Geoffrey D. Borman | Academic Influence

Geoffrey D. Borman's AcademicInfluence.com Rankings

Geoffrey D. Borman

Education

#1080

World Rank

#1532

Historical Rank

Pedagogy

#122

World Rank

#163

Historical Rank

education Degrees

Download Badge

Education

Geoffrey D. Borman's Degrees

Bachelors Psychology University of California, Berkeley

Similar Degrees You Can Earn

Best Online Bachelor's in Psychology 2025

Why Is Geoffrey D. Borman Influential?

(Suggest an Edit or Addition)

According to Wikipedia, Geoffrey D. Borman is an American quantitative methodologist and policy analyst. He received his Ph.D. from the University of Chicago in 1997 and is currently the Alice Wiley Snell Endowed Professor at Arizona State University, Director of the Arizona State University Education Sciences Graduate Program, and Editor of Educational Evaluation and Policy Analysis.

(See a Problem?)

Geoffrey D. Borman's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Teacher Attrition and Retention: A Meta-Analytic and Narrative Review of the Research (2008) (1029)
Comprehensive School Reform and Achievement: A Meta-Analysis (2003) (867)
Improving Adolescent Literacy: Effective Classroom and Intervention Practices. IES Practice Guide. NCEE 2008-4027. (2008) (402)
Academic Resilience in Mathematics among Poor and Minority Students (2004) (341)
Schools and Inequality: A Multilevel Analysis of Coleman's Equality of Educational Opportunity Data (2010) (271)
Teacher Quality and Educational Equality: Do Teachers with Higher Standards‐Based Evaluation Ratings Close Student Achievement Gaps? (2005) (226)
Final Reading Outcomes of the National Randomized Field Trial of Success for All (2007) (217)
A Multistate District-Level Cluster Randomized Trial of the Impact of Data-Driven Reform on Reading and Mathematics Achievement (2011) (217)
COMPREHENSIVE SCHOOL REFORM AND STUDENT ACHIEVEMENT A Meta-Analysis (2002) (194)
The Long-Term Effects and Cost-Effectiveness of Success for All (2002) (172)
Examining the Relationship Between Teacher Evaluation and Student Assessment Results in Washoe County (2004) (171)
Title I and Student Achievement: A Meta-Analysis of Federal Evaluation Results (1996) (162)
Longitudinal Achievement Effects of Multiyear Summer School: Evidence From the Teach Baltimore Randomized Field Trial (2006) (132)
Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a Four-Year Study (2003) (128)
Assessing Teacher, Classroom, and School Effects, Including Fiscal Effects (2004) (105)
School Reform Through a Highly Specified Curriculum: Implementation and Effects of the Core Knowledge Sequence (2000) (104)
Academic Success among Poor and Minority Students: An Analysis of Competing Models of School Effects. (2001) (104)
Family Background and School Effects on Student Achievement: A Multilevel Analysis of the Coleman Data (2011) (103)
Book review of Reversing Underachievement Among Gifted Black Students (1998) (102)
Family, Neighborhood, and School Settings across Seasons: When Do Socioeconomic Context and Racial Composition Matter for the Reading Achievement Growth of Young Children? (2010) (101)
Families, Schools, and Summer Learning (2005) (93)
Success for All: First-Year Results From the National Randomized Field Trial (2005) (92)
Sample Selection in Randomized Experiments: A New Method Using Propensity Score Stratified Sampling (2014) (81)
Chapter 1: National Efforts to Bring Reform to Scale in High-Poverty Schools: Outcomes and Implications (2005) (76)
Threat in Context (2014) (70)
New Evidence on Self-Affirmation Effects and Theorized Sources of Heterogeneity From Large-Scale Replications (2017) (70)
The National Randomized Field Trial of Success for All: Second-Year Outcomes (2005) (68)
An Effort to Close Achievement Gaps at Scale Through Self-Affirmation (2016) (66)
Halting the Summer Achievement Slide: A Randomized Field Trial of the KindergARTen Summer Camp (2009) (64)
Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. NCEE 2016-4010. (2016) (60)
Effects of Two Scientific Inquiry Professional Development Interventions on Teaching Practice (2013) (60)
