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Educational Evaluation and Policy Analysis最新文献

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Accountability or Equity: Combining Topic Models and Qualitative Analysis to Examine Public Rhetoric about Performance-Based Funding. 问责制或公平:结合主题模型和定性分析来检验关于绩效基金的公共修辞
IF 2.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-12-01 Epub Date: 2022-04-11 DOI: 10.3102/01623737221081532
Denisa Gándara, Stijn Daenekindt
{"title":"Accountability or Equity: Combining Topic Models and Qualitative Analysis to Examine Public Rhetoric about Performance-Based Funding.","authors":"Denisa Gándara, Stijn Daenekindt","doi":"10.3102/01623737221081532","DOIUrl":"10.3102/01623737221081532","url":null,"abstract":"<p><p>Examining rhetoric is important to understanding educational policymaking. This study focuses on rhetoric on one educational policy, performance-based funding (PBF) for higher education. In contrast to previous research on PBF, we analyze rhetoric in both states that implemented the policy and those that opted out. We employ a sequential mixed-methods design combining topic modeling with qualitative analysis of newspapers. Findings indicate that rhetoric in states that implemented PBF aligned closely with neoliberalism. Rhetoric from non-implementer states focused on higher education agents and policy processes, and was more likely to highlight equity than rhetoric from implementer states. This study sheds light on policy innovation and diffusion by contrasting rhetoric around PBF between states that implemented the policy and those that held out.</p>","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"734-758"},"PeriodicalIF":2.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11364350/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48031657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Effect of School District Consolidation on Student Achievement: Evidence From Arkansas 学区整合对学生成绩的影响:来自阿肯色州的证据
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-11-21 DOI: 10.3102/01623737221133394
Josh B. McGee, Jonathan N. Mills, Jessica S. Goldstein
{"title":"The Effect of School District Consolidation on Student Achievement: Evidence From Arkansas","authors":"Josh B. McGee, Jonathan N. Mills, Jessica S. Goldstein","doi":"10.3102/01623737221133394","DOIUrl":"https://doi.org/10.3102/01623737221133394","url":null,"abstract":"School district consolidation is one of the most widespread education reforms of the last century, but surprisingly little research has directly investigated its effectiveness. To examine the impact of consolidation on student achievement, this study takes advantage of a policy that requires the consolidation of all Arkansas school districts with enrollment of fewer than 350 students for two consecutive school years. Using a regression discontinuity model, we find that consolidation has either null or small positive impacts on student achievement in math and English Language Arts (ELA). We do not find evidence that consolidation in Arkansas results in positive economies of scale, either by reducing overall cost or by allowing for a greater share of resources to be spent in the classroom.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"482 - 495"},"PeriodicalIF":3.4,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45179906","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
School Vouchers and College Enrollment: Experimental Evidence From Washington, DC 学校代金券与大学招生：来自华盛顿特区的实验证据
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-11-14 DOI: 10.3102/01623737221131549
Matthew M. Chingos, Brian Kisida
{"title":"School Vouchers and College Enrollment: Experimental Evidence From Washington, DC","authors":"Matthew M. Chingos, Brian Kisida","doi":"10.3102/01623737221131549","DOIUrl":"https://doi.org/10.3102/01623737221131549","url":null,"abstract":"Washington, DC’s Opportunity Scholarship Program (OSP), the only federally funded school voucher program in the United States, has provided private school scholarships to low-income students in DC since 2004. From its inception, the program has received significant attention in national debates and has been the subject of rigorous evaluations mandated by Congress. We conduct an experimental evaluation of the effect of the OSP on college enrollment by comparing the college enrollment rates of students offered a scholarship in lotteries held in 2004 and 2005 with those of students who applied but did not win a scholarship. Students who won scholarships to attend private schools were not significantly more or less likely to enroll in college than students who did not.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"422 - 436"},"PeriodicalIF":3.4,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45892820","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 Effect of the Uniform Bar Examination on Admissions, Diversity, Affordability, and Employment Across Law Schools in the United States 统一律师资格考试对美国法学院招生、多样性、可负担性和就业的影响
