Education Finance and Policy最新文献_第10页

Do Teach For America Corps Members Still Improve Student Achievement? Evidence from a Randomized Controlled Trial of Teach For America's Scale-Up Effort 为美国支教团成员仍能提高学生成绩吗？“为美国教育”扩大努力的随机对照试验证据

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2020-10-01 DOI: 10.1162/edfp_a_00311

M. Clark, Eric Isenberg

{"title":"Do Teach For America Corps Members Still Improve Student Achievement? Evidence from a Randomized Controlled Trial of Teach For America's Scale-Up Effort","authors":"M. Clark, Eric Isenberg","doi":"10.1162/edfp_a_00311","DOIUrl":"https://doi.org/10.1162/edfp_a_00311","url":null,"abstract":"In 2010, Teach For America (TFA) launched a major expansion effort, funded in part by a five-year Investing in Innovation scale-up grant from the U.S. Department of Education. To examine the effectiveness of TFA elementary school teachers in the second year of the scale-up, we recruited thirty-six schools from ten states and randomly assigned students in participating schools to a class taught by a TFA teacher or a class taught by a comparison teacher. We then gathered data on student achievement and surveyed teachers on their educational background, preparation for teaching, and teaching experience. The TFA teachers in the study schools had substantially less teaching experience than comparison teachers but were more likely to have graduated from a selective college. Overall, TFA and comparison teachers in the study were similarly effective in teaching both reading and math. TFA teachers in early elementary classrooms (grades 2 and below), however, were more effective than comparison teachers: TFA teachers in prekindergarten through grade 2 had a positive, statistically significant effect of 0.12 standard deviations on students’ reading achievement, and TFA teachers in grades 1 and 2 had a positive, marginally significant effect of 0.16 standard deviations on student math achievement.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"15 1","pages":"736-760"},"PeriodicalIF":2.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44435126","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: 3

More Than Shortages: The Unequal Distribution of Substitute Teaching 缺一不可：替代教学的不均衡分布

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2020-09-25 DOI: 10.1162/edfp_a_00329

Jing Liu, S. Loeb, Ying Shi

引用次数: 3

The Impact of No-Loan Program Participation on the Likelihood of Graduate School Enrollment Among Low-Income, First-Generation Students 无贷款计划参与对低收入第一代学生研究生入学可能性的影响

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2020-09-18 DOI: 10.1162/edfp_a_00328

Justin C. Ortagus, D. Kramer

引用次数: 2

Cap and Gap: The Fiscal Effects of Property Tax Levy Limits in New York 上限与差距：纽约房产税征收限额的财政效应

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2020-09-09 DOI: 10.1162/edfp_a_00327

Phuong Nguyen‐Hoang, Pengju Zhang

引用次数: 2

Teachers’ Unions, Collective Bargaining, and the Response to COVID-19 教师工会、集体谈判与应对新冠肺炎

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2020-08-21 DOI: 10.1162/edfp_a_00326

A. Hemphill, Bradley D. Marianno

{"title":"Teachers’ Unions, Collective Bargaining, and the Response to COVID-19","authors":"A. Hemphill, Bradley D. Marianno","doi":"10.1162/edfp_a_00326","DOIUrl":"https://doi.org/10.1162/edfp_a_00326","url":null,"abstract":"In response to the COVID-19 crisis, school districts worked quickly to roll out distance learning plans in the spring. Sometimes these plans impinged upon or were directly in conflict with provisions found in collective bargaining agreements (CBAs) negotiated between teachers' unions and district administration. In this brief, we unpack how urban school systems changed CBAs to make way for learning under COVID-19 conditions. We review COVID-19–related contract changes in 101 urban school districts around the country. We find that twenty-five urban school districts returned to the bargaining table with teachers’ unions to negotiate short-term fixes to CBAs that allowed for more flexibility to implement distance learning. These contract changes focused on several areas of the CBA, including compensation, workload, non-teaching duties, evaluation, leave, and technology. We argue that the lessons learned in spring contract negotiations have implications for the design and implementation of fall schooling plans, and that how fall schooling plays out will shape teacher morale and labor relations beyond the 2020–21 school year.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"16 1","pages":"170-182"},"PeriodicalIF":2.1,"publicationDate":"2020-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1162/edfp_a_00326","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47343996","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: 13

Labor Market Trajectories for Community College Graduates: How Returns to Certificates and Associate's Degrees Evolve Over Time 社区大学毕业生的劳动力市场轨迹：证书和副学士学位的回报率如何随时间演变

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2020-08-12 DOI: 10.1162/edfp_a_00325

