Geoffrey D Borman
Biographic Data
| ID | 331460 |
|---|---|
| NAME | Geoffrey D Borman |
| GIVEN NAMES | Geoffrey D |
| FAMILY NAME | Borman |
| SIGNATURE | BORMAN G D |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0002-7039-8208 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 94 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
A Quasi-Experimental Study of the Achievement Impacts of a Replicable Summer Reading Program
The “summer slide,” the well-documented tendency for students to lose academic skills during the extended summer break, remains a persistent challenge for educational equity and achievement. Although traditional summer school programs can mitigate these losses, an emerging body of research suggests that summer book distribution initiatives, which provide students with free, high-quality books to read at home, represent a cost-effective and scalab…
A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale
Nationally, educators suspend Black students at greater rates than any other group. This disproportionality is fueled by stereotypes casting Black students as “troublemakers”—a label students too often internalize as part of their identities. Across two independent double-blind randomized field trials involving over 2,000 seventh graders in 11 middle schools, we tested the efficacy of a brief intervention to buffer students from stereotypes and m…
The impacts of a brief middle-school self-affirmation intervention help propel African American and Latino students through high school
Stereotype threat has been shown to have deleterious impacts on the short- and long-term academic performance and psychological well-being of racial and ethnic minority students. Psychological variables related to this identity threat represent significant sources of achievement and attainment gaps relative to nonstereotyped Asian and white students who do not tend to be subject to performance declines related to such threats. In the current stud…
A Multisite Randomized Controlled Trial of the Effectiveness of Descubriendo la Lectura
We present findings from a randomized controlled trial of Descubriendo la Lectura (DLL), an intervention designed to improve the literacy skills of Spanish-speaking first graders, who are struggling with reading. DLL offers one-on-one native language literacy instruction for 12 to 20 weeks to each school’s lowest performing first-graders. Examining literacy outcomes for 187 students, hierarchical linear model analyses revealed statistically signi…
Self-Affirmation Effects Are Produced by School Context, Student Engagement With the Intervention, and Time
Self-affirmation shows promise for reducing racial academic-achievement gaps; recently, however, mixed results have raised questions about the circumstances under which the self-affirmation intervention produces lasting benefits at scale. In this follow-up to the first district-wide scale-up of a self-affirmation intervention, we examined whether initial academic benefits in middle school carried over into high school, we tested for differential …
What If Coleman Had Known About Stereotype Threat? How Social-Psychological Theory Can Help Mitigate Educational Inequality
RSF: The Russell Sage Foundation Journal of the Social Sciences - Volume 2, Number 5, September 2016
New evidence on self-affirmation effects and theorized sources of heterogeneity from large-scale replications
Brief, targeted self-affirmation writing exercises have recently been offered as a way to reduce racial achievement gaps, but evidence about their effects in educational settings is mixed, leaving ambiguity about the likely benefits of these strategies if implemented broadly. A key limitation in interpreting these mixed results is that they come from studies conducted by different research teams with different procedures in different settings; it…
Threat in Context
Schools with very few and relatively low-performing marginalized students may be most likely to trigger social identity threats (including stereotype threats) that contribute to racial disparities. We test this hypothesis by assessing variation in the benefits of a self-affirmation intervention designed to counteract social identity threat in a randomized trial in all 11 middle schools in Madison, Wisconsin. We find that school context moderates …
A Multistate District-Level Cluster Randomized Trial of the Impact of Data-Driven Reform on Reading and Mathematics Achievement
Analyzing mathematics and reading achievement outcomes from a district-level random assignment study fielded in over 500 schools within 59 school districts and seven states, the authors estimate the 1-year impacts of a data-driven reform initiative implemented by the Johns Hopkins Center for Data-Driven Reform in Education (CDDRE). CDDRE consultants work with districts to implement quarterly student benchmark assessments and provide district and …
Schools and Inequality
