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Universal Pre-K and College Enrollment: Is There a Link? 普遍学前教育和大学入学:有联系吗?
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584221147893
W. Gormley, S. Amadon, Katherine A. Magnuson, A. Claessens, Douglas Hummel-Price
{"title":"Universal Pre-K and College Enrollment: Is There a Link?","authors":"W. Gormley, S. Amadon, Katherine A. Magnuson, A. Claessens, Douglas Hummel-Price","doi":"10.1177/23328584221147893","DOIUrl":"https://doi.org/10.1177/23328584221147893","url":null,"abstract":"In this study, we used data from a cohort of 4,033 Tulsa kindergarten students to investigate the relationship between pre-K enrollment and later college enrollment. Specifically, we tested whether participation in the Tulsa Public Schools universal pre-K program and the Tulsa Community Action Project (CAP) Head Start program predicted enrollment in 2- or 4-year colleges. We used propensity score weighting with multiply imputed data sets to estimate these associations. We found that college enrollment was 12 percentage points higher for Tulsa pre-K alumni compared with former students who did not attend Tulsa pre-K or Head Start. College enrollment was 7.5 percentage points higher for Head Start alumni compared to former students who did not attend Head Start or Tulsa pre-K, but this difference was only marginally significant. Tulsa pre-K attendance was associated with 2-year college enrollment among students from all racial and ethnic backgrounds, but only among Black and Hispanic students did it strongly predict 4-year college enrollment.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44017891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 2
The Politics of Belonging and Implications for School Organization: Autophotographic Perspectives on “Fitting In” at School 归属政治及其对学校组织的影响:从自拍照的角度看“融入”学校
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584221139766
Jeff Walls, K. Louis
{"title":"The Politics of Belonging and Implications for School Organization: Autophotographic Perspectives on “Fitting In” at School","authors":"Jeff Walls, K. Louis","doi":"10.1177/23328584221139766","DOIUrl":"https://doi.org/10.1177/23328584221139766","url":null,"abstract":"The notion of belonging is an often-referenced but under-theorized concept in studies of school organization. The purpose of this study is to examine the politics of belonging in schools and accompanying implications for how schools are organized and led. This research employs an autophotographic methodology. Student participants took photographs across 2 years of data collection of spaces where they did and did not “fit in” and participated in interviews to explain their photographs. Students identified four themes in their photographs regarding their sense of membership at school: (a) the importance of spaces where belonging is noncontingent; (b) the distinction between calm spaces and surveilled spaces; (c) anxiety in public, “wild” spaces where no help was available; and (d) generally positive but mixed impressions of teachers. An increased understanding of organization leadership for belonging is linked to numerous other timely concerns in educational administration, including equity and inclusion.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48489591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Causal Stories and Problem Definitions: How Policymakers and Superintendents Frame School Turnaround 因果故事和问题定义:政策制定者和管理者如何构建学校转型
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231186425
A. Torres
{"title":"Causal Stories and Problem Definitions: How Policymakers and Superintendents Frame School Turnaround","authors":"A. Torres","doi":"10.1177/23328584231186425","DOIUrl":"https://doi.org/10.1177/23328584231186425","url":null,"abstract":"This study uses framing theory and the concept of causal stories to examine beliefs about causes and solutions to improving chronically low-performing schools in response to Michigan’s school turnaround policy. Across cases, policymakers and district leaders assigned most responsibility to poor leadership, poverty, and chronic educator turnover as primary causes of problems leading to turnaround identification. These causal stories were most often framed as side effects of policy or practice rather than as intentional actions. However, a notable subset assigned blame more directly to intentional policy action (or inaction) that would help districts counteract the effects of concentrated poverty, such as weighted funding. In terms of solutions, most leaders believed that improved funding was necessary to strengthen and stabilize the workforce and meet the nonacademic needs of children—for instance, attending to the deleterious effects of poverty through wraparound services or efforts to address trauma.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65651931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Teachers’ Self-Censorship of Children’s Literature in Texas—What’s Legislation Got to Do With It? 得克萨斯州教师对儿童文学的自我审查——立法与之有何关系?
