15
Examining Clinical Teaching Observation Scores as a Measure of Preservice Teacher Quality	15
Supporting Syrian Refugee Children’s Academic and Social-Emotional Learning in National Education Systems: A Cluster Randomized Controlled Trial of Nonformal Remedial Support and Mindfulness Programs	13
Exploring Social, Emotional, and Behavioral Screening Approaches in U.S. Public School Districts	13
Off the Beaten Path: Can Statewide Articulation Support Students Transferring in Nonlinear Directions?	12
“The Business of Teaching and Learning”: Institutionalizing Equity in Educational Organizations Through Continuous Improvement	12
How Do Parents Evaluate and Select Schools? Evidence From a Survey Experiment	11
Do Black and White Students Benefit From Racial Socialization? School Racial Socialization, School Climate, and Youth Academic Performance During Early Adolescence	11
Evaluating the Effectiveness of a Volunteer One-on-One Tutoring Model for Early Elementary Reading Intervention: A Randomized Controlled Trial Replication Study	11
Room for Improvement? Mentor Teachers and the Evolution of Teacher Preservice Clinical Evaluations	10

Repressive Legalism: How Postsecondary Administrators’ Responses to On-Campus Hate Speech Undermine a Focus on Inclusion	10
“We Can Do Better”: University Leaders Speak to Tribal-University Relationships	10
The Aftermath of Disproportionality Citations: Situating Disability-Race Intersections in Historical, Spatial, and Sociocultural Contexts	10
Performance or Progress? The Physical and Rhetorical Removal of Indigenous Peoples in Settler Land Acknowledgments at Land-Grab Universities	9
Examining Human and Automated Ratings of Elementary Students’ Writing Quality: A Multivariate Generalizability Theory Application	9
The Revealed Preferences for School Reopening: Evidence From Public-School Disenrollment	9
The Safest Bet: Identifying and Assessing Risk in Faculty Selection	8
The Promise of Tutoring for PreK–12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence	8