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Educational Evaluation and Policy Analysis最新文献

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Redefining Merit Through New Routines: Holistic Admissions Policy Implementation in Graduate Education 通过新惯例重新定义成绩:研究生教育的整体录取政策实施
1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2023-10-30 DOI: 10.3102/01623737231201612
Julie Posselt, Deborah Southern, Theresa Hernandez, Steve Desir, Fatima Alleyne, Casey W. Miller
{"title":"Redefining Merit Through New Routines: Holistic Admissions Policy Implementation in Graduate Education","authors":"Julie Posselt, Deborah Southern, Theresa Hernandez, Steve Desir, Fatima Alleyne, Casey W. Miller","doi":"10.3102/01623737231201612","DOIUrl":"https://doi.org/10.3102/01623737231201612","url":null,"abstract":"Despite a growing body of research on the outcomes of holistic admissions and eliminating standardized test score requirements throughout education, few have documented how organizations transition to holistic review. Implementation, however, may help explain variation in impacts of holistic admissions. This article draws upon theories of organizational routines to examine adoption of holistic review in 13 STEM PhD programs from five universities. We conducted 60- to 90-min interviews with admissions leaders, including a COVID-19 transcript review activity. Data reveal change is multilevel, involving new policy/structural, practice/cultural, and cognitive/interpretive routines, which carry promise for disrupting institutionalized inequities where the politics of changing these routines can be managed. We discuss implications for policy, organizational practice, and future research on academic evaluations.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"2023 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136102841","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
Disaggregating the Effects of STEM Education and Apprenticeships on Economic Mobility: Evidence From the LaunchCode Program 分解STEM教育和学徒制对经济流动性的影响:来自LaunchCode项目的证据
1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2023-10-30 DOI: 10.3102/01623737231199985
Jason Jabbari, Yung Chun, Wenrui Huang, Stephen Roll
{"title":"Disaggregating the Effects of STEM Education and Apprenticeships on Economic Mobility: Evidence From the LaunchCode Program","authors":"Jason Jabbari, Yung Chun, Wenrui Huang, Stephen Roll","doi":"10.3102/01623737231199985","DOIUrl":"https://doi.org/10.3102/01623737231199985","url":null,"abstract":"We conduct an impact analysis on a unique technology certificate and apprenticeship program offered by LaunchCode. We merge administrative data containing entrance exam scores with survey data for individuals that were (a) not accepted, (b) accepted but did not complete the course, (c) completed the course but not the apprenticeship, and (d) completed the course and the apprenticeship. By using entrance exam scores as an instrumental variable, we conduct an intent-to-treat model, finding that program acceptance was significantly associated with increased earnings and probabilities of working in a science, technology, engineering, and math (STEM) profession. Then, by using machine learning-generated multinomial propensity score weights, we conduct a treatment-on-treated analysis, finding that these increases appear to be primarily driven by the apprenticeship component.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"79 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136103625","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
Interscholastic Policy Debate Promotes Critical Thinking and College-Going: Evidence From Boston Public Schools 校际政策辩论促进批判性思维和上大学:来自波士顿公立学校的证据
1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2023-10-23 DOI: 10.3102/01623737231200234
Beth E. Schueler, Katherine E. Larned
{"title":"Interscholastic Policy Debate Promotes Critical Thinking and College-Going: Evidence From Boston Public Schools","authors":"Beth E. Schueler, Katherine E. Larned","doi":"10.3102/01623737231200234","DOIUrl":"https://doi.org/10.3102/01623737231200234","url":null,"abstract":"Few interventions reduce inequality in reading achievement, let alone higher-order thinking skills, among adolescents. We study policy debate—an extracurricular activity focused on improving middle and high schoolers’ critical thinking, argumentation, and policy analysis skills—in Boston schools serving large concentrations of economically disadvantaged students of color. Student fixed effects estimates show debate had positive impacts on English Language Arts (ELA) test scores of 0.13 SD, equivalent to 68% of a full year of average ninth-grade learning. Gains were concentrated on analytical more than rote subskills. We find no harm to math, attendance, or disciplinary records, and evidence of positive effects on high school graduation and postsecondary enrollment. Impacts were largest among students who were lowest achieving prior to joining debate.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"52 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366646","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
