| School choice, gentrification, and the variable significance of racial stratification in urban neighborhoods FA Pearman, WA Swain Sociology of Education 90 (3), 213-235, 2017 | 172 | 2017 |
| Are achievement gaps related to discipline gaps? Evidence from national data FA Pearman, FC Curran, B Fisher, J Gardella Aera Open 5 (4), 2332858419875440, 2019 | 148 | 2019 |
| Critical race theory, interest convergence, and teacher education HR MILNER IV, FA PEARMAN III, EO McGee Handbook of critical race theory in education, 359-374, 2013 | 142 | 2013 |
| Risk and protective factors in mathematically talented Black male students: Snapshots from kindergarten through eighth grade EO McGee, FA Pearman Urban Education 49 (4), 363-393, 2014 | 111 | 2014 |
| Students’ feelings of safety, exposure to violence and victimization, and authoritative school climate BW Fisher, S Viano, F Chris Curran, F Alvin Pearman, JH Gardella American Journal of Criminal Justice 43, 6-25, 2018 | 80 | 2018 |
| Gentrification and academic achievement: A review of recent research FA Pearman Review of Educational Research 89 (1), 125-165, 2019 | 74 | 2019 |
| Understanding Black male mathematics high achievers from the inside out: Internal risk and protective factors in high school EO McGee, FA Pearman The Urban Review 47, 513-540, 2015 | 74 | 2015 |
| Gentrification, geography, and the declining enrollment of neighborhood schools FA Pearman Urban Education 55 (2), 183-215, 2020 | 68 | 2020 |
| The effect of neighborhood poverty on math achievement: Evidence from a value-added design FA Pearman Education and Urban Society 51 (2), 289-307, 2019 | 28 | 2019 |
| Teachers, schools, and pre-K effect persistence: An examination of the sustaining environment hypothesis FA Pearman, MP Springer, M Lipsey, M Lachowicz, W Swain, D Farran Journal of Research on Educational Effectiveness 13 (4), 547-573, 2020 | 27 | 2020 |
| Risk, protection, and identity development in high‐achieving Black males in high school SL Houston, FA Pearman, EO McGee Journal of Research on Adolescence 30 (4), 875-895, 2020 | 19 | 2020 |
| School closures and the gentrification of the Black metropolis FA Pearman, D Marie Greene Sociology of Education 95 (3), 233-253, 2022 | 17 | 2022 |
| Anti-Blackness and racial disproportionality in gifted education FA Pearman, EO McGee Exceptional children 88 (4), 359-380, 2022 | 17 | 2022 |
| Collective racial bias and the Black-White test score gap FA Pearman Race and Social Problems 14 (4), 283-292, 2022 | 16 | 2022 |
| The moderating effect of neighborhood poverty on preschool effectiveness: Evidence from the Tennessee voluntary prekindergarten experiment FA Pearman American Educational Research Journal 57 (3), 1323-1357, 2020 | 15 | 2020 |
| Using the interaction geography slicer to visualize New York City Stop & Frisk BR Shapiro, FA Pearman 2017 IEEE VIS Arts Program (VISAP), 1-8, 2017 | 12 | 2017 |
| B., & Gardella, J.(2019). Are achievement gaps related to discipline gaps? Evidence from national data FA Pearman, C II, F FC Aera Open 5 (4), 0 | 8 | |
| Gentrified Discipline: The Impact of Gentrification on Exclusionary Punishment in Public Schools FA Pearman Social Problems 70 (1), 164-184, 2023 | 5 | 2023 |
| Anti-Blackness and the way forward for K-12 schooling F Pearman Brookings Institution, 2020 | 5 | 2020 |
| Income & Campus Disparities Among Hispanic-Identifying UC Applicants: Implications for Hispanic Serving Institution Designation AJ Alvero, S Giebel, F Pearman EdArXiv, 2022 | 3 | 2022 |
Ebony O. McGee, Ph.D.Professor of Innovation and Inclusion in the STEM Ecosystem, Johns Hopkins UniversityVerified email at jhu.edu
