American Journal of Education最新文献_第6页

A Choice between Second Chances: An Analysis of How Students Address Course Failure 第二次机会之间的选择:学生如何应对课程失败的分析

IF 2.5 3区教育学

American Journal of Education Pub Date : 2021-11-01 DOI: 10.1086/716549

Samantha Viano

{"title":"A Choice between Second Chances: An Analysis of How Students Address Course Failure","authors":"Samantha Viano","doi":"10.1086/716549","DOIUrl":"https://doi.org/10.1086/716549","url":null,"abstract":"Purpose: On average, one in five high school students in North Carolina fails at least one core, required course every year. After failure, students have two options to regain course credit: repeat the course face-to-face (F2F) or online credit recovery (OCR). This study seeks to provide descriptive evidence on OCR/F2F enrollment patterns over time and across schools. Research Methods: The data include administrative records from the state of North Carolina on all high school students enrolled in public schools between the 2012–13 and 2016–17 school years. Analyses are descriptive with ordinary least squares regression and multilevel models. Findings: OCR has grown in popularity: schools, on average, were as likely to enroll students in OCR as F2F courses by 2015–16. Increasing high school graduation rates and decreasing test score proficiency are correlated with increasing OCR enrollment at the school level. Students with more absences and Black students are more likely to enroll in OCR, and students with disabilities are less likely to enroll. OCR enrollment is associated with a 12 percentage point increase in the probability of earning course credit over F2F courses, although this could indicate students more likely to earn course credit are assigned to OCR. Implications: School leaders should consider how they assign students to OCR/F2F given the findings indicating OCR enrollment could come with intended benefits for credit earning but unintended negative consequences for test scores. Future research could explore these processes to understand the most effective uses of OCR for student remediation of course credit.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"128 1","pages":"29 - 58"},"PeriodicalIF":2.5,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44676143","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: 5

Stability of School Contributions to Student Social-Emotional Learning Gains 学校对学生社会情绪学习收益贡献的稳定性

IF 2.5 3区教育学

American Journal of Education Pub Date : 2021-11-01 DOI: 10.1086/716550

Hans Fricke, S. Loeb, R. Meyer, Andrew B. Rice, L. Pier, Heather Hough

{"title":"Stability of School Contributions to Student Social-Emotional Learning Gains","authors":"Hans Fricke, S. Loeb, R. Meyer, Andrew B. Rice, L. Pier, Heather Hough","doi":"10.1086/716550","DOIUrl":"https://doi.org/10.1086/716550","url":null,"abstract":"Purpose: Recent attempts to measure schools’ influence on students’ social-emotional learning (SEL) show differences across schools, but whether these estimated differences measure the true effects of schools remain unclear. To better understand these measures, we examine the stability of estimated school-by-grade effects across 2 years using large-scale survey data. Research Methods: We use 3 years of student SEL survey data from five large urban school districts in California, student-level demographic information, and summative assessment scores in math and English language arts (ELA) to estimate 2 years of growth measures (i.e., 2015–16 and 2016–17) with school fixed effects included to estimate schools’ contributions to student growth in SEL, math, and ELA. We compute the growth measures separately by grade and by year. We then estimate correlations of the school effects between the same grades in the two different years, as well as between adjacent grades for a given cohort. Findings: We find that schools in the top or bottom of the effect distribution have more persistent impacts across years than do those in the middle. Correlations among effects in the same grades across years are positive but lower than those for math and ELA. Implications: The results provide some evidence that school effect estimates based on student surveys measure actual contributions to students’ SEL; however, the low stability of estimated school effects draws into question including the measures in school performance systems. Using the estimates to identify particularly effective schools is more promising.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"128 1","pages":"95 - 145"},"PeriodicalIF":2.5,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45809145","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: 4

Workforce Outcomes of Program Completers in High-Needs Endorsement Areas 高需求认可领域项目完成者的劳动力成果

IF 2.5 3区教育学

American Journal of Education Pub Date : 2021-10-07 DOI: 10.1086/716486

Emanuele Bardelli, Matthew Ronfeldt

{"title":"Workforce Outcomes of Program Completers in High-Needs Endorsement Areas","authors":"Emanuele Bardelli, Matthew Ronfeldt","doi":"10.1086/716486","DOIUrl":"https://doi.org/10.1086/716486","url":null,"abstract":"Purpose: For decades, federal and state agencies have identified teacher shortages in high-needs endorsement areas (HNEAs), including science, mathematics, and special education, as a critical problem. Many states have implemented policies and practices to recruit HNEA teachers, but little is known about how their workforce outcomes compare with other teachers. Research Methods: We leverage statewide longitudinal data in Tennessee to analyze the workforce outcomes of teachers prepared in the state between 2010 and 2016. We model our outcomes of interest using linear and logistic multilevel regression. Findings: We observe that the number of teachers who receive HNEA endorsements has increased over time even as the overall number of teachers prepared in the state has declined. HNEA teachers are employed at higher rates and retained at similar rates as other teachers. HNEA teachers have similar student achievement gains as non-HNEA teachers. Though HNEA and non-HNEA teachers also have similar first-year observation ratings, STEM (science, technology, engineering, and mathematics) and special education teachers improve at slower rates subsequently. Implications: Our results suggest that potential policy solutions to the recruitment, retention, and development of highly effective HNEA teachers might require policies targeted to individual HNEAs, as each area might have unique needs and challenges. The positive results on preparation and employment of HNEA teachers suggest that Tennessee’s policies to train, employ, and retain HNEA teachers have been largely successful. However, our findings also suggest that HNEA teachers may need additional supports in instructional development.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"128 1","pages":"59 - 93"},"PeriodicalIF":2.5,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47357340","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