V. Minaya, Judith E. Scott-Clayton

{"title":"Labor Market Trajectories for Community College Graduates: How Returns to Certificates and Associate's Degrees Evolve Over Time","authors":"V. Minaya, Judith E. Scott-Clayton","doi":"10.1162/edfp_a_00325","DOIUrl":"https://doi.org/10.1162/edfp_a_00325","url":null,"abstract":"Abstract We estimate labor market returns to terminal associate's degrees and certificates, with a particular focus on how returns for different credential types evolve over a longer period of time (eleven years post entry) than most of the prior literature. We also explore how returns vary depending on labor market conditions and on which labor market outcome metric is used. Using administrative data from Ohio and an individual fixed-effects approach, we find that the value of an associate's degree grows substantially after graduation, and this finding is robust to choice of specification and outcome. The returns to a long-term certificate are flat over time in our main specification, but more sensitive to assumptions about individual-specific earnings trends. Returns to associate's degrees are notably higher in recession years versus prerecession years. Finally, we find that associate's degrees lead to improved outcomes relative to non-completion across a range of metrics, including higher paying jobs, more stability in employment over time, and a greater likelihood of earning a living wage, whereas certificates generally pay off via the employment margin and a reduced likelihood of claiming unemployment insurance.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"17 1","pages":"53-80"},"PeriodicalIF":2.1,"publicationDate":"2020-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1162/edfp_a_00325","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49494320","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: 9

The Effect of Home Country Natural Disasters on the Academic Outcomes of Immigrant Students in New York City 母国自然灾害对纽约移民学生学业成绩的影响

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2020-07-29 DOI: 10.1162/edfp_a_00324

A. Laurito

引用次数: 1

Can Camp Get You Into a Better Secondary School? A Field Experiment of Targeted Instruction in Kenya 夏令营能让你进入一所更好的中学吗？肯尼亚定向教学的实地实验

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2020-07-07 DOI: 10.1162/edfp_a_00322

Beth E. Schueler, Daniel Rodriguez-Segura

{"title":"Can Camp Get You Into a Better Secondary School? A Field Experiment of Targeted Instruction in Kenya","authors":"Beth E. Schueler, Daniel Rodriguez-Segura","doi":"10.1162/edfp_a_00322","DOIUrl":"https://doi.org/10.1162/edfp_a_00322","url":null,"abstract":"Abstract Access to quality secondary schooling can be life changing for students in developing contexts. In Kenya, entrance to such schools was historically determined by performance on a high-stakes exam. Understandably then, preparation for this exam is a priority for families and educators. To increase the share of students entering these schools, some educational providers offer targeted instruction for students they believe have a chance of securing a spot. We use a randomized control trial to evaluate the impact of these “symposia” programs—week-long, sleep-away camps where eighth-grade students receive a burst of academic instruction from teachers who are selected based on merit. While similar models have been tested in the United States, less is known about this type of intervention in developing settings. We find these programs were not particularly effective for the average nominated student relative to a typical week of school. However, we find large, positive effects among students attending schools from which few students are nominated for symposia. We provide suggestive evidence that this was because students from low-representation schools had fewer pre-camp practice test resources outside of school. The results have implications for program design and the growing literature on the effectiveness of appropriately targeted individualized instruction.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"16 1","pages":"609-633"},"PeriodicalIF":2.1,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46377609","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

Full-Day Kindergarten: Effects on Maternal Labor Supply 全日制幼儿园对孕产妇劳动力供给的影响

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2020-07-07 DOI: 10.1162/edfp_a_00321

Elizabeth Dhuey, J. Lamontagne, Tingting Zhang

引用次数: 2

Making the Most of Student Teaching: The Importance of Mentors and Scope for Change 充分利用学生教学:导师的重要性和变革的空间

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2020-06-01 DOI: 10.1162/edfp_a_00305

Dan Goldhaber, J. Krieg, Natsumi Naito, Roddy Theobald

{"title":"Making the Most of Student Teaching: The Importance of Mentors and Scope for Change","authors":"Dan Goldhaber, J. Krieg, Natsumi Naito, Roddy Theobald","doi":"10.1162/edfp_a_00305","DOIUrl":"https://doi.org/10.1162/edfp_a_00305","url":null,"abstract":"A growing literature documents the importance of student teaching placements for teacher development. Emerging evidence from this literature highlights the importance of the mentor teacher who supervises this placement, as teachers tend to be more effective when they student teach with a mentor who is a more effective teacher. But the efficacy of policies that aim to have effective teachers serve as mentors depends a great deal on the availability of effective teachers to serve in this role. We therefore use data from Washington State to illustrate that there is ample scope for change in student teacher placements; in other words, there are far more effective teachers within fifty miles of a teacher education program (TEP) who could host a student teacher in each year than the number of teachers who serve in this role. We also discuss the considerable challenges to improvement efforts related to the need for better coordination between TEPs, K–12 school systems, and states. Finally, we argue that, if policy makers value teacher candidate development equivalently to teacher in-service development, they should be willing to pay substantially more than the current average compensation for mentor teachers to recruit effective teachers to serve in this role.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"15 1","pages":"581-591"},"PeriodicalIF":2.1,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1162/edfp_a_00305","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42062702","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: 17