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Educational Evaluation and Policy Analysis最新文献

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Assessing the Public Availability of School Discipline and Infraction Data 评估学校纪律和违规数据的公共可用性
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2023-05-08 DOI: 10.3102/01623737231168817
F. Curran, Lelydeyvis Boza, Katharine Harris-Walls, Tiffany S. Tan
{"title":"Assessing the Public Availability of School Discipline and Infraction Data","authors":"F. Curran, Lelydeyvis Boza, Katharine Harris-Walls, Tiffany S. Tan","doi":"10.3102/01623737231168817","DOIUrl":"https://doi.org/10.3102/01623737231168817","url":null,"abstract":"Research using school discipline and infraction data has contributed to public policy conversations by helping elucidate the effects of and disproportionate experience of school disciplinary outcomes. This research brief presents results from an analysis of the public availability of such data from state departments of education. Findings suggest that while public availability of discipline data has not changed significantly over the past decade, states are more likely to disaggregate such data by subgroups. Unfortunately, such data remain generally focused on a small number of exclusionary practices rather than nonpunitive or nonexclusionary alternatives. Infraction data are slightly less available than discipline data and significantly less likely to be disaggregated by subgroup.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42609883","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
Can Automated Feedback Improve Teachers’ Uptake of Student Ideas? Evidence From a Randomized Controlled Trial in a Large-Scale Online Course 自动反馈能提高教师对学生想法的吸收吗？大规模在线课程中随机对照试验的证据
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2023-05-08 DOI: 10.3102/01623737231169270
Dorottya Demszky, Jing Liu, H. Hill, Dan Jurafsky, C. Piech
{"title":"Can Automated Feedback Improve Teachers’ Uptake of Student Ideas? Evidence From a Randomized Controlled Trial in a Large-Scale Online Course","authors":"Dorottya Demszky, Jing Liu, H. Hill, Dan Jurafsky, C. Piech","doi":"10.3102/01623737231169270","DOIUrl":"https://doi.org/10.3102/01623737231169270","url":null,"abstract":"Providing consistent, individualized feedback to teachers is essential for improving instruction but can be prohibitively resource-intensive in most educational contexts. We develop M-Powering Teachers, an automated tool based on natural language processing to give teachers feedback on their uptake of student contributions, a high-leverage dialogic teaching practice that makes students feel heard. We conduct a randomized controlled trial in an online computer science course (N = 1,136 instructors), to evaluate the effectiveness of our tool. We find that M-Powering Teachers improves instructors’ uptake of student contributions by 13% and present suggestive evidence that it also improves students’ satisfaction with the course and assignment completion. These results demonstrate the promise of M-Powering Teachers to complement existing efforts in teachers’ professional development.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46350064","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: 15
“One of the Weakest Budget Players in the State”: State Funding of Higher Education at the Onset of the COVID-19 Pandemic “国家预算最薄弱的参与者之一”：新冠肺炎疫情爆发时国家对高等教育的资助
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2023-05-08 DOI: 10.3102/01623737231168812
Denisa Gándara, Meredith S. Billings, Paul G. Rubin, Lindsey Hammond
{"title":"“One of the Weakest Budget Players in the State”: State Funding of Higher Education at the Onset of the COVID-19 Pandemic","authors":"Denisa Gándara, Meredith S. Billings, Paul G. Rubin, Lindsey Hammond","doi":"10.3102/01623737231168812","DOIUrl":"https://doi.org/10.3102/01623737231168812","url":null,"abstract":"Prior studies have documented the pattern of decreased state funding for higher education in periods of economic contraction (i.e., the balance wheel phenomenon). This qualitative case study examines how policymakers in California and Texas made decisions about funding higher education at the onset of the COVID-19 pandemic, when policymakers faced an economic downturn. Data comprise 28 interviews with key state actors and 69 documents. The analysis expands prior understandings of how state policymakers make budgeting decisions that affect higher education by exploring how they perceive certain target populations as deserving or undeserving of state support. The study also sheds light on the tenuous relationship between policymakers’ views of higher education and their funding decisions.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45497033","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
Testing an Explanation for Summer Learning Loss: Differential Examinee Effort Between Spring and Fall 测试夏季学习损失的一种解释：春季和秋季的不同考试努力
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2023-04-24 DOI: 10.3102/01623737231165027
Megan Kuhfeld, J. Soland, Brennan Register, A. McEachin
