Peabody Journal of Education最新文献

{"title":"“Regardless, my students and I pressed on”: How Early-Career Teachers Develop Activist Identities","authors":"Karen Zaino, Dr Limarys Caraballo, Topher Bigelow, Michelle Coleman, Ameila Inderjeit, Nyree Wright","doi":"10.1080/0161956X.2022.2125758","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2125758","url":null,"abstract":"ABSTRACT This paper, coauthored by a graduate student, a professor of education, and four early-career teachers, extends recent scholarly efforts to understand how teachers develop activist identities and how teacher education might support this development. Four researcher-participants, practicing teachers, composed narratives that trace their journeys as secondary students through their undergraduate and graduate coursework and, finally, into the early years of their teaching careers, with specific attention to how they came to identify as educational activists. Drawing on practice theories of identities, we collaboratively analyzed these narratives, considering the intertwined internal processes, interpersonal dynamics, and contextual dimensions that shape early-career teachers’ understandings of themselves as activists and approaches to educational activism. We conclude with implications for educator preparation programs, highlighting the importance of supporting individual reflection, providing sustained opportunities to develop critical consciousness through supportive relationships, and explicitly teaching aspiring and current teachers to seek out and create contexts that will allow them to engage effectively in educational activism.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49375623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“I don’t like to put labels on it”: Activism, Political Identity Development, and the Cultivation of Student Political Fluency","authors":"D. Morgan","doi":"10.1080/0161956X.2022.2125756","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2125756","url":null,"abstract":"ABSTRACT Based on intensive interviews with 39 participants across four geographically and politically diverse public institutions, this study describes the concept of “student political fluency,” the core category developed using constructivist grounded theory. The development of political fluency reflects the expertise a student has based on their political knowledge and actions, informed by their salient social identities, and contextualized by their desired political outcome(s). Four phases frame the development of student political fluency within the collegiate environment, including politically motivating experiences, cognitive negotiation, applying political identity(ies), and political identity congruence. Informed by the new concept, implications for policy and practice draw attention to optimal strategies and tactics that encourage equitable forms of campus-based political pedagogy leading to the realization of a politically dynamic and inclusive campus climate, which can contribute to a range of desirable individual and societal outcomes.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43384891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationships Between Institutional Agents and Student Activists","authors":"Alex C. Lange, S. Quaye, Chris Linder, Meg E. Evans","doi":"10.1080/0161956X.2022.2125761","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2125761","url":null,"abstract":"ABSTRACT Researchers studying college student activism have learned much about those students’ motivations, tactics, and educational outcomes. Less is known about the relationships between activists and key institutional agents. For student activists with minoritized identities, institutional agents sometimes establish and maintain barriers between their institutions’ espoused and enacted values of equity and justice. In this article, we used data from a national narrative inquiry study of minoritized student activists to understand how activists and agents worked in supportive and adversarial relationships with each other. Specifically, we focus on participants’ perspectives to name the ways institutional agents created barriers against and provided support for students’ activism. We share implications for practice for those seeking to forge stronger relationships with student activists grounded in support and a commitment to equity. This article offers researchers who seek to understand the more significant institutional dynamics of student activism a window into some of the critical interpersonal relationships that drive and foreclose change on college campuses.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42295218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Behold the Role of the District in Education Finance","authors":"M. Roza, David S. Knight","doi":"10.1080/0161956X.2022.2125752","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2125752","url":null,"abstract":"The last few decades have witnessed a flurry of education finance activity centered on the role of the state, focusing on issues such as resource adequacy and equity across districts. Is the state giving districts enough money to do the job of education? Does the state funding formula or the state’s reliance on local property taxes favor some districts over others? But this Peabody Journal of Education themed issue focuses instead on the role of the district in education finance. School districts are chiefly responsible for converting tax revenues into educational expenditures at each of their schools. In that sense, this collection is about spending rather than revenues. At the risk of oversimplifying school finance, once the revenues are delivered to districts, it is then the districts that make the difficult decisions on how to spend those dollars, how much to deploy to each school, how to balance competing priorities for spending, and so on. Sure, some dollars come with strings attached, but that doesn’t negate the fact that districts then make myriad choices, from how to structure teachers’ salaries to whether to consolidate schools. Traditionally, these within-district financial policies and choices haven’t received as much attention as state education finance policy, in part because the data were much harder to come by. But the data landscape is changing rapidly. The federal Every Student Succeeds Act (ESSA) of 2015 included a landmark provision requiring states to report school-by-school per-student spending data. Some articles in this issue (Part 1) offer a first attempt at uncovering what the data mean, particularly in the context of existing financial analyses. How much money each school gets is, at least to some degree, a function of actions made at the district. In that sense, this examination of districts allows us to explore how funds are distributed to the unit of the school. With less research attention directed at district finance, scholars do not have a strong understanding of what factors drive school district resource allocation patterns across schools. School district budget models have been understudied and undertheorized. For example, why (and how) do some districts allocate resources more “progressively” than other districts? What staffing and budget models produce more equitable patterns of resource allocation? These questions are addressed in Part 2. With new school-by-school finance data, researchers are better able to connect school-by-school spending decisions to the corresponding schools’ student outcomes, and begin to understand what kinds of district policies drive a more robust relationship between spending and outcomes. School districts around the country are reforming their budget and staffing models but have limited evidence from which to base these budget decisions. Would granting additional local budgetary autonomy to school principals improve student outcomes in those schools? To what extent have weighted s","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43763588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Weighted Student Funding and Outcomes: Implementation in 18 School Districts","authors":"Sivan Tuchman, B. Gross, Lisa Chu","doi":"10.1080/0161956X.2022.2109917","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2109917","url":null,"abstract":"ABSTRACT Over the last 20 years an increasing number of districts have implemented weighted student funding (WSF) policies that distribute resources to schools in ways that more accurately reflect the level students may require and provide principals with expanded flexibility in the use of funds. This study uses an event study model to examine whether student academic performance trends for a sample of 18 districts between 2009 and 2016 outpaced those in districts that did not implement WSF. We find a positive relationship overall between the implementation of WSF and increased math and ELA test scores for the total student population, specifically for ELA in the first year after WSF implementation. We find similar results for black students. We also see that WSF implementation is related to a decline in the disparity in ELA and math scores between white and black students. These trends, however, are a continuation of results these districts had prior to the policy.