Geoffrey Borman

Publications (recent and selected)

Books

Borman, G.D., & Boulay, M. (Eds.) (2004). Summer learning: Research, policies, and programs. Mahwah, NJ: Erlbaum.

Borman, G.D., Stringfield, S.C., & Slavin, R.E. (Eds.) (2001). Title I: Compensatory education at the crossroads. Mahwah, NJ: Erlbaum.

Journal Articles and Book Chapters

Borman, G.D., Yang, H., Xie, X. (2020). A quasi-experimental study of the Kids Read Now summer reading program. Journal of Education for Students Placed at Risk. https://doi.org/10.1080/10824669.2020.1855985

Borman, G.D., Choi, Y., & Hall, G.J. (2020). The academic impacts of a brief middle-school self-affirmation intervention help propel African American and Latino students through high school. Journal of Educational Psychology. Advance online publication. https://doi.org/ 10.1037/edu0000570

Pyne, J., & Borman, G.D. (2020). Replicating a scalable intervention that helps students reappraise academic and social adversity during the transition to middle school. Journal of Research on Educational Effectiveness, 13, 652-678.

Borman, G.D., Borman, T.H., Park, S., & Houghton, S. (2019). A multisite randomized controlled trial of the effectiveness of Descubriendo la Lectura. American Educational Research Journal, 57, 1995-2020.

Borman, T.H., Borman, G.D., Houghton, S., Zhu, B., Martin, A., & Wilkinson-Flicker, S. (2019). Addressing the literacy needs of struggling Spanish-speaking first graders: First-year results from a national randomized controlled trial of Descubriendo la Lectura. AERA Open, 5(3), 1-14.

Borman, G.D., Rozek, C., Pyne, J., & Hanselman, P. (2019). Reappraising academic and social adversity improves middle-school students’ academic achievement, behavior, and well-being. Proceedings of the National Academy of Sciences, 116, 16286-16291.

Borman, G., Grigg, J., Rozek, C., Hanselman, P., & Dewey, N. (2018). Self-affirmation effects are produced by school context, student engagement with the intervention, and time: Lessons from a district-wide implementation. Psychological Science, 29, 1773-1784.

Pyne, J., Rozek, C.S., & Borman, G.D. (2018). Assessing malleable social-psychological academic attitudes in early adolescence. Journal of School Psychology, 71, 57-71.

Tibbetts, Y., Priniski, S.J., Hecht, C.A., Borman, G.D., & Harackiewicz, J.M. (2018). Different institutions and different values: Exploring first-generation student fit at 2-year colleges. Frontiers of Psychology, 9, 502. doi:10.3389/fpsyg.2018.00502

Borman, G.D. (2017). Advancing values affirmation as a scalable strategy for mitigating identity threats and narrowing national achievement gaps. Proceedings of the National Academy of Sciences, 114, 7486-7488.

Hanselman, P., Rozek, C., Grigg, J., Pyne, J., & Borman, G.D. (2017). New evidence on self-affirmation effects and theorized sources of heterogeneity from large-scale replications. Journal of Educational Psychology, 109, 405-424.

Borman, G.D., & Pyne, J. (2016). 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, 2(5), 164-185.

Borman, G.D., Grigg, J., & Hanselman, P. (2016). An effort to close achievement gaps at scale through self-affirmation. Educational Evaluation and Policy Analysis, 38, 21-42.

Hanselman, P., Bruch, S.K., Gamoran, A., & Borman, G.D. (2014). Threat in context: School moderation of the impact of social identity threat on racial/ethnic achievement gaps. Sociology of Education, 87, 106-124.

Tipton, E., Hedges, L., Vaden-Kiernan, M., Borman, G., Sullivan, K., & Caverly, S. (2014).  Sample selection in randomized experiments: A new method using propensity score stratified sampling. Journal of Research on Educational Effectiveness, 7, 114-135.

Hanselman, P., & Borman, G.D. (2013). The impacts of Success for All on reading achievement in grades 3-5: Does intervening during the later elementary grades produce the same benefits as intervening early? Educational Evaluation and Policy Analysis, 35, 237-251.

Carlson, D., Borman, G.D., & Robinson, M. (2011). A multi-state district-level cluster randomized trial of the impact of data-driven reform on reading and mathematics achievement. Educational Evaluation and Policy Analysis, 33, 378-398.

Benson, J., & Borman, G.D. (2010). Family and contextual socioeconomic effects across seasons: When do they matter for the achievement growth of young children? Teachers College Record, 112, 1338-1390.

Borman, G.D., & Dowling, N.M. (2010). Schools and inequality: A multilevel analysis of Coleman’s Equality of Educational Opportunity data. Teachers College Record, 112, 1201-1246.

Beckett, M., Borman, G., Capizzano, J., Parsley, D., Ross, S., Schirm, A., & Taylor, J. (2009). Structuring out-of-school time to improve student academic achievement: A practice guide. Washington, DC: Institute of Education Sci­ences, U.S. Department of Education.

Borman, G.D. (2009). The use of randomized trials to inform education policy. In G. Sykes, B. Schneider, D.N. Plank (Eds.), Handbook of education policy research (pp. 129-138). New York: Routledge.

Borman, G.D., Benson, J, & Overman, L. (2009). A randomized field trial of the Fast ForWord Language computer-based training program. Educational Evaluation and Policy Analysis, 31, 82-106.

Borman, G.D., & Dowling, N.M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78, 367-409.

Borman, G.D., Dowling, N.M., & Schneck, C. (2008). A multi-site cluster randomized field trial of Open Court Reading. Educational Evaluation and Policy Analysis, 30, 389-407.

Borman, G.D., Gamoran, A., & Bowdon, J. (2008). A randomized trial of teacher development in elementary science: First-year achievement effects. Journal of Research on Educational Effectiveness, 1, 237-264.

Kamil, M.L., Borman, G.D., Dole, J., Kral, C.C., Salinger, T., & Torgesen, J.(2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice guide. Washington, DC: Institute of Education Sci­ences, U.S. Department of Education.

Borman, G.D., Slavin, R.E., Cheung, A., Chamberlain, A., Madden, N., & Chambers, B. (2007). Final reading outcomes of the national randomized field trial of Success for All. American Educational Research Journal, 44, 701-731.

Borman, G.D., & Dowling, N.M. (2006). The longitudinal achievement effects of multi-year summer school: Evidence from the Teach Baltimore randomized field trial. Educational Evaluation and Policy Analysis, 28, 25-48.

Borman, G.D., & Kimball, S. (2005). Teacher quality and educational equality: Do teachers with higher standards-based evaluation ratings close student achievement gaps? Elementary School Journal, 106, 3-20.

Borman, G.D., & Hewes, G. (2003). The long-term effects and cost-effectiveness of Success for All. Educational Evaluation and Policy Analysis, 24, 243-266.

Borman, G.D., Hewes, G.M., Overman, L.T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73, 125-230.