Sarah Ruth Morris
Biographic Data
| ID | 9499842 |
|---|---|
| NAME | Sarah Ruth Morris |
| GIVEN NAMES | Sarah Ruth |
| FAMILY NAME | Morris |
| SIGNATURE | MORRIS S R |
| AFFILIATIONS | Department of Education Reform, University of Arkansas, Fayetteville, Arkansas, USA |
| ORCID | 0000-0002-2949-4337 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Stuck in the Same Old Grades
Freshman grades relate to academic outcomes, yet limited research explores which students face the highest risk of course failure. With logit analysis using a five-year Arkansas dataset (n = 164,688), we find that economically disadvantaged ninth-grade students are more likely to fail a course than their more privileged peers. This disparity persists over time despite claims of a shift toward SBG. The study highlights the pressing need for gradin…
Defiant school choice? Educational freedom, access, and Arkansas’s AP African American studies controversy
On August 11, 2023, the Arkansas Department of Education (ADE) notified schools just before the fall semester’s start that they would no longer support the college-board-approved AP African American Studies (APAAS) course. Subsequently, all five districts offering the course declared their intent to proceed despite the lack of state funding and course credits. We conduct a document and qualitative thematic analysis in this mixed methods study. In…
Could minimum grading enhance high school graduation rates and cost-effectiveness across Arkansas
High school graduation is a pivotal milestone that can shape students' future, offering them opportunities for higher education and gainful employment. Because research shows grade point averages and course failures to be predictive of high school graduation, it is important for students' life outcomes that their teachers assign them equitable grades. However, recent research has scrutinized how schools have traditionally graded students, calling…
No prominent works on this page.
Defiant school choice? Educational freedom, access, and Arkansas’s AP African American studies controversy
On August 11, 2023, the Arkansas Department of Education (ADE) notified schools just before the fall semester’s start that they would no longer support the college-board-approved AP African American Studies (APAAS) course. Subsequently, all five districts offering the course declared their intent to proceed despite the lack of state funding and course credits. We conduct a document and qualitative thematic analysis in this mixed methods study. In…
Could minimum grading enhance high school graduation rates and cost-effectiveness across Arkansas
High school graduation is a pivotal milestone that can shape students' future, offering them opportunities for higher education and gainful employment. Because research shows grade point averages and course failures to be predictive of high school graduation, it is important for students' life outcomes that their teachers assign them equitable grades. However, recent research has scrutinized how schools have traditionally graded students, calling…
Stuck in the Same Old Grades
Freshman grades relate to academic outcomes, yet limited research explores which students face the highest risk of course failure. With logit analysis using a five-year Arkansas dataset (n = 164,688), we find that economically disadvantaged ninth-grade students are more likely to fail a course than their more privileged peers. This disparity persists over time despite claims of a shift toward SBG. The study highlights the pressing need for gradin…
Mathematics education (3 works) · Psychology (3 works) · Engineering (2 works) · Higher Education Research Studies (2 works) · Medical education (2 works) · Medicine (2 works) · Political science (2 works) · School Choice and Performance (2 works) · Academic skills (1 work) · African american (1 work)