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Educational Evaluation and Policy Analysis最新文献

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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
Evaluating Technical and Issue Bias in Teacher Evaluation Policy Briefs and State Handbooks 评估教师评估政策简报和国家手册中的技术和问题偏见
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-10-03 DOI: 10.3102/01623737221120578
L. Mayger
{"title":"Evaluating Technical and Issue Bias in Teacher Evaluation Policy Briefs and State Handbooks","authors":"L. Mayger","doi":"10.3102/01623737221120578","DOIUrl":"https://doi.org/10.3102/01623737221120578","url":null,"abstract":"Recognizing the need for scientific fidelity and balanced representation in the evidence that informs public policy, this study investigates technical and issue bias in 43 policy briefs and state handbooks that provided information about the use of Student Learning Objectives to evaluate teachers’ performance. The author uses multiple qualitative methods to categorize the contributors to the focal documents, identify the evidence they drew upon, and determine how they represented the information to their targeted audiences. The study reinforces the findings of prior research by documenting the outsized impact of advocacy groups in a policy-related evidence base. The results make an important addition to the scholarly literature by cataloging an array of technical assistance providers that translated and disseminated evidence to decision makers and spotlighting the various ways biased information appeared in the publications. Throughout, the study reinforces how incentives and timing shape evidence production and use in policymaking.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"336 - 364"},"PeriodicalIF":3.4,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43112707","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
Round and Round They Go: The Relationship Between Changing Grades and Schools and Teacher Quality and Absence Rates 他们一圈又一圈地走:年级和学校的变化与教师素质和缺勤率的关系
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-08-29 DOI: 10.3102/01623737221111800
Tasminda K. Dhaliwal, Ijun Lai, Katharine O. Strunk
{"title":"Round and Round They Go: The Relationship Between Changing Grades and Schools and Teacher Quality and Absence Rates","authors":"Tasminda K. Dhaliwal, Ijun Lai, Katharine O. Strunk","doi":"10.3102/01623737221111800","DOIUrl":"https://doi.org/10.3102/01623737221111800","url":null,"abstract":"Research on teacher churn has produced conflicting conclusions as to its impact on students and teachers. We bring clarity to this work by combining and expanding on analytical approaches used in earlier research to determine how and when different types of churn (i.e., grade, school) impact teacher effectiveness and attendance. Using data from the Los Angeles Unified School District, our results suggest differences based on analytical approach but ultimately show that changing schools and grades may be less of an issue than previously reported. In addition, in the case of school churn, a beneficial match in their new school sites may matter more for teacher outcomes than potential disruptive effects of churn. We conclude with implications for policy and future research.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"285 - 310"},"PeriodicalIF":3.4,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44786857","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
Misunderstanding Law: Undergraduates’ Analysis of Campus Title IX Policies 法律误区：大学生对校园产权政策的分析
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-08-22 DOI: 10.3102/01623737221113576
Kathrin Albrecht, L. Nielsen, Lydia Wuorinen
{"title":"Misunderstanding Law: Undergraduates’ Analysis of Campus Title IX Policies","authors":"Kathrin Albrecht, L. Nielsen, Lydia Wuorinen","doi":"10.3102/01623737221113576","DOIUrl":"https://doi.org/10.3102/01623737221113576","url":null,"abstract":"Colleges and universities are legally required to attempt to prevent and redress sexual violations on campus. Neo-institutional theory suggests that the implementation of law by compliance professionals rarely achieves law’s goals. It is critical in claims-based systems that those who are potential claimants understand the law. This article demonstrates that (a) intended subjects of the law (colleges and universities) interpret and frame the law in very similar ways; (b) resultant policies are complex and difficult to navigate; and (c) university undergraduates in an experimental setting are not able to comprehend the Title IX policies designed to protect them. These findings suggest that current implementations of Title IX policies leave them structurally ineffective to combat sexual assaults on campus.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"247 - 267"},"PeriodicalIF":3.4,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47422134","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
Spillover Effects of Recruiting Teachers for School Turnaround: Evidence From Tennessee 学校转岗招聘教师的溢出效应：来自田纳西州的证据
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-08-22 DOI: 10.3102/01623737221111807
Adam Kho, G. Henry, L. D. Pham, R. Zimmer
{"title":"Spillover Effects of Recruiting Teachers for School Turnaround: Evidence From Tennessee","authors":"Adam Kho, G. Henry, L. D. Pham, R. Zimmer","doi":"10.3102/01623737221111807","DOIUrl":"https://doi.org/10.3102/01623737221111807","url":null,"abstract":"Many districts and states have implemented incentives to recruit teachers to low-performing schools, and previous research has found evidence that these incentives are effective at attracting teachers. However, effects on the schools and students these teachers leave behind have not been examined. This study focuses on the spillover effects of recruiting effective teachers to Tennessee’s Innovation Zone (iZone) schools. We find the short-term effects of losing these teachers range from −0.04 to −0.12 SDs in student test score gains, with larger negative effects when more effective teachers leave. However, combining both these negative effects in schools teachers leave and the positive effects in iZone schools yields overall net positive effects.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"268 - 284"},"PeriodicalIF":3.4,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45463418","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: 3