{"title":"Testing an Explanation for Summer Learning Loss: Differential Examinee Effort Between Spring and Fall","authors":"Megan Kuhfeld, J. Soland, Brennan Register, A. McEachin","doi":"10.3102/01623737231165027","DOIUrl":"https://doi.org/10.3102/01623737231165027","url":null,"abstract":"Summer learning loss is a perennial concern for educators and parents alike. However, researchers have recently questioned whether summer learning loss is just a statistical artifact driven by how achievement is measured across the school year. In this study, we empirically investigated a plausible critique of summer learning loss research, namely that students do not put forth their best effort on the fall test compared with the spring test. While we cannot conclude based on our findings that students do in fact lose ground during the summer, we did not find evidence that seasonal differences in test effort are a main driver of summer learning patterns estimated with MAP Growth assessments.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48398589","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
Ties That Bind? The Teaching and Post-Teaching Trajectories of Black and Latino/a Community Insiders and Elite College Graduates 捆绑的纽带？黑人和拉丁裔社区内部人士和精英大学毕业生的教学和教学后轨迹
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2023-04-24 DOI: 10.3102/01623737231162583
Andrew M. Brantlinger, B. Turner, Á. Valenzuela
{"title":"Ties That Bind? The Teaching and Post-Teaching Trajectories of Black and Latino/a Community Insiders and Elite College Graduates","authors":"Andrew M. Brantlinger, B. Turner, Á. Valenzuela","doi":"10.3102/01623737231162583","DOIUrl":"https://doi.org/10.3102/01623737231162583","url":null,"abstract":"Community teachers, particularly those who are Black and Latinx, are assumed to improve retention and outcomes depending on retention in schools that serve low-income Black and Latinx students. Based on a critical quantitative analysis of data collected on the career trajectories and retention of hundreds of alternatively certified mathematics teachers, the study shows that community insiders exhibit significantly higher rates of retention in district schools than community outsiders and, in particular, those from elite colleges. Utilizing quantitative critical theory methodology, the study helps to move the field beyond race-neutral analyses of teachers’ retention and careers.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43990312","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: 2
Linkage Between Fields of Focus in High School Career Technical Education and College Majors 高中职业技术教育重点领域与大学专业的衔接
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2023-04-24 DOI: 10.3102/01623737231164149
Zeyu Xu, Ben Backes
{"title":"Linkage Between Fields of Focus in High School Career Technical Education and College Majors","authors":"Zeyu Xu, Ben Backes","doi":"10.3102/01623737231164149","DOIUrl":"https://doi.org/10.3102/01623737231164149","url":null,"abstract":"This study examines the extent to which students obtain postsecondary credentials in the career technical education (CTE) fields of focus they choose in high school. Using school fixed-effects models, we find that focusing on a particular CTE field in high school is associated with an increased probability of enrolling and obtaining a postsecondary credential in that field. The secondary–postsecondary relationship varies across focus areas, and it is strongest in health (increase of 12.5 percentage points), which is disproportionately chosen by females. Across all fields of focus, however, most students enroll and obtain a postsecondary credential in fields that are different from what they focused on in high school.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49033960","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: 1
Compliance, Chaos, or Coherence? How Superintendents, Districts, and Schools Craft Coherence From School Turnaround Policy 遵从，混乱，还是连贯?主管、地区和学校如何从学校转型政策中达成一致性
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2023-04-11 DOI: 10.3102/01623737231161363
A. Torres, Sandy Frost Waldron, Jason Burns
{"title":"Compliance, Chaos, or Coherence? How Superintendents, Districts, and Schools Craft Coherence From School Turnaround Policy","authors":"A. Torres, Sandy Frost Waldron, Jason Burns","doi":"10.3102/01623737231161363","DOIUrl":"https://doi.org/10.3102/01623737231161363","url":null,"abstract":"This mixed-method study examines Michigan’s Partnership policy for school turnaround, which positions the district and superintendents as key policy implementation actors. We first interviewed 21 of 35 Partnership superintendents/leaders across Michigan and surveyed teachers to understand the initial response to the turnaround policy and the strategic planning process. We then used our understanding of these leaders’ responses to conduct a purposively sampled embedded multiple comparative case study of three varied districts. These case studies helped us more deeply understand and compare how districts engaged in the process of crafting coherence and school-level stakeholders’ perceptions of activities related to coherence and implementation of the reform. Based on these two levels of data collection and analysis, we found that many leaders used the opportunity to create new changes, roles, and partnerships, but the majority also symbolically adopted policy demands by aligning their turnaround plans with pre-existing efforts. Using cross-case comparisons of our three districts, we argue that some degree of strategic buffering from policy demands may be warranted, especially when districts have low capacity and face significant challenges recruiting and retaining teachers.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42488865","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: 1
