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16th Annual AERA Brown Lecture in Education Research “A Shade Less Offensive”: School Integration as Radical Inclusion in the Pursuit of Educational Equity 第16届AERA布朗教育研究讲座“少一点攻击性”:学校整合作为追求教育公平的激进包容
1区 教育学
Educational Researcher Pub Date : 2023-09-11 DOI: 10.3102/0013189x231187319
Prudence L. Carter
{"title":"16th Annual AERA <i>Brown</i> Lecture in Education Research “A Shade Less Offensive”: School Integration as Radical Inclusion in the Pursuit of Educational Equity","authors":"Prudence L. Carter","doi":"10.3102/0013189x231187319","DOIUrl":"https://doi.org/10.3102/0013189x231187319","url":null,"abstract":"The historical record reveals that in the final opinion of the landmark school segregation case Cooper v. Aaron, the U.S. Supreme Court justices intentionally used the term “desegregation” rather than “integration” to soften the ire of those opposed to the Brown v. Board of Education decision. The justices believed that Southern resisters to integrations would find the former term “a shade less offensive” than the latter. In this lecture, education scholar and sociologist Prudence Carter reverses that logic and discusses why educational practices of “radical inclusion” are “a shade less offensive” today than mere desegregation in light of persistent educational disparities by race, ethnicity, and class. Carter draws on her original research and other social science evidence to show why societies marred by social and economic divides continue to struggle with the realization of integration in schools and communities. In her commentary on multiple dimensions of educational inequality, she highlights policies and evidence-based practices that have the potential to bring us closer to equity in schools and society.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135982379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Dynamics and Measurement of High School Homelessness and Achievement 高中流浪与学业成就的动态与测量
1区 教育学
Educational Researcher Pub Date : 2023-05-30 DOI: 10.3102/0013189x231175142
Rajeev Darolia, Andrew Sullivan
{"title":"The Dynamics and Measurement of High School Homelessness and Achievement","authors":"Rajeev Darolia, Andrew Sullivan","doi":"10.3102/0013189x231175142","DOIUrl":"https://doi.org/10.3102/0013189x231175142","url":null,"abstract":"How school districts measure homelessness among their students has implications for accountability and funding, as well as for supporting student success. Yet, measuring homelessness among high school students is challenging because students move in and out of experiencing it. Using administrative student-level data from a mid-sized public school district in the southern United States, we show that different commonly used procedures to measure which students are considered homeless can yield markedly different estimates of high school graduation rates for these students. This is largely because of differences in how districts classify students who experience homelessness but later become housed. To address the potentially negative effects of housing insecurity on academic achievement, it is important to first identify a common way to diagnose the problem.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135642165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
School Discipline and Racial Disparities in Early Adulthood. 成年早期的学校纪律和种族差异。
IF 8.2 1区 教育学
Educational Researcher Pub Date : 2022-04-01 Epub Date: 2021-11-30 DOI: 10.3102/0013189x211061732
Miles Davison, Andrew Penner, Emily Penner, Nikolas Pharris-Ciurej, Sonya R Porter, Evan Rose, Yotam Shem-Tov, Paul Yoo
{"title":"School Discipline and Racial Disparities in Early Adulthood.","authors":"Miles Davison,&nbsp;Andrew Penner,&nbsp;Emily Penner,&nbsp;Nikolas Pharris-Ciurej,&nbsp;Sonya R Porter,&nbsp;Evan Rose,&nbsp;Yotam Shem-Tov,&nbsp;Paul Yoo","doi":"10.3102/0013189x211061732","DOIUrl":"https://doi.org/10.3102/0013189x211061732","url":null,"abstract":"<p><p>Despite interest in the contributions of school discipline to the creation of racial inequality, previous research has been unable to identify how students who receive suspensions in school differ from unsuspended classmates on key young adult outcomes. We utilize novel data to document the links between high school discipline and important young adult outcomes related to criminal justice contact, social safety net program participation, post-secondary education, and the labor market. We show that the link between school discipline and young adult outcomes tends to be stronger for Black students than for White students, and that approximately 30 percent of the Black-White disparities in young adult criminal justice outcomes, SNAP receipt, and college completion can be traced back to inequalities in exposure to school discipline.</p>","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"51 3","pages":"231-234"},"PeriodicalIF":8.2,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9307071/pdf/nihms-1769766.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40631009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 13
Life on the Frontier of AP Expansion: Can Schools in Less-Resourced Communities Successfully Implement Advanced Placement Science Courses? AP扩展前沿的生活:资源贫乏社区的学校能否成功实施先修科学课程?