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47096379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Do Districts Using Weighted Student Funding Formulas Deliver More Dollars to Low-income Students?","authors":"Hannah Jarmolowski, C. Aldeman, M. Roza","doi":"10.1080/0161956X.2022.2109912","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2109912","url":null,"abstract":"ABSTRACT School districts have increasingly adopted weighted student funding (WSF) formulas that allocate dollars, rather than staff positions, to schools in the name of equity and flexibility. While research to date has studied equity in some of these districts, there is no research that examines the entire cohort of WSF districts together. This paper examines how equitably 20 WSF districts distribute dollars to their schools measured against a cohort of 20 comparable districts that use a traditional, centralized staffing model. We find that while a majority of all 40 study districts drive more dollars to low-income students, low-income students in WSF districts are more likely than their peers in other districts both to receive additional dollars and to receive a greater share of district expenditures. We also find that WSF districts that have had their formula in place for longer are more equitable than recent adopters.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41985817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Spending in Lean Times: School-Level Budget Allocations During the Great Recession in Texas","authors":"A. Pendola","doi":"10.1080/0161956X.2022.2109913","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2109913","url":null,"abstract":"ABSTRACT The intention of this paper is to add to existing knowledge of how building-level spending is prioritized toward horizontal and vertical equity during severe economic downturns. Using a sample of all public schools in Texas during the Great Recession, we examine how schools undergoing the greatest spending reductions reallocated their spending on academic programs. Results demonstrate that schools undergoing financial shocks respond mainly by reapportioning regular, accelerated, and special education spending, rather than simply enacting across-the-board cuts. High-poverty, low-performing, and urban schools tended to prioritize reallocations toward targeted group support, while lower poverty, higher performing, suburban schools tended to prioritize reallocations toward regular education support. Furthermore, results of fixed and random effect regression models suggest that while spending allocations are in part determined by district-level characteristics, reactionary changes to spending are more explained by school or leadership characteristics. These results support the notion that site-level budgeting is an important factor in ensuring that spending is calibrated to current student needs when undergoing periods of financial uncertainty.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43490162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School vs. District Level Views of School Spending Inequality and Progressivity: Evidence from Florida and Illinois","authors":"N. Gordon, Sarah J. Reber","doi":"10.1080/0161956X.2022.2107373","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2107373","url":null,"abstract":"ABSTRACT How much does spending vary across US public schools? And how much do the schools that low-income students attend spend compared to schools attended by their more advantaged peers? Students are educated in schools, which are frequently segregated by race and socioeconomic status, and spending can vary across schools within the same district. But this variation is invisible in revenue and expenditure data reported and analyzed at the district level, rather than school level, as has typically been done in the school finance literature to date (because of data limitations). Because the scope for within-district spending inequality is greater in larger districts that have many schools, differences in the number of schools per district may distort comparisons across states. To illustrate this phenomenon we analyze two states: Florida, which has 67 regular school districts, and Illinois, which enrolls fewer students in total, but has nearly 900 regular school districts. We construct measures of inequality and progressivity using school-level and district-level data. We show that across-school, within-district inequality is indeed higher in Florida than in Illinois. As expected, comparisons of inequality and progressivity based on district-level averages exaggerate the differences between the two states.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46020961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School-Level Autonomy and Its Impact on Student Achievement","authors":"Jessica Merkle","doi":"10.1080/0161956X.2022.2109918","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2109918","url":null,"abstract":"ABSTRACT I examine the student-achievement implications of school-level budgetary autonomy in public schools. I propose a theoretical model of a principal’s allocation decisions and empirically examine determinants of participation and the resulting impacts on student achievement. A principal’s years of administrative experience positively impact program participation both for middle schools and elementary schools. In elementary schools, estimates show that increased autonomy improves both math and reading scores. Autonomous elementary schools with a high percentage of free and reduced lunch eligible students also appear to have a greater ability to improve test scores.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48421336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School Finance Equity through Accountability? Exploring the Role of Federal Oversight of School Districts under the Every Student Succeeds Act","authors":"David S. Knight, Hailey Karcher, T. Hoang","doi":"10.1080/0161956X.2022.2109916","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2109916","url":null,"abstract":"ABSTRACT Federal school finance policy over the past 30 years has focused on resource allocation within school districts. Regulations require equal staffing across schools, particularly Title I schools, which are designated based on the percent of low-income students enrolled. The requirement to equalize staffing levels creates a loophole where, even with equal staffing levels, differences in staff experience and salary levels across schools lead to differences in actual spending across schools. In response, recent regulatory reforms have shifted from an emphasis on equal staffing to an emphasis on equal spending. Under the federal comprehensive support and improvement (CSI) system, states are required to periodically review within-district spending gaps for any district with a significant number of identified schools. We analyze spending gaps within districts in California and assess the extent to which the CSI system targets districts with inequitable spending patterns. We find that racial and income-based spending gaps across-schools are not substantially different for districts with CSI schools and districts with no CSI schools. Importantly, many districts with large spending gaps are not included in the policy and thus do not face federal regulations to measure and address resource disparities across schools. We discuss implications for school finance research and policy moving forward, particularly as schools respond to the global pandemic and reopening process.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59127270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}