Each year, CERA honors one of its members with the Outstanding Paper Award. Authors of original, unpublished articles contributing to the field of educational research, program evaluation, assessment, accountability, or related topics are invited to submit their papers for consideration for the CERA’s Outstanding Paper Award.
The recipient of the CERA Outstanding Paper Award receives paid conference registration to both CERA’s Annual Conference and to the American Educational Research Association’s (AERA) Annual Meeting where he or she will represent CERA.
Individuals must be a member of CERA and have their abstract accepted for the CERA Annual Conference in order to apply for the Outstanding Paper Award.
Congratulations to the 2019 Outstanding Paper Award Recipient, Dominic Zarecki, for his work on Banning Math Progress: The academic impact of California's suspension ban
The recipient of the CERA Outstanding Paper Award receives paid conference registration to both CERA’s Annual Conference and to the American Educational Research Association’s (AERA) Annual Meeting where he or she will represent CERA.
Individuals must be a member of CERA and have their abstract accepted for the CERA Annual Conference in order to apply for the Outstanding Paper Award.
Congratulations to the 2019 Outstanding Paper Award Recipient, Dominic Zarecki, for his work on Banning Math Progress: The academic impact of California's suspension ban
Past Award Recipients
2018
How Urban California Educators Engage Academic Optimism to Maximize Equity in Student Learning Withink Low Socio- Economic Status Schools
Dr. Teri Marcos, Dr. Donald Wise, Dr. Susan Belenardo, Dr. William Loose & Dr. Wayne Padover
2017
Designing Accessible Formative Assessment Tasks to Measure Argumentation Skills for English Learners
Dr. Danielle Guzman
2016
Socially responsive classrooms for SEND students
Christoforos Mamas, Alan J. Daly & Giovanna Schaelli
2015
Impact of California’s Transitional Kindergarten Program
Karen Manship & Heather Quick
2014
Building and Utilizing an Academic Support Index
David Stevens
2013
What Makes High School Asian English Learners Tick?
Daeryong Seo
2012
Seeing Eye-to-Eye: A Study of Afterschool Alignment and Academic Achievement
Tracy Bennett
2011
Impact on Kindergarten Entrance Age on Academic Achievement: A Longitudinal Study
Sara Najarro
2010
Factors Associated with Academic Achievement of Academically Talented Students: A Comparison of Four Ethnic Groups
Hae Seong Park, Ph.D
How Urban California Educators Engage Academic Optimism to Maximize Equity in Student Learning Withink Low Socio- Economic Status Schools
Dr. Teri Marcos, Dr. Donald Wise, Dr. Susan Belenardo, Dr. William Loose & Dr. Wayne Padover
2017
Designing Accessible Formative Assessment Tasks to Measure Argumentation Skills for English Learners
Dr. Danielle Guzman
2016
Socially responsive classrooms for SEND students
Christoforos Mamas, Alan J. Daly & Giovanna Schaelli
2015
Impact of California’s Transitional Kindergarten Program
Karen Manship & Heather Quick
2014
Building and Utilizing an Academic Support Index
David Stevens
2013
What Makes High School Asian English Learners Tick?
Daeryong Seo
2012
Seeing Eye-to-Eye: A Study of Afterschool Alignment and Academic Achievement
Tracy Bennett
2011
Impact on Kindergarten Entrance Age on Academic Achievement: A Longitudinal Study
Sara Najarro
2010
Factors Associated with Academic Achievement of Academically Talented Students: A Comparison of Four Ethnic Groups
Hae Seong Park, Ph.D