“Smart Power” in Standards Implementation after No Child Left Behind 不让一个孩子掉队后标准实施中的“智慧力量”

IF 2.5 3区教育学

American Journal of Education Pub Date : 2021-09-16 DOI: 10.1086/716463

T. Nichols, A. Edgerton, Laura Desimone

{"title":"“Smart Power” in Standards Implementation after No Child Left Behind","authors":"T. Nichols, A. Edgerton, Laura Desimone","doi":"10.1086/716463","DOIUrl":"https://doi.org/10.1086/716463","url":null,"abstract":"Purpose: As the federal government has retreated from taking a dominant role in encouraging implementation of common K–12 standards, states and districts have moved to fill this education policy vacuum. This study aims to understand how state and district leaders are navigating this new policy environment. Research Methods/Approach: Drawing upon 47 interviews with state and district administrators conducted in 2016 and 2017, we used deductive coding based on a policy attributes theory to examine the co-occurrence of codes for specificity, consistency, authority, power, and stability. Throughout this process, we assessed interrater reliability through paired coding, research team discussions, and recoding to uncover broad themes. Findings: We identify the concept of “smart power” as a ubiquitous mechanism that leaders are utilizing to balance buy-in (authority) and accountability (power). We find that this balance remains precarious and highly dependent upon local political contexts. Smart power can allow for more thoughtful and sustainable implementation strategies that increase teacher support for these policies—or it can become a rhetorical device without substantive change. Implications: We reveal the enduring appeal of accountability policies even when administrators express reservations about falling back on the legacy of No Child Left Behind. These findings hold broad relevance for the implementation of K–12 standards moving forward, particularly as states consider how to build legitimacy and buy-in toward new and revised standards-based policies in the wake of the pandemic.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"128 1","pages":"147 - 169"},"PeriodicalIF":2.5,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47561177","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

“This Is a Good Neighborhood. This Ain’t No Pittsburgh!”: Conflicting Narratives of Opioid Misuse within Rural School Districts and Communities “这是一个好社区。这不是匹兹堡!:农村学区和社区中阿片类药物滥用的相互矛盾的叙述

IF 2.5 3区教育学

American Journal of Education Pub Date : 2021-09-16 DOI: 10.1086/716461

Ian Burfoot-Rochford, K. Schafft

{"title":"“This Is a Good Neighborhood. This Ain’t No Pittsburgh!”: Conflicting Narratives of Opioid Misuse within Rural School Districts and Communities","authors":"Ian Burfoot-Rochford, K. Schafft","doi":"10.1086/716461","DOIUrl":"https://doi.org/10.1086/716461","url":null,"abstract":"Purpose: This study examines the local and institutional factors that shape how educators and educational leaders in western Pennsylvania have understood and responded to rapid growth in opioid misuse and drug overdose within their communities. We examine how educational leaders and educators in two rural school districts in western Pennsylvania made sense of growing opioid misuse as not only a social problem but also a local problem, and how that framing in turn shaped their community and school response. Research Methods/Approach: We analyze data gathered from interviews and fieldwork conducted in two rural school districts in Pennsylvania in 2017–18 experiencing high levels of opioid misuse and drug overdose. Data were drawn from interviews with 36 educators and educational leaders, as well as notes from roughly 60 hours of participant observation in each district at school board meetings, local action group meetings, and community events. Findings: We find that community and institutional forces restricted coherent and meaningful school responses. School district leaders understood growing opioid misuse as emerging both external to and in contradiction with local rural community values and identity. Educators further cited testing assessment pressures and lack of educator training as institutional factors limiting school and educator responses to the mounting opioid problem. Implications: Despite a precedent for schools assuming a variety of health and wellness functions for students and families, and the severity of opioid misuse as a government-defined statewide emergency, coherent school response to opioid addiction is often stymied by a number of social, cultural, and institutional constraints.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"128 1","pages":"1 - 28"},"PeriodicalIF":2.5,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49206472","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

What’s Future Is Epilogue: The Uses of Higher Education History 什么是未来结语：高等教育史的用途

IF 2.5 3区教育学

American Journal of Education Pub Date : 2021-08-01 DOI: 10.1086/715035

Ethan W. Ris

引用次数: 1

Creating the Suburban School Advantage: Race, Localism, and Inequality in an American Metropolis by John L. Rury. Ithaca, NY: Cornell University Press, 2020. 276 pp., $39.95 (cloth). 《创造郊区学校优势:美国大都市的种族、地方主义和不平等》，约翰·l·瑞著。纽约州伊萨卡:康奈尔大学出版社，2020年。276页，39.95美元(布)。

IF 2.5 3区教育学

American Journal of Education Pub Date : 2021-08-01 DOI: 10.1086/715036

Karen Benjamin

引用次数: 0

Multiracial Faculty Members’ Experiences with Multiracial Microaggressions 多种族教员遭受多种族微侵犯的经历