Background/Context The Equality of Educational Opportunity study is widely recognized as one of the most important studies on schooling ever performed. The findings from the report have shaped the field of education, national education policies, and wider public and scholarly opinion regarding the contributions of schools and schooling to equality and productivity in the United States. Despite past reanalyses of the data and decades of research o…
Teacher Attrition and Retention
This comprehensive meta-analysis on teacher career trajectories, consisting of 34 studies of 63 attrition moderators, seeks to understand why teaching attrition occurs, or what factors moderate attrition outcomes. Personal characteristics of teachers are important predictors of turnover. Attributes of teachers’ schools, including organizational characteristics, student body composition, and resources (instructional spending and teacher salaries),…
Final Reading Outcomes of the National Randomized Field Trial of Success for All
Using a cluster randomization design, schools were randomly assigned to implement Success for All, a comprehensive reading reform model, or control methods. This article reports final literacy outcomes for a 3-year longitudinal sample of children who participated in the treatment or control condition from kindergarten through second grade and a combined longitudinal and in-mover student sample, both of which were nested within 35 schools. Hierarc…
The National Randomized Field Trial of Success for All
This article reports literacy outcomes for a 2-year longitudinal student sample and a combined longitudinal and “in-mover” (i.e., those students who moved into the study schools between the initial pretest and the second-year posttest) sample, both of which were nested within 38 schools. Through the use of a cluster randomization design, schools were randomly assigned to implement Success for All or control methods. Hierarchical linear model anal…
Academic Resilience in Mathematics among Poor and Minority Students
Based on national data from the Prospects study, we identified the individual characteristics that distinguished academically successful, or resilient, elementary school students from minority and low-socioeconomic-status (SES) backgrounds from their less successful, or nonresilient, counterparts. We also formulated and tested 4 models of the risk factors and resilience-promoting features of schools: (a) effective schools; (b) peer group composit…
Examining the Relationship Between Teacher Evaluation and Student Assessment Results in Washoe County
In this article, we describe findings from an analysis of the relationship between scores on a standards-based teacher evaluation system modeled on the Framework for Teaching (Danielson, 1996) and student achievement measures in a large Western school district. We apply multilevel statistical modeling to study the relationship between the evaluation scores and state and district tests of reading, mathematics, and a composite measure of reading an…
Assessing Teacher, Classroom, and School Effects, Including Fiscal Effects
In this article, we argue that too much previous research has tended to assess the effects of student, classroom, and school variables in isolation from other variables and has often used statistical techniques that ignored the nested nature of the 3 classes of factors. We then argue that a more educationally oriented framework should be used to assess the effects of various student, classroom/teacher, and school variables on student learning, pa…
Comprehensive School Reform and Achievement
This meta-analysis reviews research on the achievement effects of comprehensive school reform (CSR) and summarizes the specific effects of 29 widely implemented models. There are limitations on the overall quantity and quality of the research base, but the overall effects of CSR appear promising. The combined quantity, quality, and statistical significance of evidence from three models, in particular, set them apart. Whether evaluations are condu…
Experiments for Educational Evaluation and Improvement
To help develop and improve programs and practices in U.S. schools and classrooms, current national policies strongly encourage more widespread application of rigorous research methods for evaluating what works. Although randomized experiments have been accepted and applied as the gold standard for testing and developing innovations in other fields, most notably medicine, their application to questions in education has been infrequent. This artic…
Qualifications and Professional Growth Opportunities of Teachers in High- and Low-Poverty Elementary Schools
Geoffrey D. Borman, Laura T. Rachuba, Qualifications and Professional Growth Opportunities of Teachers in High- and Low-Poverty Elementary Schools, The Journal of Negro Education, Vol. 68, No. 3, Recruiting, Preparing, and Retaining Qualified Teachers to Educate All of America's Children in the 21st Century (Summer, 1999), pp. 366-381
New evidence on self-affirmation effects and theorized sources of heterogeneity from large-scale replications
