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Open research questions in School Choice and Performance

1,217 unresolved questions extracted from the limitations and future-work sections of 14,183 School Choice and Performance papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Further research is needed to understand the limits of the data and what counterfactual queries the data can and cannot answer. Developing new aggregation schemes that account for both lottery-and RD-driven aTEs.

    Nonparametric treatment effect identification in school choice · 2026 · DOI

  • Common approaches to estimating aggregations of atomic treatment effects can mask important heterogeneity. There is a need for a characterization of the full set of identified atomic treatment effects. Prior work has not fully addressed the issue of asymptotically vanishing weight on RD-driven aTEs.

    Nonparametric treatment effect identification in school choice · 2026 · DOI

  • analyzing how SES moderates the relationship between teaching competencies and performance, - studying the effects of teaching competencies on performance in other education systems

    Teaching competencies as a key element for educational achievement and equity: a PISA-based study · 2026 · DOI

  • The paper identifies a gap in understanding the impact of forced curving on students' experiences. There is a need to study the effects of forced curving on students, particularly in the context of equitable assessment practices.

    “Teaching People the Wrong Things”: Undergraduates’ Reactions to a Forced Curve Grade Policy · 2026 · DOI

  • The study focuses on three government-run elementary schools in the Adivasi region of southern Rajasthan. The study does not provide a comprehensive analysis of the entire Indian education system. The sample size is limited to three schools.

    Accountability for learning in contexts of fragile school attendance in India · 2026 · DOI

  • The study identifies the challenge of promoting active learning and critical thinking in mathematics education. The study highlights the challenge of catering to diverse learning styles and promoting engagement with the material. The study mentions the challenge of implementing Inquiry-Based Learning (IBL) due to its exploratory nature and the need for extensive planning and preparation.

    Opposing pathways linking gender school belonging and mathematics achievement: Evidence from PISA 2018 and 2022 in Nordic countries · 2026 · DOI

  • The study identifies a gap in understanding the relationship between gender and mathematics achievement. The study highlights the need to investigate the mediating role of school belonging in this relationship. The study reveals that prior work has not fully explored the context-dependent nature of school belonging in influencing mathematics achievement.

    Opposing pathways linking gender school belonging and mathematics achievement: Evidence from PISA 2018 and 2022 in Nordic countries · 2026 · DOI

  • There is a need to analyze how teaching competencies relate to academic achievement and educational equity. The relationship between socioeconomic background and teaching competencies is not well understood. There is a lack of research on the impact of teaching competencies on student performance in the Spanish education system.

    Teaching competencies as a key element for educational achievement and equity: a PISA-based study · 2026 · DOI

  • Further research is needed to explore the relationship between attendance patterns and learning outcomes. Investigating the impact of governance reforms on education system accountability is necessary. Studying the effects of 'performative' accountability on teacher and student outcomes could be beneficial.

    Accountability for learning in contexts of fragile school attendance in India · 2026 · DOI

  • ABSTRACT School closures have become a defining feature of educational restructuring in rural America, yet little is known about how closure risks have been distributed across schools with different racial compositions over time.

    Depopulation, Institutional Survivorship, and Racial Inequality in Rural School Closure · 2026 · DOI

  • Abstract Although assumptions regarding out-of-field (OOF) mathematics teachers—such as their limited knowledge, motivation, or self-efficacy—are often linked to a negative influence on student achievement, empirical evidence in this regard remains inconsistent.

    Out-of-field mathematics teaching and its impact on student achievement across countries: evidence from TIMSS 2023 · 2026 · DOI

  • Purpose: Although research has investigated the influence of teachers’ unions on PK–12 school systems over several decades, the impact of reduced union power on students remains underexplored.

    The Impacts of Teachers’ Union Reform on Student Achievement: Evidence from the Midwestern States · 2026 · DOI

  • This study addresses the limited and mixed evidence on how statewide teachers’ union reforms affect student academic outcomes.

    The Impacts of Teachers’ Union Reform on Student Achievement: Evidence from the Midwestern States · 2026 · DOI

  • A key commonality, however, is the limited evidence base for determining and implementing policy interventions and reforms.

    Understanding teacher recruitment and retention across the UK: A ‘home international’ comparison · 2026 · DOI

  • A key commonality, however, is the limited evidence base for determining and implementing policy interventions and reforms.

    Understanding teacher recruitment and retention across the UK: A ‘home international’ comparison · 2026 · DOI

  • Whether to convert existing single-sex schools into co-educational ones remains an open policy question in many countries, yet causal evidence on how such conversions affect academic performance is limited, particularly in developing country settings.

    Student performance following the conversion of single-sex schools to co-education: evidence from Colombia · 2026 · DOI

  • Background The Dominican Republic consistently ranks last among Latin American countries in international reading assessments, yet the relative contributions of socioeconomic conditions versus school system quality remain unclear.

    The Reading Gap in the Dominican Republic: Education System or Socioeconomic Vulnerability? · 2026 · DOI

  • Yet comparative analyses of these policy developments at the subnational level, where the most extensive and significant variation exists, are lacking.

    Variation All the Way Down: Charting the Subnational Trajectories of School Choice Policy across and within Multicultural Democracies · 2025 · DOI

  • This study investigated the underexplored topic of teacher preparation program admissions processes by interviewing faculty and analyzing program documents.

    Attention to Equity in Teacher Education Admissions Processes · 2024 · DOI

  • If poverty conditions re- strict the academically able (all of these students were scor- ing in the top 5 percent of their age group on standardized achievement tests) from participating in special programs, then efforts to adjust for and/or remediate the effects of income on test performance need to be examined.

    A Three Year Study of The Effects of Low Income on SAT Scores Among the Academically Able · 1987 · DOI

  • Students in rural areas face challenges such as lack of laboratories, insufficient equipment, and teacher shortage. Students in rural areas are less motivated to pursue higher education than students in urban areas.

    Investigating the moderate effect of school location and gender on the relationship between school type and students’ mathematics achievement · 2026 · DOI

  • There is a gap in the literature on the moderating effect of school location and gender on the relationship between school type and students' mathematics achievement.

    Investigating the moderate effect of school location and gender on the relationship between school type and students’ mathematics achievement · 2026 · DOI

  • Socioeconomic disparities shape educational achievement globally. Limited access to resources and supportive family situations can hinder academic success. Addressing socioeconomic gaps is critical for establishing fair access to quality education.

    The influence of socioeconomic status on students’ mathematics achievement in secondary schools in Borama District, Somaliland · 2026 · DOI

  • There is a lack of research on the association between socioeconomic status and mathematical achievement in fragile and under-researched contexts such as Somaliland. The study aims to fill this gap by providing context-specific descriptive evidence.

    The influence of socioeconomic status on students’ mathematics achievement in secondary schools in Borama District, Somaliland · 2026 · DOI

  • Physician assistant/associate (PA) programs often use undergraduate grade point average (GPA), one measure of academic achievement, to assess applicants for admission, but the extent to which SES impacts undergraduate academic achievement remains unexplored.

    Undergraduate Grade Point Average Mediates the Relationship Between Childhood Socioeconomic Indicators and Likelihood of Physician Assistant/Associate Matriculation · 2026 · DOI

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1,217 open questions have been extracted from the limitations and future-work passages of 14,183 School Choice and Performance papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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