IF 8.2 1区 教育学
Educational Researcher Pub Date : 2019-08-01 Epub Date: 2019-06-20 DOI: 10.3102/0013189x19859593
Mark C Long, Dylan Conger, Raymond McGhee
{"title":"Life on the Frontier of AP Expansion: Can Schools in Less-Resourced Communities Successfully Implement Advanced Placement Science Courses?","authors":"Mark C Long,&nbsp;Dylan Conger,&nbsp;Raymond McGhee","doi":"10.3102/0013189x19859593","DOIUrl":"https://doi.org/10.3102/0013189x19859593","url":null,"abstract":"<p><p>The Advanced Placement (AP) program has undergone two major reforms in recent decades: the first aimed at increasing access and the second at increasing relevance. Both initiatives are partially designed to increase the number of high school students from low-income backgrounds who have access to college-level coursework. Yet critics argue that schools in less-resourced communities are unable to implement AP at the level expected by its founders. We offer the first model of the components inherent in a well-implemented AP science course and the first evaluation of AP implementation with a focus on public schools newly offering the inquiry-based version of AP Biology and Chemistry courses. We find that these frontier schools were able to implement most, but not all, of the key components of an AP science course.</p>","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"48 6","pages":"356-368"},"PeriodicalIF":8.2,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0013189x19859593","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38008470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
Thirteenth Annual Brown Lecture in Education Research: Public Education and the Social Contract: Restoring the Promise in an Age of Diversity and Division. 第十三届布朗年度教育研究讲座:公共教育与社会契约:在多元化和分裂的时代恢复承诺。
IF 8.2 1区 教育学
Educational Researcher Pub Date : 2017-08-01 Epub Date: 2017-08-20 DOI: 10.3102/0013189x17725499
Marta Tienda
{"title":"Thirteenth Annual <i>Brown</i> Lecture in Education Research: Public Education and the Social Contract: Restoring the Promise in an Age of Diversity and Division.","authors":"Marta Tienda","doi":"10.3102/0013189x17725499","DOIUrl":"https://doi.org/10.3102/0013189x17725499","url":null,"abstract":"<p><p>Building on the premise that closing achievement gaps is an economic imperative both to regain international educational supremacy and to maintain global economic competitiveness, I ask whether it is possible to rewrite the social contract so that education is a fundamental right-a statutory guarantee-that is both uniform across states and federally enforceable. I argue that the federal government was complicit in aggravating educational inequality by not guaranteeing free, public education as a basic right during propitious political moments; by enabling the creation of a segregated public higher education system; by relegating the Department of Education and its predecessors to a secondary status in the federal administration, thereby compromising its enforcement capability; and by proliferating incremental reforms while ignoring the unequal institutional arrangements that undermine equal opportunity to learn. History shows that a strong federal role can potentially strengthen the educational social contract.</p>","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"46 6","pages":"271-283"},"PeriodicalIF":8.2,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0013189x17725499","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35390460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
Mathematics Content Coverage and Student Learning in Kindergarten. 幼儿园数学内容覆盖与学生学习
IF 8.2 1区 教育学
Educational Researcher Pub Date : 2016-06-01 DOI: 10.3102/0013189X16656841
Mimi Engel, Amy Claessens, Tyler Watts, George Farkas
{"title":"Mathematics Content Coverage and Student Learning in Kindergarten.","authors":"Mimi Engel,&nbsp;Amy Claessens,&nbsp;Tyler Watts,&nbsp;George Farkas","doi":"10.3102/0013189X16656841","DOIUrl":"https://doi.org/10.3102/0013189X16656841","url":null,"abstract":"<p><p>Analyzing data from two nationally representative kindergarten cohorts, we examine the mathematics content teachers cover in kindergarten. We expand upon prior research, finding that kindergarten teachers report emphasizing basic mathematics content. Although teachers reported increased coverage of advanced content between the 1998-99 and 2010-11 school years, they continued to place more emphasis on basic content. We find that time on advanced content is positively associated with student learning, whereas time on basic content has a negative association with learning. We argue that increased exposure to more advanced mathematics content could benefit the vast majority of kindergartners.</p>","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"45 5","pages":"293-300"},"PeriodicalIF":8.2,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0013189X16656841","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35753927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 60
Minorities are Disproportionately Underrepresented in Special Education: Longitudinal Evidence Across Five Disability Conditions. 少数民族在特殊教育中的代表性不足:五种残疾状况的纵向证据。
IF 8.2 1区 教育学
Educational Researcher Pub Date : 2015-06-01 Epub Date: 2015-06-23 DOI: 10.3102/0013189X15591157
Paul L Morgan, George Farkas, Marianne M Hillemeier, Richard Mattison, Steve Maczuga, Hui Li, Michael Cook