Brief, targeted self-affirmation writing exercises have recently been offered as a way to reduce racial achievement gaps, but evidence about their effects in educational settings is mixed, leaving ambiguity about the likely benefits of these strategies if implemented broadly. A key limitation in interpreting these mixed results is that they come from studies conducted by different research teams with different procedures in different settings; it…
Self-Affirmation Effects Are Produced by School Context, Student Engagement With the Intervention, and Time
Self-affirmation shows promise for reducing racial academic-achievement gaps; recently, however, mixed results have raised questions about the circumstances under which the self-affirmation intervention produces lasting benefits at scale. In this follow-up to the first district-wide scale-up of a self-affirmation intervention, we examined whether initial academic benefits in middle school carried over into high school, we tested for differential …
Threat in Context
Schools with very few and relatively low-performing marginalized students may be most likely to trigger social identity threats (including stereotype threats) that contribute to racial disparities. We test this hypothesis by assessing variation in the benefits of a self-affirmation intervention designed to counteract social identity threat in a randomized trial in all 11 middle schools in Madison, Wisconsin. We find that school context moderates …
Final Reading Outcomes of the National Randomized Field Trial of Success for All
Using a cluster randomization design, schools were randomly assigned to implement Success for All, a comprehensive reading reform model, or control methods. This article reports final literacy outcomes for a 3-year longitudinal sample of children who participated in the treatment or control condition from kindergarten through second grade and a combined longitudinal and in-mover student sample, both of which were nested within 35 schools. Hierarc…
Examining the Relationship Between Teacher Evaluation and Student Assessment Results in Washoe County
In this article, we describe findings from an analysis of the relationship between scores on a standards-based teacher evaluation system modeled on the Framework for Teaching (Danielson, 1996) and student achievement measures in a large Western school district. We apply multilevel statistical modeling to study the relationship between the evaluation scores and state and district tests of reading, mathematics, and a composite measure of reading an…
The National Randomized Field Trial of Success for All
This article reports literacy outcomes for a 2-year longitudinal student sample and a combined longitudinal and “in-mover” (i.e., those students who moved into the study schools between the initial pretest and the second-year posttest) sample, both of which were nested within 38 schools. Through the use of a cluster randomization design, schools were randomly assigned to implement Success for All or control methods. Hierarchical linear model anal…
Assessing Teacher, Classroom, and School Effects, Including Fiscal Effects
In this article, we argue that too much previous research has tended to assess the effects of student, classroom, and school variables in isolation from other variables and has often used statistical techniques that ignored the nested nature of the 3 classes of factors. We then argue that a more educationally oriented framework should be used to assess the effects of various student, classroom/teacher, and school variables on student learning, pa…
A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale
Nationally, educators suspend Black students at greater rates than any other group. This disproportionality is fueled by stereotypes casting Black students as “troublemakers”—a label students too often internalize as part of their identities. Across two independent double-blind randomized field trials involving over 2,000 seventh graders in 11 middle schools, we tested the efficacy of a brief intervention to buffer students from stereotypes and m…
Experiments for Educational Evaluation and Improvement
To help develop and improve programs and practices in U.S. schools and classrooms, current national policies strongly encourage more widespread application of rigorous research methods for evaluating what works. Although randomized experiments have been accepted and applied as the gold standard for testing and developing innovations in other fields, most notably medicine, their application to questions in education has been infrequent. This artic…
A Multisite Randomized Controlled Trial of the Effectiveness of Descubriendo la Lectura
We present findings from a randomized controlled trial of Descubriendo la Lectura (DLL), an intervention designed to improve the literacy skills of Spanish-speaking first graders, who are struggling with reading. DLL offers one-on-one native language literacy instruction for 12 to 20 weeks to each school’s lowest performing first-graders. Examining literacy outcomes for 187 students, hierarchical linear model analyses revealed statistically signi…