3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231201814
Catherine Lammert, Vickie C. Godfrey
{"title":"Teachers’ Self-Censorship of Children’s Literature in Texas—What’s Legislation Got to Do With It?","authors":"Catherine Lammert, Vickie C. Godfrey","doi":"10.1177/23328584231201814","DOIUrl":"https://doi.org/10.1177/23328584231201814","url":null,"abstract":"Although children’s literature has been challenged and banned for decades, some U.S. states have recently enacted legislation limiting how teachers can address such topics as race, sex, and gender in classrooms, which may influence teachers’ selection of literature. To understand this phenomenon, this exploratory concurrent mixed-methods study involved a written children’s literature course artifact and survey responses analyzed through critical literacy and self-censorship frameworks. Findings indicate that preservice teachers reported avoiding conversations about gender and gender identity more often than those about sexual orientation or race. Further, despite legislative changes, participants mostly reported self-censoring due to lack of pedagogical knowledge, lack of policy knowledge, and fear of institutional sanctions, which are long-standing reasons for self-censorship rather than new ones. Comparatively, they self-reported little desire to promote the dominant political ideology. This research indicates that topic-restrictive legislation can influence classroom practice even when teachers do not share the ideology behind such legislation.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135911524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Social Determinants of Learning: Implications for Research, Policy, and Practice 学习的社会决定因素:对研究、政策和实践的启示
3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231206087
Meira Levinson, Alison K. Cohen
{"title":"Social Determinants of Learning: Implications for Research, Policy, and Practice","authors":"Meira Levinson, Alison K. Cohen","doi":"10.1177/23328584231206087","DOIUrl":"https://doi.org/10.1177/23328584231206087","url":null,"abstract":"The COVID-19 pandemic revealed what educators, policymakers, and researchers have long known—namely, that learning opportunities and outcomes are intimately intertwined with other aspects of children’s and families’ lives. The list of social forces outside the education sector that can affect learning is endless and includes economic experiences that are inequitably distributed, such as housing security (Gallagher et al., 2020), income (Hoynes & Rothstein, 2019), and wealth (Pfeffer, 2018), as well as social experiences, such as interpersonal and structural racism, (dis)ability, and xenophobia (Anderson-Nathe, 2020; DeMatthews, 2020). Now, it is time to lock in this learning among policymakers, practitioners, and researchers. We posit that the concept of “social determinants of learning” can serve as a powerful reframing tool for promoting educational equity, similar to the conceptual shift and policy impact we have seen in public health as “social determinants of health” has become an accepted and eventually essential concept.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134980633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Seeking Direct Accountability for Disproportionate Discipline and Dis/ability Classification 寻求对不相称的纪律和残疾/能力分类的直接问责
3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231206166
Joshua Bornstein, Hilary Lustick, LaChan V. Hannon, Lauren Shallish, Nathern Okilwa
{"title":"Seeking Direct Accountability for Disproportionate Discipline and Dis/ability Classification","authors":"Joshua Bornstein, Hilary Lustick, LaChan V. Hannon, Lauren Shallish, Nathern Okilwa","doi":"10.1177/23328584231206166","DOIUrl":"https://doi.org/10.1177/23328584231206166","url":null,"abstract":"Accountability for racially disproportionate discipline and dis/ability classification has conventionally spotlighted the disparate impact on students. Typically, findings such as “x% of African American students were suspended” or “y% of Latinx students were misidentified as having learning dis/abilities” reinforce this pattern. Our qualitative study sought the outlines of a different framing that locates accountability in practices, policies, and patterns of adult actors that produce those unjust outcomes. Practitioners, policy makers, researchers, and activists participated in this interview study by giving their perspectives on that reframing. Although their analyses fell short of directly holding the educational system accountable, they did highlight reforms such as increasing student agency in discipline and classification processes, expanding those processes to include a holistic analysis of students’ lives, and acknowledging that current accountability measures evade and obscure structural racism in discipline and dis/ability classification.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135313239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Health Policies as Education Policies? A Review of Causal Evidence and Mechanisms 健康政策还是教育政策？因果证据及其机制综述
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231177616
M. Gopalan, Rohitha Edara