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-11-14 DOI: 10.3102/01623737221131803
Taylor K. Odle, Ji Yeon Bae, Manuel S. González Canché
{"title":"The Effect of the Uniform Bar Examination on Admissions, Diversity, Affordability, and Employment Across Law Schools in the United States","authors":"Taylor K. Odle, Ji Yeon Bae, Manuel S. González Canché","doi":"10.3102/01623737221131803","DOIUrl":"https://doi.org/10.3102/01623737221131803","url":null,"abstract":"The Uniform Bar Examination (UBE) is a multijurisdictional test that law students can use to gain admission to the bar in 37 states and territories. Despite this near-universal applicability and the potential of UBE to affect law schools’ admissions, diversity, affordability, and employment outcomes, no research to date has examined the impacts of UBE. Equipped with a novel data set that we make available to future researchers, we apply a difference-in-differences design to estimate these impacts by exploiting variation in UBE adoption timing across states. We find early evidence to suggest that law schools in UBE states benefited by receiving more applications and having higher overall enrollments after UBE adoption.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"520 - 529"},"PeriodicalIF":3.4,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42324411","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
Contested Justice: Rethinking Educational Equity Through New York City’s COVID-19 School Reopening Debates 正义之争：通过纽约市新冠肺炎学校重新开放辩论反思教育公平
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-11-14 DOI: 10.3102/01623737221121802
Alexandra Freidus, Erica O. Turner
{"title":"Contested Justice: Rethinking Educational Equity Through New York City’s COVID-19 School Reopening Debates","authors":"Alexandra Freidus, Erica O. Turner","doi":"10.3102/01623737221121802","DOIUrl":"https://doi.org/10.3102/01623737221121802","url":null,"abstract":"This study examines competing justice claims that stakeholders policymakers, district leaders, families, and educators evoked during the 2020 COVID-19 New York City school reopening debates. Drawing on thematic analysis of 300 news and opinion articles, we examine stakeholders’ overlapping and contested understandings of justice in public education, including claims related to how school resources are distributed, whom district policies recognize, and who is represented in policymaking. In addition to deepening our understanding of the educational politics of the COVID-19 pandemic—an event with field-changing consequences—our analysis offers researchers and policymakers a more robust basis for advancing equity and conceptualizing just educational policy for multiple stakeholders.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48721647","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
Can a Commercial Screening Tool Help Select Better Teachers? 商业筛选工具能帮助选择更好的教师吗？
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-11-14 DOI: 10.3102/01623737221131547
Olivia L. Chi, M. Lenard
{"title":"Can a Commercial Screening Tool Help Select Better Teachers?","authors":"Olivia L. Chi, M. Lenard","doi":"10.3102/01623737221131547","DOIUrl":"https://doi.org/10.3102/01623737221131547","url":null,"abstract":"Improving teacher selection is an important strategy for strengthening the quality of the teacher workforce. As districts adopt commercial teacher screening tools, evidence is needed to understand these tools’ predictive validity. We examine the relationship between Frontline Education’s TeacherFit instrument and newly hired teachers’ outcomes. We find that a 1 SD increase on an index of TeacherFit scores is associated with a 0.06 SD increase in evaluation scores. However, we also find evidence that teachers with higher TeacherFit scores are more likely to leave their hiring schools the following year. Our results suggest that TeacherFit is not necessarily a substitute for more rigorous screening processes that are conducted by human resources officials, such as those documented in recent studies.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"530 - 539"},"PeriodicalIF":3.4,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45436682","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
Did the American Reinvestment and Recovery Act Expand and Improve Vocational Training at Community Colleges? 美国再投资和复苏法案是否扩大和改善了社区大学的职业培训?