What If Coleman Had Known About Stereotype Threat? How Social-Psychological Theory Can Help Mitigate Educational Inequality
RSF: The Russell Sage Foundation Journal of the Social Sciences - Volume 2, Number 5, September 2016
Qualifications and Professional Growth Opportunities of Teachers in High- and Low-Poverty Elementary Schools
Geoffrey D. Borman, Laura T. Rachuba, Qualifications and Professional Growth Opportunities of Teachers in High- and Low-Poverty Elementary Schools, The Journal of Negro Education, Vol. 68, No. 3, Recruiting, Preparing, and Retaining Qualified Teachers to Educate All of America's Children in the 21st Century (Summer, 1999), pp. 366-381
Experiments for Educational Evaluation and Improvement
To help develop and improve programs and practices in U.S. schools and classrooms, current national policies strongly encourage more widespread application of rigorous research methods for evaluating what works. Although randomized experiments have been accepted and applied as the gold standard for testing and developing innovations in other fields, most notably medicine, their application to questions in education has been infrequent. This artic…
Comprehensive School Reform and Achievement
This meta-analysis reviews research on the achievement effects of comprehensive school reform (CSR) and summarizes the specific effects of 29 widely implemented models. There are limitations on the overall quantity and quality of the research base, but the overall effects of CSR appear promising. The combined quantity, quality, and statistical significance of evidence from three models, in particular, set them apart. Whether evaluations are condu…
Academic Resilience in Mathematics among Poor and Minority Students
Based on national data from the Prospects study, we identified the individual characteristics that distinguished academically successful, or resilient, elementary school students from minority and low-socioeconomic-status (SES) backgrounds from their less successful, or nonresilient, counterparts. We also formulated and tested 4 models of the risk factors and resilience-promoting features of schools: (a) effective schools; (b) peer group composit…
Examining the Relationship Between Teacher Evaluation and Student Assessment Results in Washoe County
In this article, we describe findings from an analysis of the relationship between scores on a standards-based teacher evaluation system modeled on the Framework for Teaching (Danielson, 1996) and student achievement measures in a large Western school district. We apply multilevel statistical modeling to study the relationship between the evaluation scores and state and district tests of reading, mathematics, and a composite measure of reading an…
Assessing Teacher, Classroom, and School Effects, Including Fiscal Effects
In this article, we argue that too much previous research has tended to assess the effects of student, classroom, and school variables in isolation from other variables and has often used statistical techniques that ignored the nested nature of the 3 classes of factors. We then argue that a more educationally oriented framework should be used to assess the effects of various student, classroom/teacher, and school variables on student learning, pa…
The National Randomized Field Trial of Success for All
This article reports literacy outcomes for a 2-year longitudinal student sample and a combined longitudinal and “in-mover” (i.e., those students who moved into the study schools between the initial pretest and the second-year posttest) sample, both of which were nested within 38 schools. Through the use of a cluster randomization design, schools were randomly assigned to implement Success for All or control methods. Hierarchical linear model anal…
Final Reading Outcomes of the National Randomized Field Trial of Success for All
Using a cluster randomization design, schools were randomly assigned to implement Success for All, a comprehensive reading reform model, or control methods. This article reports final literacy outcomes for a 3-year longitudinal sample of children who participated in the treatment or control condition from kindergarten through second grade and a combined longitudinal and in-mover student sample, both of which were nested within 35 schools. Hierarc…
Teacher Attrition and Retention
This comprehensive meta-analysis on teacher career trajectories, consisting of 34 studies of 63 attrition moderators, seeks to understand why teaching attrition occurs, or what factors moderate attrition outcomes. Personal characteristics of teachers are important predictors of turnover. Attributes of teachers’ schools, including organizational characteristics, student body composition, and resources (instructional spending and teacher salaries),…
Schools and Inequality
Background/Context The Equality of Educational Opportunity study is widely recognized as one of the most important studies on schooling ever performed. The findings from the report have shaped the field of education, national education policies, and wider public and scholarly opinion regarding the contributions of schools and schooling to equality and productivity in the United States. Despite past reanalyses of the data and decades of research o…