Title I : Compensatory Education at the Crossroads (2001) (60)
A Randomized Trial of Teacher Development in Elementary Science: First-Year Achievement Effects (2008) (53)
Summer learning : research, policies, and programs (2004) (50)
Advancing Minority High Achievement: National Trends and Promising Programs and Practices (2000) (47)
A Randomized Field Trial of the Fast ForWord Language Computer-Based Training Program (2009) (47)
Improving adolescent literacy: Effective classroom and intervention practices (NCEE ). U.S. Department of Education, Institute of Education for Education Statistics. (2008) (41)
A Multisite Cluster Randomized Field Trial of Open Court Reading (2008) (39)
Four Models of School Improvement: Successes and Challenges in Reforming Low-Performing, High-Poverty Title I Schools. Report No. 48. (2000) (37)
Self-Affirmation Effects Are Produced by School Context, Student Engagement With the Intervention, and Time: Lessons From a District-Wide Implementation (2018) (34)
Experiments for Educational Evaluation and Improvement (2002) (32)
Title I: The Evolving Research Base (2000) (31)
Structuring Out-of-School Time to Improve Academic Achievement. IES Practice Guide. NCEE 2009-012. (2009) (30)
Visual and narrative interpretation (2009) (30)
Reappraising academic and social adversity improves middle school students’ academic achievement, behavior, and well-being (2019) (30)
Summers Are for Learning. (2001) (26)
The Effects of Summer School: Questions Answered, Questions Raised (2000) (26)
Qualifications and Professional Growth Opportunities of Teachers in High- and Low-Poverty Elementary Schools. (1999) (24)
The Longitudinal Achievement of Chapter I Students: Preliminary Evidence from the Prospects Study (1998) (23)
How Can Title I Improve Achievement (2003) (20)
Family and Contextual Socioeconomic Effects Across Seasons: When Do They Matter for the Achievement Growth of Young Children? (2007) (19)
Site Selection in Experiments: An Assessment of Site Recruitment and Generalizability in Two Scale-up Studies (2016) (18)
The Use of Randomized Trials to Inform Education Policy (2009) (17)
Different Institutions and Different Values: Exploring First-Generation Student Fit at 2-Year Colleges (2018) (16)
Coordinating categorical and regular programs: Effects on Title I students’ educational opportunities and outcomes (2001) (15)
Advancing values affirmation as a scalable strategy for mitigating identity threats and narrowing national achievement gaps (2017) (15)
Can a Summer Intervention Program Using Trained Volunteer Teachers Narrow the Achievement Gap? First-Year Results from a Multi-Year Study. (2001) (14)
The Impacts of Success for All on Reading Achievement in Grades 3–5 (2013) (13)
National Evaluation of Core Knowledge Sequence Implementation. Final Report. (2000) (12)
Title I: Compensatory Education at the Crossroads. Sociocultural, Political and Historical Studies in Education. (2001) (11)
Longitudinal Achievement and Chapter I Coordination in High-Poverty Schools: A Multilevel Analysis of the Prospects Data (1998) (11)
What If Coleman Had Known About Stereotype Threat? How Social-Psychological Theory Can Help Mitigate Educational Inequality (2016) (10)
The Characteristics of Schools and Classrooms Attended by Successful Minority Students. (2000) (10)
Can a multiyear summer program prevent the accumulation of summer learning losses (2004) (9)
National Efforts to Bring Reform to Scale in America's High-Poverty Elementary and Secondary Schools: Outcomes and Implications. (2009) (9)
Title I and Student Achievement: A Meta-Analysis of 30 Years of Test Results. (1995) (7)
Assessing malleable social-psychological academic attitudes in early adolescence. (2018) (7)
The impacts of a brief middle-school self-affirmation intervention help propel African American and Latino students through high school. (2020) (6)
Student and Teacher Outcomes of The Superkids Quasi-Experimental Study (2009) (6)
Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. Executive Summary. NCEE 2016-4009. (2016) (6)