Framing Effects and the Public’s Attitudes Toward Racial Equity in Education Policy 框架效应与公众对教育政策中种族平等的态度
1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2023-10-16 DOI: 10.3102/01623737231200202
David M. Quinn
{"title":"Framing Effects and the Public’s Attitudes Toward Racial Equity in Education Policy","authors":"David M. Quinn","doi":"10.3102/01623737231200202","DOIUrl":"https://doi.org/10.3102/01623737231200202","url":null,"abstract":"Frames shape public opinion on policy issues, with implications for policy adoption and agenda-setting. What impact do common issue frames for racial equity in education have on voters’ support for racially equitable education policy? Across survey experiments with two independent representative polls of California voters, framing effects were moderated by voters’ prior policy preferences. Among respondents concerned with tax policy, a frame emphasizing the economic benefits of equity elicited higher priority for racial equity in education. Among respondents concerned with social justice, an “equal opportunity” frame elicited higher priority ratings. However, exploratory analyses showed frames only mattered when respondents held mixed policy preferences. Among respondents who (a) valued both tax policy and social justice issues, or who (b) valued neither, both frames were equally impactful.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136114717","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
Helping or Hurting: The Effects of Retention in the Third Grade on Student Outcomes 帮助还是伤害:三年级留校对学生成绩的影响
1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2023-10-11 DOI: 10.3102/01623737231197639
NaYoung Hwang, Cory Koedel
{"title":"Helping or Hurting: The Effects of Retention in the Third Grade on Student Outcomes","authors":"NaYoung Hwang, Cory Koedel","doi":"10.3102/01623737231197639","DOIUrl":"https://doi.org/10.3102/01623737231197639","url":null,"abstract":"We evaluate the effects of grade retention on students’ academic, attendance, and disciplinary outcomes in Indiana. Using a regression discontinuity design, we show that third-grade retention increases achievement in English Language Arts (ELA) and math immediately and substantially, and the effects persist into middle school. We find no evidence of grade retention effects on student attendance or disciplinary incidents, again into middle school. Our findings combine to show that Indiana’s third-grade retention policy improves achievement for retained students without adverse impacts along (measured) nonacademic dimensions.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136063795","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
Putting the Instructional Leadership–Student Achievement Relation in Context: A Meta-Analytical Big Data Study Across Cultures and Time 将教学领导与学生成绩的关系置于语境中:跨文化和时间的元分析大数据研究
1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2023-10-02 DOI: 10.3102/01623737231197434
Marcus Pietsch, Burak Aydin, Sedat Gümüş
{"title":"Putting the Instructional Leadership–Student Achievement Relation in Context: A Meta-Analytical Big Data Study Across Cultures and Time","authors":"Marcus Pietsch, Burak Aydin, Sedat Gümüş","doi":"10.3102/01623737231197434","DOIUrl":"https://doi.org/10.3102/01623737231197434","url":null,"abstract":"Aggregated data meta-analyses indicate a correlation between instructional leadership and student achievement. However, it is unclear to what extent this relationship can be generalized across cultural contexts, as most primary studies stem from Anglophone regions. Drawing on international large-scale assessment data, this 3-level individual participant data (IPD) meta-analysis examines this relationship over a 6-year period using a sample of 1.5 million students in more than 50,000 schools from 75 countries. The findings show that the mean correlation is close to 0 and that the relationship between instructional leadership and student achievement varies significantly across contexts. This is mainly due to the level of human development and cultural factors. Implications for policy, practice, and education research are discussed.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135829664","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
An ADVANCE for Whom? A National Study of Initiatives to Improve Faculty Gender Equity 谁的进步?改善教师性别平等的国家研究
1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2023-09-25 DOI: 10.3102/01623737231197683
Xiaodan Hu, Frank Fernandez