A Multistate District-Level Cluster Randomized Trial of the Impact of Data-Driven Reform on Reading and Mathematics Achievement
Analyzing mathematics and reading achievement outcomes from a district-level random assignment study fielded in over 500 schools within 59 school districts and seven states, the authors estimate the 1-year impacts of a data-driven reform initiative implemented by the Johns Hopkins Center for Data-Driven Reform in Education (CDDRE). CDDRE consultants work with districts to implement quarterly student benchmark assessments and provide district and …
Threat in Context
Schools with very few and relatively low-performing marginalized students may be most likely to trigger social identity threats (including stereotype threats) that contribute to racial disparities. We test this hypothesis by assessing variation in the benefits of a self-affirmation intervention designed to counteract social identity threat in a randomized trial in all 11 middle schools in Madison, Wisconsin. We find that school context moderates …
What If Coleman Had Known About Stereotype Threat? How Social-Psychological Theory Can Help Mitigate Educational Inequality
RSF: The Russell Sage Foundation Journal of the Social Sciences - Volume 2, Number 5, September 2016
New evidence on self-affirmation effects and theorized sources of heterogeneity from large-scale replications
Brief, targeted self-affirmation writing exercises have recently been offered as a way to reduce racial achievement gaps, but evidence about their effects in educational settings is mixed, leaving ambiguity about the likely benefits of these strategies if implemented broadly. A key limitation in interpreting these mixed results is that they come from studies conducted by different research teams with different procedures in different settings; it…
Self-Affirmation Effects Are Produced by School Context, Student Engagement With the Intervention, and Time
Self-affirmation shows promise for reducing racial academic-achievement gaps; recently, however, mixed results have raised questions about the circumstances under which the self-affirmation intervention produces lasting benefits at scale. In this follow-up to the first district-wide scale-up of a self-affirmation intervention, we examined whether initial academic benefits in middle school carried over into high school, we tested for differential …
A Multisite Randomized Controlled Trial of the Effectiveness of Descubriendo la Lectura
We present findings from a randomized controlled trial of Descubriendo la Lectura (DLL), an intervention designed to improve the literacy skills of Spanish-speaking first graders, who are struggling with reading. DLL offers one-on-one native language literacy instruction for 12 to 20 weeks to each school’s lowest performing first-graders. Examining literacy outcomes for 187 students, hierarchical linear model analyses revealed statistically signi…
The impacts of a brief middle-school self-affirmation intervention help propel African American and Latino students through high school
Stereotype threat has been shown to have deleterious impacts on the short- and long-term academic performance and psychological well-being of racial and ethnic minority students. Psychological variables related to this identity threat represent significant sources of achievement and attainment gaps relative to nonstereotyped Asian and white students who do not tend to be subject to performance declines related to such threats. In the current stud…
A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale
Nationally, educators suspend Black students at greater rates than any other group. This disproportionality is fueled by stereotypes casting Black students as “troublemakers”—a label students too often internalize as part of their identities. Across two independent double-blind randomized field trials involving over 2,000 seventh graders in 11 middle schools, we tested the efficacy of a brief intervention to buffer students from stereotypes and m…
A Quasi-Experimental Study of the Achievement Impacts of a Replicable Summer Reading Program
The “summer slide,” the well-documented tendency for students to lose academic skills during the extended summer break, remains a persistent challenge for educational equity and achievement. Although traditional summer school programs can mitigate these losses, an emerging body of research suggests that summer book distribution initiatives, which provide students with free, high-quality books to read at home, represent a cost-effective and scalab…
Psychology (16 works) · Mathematics education (10 works) · School Choice and Performance (9 works) · Academic achievement (8 works) · Multilevel model (7 works) · Mathematics (6 works) · Pedagogy (6 works) · Sociology (6 works) · Statistics (6 works) · Social Psychology (5 works)