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-11-14 DOI: 10.3102/01623737221129611
A. Soliz, Walter G. Ecton
{"title":"Did the American Reinvestment and Recovery Act Expand and Improve Vocational Training at Community Colleges?","authors":"A. Soliz, Walter G. Ecton","doi":"10.3102/01623737221129611","DOIUrl":"https://doi.org/10.3102/01623737221129611","url":null,"abstract":"This study explores whether the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Program, the largest federal investment in community colleges in this nation’s history, expanded and improved vocational training programs. We find that, on average, the completion of credentials in career-technical fields increased at institutions receiving a TAACCCT in the first wave of the program, compared with other public, 2-year colleges. In particular, credentials in business, health care, and information technology (IT)-related fields increased, and the growth is concentrated in certificates. Our findings support previous literature examining the relationship between college funding and student outcomes, and suggest that additional funding enables public 2-year colleges to expand and improve technical education programs, despite some of the unique challenges facing these programs.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"464 - 481"},"PeriodicalIF":3.4,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41352837","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
Early Birds in Elementary School? School Start Times and Outcomes for Younger Students 小学里早起的鸟儿?低年级学生的开学时间和结果
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-10-12 DOI: 10.3102/01623737221121799
Kevin C. Bastian, Sarah C. Fuller
{"title":"Early Birds in Elementary School? School Start Times and Outcomes for Younger Students","authors":"Kevin C. Bastian, Sarah C. Fuller","doi":"10.3102/01623737221121799","DOIUrl":"https://doi.org/10.3102/01623737221121799","url":null,"abstract":"While research supports later start times for secondary schools, there is little evidence regarding start times for elementary schools. We address this gap with a statewide examination of elementary schools and a quasi-experimental analysis of an urban district that recently changed its elementary start times. We find that earlier start times predict less sleep for students. Regarding academic outcomes, our estimates are small in magnitude and suggest that earlier elementary start times have near-zero effects. Earlier start times predict a slight increase in absences and modestly higher math scores, especially for traditionally disadvantaged students. In districts that need to stagger start times, it may be advisable for elementary schools to start earlier to accommodate later secondary school start times.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"399 - 421"},"PeriodicalIF":3.4,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42896975","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
Preference Compromise and Parent Satisfaction With Schools in Choice Markets: Evidence From Kansas City, Missouri 选择市场中的偏好妥协与家长对学校的满意度：来自密苏里州堪萨斯城的证据
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-10-10 DOI: 10.3102/01623737221121812
Argun Saatcioglu, Anthony Snethen
{"title":"Preference Compromise and Parent Satisfaction With Schools in Choice Markets: Evidence From Kansas City, Missouri","authors":"Argun Saatcioglu, Anthony Snethen","doi":"10.3102/01623737221121812","DOIUrl":"https://doi.org/10.3102/01623737221121812","url":null,"abstract":"Parents desire several features when choosing a school, but they often compromise on some preferences in favor of others. We develop a novel measure of aggregate preference compromise by examining the discrepancy between ideal preferences and those specified under real-world constraints. Relying on data from a representative sample in Kansas City, MO, we find that low-income and less educated parents and those from historically marginalized racial/ethnic backgrounds make a greater degree of preference compromise than other parents do. This is associated with lower satisfaction with chosen schools, suggesting that compromises matter. Less privileged families are also geographically more restricted in making school choices and have more limited access to better performing schools, which can aggravate preference compromises. Implications are discussed.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"367 - 398"},"PeriodicalIF":3.4,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49332918","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
Dual Identification? The Effects of English Learner (EL) Status on Subsequent Special Education (SPED) Placement in an Equity-Focused District 双重识别?英语学习者(EL)状况对公平学区后续特殊教育(SPED)安置的影响
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-10-03 DOI: 10.3102/01623737221121786
M. Murphy, Angela Johnson
{"title":"Dual Identification? The Effects of English Learner (EL) Status on Subsequent Special Education (SPED) Placement in an Equity-Focused District","authors":"M. Murphy, Angela Johnson","doi":"10.3102/01623737221121786","DOIUrl":"https://doi.org/10.3102/01623737221121786","url":null,"abstract":"This study examines the effects of English Learner (EL) status on subsequent Special Education (SPED) placement. Through a research-practice partnership, we link student demographic data and initial English proficiency assessment data across seven cohorts of test takers and observe EL and SPED programmatic participation for these students over 7 years. Our regression discontinuity (RD) estimates at the English proficiency margin consistently differ substantively from positive associations generated through regression analyses. RD evidence indicates that EL status had no effect on SPED placement at the English proficiency threshold. Grade-by-grade and subgroup RD analyses at this margin suggest that ELs were modestly underidentified for SPED during Grade 5 and that ELs whose primary language was Spanish were underidentified for SPED.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"311 - 335"},"PeriodicalIF":3.4,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42179361","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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