{"title":"An ADVANCE for Whom? A National Study of Initiatives to Improve Faculty Gender Equity","authors":"Xiaodan Hu, Frank Fernandez","doi":"10.3102/01623737231197683","DOIUrl":"https://doi.org/10.3102/01623737231197683","url":null,"abstract":"This study examines whether the National Science Foundation’s ADVANCE-IT grant program identifies and funds institutions that improve faculty gender equity. By using matching procedures and a two-way fixed-effect event study, we find that when universities received ADVANCE-IT grants, their proportion and headcount of women faculty as full-time new-hire, overall faculty, and tenured and tenure-track faculty are not different from multiple comparison groups of universities—including universities that received other types of ADVANCE grants. Drawing on the concept of intersectionality, we further disaggregate women faculty into subracial/ethnic groups. We did not find consistent evidence supporting that ADVANCE-IT universities increase the proportion or headcount of women faculty in subracial/ethnic groups. We discuss implications for federal grantmaking and diversifying higher education faculty.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135814473","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 Stubborn Unresponsiveness of Youth Voter Turnout to Civic Education: Quasi-Experimental Evidence From State-Mandated Civics Tests 青年选民对公民教育的顽固冷漠:来自州强制公民考试的准实验证据
1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2023-09-12 DOI: 10.3102/01623737231195887
Jilli Jung, Maithreyi Gopalan
{"title":"The Stubborn Unresponsiveness of Youth Voter Turnout to Civic Education: Quasi-Experimental Evidence From State-Mandated Civics Tests","authors":"Jilli Jung, Maithreyi Gopalan","doi":"10.3102/01623737231195887","DOIUrl":"https://doi.org/10.3102/01623737231195887","url":null,"abstract":"Youth voter turnout remains stubbornly low and unresponsive to civic education. Rigorous evaluations of the effects of adopting civics tests for high school graduation by some states on youth voter turnout remain limited. We estimate the impact of a recent, state-mandated civics test policy—the Civics Education Initiative (CEI)—on youth voter turnout by exploiting spatial and temporal variation in the adoption of CEI across states. Using nationally representative data from the 1996 to 2020 Current Population Survey and a difference-in-differences analysis, we find that CEI does not significantly affect youth voter turnout. Our null results, largely insensitive to a variety of alternative specifications and robustness checks, provide evidence regarding the lack of efficacy of civics test policies when it comes to youth voter participation.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135879193","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
Biased Opportunities: The Role of Implicit and Explicit Bias in Advanced Placement and Dual Enrollment 有偏见的机会:内隐和外显偏见在大学先修和双录取中的作用
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2023-08-28 DOI: 10.3102/01623737231192487
Kaitlin P. Anderson
{"title":"Biased Opportunities: The Role of Implicit and Explicit Bias in Advanced Placement and Dual Enrollment","authors":"Kaitlin P. Anderson","doi":"10.3102/01623737231192487","DOIUrl":"https://doi.org/10.3102/01623737231192487","url":null,"abstract":"Black and Latinx students are underrepresented in advanced placement (AP) and dual enrollment (DE), and implicit bias of educators has been discussed as one potential contributor. This study tests whether aggregate measures of implicit and explicit racial bias are related to AP and DE participation and racial/ethnic gaps in participation, controlling for contextual factors. The results indicate a relationship between implicit racial bias and disparate AP participation for Black students relative to White students, and suggestive evidence of a relationship between explicit racial bias and disparate DE participation between Black and White students. Furthermore, more explicitly biased communities have lower AP participation overall. Implications for school leaders regarding interventions to address systemic inequities in access are discussed.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48152612","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
Constructing an Educational “Quality” Crisis: (E)quality Politics and Racialization Beyond Target Beneficiaries 建构教育“品质”危机:(E)品质政治与超越目标受益人的种族化
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2023-08-21 DOI: 10.3102/01623737231189478
Heather N. McCambly, Quinn Mulroy
{"title":"Constructing an Educational “Quality” Crisis: (E)quality Politics and Racialization Beyond Target Beneficiaries","authors":"Heather N. McCambly, Quinn Mulroy","doi":"10.3102/01623737231189478","DOIUrl":"https://doi.org/10.3102/01623737231189478","url":null,"abstract":"In this critical, political discourse analysis, we trace how two concepts, equity and quality, became discursively linked and contested in the administration of postsecondary education policy over time (1968–1994)—a developmental process we refer to as (e)quality politics. By engaging in a historical analysis, we investigate (a) the racialized political origins and discursive processes by which arguments over educational “quality” are advanced as part of an antiequity policy paradigm and (b) how this paradigm reinscribes racial inequity into administrative and organizational action over time. We illustrate how, once an (e)quality politics paradigm is established, racialized policy designs can persist, even in the absence of explicit references to racialized social constructions of target populations in later periods of policy development.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45844767","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
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