Findings From a Multiyear Scale-Up Effectiveness Trial of Open Court Reading (2018) (5)
Reform on Reading and Mathematics Achievement A Multistate District-Level Cluster Randomized Trial of the Impact of Data-Driven (2011) (5)
Impacts and Alternatives: Evidence From an Elementary Charter School Evaluation (2014) (5)
School Calendars and Academic Achievement (2010) (5)
Title I: The Evolution and Effectiveness of Compensatory Education (2005) (5)
The Past, Present, and Future of Comprehensive School Reform. Research Brief. (2009) (3)
Findings from a Multi-Year Scale-up Effectiveness Trial of Everyday Mathematics. (2015) (3)
Title I parent involvement programs: Parent practices and student achievement (2001) (3)
Designing a Sample Selection Plan to Improve Generalizations from Two Scale-Up Experiments. (2011) (3)
Addressing Literacy Needs of Struggling Spanish-Speaking First Graders: First-Year Results From a National Randomized Controlled Trial of Descubriendo la Lectura (2019) (3)
A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale (2021) (3)
Louisiana Striving Readers: Final Evaluation Report. (2012) (3)
A Quasi-Experimental Study of the Impacts of the Kids Read Now Summer Reading Program (2020) (2)
The District-Wide Effectiveness of the Achieve3000 Program: A Quasi-Experimental Study. (2015) (2)
The Sustained Effects of a Brief Self-Affirmation Intervention on Students' Academic Outcomes across Middle and High School. (2015) (2)
Preliminary Findings from a Multi-Year Scale-Up Effectiveness Trial of Open-Court Reading (Imagine It!). (2015) (2)
A Multisite Randomized Controlled Trial of the Effectiveness of Descubriendo la Lectura (2020) (1)
Inside the Black Box of Self-Affirmation: Which Parts of Affirmation Exercises Are Critical for Treatment Efficacy?. (2015) (1)
Replicating a Scalable Intervention That Helps Students Reappraise Academic and Social Adversity During the Transition to Middle School (2020) (1)
Focusing on Teachers' Mathematical Knowledge: The Impact of Content-Intensive Professional Development. Study Snapshot. NCEE 2016-4011. (2016) (0)
Site Selection in Experiments: A Follow-Up Evaluation of Site Recruitment in Two Scale-Up Studies. (2015) (0)
The University of Wisconsin-Madison School of Education ELPA 940-003, Evidence-Based Education Policy Fall 2005 Educational Sciences Building, Rm. 1161, Thursday 4:40 - 7:10 Instructor: Secretary: (2005) (0)
Title : An Effort to Close Achievement Gaps at Scale through Self-Affirmation Authors and Affiliations : (2012) (0)
Promoting School Belongingness and Academic Performance: A Multisite Effectiveness Trial of a Scalable Student Mindset Intervention (2016) (0)
Title : The Sustained Effects of a Brief Self-Affirmation Intervention on Students ’ Academic Outcomes across Middle and High School (2015) (0)
Sociology 875 - Fall 2006 Interdisciplinary Training Seminar in Education Sciences From Disciplinary Knowledge to Applied Research in Education: Producing Evidence that Matters (2006) (0)
Replicating an Intervention Designed to Mitigate Academic and Social Adversity for Transitioning Middle School Students (2021) (0)
Malleable Social-Psychological Academic Attitudes Survey (2020) (0)
Back Matter (2004) (0)
It's Time to Document Teaching Styles More Carefully Self-affirmation Exercises Found to Boost Some Achievement Leaders Afterschool Program Reduces Mobility among Some Families Gestures Enhance Student Understanding of Math Spring 2014 (0)
New Evidence on Self-Affirmation Effects and Theorized Sources of Heterogeneity from Two Cohorts in a Large-Scale Replication. (2016) (0)
Section Three: Looking beyond Traditional Practices for At-Risk Students (2002) (0)
September). district-level cluster randomized trial of the impact of data-driven reform on reading and mathematics achievement. (2011) (0)

This paper list is powered by the following services:

Other Resources About Geoffrey D. Borman

en.wikipedia.org

What Schools Are Affiliated With Geoffrey D. Borman?

Geoffrey D. Borman is affiliated with the following schools: