Sarah Ruth Morris Data-verified
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Biography and Research Information
OverviewAI-generated summary
Sarah Ruth Morris's research examines educational equity and student outcomes across various academic levels. Her work has investigated the relationship between socioeconomic status, school location, and college enrollment, as well as disparities in course failures among economically disadvantaged students. Morris has also explored the potential and limitations of generative AI in addressing socioeconomic challenges in low-income countries.
Her publications include analyses of the civic outcomes of private education, the impact of grade control on middle school motivation, and the challenges faced by teen mothers in accessing higher education. She has also studied administrators' perceptions of standards-based grading practices.
Morris is a co-principal investigator on a National Science Foundation grant totaling $29,664 for the 2025 Redbud Topology Conference. Her scholarly contributions are reflected in an h-index of 3, with 17 total publications and 45 citations.
Metrics
- h-index: 3
- Publications: 17
- Citations: 45
Selected Publications
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The effects of grading equity professional development on student outcomes (2025)
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The Notorious SBG: Administrators’ Perceptions of Standards-Based Grading Practices (2025)
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The Role of High School Freshman Grades, Socioeconomic Status, and School Location on College Enrollment (2024)
Federal Grants 1 $29,664 total
Collaboration Network
Top Collaborators
- The Role of High School Freshman Grades, Socioeconomic Status, and School Location on College Enrollment
- Unexcused Absences and Failures: Dissecting the Variability in Course Credit Policies and Freshman Course Failure
- Building for Success? Ninth-Grade Course Failures and School Configurations
- The Notorious SBG: Administrators’ Perceptions of Standards-Based Grading Practices
- Defiant school choice? Educational freedom, access, and Arkansas’s AP African American studies controversy
- The effects of grading equity professional development on student outcomes
- The Public Purposes of Private Education: a Civic Outcomes Meta-Analysis
- Could minimum grading enhance high school graduation rates and cost-effectiveness across Arkansas?
- The Notorious SBG: Administrators’ Perceptions of Standards-Based Grading Practices
- The effects of grading equity professional development on student outcomes
- Can Offering More Grade Control Improve Middle School Students’ Motivation?
- Stuck in the Same Old Grades: Unchanging Disparities in Economically Disadvantaged Students’ Course Failures
- The Public Purposes of Private Education: a Civic Outcomes Meta-Analysis
- The Public Purposes of Private Education: a Civic Outcomes Meta-Analysis
- The Public Purposes of Private Education: a Civic Outcomes Meta-Analysis
- Course Correction: Navigating Equity in Ninth-Grade Advanced Placement
- Course Correction: Navigating Equity in Ninth-Grade Advanced Placement
- Traditional vs. Modern-Grading Practices: A Comparative Case Study
- Designing Artificial Intelligence-Powered Health Care Assistants to Reach Vulnerable Populations: A Discrete Choice Experiment Among South African University Students
- Designing Artificial Intelligence-Powered Health Care Assistants to Reach Vulnerable Populations: A Discrete Choice Experiment Among South African University Students
- Designing Artificial Intelligence-Powered Health Care Assistants to Reach Vulnerable Populations: A Discrete Choice Experiment Among South African University Students
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