Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Who Will Teach? Policies That Matter
1992340 citationsAndy Summers, Richard J. Murnane et al.Journal of Policy Analysis and Managementprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
hero ref
Countries citing papers authored by James J. Kemple
Since
Specialization
Citations
This map shows the geographic impact of James J. Kemple'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 James J. Kemple with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites James J. Kemple more than expected).
This network shows the impact of papers produced by James J. Kemple. 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 James J. Kemple. The network helps show where James J. Kemple may publish in the future.
Co-authorship network of co-authors of James J. Kemple
This figure shows the co-authorship network connecting the top 25 collaborators of James J. Kemple.
A scholar is included among the top collaborators of James J. Kemple based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with James J. Kemple. James J. Kemple is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
20 of 20 papers shown
1.
Kemple, James J.. (2016). School Closures in New York City: Did Students Do Better after Their High Schools Were Closed?.. Education next. 16(4). 66–75.1 indexed citations
2.
Marinell, William H., Vanessa Coca, Richard Arum, et al.. (2013). Who Stays and Who Leaves? Findings from a Three-Part Study of Teacher Turnover in NYC Middle Schools SYNTHESIS REPORT.4 indexed citations
3.
Nathanson, Lori, Meghan P. McCormick, & James J. Kemple. (2013). Strengthening Assessments of School Climate: Lessons from the NYC School Survey.12 indexed citations
4.
Somers, Marie‐Andrée, et al.. (2009). The Enhanced Reading Opportunities Study: Findings from the Second Year of Implementation.. Society for Research on Educational Effectiveness.20 indexed citations
5.
Kemple, James J., et al.. (2009). Understanding Reading First:: What We Know, What We Don’t, and What’s Next.4 indexed citations
6.
Somers, Marie‐Andrée, et al.. (2008). The Enhanced Reading Opportunities Study: Findings from the Second Year of Implementation. NCEE 2009-4036..19 indexed citations
7.
Somers, Marie‐Andrée, et al.. (2008). The Enhanced Reading Opportunities Study: Findings from the Second Year of Implementation. Executive Summary. NCEE 2009-4037..3 indexed citations
8.
Kemple, James J., et al.. (2008). The Enhanced Reading Opportunities Study: Early Impact and Implementation Findings. NCEE 2008-4015..32 indexed citations
9.
Gamse, Beth, Howard S. Bloom, James J. Kemple, & Robin Jacob. (2008). Reading First Impact Study: Interim Report. NCEE 2008-4016..44 indexed citations
10.
Kemple, James J., et al.. (2008). Career Academies:: Long-Term Impacts on Labor Market Outcomes Educational Attainment, and Transitions to Adulthood. Issue Lab (Candid).183 indexed citations
11.
Kemple, James J., Corinne Herlihy, & Thomas E. Smith. (2005). Making Progress Toward Graduation Evidence from the Talent Development High School Model. MDRC.86 indexed citations
12.
Herlihy, Corinne & James J. Kemple. (2004). The Talent Development Middle School Model:: Context, Components, and Initial Impacts on Students Performance and Attendance. MDRC.6 indexed citations
13.
Kemple, James J. & Corinne Herlihy. (2004). Context, Components, and Initial Impacts on Ninth-Grade Students? Engagement and Performance. The Talent Development High School Model.. MDRC.5 indexed citations
14.
Kemple, James J.. (2004). Career Academies: Impacts on Labor Market Outcomes and Educational Attainment.. MDRC.75 indexed citations
Kemple, James J.. (2001). Career Academies: Impacts on Students' Initial Transitions to Post-Secondary Education and Employment..54 indexed citations
17.
Bloom, Dan, James J. Kemple, Pamela Morris, et al.. (2000). The family transition program: Final report on Florida's initial time-limited welfare program.93 indexed citations
18.
Kemple, James J., et al.. (1996). Career Academies. Early Implementation Lessons from a 10-Site Evaluation..39 indexed citations
19.
Kemple, James J.. (1993). The National JTPA Study: Site Characteristics and Participation Patterns..8 indexed citations
20.
Summers, Andy, et al.. (1992). Who Will Teach? Policies That Matter. Journal of Policy Analysis and Management. 11(4). 732–732.340 indexed citations breakdown →
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.