“Protected Teaching Spaces”: Opportunities and Constraints When Teaching for the edTPA “受保护的教学空间”:edTPA教学的机会与限制
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2023-04-10 DOI: 10.3102/01623737231162112
K. Lohwasser, Caroline C. Long, Soo‐Yean Shim, M. Windschitl
{"title":"“Protected Teaching Spaces”: Opportunities and Constraints When Teaching for the edTPA","authors":"K. Lohwasser, Caroline C. Long, Soo‐Yean Shim, M. Windschitl","doi":"10.3102/01623737231162112","DOIUrl":"https://doi.org/10.3102/01623737231162112","url":null,"abstract":"Preservice teacher performance assessments, such as the edTPA, are one of the accountability policies from states and local authorities designed to ensure the quality of beginning teachers and standardize teacher education. We studied experiences of 65 preservice teachers regarding the effect of the edTPA on their learning in field-placement classrooms. These cases revealed that the edTPA created “protected teaching spaces” for participants to experiment with student-centered instructional practices supported in university courses and codified in edTPA rubrics. This was especially impactful for novices who previously had limited opportunities to try out equitable reform-oriented instruction in their placements. In these cases, the edTPA also helped mitigate inequities in learning to teach, an unintended outcome that is important for policymakers to consider when deciding on credentialing requirements.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42097480","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 Plight of Persistently Disciplined Students: Examining Frequent Flyers and the Conversion of Office Discipline Referrals Into Suspensions 坚持纪律的学生的困境：检查飞行常客和办公室纪律转为停职
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2023-03-13 DOI: 10.3102/01623737231155155
Richard O. Welsh, Luis A. Rodriguez
{"title":"The Plight of Persistently Disciplined Students: Examining Frequent Flyers and the Conversion of Office Discipline Referrals Into Suspensions","authors":"Richard O. Welsh, Luis A. Rodriguez","doi":"10.3102/01623737231155155","DOIUrl":"https://doi.org/10.3102/01623737231155155","url":null,"abstract":"Racial inequality in exclusionary discipline is a salient educational equity issue. The implications of educators’ discretion in administering discipline and the complexity of repeated office discipline referrals (ODRs) and suspensions are reflected in school discipline policy debates nationwide. This brief uses New York City to learn more about persistently disciplined students. Black students are more likely to be persistently referred than other students. The disparities in the students who are persistently suspended are not as stark as the disparities in the students who are persistently referred. School characteristics play an essential role in predicting persistently disciplined students and the findings reinforce the value of teachers’ diversity and experience and school climate for reducing racial inequality in school discipline.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43788076","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: 2
Teacher Perceptions of Past Classroom Behaviors Influence Adolescents’ Receptivity and Responsiveness to a Belonging Intervention 教师对过去课堂行为的感知影响青少年对归属干预的接受和反应
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2023-03-06 DOI: 10.3102/01623737231154605
Jaymes Pyne
{"title":"Teacher Perceptions of Past Classroom Behaviors Influence Adolescents’ Receptivity and Responsiveness to a Belonging Intervention","authors":"Jaymes Pyne","doi":"10.3102/01623737231154605","DOIUrl":"https://doi.org/10.3102/01623737231154605","url":null,"abstract":"This study shows how receptivity and responsiveness can influence the efficacy of an intervention helping adolescents reappraise worry or uncertainty following the difficult transition to middle school. The intervention was implemented at-scale in a diverse sample of sixth-grade public school district students followed through eighth grade (N = 1,180; 41% Black or Latinx; 44% low socioeconomic status). Results suggest the intervention’s effects on grade point average are confined to a racially and socioeconomically diverse subgroup of adolescents who had high teacher evaluations of their classroom behaviors in kindergarten that declined over the early elementary school years (i.e., “Disengagers”). These findings suggest that adolescents’ past school experiences with educators may bound the extent to which interventions can promote success in school.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47667950","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: 1
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