{"title":"Minorities are Disproportionately Underrepresented in Special Education: Longitudinal Evidence Across Five Disability Conditions.","authors":"Paul L Morgan,&nbsp;George Farkas,&nbsp;Marianne M Hillemeier,&nbsp;Richard Mattison,&nbsp;Steve Maczuga,&nbsp;Hui Li,&nbsp;Michael Cook","doi":"10.3102/0013189X15591157","DOIUrl":"https://doi.org/10.3102/0013189X15591157","url":null,"abstract":"<p><p>We investigated whether and to what extent minority children attending elementary and middle schools in the U.S. are over- or under-identified as disabled and so disproportionately represented in special education. To address existing limitations in the field's knowledge base, we (a) analyzed multi-year longitudinal data, (b) used hazard modeling to estimate over-time dynamics of disability identification across five specific conditions, and (c) extensively corrected for child-, family-, and school-level potential confounding variables (e.g., child-level academic achievement and behavior, family-level socioeconomic status, school-level state location). Despite long-standing and on-going federal legislative and policy efforts to reduce minority over-representation in special education, our analyses indicated that this has not been occurring in the U.S. Instead, minority children are less likely than otherwise similar White, English-speaking children to be identified as disabled and so receive special education services. From kindergarten entry to at least the end of middle school, racial and ethnic minority children are less likely than otherwise similar White children to be identified as having (a) learning disabilities, (b) speech or language impairments, (c) intellectual disabilities, (d) health impairments, or (d) emotional disturbances. Language minority children are less likely to be identified as having (a) specific learning disabilities or (b) speech or language impairments.</p>","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"44 5","pages":"278-292"},"PeriodicalIF":8.2,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0013189X15591157","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34692008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 237
Intended and Unintended Effects of State-Mandated High School Science and Mathematics Course Graduation Requirements on Educational Attainment. 国家规定的高中科学与数学课程毕业要求对教育成就的有意与无意影响。
IF 8.2 1区 教育学
Educational Researcher Pub Date : 2014-06-01 DOI: 10.3102/0013189X14540207
Andrew D Plunk, William F Tate, Laura J Bierut, Richard A Grucza
{"title":"Intended and Unintended Effects of State-Mandated High School Science and Mathematics Course Graduation Requirements on Educational Attainment.","authors":"Andrew D Plunk,&nbsp;William F Tate,&nbsp;Laura J Bierut,&nbsp;Richard A Grucza","doi":"10.3102/0013189X14540207","DOIUrl":"https://doi.org/10.3102/0013189X14540207","url":null,"abstract":"<p><p>Mathematics and science course graduation requirement (CGR) increases in the 1980s and 1990s might have had both intended and unintended consequences. Using logistic regression with Census and American Community Survey (ACS) data (<i>n</i> = 2,892,444), we modeled CGR exposure on (a) high school dropout, (b) beginning college, and (c) obtaining any college degree. Possible between-groups differences were also assessed. We found that higher CGRs were associated with higher odds to drop out of high school, but results for the college-level outcomes varied by group. Some were less likely to enroll, whereas others who began college were more likely to obtain a degree. Increased high school dropout was consistent across the population, but some potential benefit was also observed, primarily for those reporting Hispanic ethnicity.</p>","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"43 5","pages":"230-241"},"PeriodicalIF":8.2,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0013189X14540207","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32934455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 33
Diversity ≠ Inclusion: Promoting Integration in Higher Education. 多元≠包容:促进高等教育融合。
IF 8.2 1区 教育学
Educational Researcher Pub Date : 2013-12-01 DOI: 10.3102/0013189X13516164
Marta Tienda
{"title":"Diversity ≠ Inclusion: Promoting Integration in Higher Education.","authors":"Marta Tienda","doi":"10.3102/0013189X13516164","DOIUrl":"https://doi.org/10.3102/0013189X13516164","url":null,"abstract":"I argue that enrollment of a diverse student body is but a pragmatic first step toward the broader social goal of inclusion and ask whether motives for campus diversification are aligned with pedagogic goals. I address this question by focusing on inclusion, namely, organizational strategies and practices that promote meaningful social and academic interactions among students who differ in their experiences, views, and traits. After illustrating the contours and pace of diversification, I discuss challenges to achieving meaningful integration as campuses become more racially diverse by focusing on ethnic programming and evidence about students’ social interaction patterns. Integration is not an automatic by-product of campus diversity; therefore, to harness the benefits of diverse student bodies, institutional leaders must pursue deliberate strategies that promote inclusion.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"42 9","pages":"467-475"},"PeriodicalIF":8.2,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0013189X13516164","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33919352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 121
Is the Sky Falling? Grade Inflation and the Signaling Power of Grades. 天塌下来了吗?成绩膨胀与成绩的信号能力。
IF 8.2 1区 教育学
Educational Researcher Pub Date : 2013-06-01 DOI: 10.3102/0013189X13481382
Evangeleen Pattison, Eric Grodsky, Chandra Muller
{"title":"Is the Sky Falling? Grade Inflation and the Signaling Power of Grades.","authors":"Evangeleen Pattison,&nbsp;Eric Grodsky,&nbsp;Chandra Muller","doi":"10.3102/0013189X13481382","DOIUrl":"https://doi.org/10.3102/0013189X13481382","url":null,"abstract":"<p><p>Grades are the fundamental currency of our educational system; they signal academic achievement and non-cognitive skills to parents, employers, postsecondary gatekeepers, and students themselves. Grade inflation compromises the signaling value of grades, undermining their capacity to achieve the functions for which they are intended. We challenge the 'increases in grade point average' definition of grade inflation and argue that grade inflation must be understood in terms of the <i>signaling power</i> of grades. Analyzing data from four nationally representative samples, we find that in the decades following 1972: (a) grades have risen at high schools and dropped at four-year colleges, in general, and selective four-year institutions, in particular; and (b) the signaling power of grades has attenuated little, if at all.</p>","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"42 5","pages":"259-265"},"PeriodicalIF":8.2,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0013189X13481382","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32724642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 77
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