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.
This map shows the geographic impact of Jenny Nagaoka'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 Jenny Nagaoka with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jenny Nagaoka more than expected).
This network shows the impact of papers produced by Jenny Nagaoka. 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 Jenny Nagaoka. The network helps show where Jenny Nagaoka may publish in the future.
Co-authorship network of co-authors of Jenny Nagaoka
This figure shows the co-authorship network connecting the top 25 collaborators of Jenny Nagaoka.
A scholar is included among the top collaborators of Jenny Nagaoka 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 Jenny Nagaoka. Jenny Nagaoka is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Farrington, Camille A., et al.. (2019). Arts Education and Social-Emotional Learning Outcomes Among K-12 Students: Developing a Theory of Action.34 indexed citations
3.
Allensworth, Elaine, Jenny Nagaoka, & David W. Johnson. (2018). High School Graduation and College Readiness Indicator Systems: What We Know, What We Need to Know. Concept Paper for Research and Practice..4 indexed citations
4.
Allensworth, Elaine, et al.. (2018). Supporting Social, Emotional, & Academic Development: Research Implications for Educators. Research Synthesis..
5.
Coca, Vanessa, et al.. (2017). Patterns of Two-Year and Four-Year College Enrollment among Chicago Public Schools Graduates. Research Report..1 indexed citations
6.
Nagaoka, Jenny. (2016). Foundations for Success: Young People Learn Best through Active and Reflective Experiences.. The Journal of staff development. 37(6). 46–49.2 indexed citations
7.
Nagaoka, Jenny, Camille A. Farrington, Stacy B. Ehrlich, & Ryan D. Heath. (2015). Foundations for Young Adult Success: A Developmental Framework. Concept Paper for Research and Practice..12 indexed citations
8.
Farrington, Camille A., et al.. (2013). "Becoming Effective Learners" Survey Development Project.. Society for Research on Educational Effectiveness.6 indexed citations
9.
Roderick, Melissa, Vanessa Coca, & Jenny Nagaoka. (2011). Potholes on the Road to College. Sociology of Education. 84(3). 178–211.198 indexed citations
Roderick, Melissa, et al.. (2009). From High School to the Future: Making Hard Work Pay Off. The Road to College for Students in CPS's Academically Advanced Programs..3 indexed citations
12.
Roderick, Melissa, et al.. (2008). From High School to the Future: Potholes on the Road to College. Case Studies..1 indexed citations
Roderick, Melissa, et al.. (2000). Update: Ending Social Promotion--Passing, Retention, and Achievement among Promoted and Retained Students, 1995-1999. Charting Reform in Chicago Series: Data Brief..18 indexed citations
20.
Bryk, Anthony S., Jenny Nagaoka, & Fred M. Newmann. (2000). Chicago Classroom Demand for Authentic Intellectual Work: Trends from 1997-1999. Improving Chicago's Schools: A Data Brief of the Chicago Annenberg Research Project..17 indexed citations
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.