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 mitigate the racial suspension gap. The self-affirmation intervention helps students access positive aspects of their identities less associated with troublemaking in school. Confirmed in both trials, treatment effects cut Black-White suspension and office disciplinary referral gaps during seventh and eighth grade by approximately two thirds, with even greater impacts for Black students with prior infractions.

Recent evidence suggests that helping students reappraise common social and academic worries during the difficult transition to middle school can improve their academic achievement. To further test this outcome, we conducted a pre-registered randomized controlled trial at scale among students transitioning to middle school in seventh grade (N = 2,171). The intervention increased students’ seventh-grade grade point average, the sole confirmatory outcome proposed in preregistration, and reduced course failures when compared to controlgroup students. Differences in effects between those found for white students and for other racial/ethnic groups were not statistically significant. These results reinforce previous findings suggesting that reappraising stressful school situations during the transition to middle school may improve academic achievement for students across all demographic groups.

Drawing on administrative data and reading achievement data provided by two Midwestern school districts for three schools, we analyze the literacy impacts of a replicable summer reading program, Kids Read Now. The program includes both school-based and home-based components that together encourage students to remain engaged in reading high-quality books over the summer months. We apply propensity score matching methods to match participating Kids Read Now students with similar comparison students. Our results suggest that Kids Read Now participants outperformed comparison group students, with a mean effect size of d = .12. Additional model estimates of the impacts for those students who read more of the books provided by Kids Read Now revealed that those who received all 9 books realized an effect size of d = .18 relative to the outcomes for matched comparison students. We discuss how these results might be considered in light of prior findings on summer learning.

For more than a century, studies have shown that children who grow up in homes with more books achieve higher levels of academic success, yet it remains unclear whether books themselves improve learning or simply reflect broader socioeconomic advantages. Skill-development theory holds that greater access to books directly improves literacy through increased print exposure and reading practice, whereas the cultural capital account suggests books are indicators of broader family resources, including parental education, academic norms, and enrichment opportunities, that promote achievement independently of the books themselves. To provide causal evidence, we conducted a school-level randomized controlled trial of a program that builds children’s home libraries. In 2018, we randomly assigned 60 high-poverty public elementary schools to treatment or control groups. Students in 30 treatment schools received four book distributions over 5 y, averaging about seven books per distribution, and prominently including high-interest and culturally relevant titles; students in 30 control schools received none. Tracking students from 2018–19 through 2022–23, we find a statistically significant intention-to-treat impact on reading achievement of d = 0.100 and a larger d = 0.207 advantage for those completing the full 5-y program. These impacts correspond to approximately 25 to 32% and 52 to 65% of a typical year’s learning, respectively. The largest benefits are concentrated among students who received books across all distributions, indicating that cumulative exposure drives the strongest impacts. These findings provide evidence supporting skill-development theory and highlight a scalable strategy for improving literacy outcomes in high-poverty urban schools.