Beth Gamse
Impact in
-
- Reading and Literacy Development
- Education top 5%
- School Choice and Performance
- Parental Involvement in Education
- Early Childhood Education and Development
- Teacher Education and Leadership Studies
- Education Systems and Policy
Papers in
- Education 19
- Education Systems and Policy 13
- School Choice and Performance 4
- Diverse Education Studies and Reforms 2
- Early Childhood Education and Development 2
- Parental Involvement in Education 2
- Higher Education Research Studies 2
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- Educational Assessment and Improvement 4
- Co-authors
- Robin Jacob (5 shared papers)Beth Boulay (8 shared papers)Megan Horst (4 shared papers)Fatih Unlu (7 shared papers)Howard S. Bloom (2 shared papers)James J. Kemple (2 shared papers)Linda Caswell (2 shared papers)Alina Martinez (1 shared paper)
- Journals
- Peabody Journal of Education (1 paper)Teachers College Record The Voice of Scholarship in Education (1 paper)International Journal of Science Education Part B (1 paper)Issue Lab (Candid) (1 paper)RAND Corporation eBooks (1 paper)
- Partner nations
- United States
In The Last Decade
Beth Gamse
19 papers receiving 296 citations
Peers
Comparison fields: 5 of 48
- Developmental and Educational Psychology 151
- Education 266
- Statistics and Probability 49
- Information Systems and Management 35
- Safety Research 31
Countries citing papers authored by Beth Gamse
This map shows the geographic impact of Beth Gamse's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Beth Gamse with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Beth Gamse more than expected).
Fields of papers citing papers by Beth Gamse
This network shows the impact of papers produced by Beth Gamse. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Beth Gamse. The network helps show where Beth Gamse may publish in the future.
Co-authors
The 25 scholars most cited alongside Beth Gamse, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
Showing the 20 most-cited of 24 papers — load more, or switch the sort, to bring in the rest.
| # | Work | ||
|---|---|---|---|
| 1 | Reading First Impact Study. Final Report. NCEE 2009-4038. | 2008 | 74 |
| 2 | Reading First Impact Study Final Report | 2009 | 72 |
| 3 | 2015 | 55 | |
| 4 | Reading First Impact Study: Interim Report. NCEE 2008-4016. | 2008 | 44 |
| 5 | Reading First Impact Study: Interim Report | 2008 | 34 |
| 6 | 2016 | 30 | |
| 7 | National Evaluation of the Even Start Family Literacy Program: 1994-1997 Final Report. | 1998 | 12 |
| 8 | Special Strategies for Educating Disadvantaged Children. Urban and Suburban/Rural. Second Year Report. | 1994 | 9 |
| 9 | Reading First Impact Study. Final Report. Executive Summary. NCEE 2009-4039. | 2008 | 8 |
| 10 | 1998 | 6 | |
| 11 | Follow-Up Study of Families in the Even Start In-Depth Study. Final Report. | 1997 | 5 |
| 12 | 2002 | 4 | |
| 13 | National Evaluation of the Even Start Family Literacy Program. 1995 Interim Report. | 1997 | 3 |
| 14 | National Evaluation of the Even Start Family Literacy Program: Report on Migrant Even Start Projects. | 1997 | 2 |
| 15 | Reading First Implementation Study 2008-09: Final Report. | 2011 | 2 |
| 16 | Evaluation of the Massachusetts Expanded Learning Time (ELT) Initiative. Year Five Final Report: 2010-2011. Volume I. | 2012 | 2 |
| 17 | Evaluation of Massachusetts Expanded Learning Time (ELT) Initiative: Implementation and Outcomes after Four Years. | 2011 | 1 |
| 18 | Promising Policies to Address the Needs of Students with Disabilities: Lessons from Other States. | 2020 | 1 |
| 19 | Evaluation of the Massachusetts Expanded Learning Time (ELT) Initiative: Final Study Findings. | 2013 | 1 |
| 20 | A curriculum of matter or a matter of curriculum : an evaluation of an innovation in high school chemistry | 1991 | 1 |
About Beth Gamse
Beth Gamse is a scholar working on Education, Information Systems and Management, Developmental and Educational Psychology, Safety Research and Social Psychology, having authored 24 papers that have together received 368 indexed citations. Recurring topics across this work include Education Systems and Policy (13 papers), School Choice and Performance (4 papers), Educational Assessment and Improvement (4 papers), Reading and Literacy Development (3 papers), Diverse Education Studies and Reforms (2 papers), Early Childhood Education and Development (2 papers), Parental Involvement in Education (2 papers) and Higher Education Research Studies (2 papers). The work is most often cited by research in Developmental and Educational Psychology (151 citations), Education (266 citations), Statistics and Probability (49 citations), Information Systems and Management (35 citations) and Safety Research (31 citations). Beth Gamse has collaborated with scholars based in United States. Frequent co-authors include Robin Jacob, Beth Boulay, Megan Horst, Fatih Unlu, Howard S. Bloom, James J. Kemple, Linda Caswell, Alina Martinez, Robert L. Selman and Smith. Their work appears in journals such as Peabody Journal of Education, Teachers College Record The Voice of Scholarship in Education, International Journal of Science Education Part B, Issue Lab (Candid) and RAND Corporation eBooks.
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.