{"title":"Health Policies as Education Policies? A Review of Causal Evidence and Mechanisms","authors":"M. Gopalan, Rohitha Edara","doi":"10.1177/23328584231177616","DOIUrl":"https://doi.org/10.1177/23328584231177616","url":null,"abstract":"Despite lagging behind other high-income countries, the United States has made slow but steady improvements in health, especially for children from low-income households, through a series of health policies and programs since the 1990s. Have these health benefits spilled over to educational attainment and achievement? In this article, we systematically review the causal impact of various health policies and programs on children’s educational outcomes in the United States. We find that several health policies and programs aimed at improving the physical health of children and parents have modest spillover effects on key educational outcomes for school-age children. On the other hand, there is a paucity of research on policies aimed at improving children and adolescents’ mental health (and limited evidence on their efficacy on educational outcomes where research exists). We contextualize the effects of these health policies by providing benchmarks from other education policies and conclude with some key open questions and suggestions that can guide research and policymaking at the health-education nexus.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47036754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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 Right to Belong in School: A Critical, Transdisciplinary Conceptualization of School Belonging 学校归属感:一个批判性的、跨学科的学校归属感概念
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231183407
Paul J. Kuttner
{"title":"The Right to Belong in School: A Critical, Transdisciplinary Conceptualization of School Belonging","authors":"Paul J. Kuttner","doi":"10.1177/23328584231183407","DOIUrl":"https://doi.org/10.1177/23328584231183407","url":null,"abstract":"Belonging is a critical factor for supporting student success and well-being in school. Unfortunately, the work of fostering belonging at school for all students continues to face significant challenges. One reason is that the field of education is working from a limited conception of school belonging, based mainly in the discipline of psychology. Belonging is more than just a psychological sense—it is also a social, cultural, and even political process. In this article, Paul Kuttner explores six aspects of belonging that are underemphasized in the school belonging literature, arguing that we should think of school belonging as agentic, intersectional, systemic, political, place-based, and a right. Kuttner proposes a definition of belonging that encompasses these aspects and uses it to suggest future directions for research and practice.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42911668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Inequitable Interactions: A Critical Quantitative Analysis of Mentorship and Psychosocial Development Within Computing Graduate School Pathways 不公平的互动:计算机研究生院路径中指导和心理社会发展的关键定量分析
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584221143097
Annie M. Wofford
{"title":"Inequitable Interactions: A Critical Quantitative Analysis of Mentorship and Psychosocial Development Within Computing Graduate School Pathways","authors":"Annie M. Wofford","doi":"10.1177/23328584221143097","DOIUrl":"https://doi.org/10.1177/23328584221143097","url":null,"abstract":"Mentorship is vital to increasing graduate school access in computing; however, mentorship must be structured in power-conscious, developmental ways to ensure equitable access to and support within computing graduate pathways. I engage a critical quantitative lens to examine mentoring support among undergraduates with reported graduate aspirations, taking a nuanced look at departmental mentorship to investigate how organizational power in computing may maintain inequitable mentoring outcomes. Descriptive and regression analyses draw from a longitudinal sample of 442 graduate aspirants in computing who completed an introductory course survey (between 2015–2017) and a follow-up survey (fall 2019). Results document significant variation in forms of mentoring support and disciplinary psychosocial beliefs (i.e., computing identity and self-efficacy), with key patterns across graduate aspirants’ social identities and mentors’ organizational power (via their departmental roles). I conclude by discussing structural and social inequities in mentorship, which may underscore disparities in students’ realization of their computing graduate aspirations.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46274502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 1
Designing Field Experiments to Integrate Research on Costs 设计实地实验以整合成本研究
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231171536
A. B. Bowden
{"title":"Designing Field Experiments to Integrate Research on Costs","authors":"A. B. Bowden","doi":"10.1177/23328584231171536","DOIUrl":"https://doi.org/10.1177/23328584231171536","url":null,"abstract":"Although experimental evaluations have been labeled the “gold standard” of evidence for policy (U.S. Department of Education, 2003), evaluations without an analysis of costs are not sufficient for policymaking (Monk, 1995; Ross et al., 2007). Funding organizations now require cost-effectiveness data in most evaluations of effects. Yet, there is little guidance on how to integrate research on costs into efficacy or effectiveness evaluations. As a result, research proposals and papers are disjointed in the treatment of costs, implementation, and effects, and studies often miss opportunities to integrate what is learned from the cost component into what is learned about effectiveness. To address this issue, this paper uses common evaluation frameworks to provide guidance for integrating research on costs into the design of field experiments building on the ingredients method (Levin et al., 2018). The goal is to improve study design, resulting in more cohesive, efficient, and higher-quality evaluations.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45235461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
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