PhotoEarly Childhood Education
The Early Childhood Education section encourages submissions that assess the efficacy of home and classroom-based interventions designed to support the development of young children. Innovative approaches that test pathways of influence across time within the context of intervention studies are of interest, including those that address outcomes such as language, literacy and math skills, emotional and social development, and executive function/self-regulation. Research describing studies that target children in the preschool period, as well as contiguous developmental phases, is encouraged. Consistent with the conference theme, research that follows children from one period into the next, or focuses on trajectories of change, will be of particular interest.

Social and Emotional Interventions in Educational Settings
The section on Social and Emotional Interventions in Educational Settings encourages submissions that advance knowledge of the means through which interventions targeting the social and emotional development of students may foster healthy growth and learning from preschool through adulthood.  Programs may target student motivation and engagement, as well as social, emotional and self-regulatory skills. Research may focus on the impacts of these interventions and the mechanisms through which they operate, including classroom social processes, targeted teaching practices and curricula. Studies that examine the impacts of interventions across developmental periods, including preschool to elementary, elementary to middle school and high school to adulthood, are encouraged. This may include examining the long-term impact of interventions across developmental periods and outcome domains, or the effects of similar interventions on students of different ages.

Instruction and Student Achievement
The section on Instruction and Student Achievement invites research that examines the development, implementation and evaluation of instructional programs, in content areas such as literacy, social science, mathematics and science. Consistent with the conference theme, research that examines instructional practices that influence educational trajectories, or interventions that support long-term impacts, are encouraged. Studies that address intervention fidelity, mechanisms of enduring impacts or identify sources that contribute to the fade-out of intervention effects, will align well with the thematic focus. Diverse perspectives on theory and practice are encouraged from practitioners and researchers, including submissions for panel presentations that include a range of views.

Understanding the Effects of Education Policies
The section on Understanding the Effects of Education Policies encourages submissions that investigate important questions about how education policies adopted by schools, school districts, states, or the federal government, affect students, teachers, or schools. Research describing the effects of policies at any level, including higher education, on a range of educational outcomes, including socio-emotional skill development, academic achievement, educational attainment, and labor market outcomes, is encouraged. Studies that replicate past findings and demonstrate how these results may, or may not, vary across contexts, settings, populations or methodological approaches, will be of particular interest. Submissions that extend past research and explore the reasons for convergent or divergent results, will align well with the conference theme.

Education and Social Inequality
The Education and Social Inequality section invites submissions of studies focused on the causes and consequences of inequality over the life course, from early childhood through post-secondary schooling and into adulthood. Research on policies, interventions, and programs designed to attenuate existing disparities in educational achievement and attainment related to ethnicity, immigrant status, race, gender or social class, is encouraged.

Transitions for Youth
The section on Transitions for Youth invites submissions examining policies and programs designed to smooth student transitions through the educational pipeline, particularly from middle school through post-secondary training. Programs may include interventions, including remedial coursework, summer counseling, mentorship programs and financial aid which seek to reduce attrition from high school into college, and from college enrollment to completion,. Consistent with the conference theme, studies particularly that focus on the long-term effects of programs and policies in earlier grades, including those within, and external to, classroom contexts, will be of particular interest.

Research Methods
The Research Methods section encourages the presentation of new methods, or extensions of existing methods, in the areas of measurement, research design, and statistical analysis, as they relate to problems of causal inference in educational research. Studies may include purely methodological work, or applied methodological work, in which new methods are illustrated within an actual study. Consistent with the conference theme, submissions that focus on longitudinal methods that model development and learning trajectories or transitions, especially as they relate to educational interventions and settings, are encouraged.