Public-Sector Leadership and Philanthropy: The Case of Broad Superintendents 公共部门领导与慈善:宽泛管理者的案例
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-08-22 DOI: 10.3102/01623737221113575
T. Dee, S. Loeb, Ying Shi
{"title":"Public-Sector Leadership and Philanthropy: The Case of Broad Superintendents","authors":"T. Dee, S. Loeb, Ying Shi","doi":"10.3102/01623737221113575","DOIUrl":"https://doi.org/10.3102/01623737221113575","url":null,"abstract":"Philanthropic initiatives incorporating prescriptive practices have become prominent in K–12 education. This study provides evidence on the reach, character, and impact of the Broad Superintendents Academy, a controversial initiative designed to transform district leadership. A novel data set on Broad trainees linked to data on large districts over 20 years shows that Broad superintendents have had extensive reach, serving nearly 3 million students at their peak, and that, for districts that hired Broad trainees, Broad superintendents were 40% more likely to be Black than non-Broad superintendents, although they had significantly shorter tenures. Estimates provide evidence that Broad-trained leaders had little effect on several district outcomes including enrollment, spending, and student completion. However, they initiated a trend toward increased charter school enrollment.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"220 - 246"},"PeriodicalIF":3.4,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45818825","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
Financial Aid Nudges: A National Experiment With Informational Interventions 财政援助补贴：信息干预的全国性实验
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-08-15 DOI: 10.3102/01623737221111403
Lindsay C. Page, Bruce I. Sacerdote, Sara Goldrick-Rab, Benjamin L. Castleman
{"title":"Financial Aid Nudges: A National Experiment With Informational Interventions","authors":"Lindsay C. Page, Bruce I. Sacerdote, Sara Goldrick-Rab, Benjamin L. Castleman","doi":"10.3102/01623737221111403","DOIUrl":"https://doi.org/10.3102/01623737221111403","url":null,"abstract":"Despite high prices, many college students do not re-file the Free Application for Federal Student Aid (FAFSA) or file late, making college less affordable. Low-cost technological interventions delivering personalized information and/or advising may improve refiling and academic outcomes, but questions remain regarding the efficacy of this approach at scale. This multi-pronged randomized experiment tested informational and framing text message interventions for a national sample of approximately 10,000 undergraduates. The text outreach caused earlier FAFSA re-filing for some students. However, gains in re-filing during the active intervention period were not sustained after the intervention concluded and did not translate into additional federal financial aid or improved postsecondary persistence or attainment. Implications for the scaling and targeting of nudging are discussed.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"195 - 219"},"PeriodicalIF":3.4,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46364394","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: 9
Heterogeneity in High School Career and Technical Education Outcomes 高中职业与技术教育成果的异质性
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-08-15 DOI: 10.3102/01623737221103842
Walter G. Ecton, Shaun Dougherty
{"title":"Heterogeneity in High School Career and Technical Education Outcomes","authors":"Walter G. Ecton, Shaun Dougherty","doi":"10.3102/01623737221103842","DOIUrl":"https://doi.org/10.3102/01623737221103842","url":null,"abstract":"High school Career and Technical Education (CTE) has received increased attention from policymakers and researchers in recent years. This study fills a needed gap in the growing research base by examining heterogeneity within the wide range of programs falling under the broad moniker of CTE, highlighting the need for nuance in research and policy conversations that often consider CTE as monolithic. Using student-level course-taking records, unemployment insurance, and National Student Clearinghouse data, we examine outcomes including earnings, postsecondary education, and poverty avoidance. We find substantial differences for students in fields as diverse as health care, Information Technology (IT), and construction. We also highlight heterogeneity for student populations historically overrepresented in CTE, and we find large differences in outcomes for CTE students, particularly by gender.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"157 - 181"},"PeriodicalIF":3.4,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41633726","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
Economic and Racial Integration Through School Choice in New York City 纽约市通过学校选择实现经济和种族融合
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-07-18 DOI: 10.3102/01623737221107928
Jesse Margolis, Daniel Dench, Shirin Hashim
{"title":"Economic and Racial Integration Through School Choice in New York City","authors":"Jesse Margolis, Daniel Dench, Shirin Hashim","doi":"10.3102/01623737221107928","DOIUrl":"https://doi.org/10.3102/01623737221107928","url":null,"abstract":"New York City’s school system is among the most diverse and segregated in the United States. Using difference-in-differences and placebo tests, we evaluate two desegregation policies in two geographic districts in New York City, District 3 and District 15. Both districts attempted to lower economic segregation within their district while maintaining school choice, prioritizing economically disadvantaged students for middle school seats in advance of the 2019–2020 school year. District 15, however, set more ambitious prioritization targets and also chose to eliminate academic screens from all middle schools. We find that District 15’s policy lowered economic segregation in sixth grade by 55% and racial segregation by 38%, while District 3’s policy led to no significant change in segregation.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"182 - 190"},"PeriodicalIF":3.4,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44185847","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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