发布求助
文献互助 智能选刊 最新文献

Educational Evaluation and Policy Analysis最新文献

筛选
英文 中文
Does Reclassification Change How English Learners Feel About School and Themselves? Evidence From a Regression Discontinuity Design 重新分类会改变英语学习者对学校和自我的感觉吗？回归不连续性设计的证据
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-06-20 DOI: 10.3102/01623737221097419
Monica G. Lee, J. Soland
{"title":"Does Reclassification Change How English Learners Feel About School and Themselves? Evidence From a Regression Discontinuity Design","authors":"Monica G. Lee, J. Soland","doi":"10.3102/01623737221097419","DOIUrl":"https://doi.org/10.3102/01623737221097419","url":null,"abstract":"Reclassification can be an important juncture in the academic experience of English Learners (ELs). Literature has explored the potential for reclassification to influence academic outcomes like achievement, yet its impact on social-emotional learning (SEL) skills, which are as malleable and important to long-term success, remains unclear. Using a regression discontinuity design, we examine the causal effect of reclassification on SEL skills (self-efficacy, growth mindset, self-management, and social awareness) among 4th to 8th graders. In the districts studied, reclassification improved academic self-efficacy by 0.2 standard deviations for students near the threshold. Results are robust to alternative specifications and analyses. Given this evidence, we discuss ways districts might establish practices that instill more positive academic beliefs among ELs.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"27 - 51"},"PeriodicalIF":3.4,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41372870","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
Functioning or Dysfunctioning? The Effects of Performance-Based Funding 功能正常还是功能失调?绩效基金的影响
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-06-20 DOI: 10.3102/01623737221094563
Eunjong Ra, Jihyun Kim, J. Hong, Stephen L. Desjardins
{"title":"Functioning or Dysfunctioning? The Effects of Performance-Based Funding","authors":"Eunjong Ra, Jihyun Kim, J. Hong, Stephen L. Desjardins","doi":"10.3102/01623737221094563","DOIUrl":"https://doi.org/10.3102/01623737221094563","url":null,"abstract":"We examined how performance-based funding (PBF) for higher education institutions in Tennessee, Ohio, and Indiana affects bachelor’s degree completion, admission practices, and the enrollment of underserved students. Utilizing data from the Integrated Postsecondary Education Data System, we employed an event study analysis, in addition to a canonical difference-in-differences and coarsened exact matching strategy. The event study results revealed no effect in Tennessee, whereas bachelor’s degree completion may have a delayed positive effect in Ohio and Indiana. Interestingly, Indiana institutions funded based on performance increased their institutional selectivity immediately after the funding was enacted, whereas underrepresented students’ enrollment results differed among subgroups across states. We conclude by offering a critical review of the policy regimes and recommending fruitful areas for future research.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"79 - 107"},"PeriodicalIF":3.4,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42303816","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
Effects of 4-Day School Weeks on Older Adolescents: Examining Impacts of the Schedule on Academic Achievement, Attendance, and Behavior in High School 4天学校周对大龄青少年的影响:检查计划对高中学业成绩，出勤率和行为的影响
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-06-20 DOI: 10.3102/01623737221097420
E. Morton
{"title":"Effects of 4-Day School Weeks on Older Adolescents: Examining Impacts of the Schedule on Academic Achievement, Attendance, and Behavior in High School","authors":"E. Morton","doi":"10.3102/01623737221097420","DOIUrl":"https://doi.org/10.3102/01623737221097420","url":null,"abstract":"Four-day school weeks have proliferated across the United States in recent years, reaching over 650 public school districts in 24 states as of 2019, but little is known about their implementation and there is no consensus on their effects on students. This study uses district-level panel data from Oklahoma and a difference-in-differences research design to provide estimates of the causal effect of the 4-day school week on high school students’ ACT scores, attendance, and disciplinary incidents during school. Results indicate that 4-day school weeks decrease per-pupil bullying incidents by approximately 39% and per-pupil fighting incidents by approximately 31%, but have no detectable effect on other incident types, ACT scores, or attendance.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"52 - 78"},"PeriodicalIF":3.4,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41558827","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: 4
On the Threshold: Impacts of Barely Passing High-School Exit Exams on Post-Secondary Enrollment and Completion 关于门槛：勉强通过高中毕业考试对中学后入学和完成学业的影响
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-06-13 DOI: 10.3102/01623737221090258
J. Papay, Ann Mantil, R. Murnane
{"title":"On the Threshold: Impacts of Barely Passing High-School Exit Exams on Post-Secondary Enrollment and Completion","authors":"J. Papay, Ann Mantil, R. Murnane","doi":"10.3102/01623737221090258","DOIUrl":"https://doi.org/10.3102/01623737221090258","url":null,"abstract":"Many states use high-school exit examinations to assess students’ career and college readiness in core subjects. We find meaningful consequences of barely passing the mathematics examination in Massachusetts, as opposed to just failing it. However, these impacts operate at different educational attainment margins for low-income and higher-income students. As in previous work, we find that barely passing increases the probability of graduating from high school for low-income (particularly urban low-income) students, but not for higher-income students. However, this pattern is reversed for 4-year college graduation. For higher-income students only, just passing the examination increases the probability of completing a 4-year college degree by 2.1 percentage points, a sizable effect given that only 13% of these students near the cutoff graduate.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"717 - 733"},"PeriodicalIF":3.4,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47229837","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
The Impact of Project-Based Learning on AP Exam Performance 项目学习对AP考试成绩的影响
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-06-10 DOI: 10.3102/01623737221084355
A. Saavedra, Kari Lock Morgan, Ying Liu, Marshall W. Garland, Amie Rapaport, Alyssa Hu, Danial Hoepfner, S. Haderlein
{"title":"The Impact of Project-Based Learning on AP Exam Performance","authors":"A. Saavedra, Kari Lock Morgan, Ying Liu, Marshall W. Garland, Amie Rapaport, Alyssa Hu, Danial Hoepfner, S. Haderlein","doi":"10.3102/01623737221084355","DOIUrl":"https://doi.org/10.3102/01623737221084355","url":null,"abstract":"Harnessing a cluster randomized controlled trial, we estimated the impact on students’ advanced placement (AP) examination performance of a project-based learning (PBL) approach to AP compared with a lecture-based AP approach. Through PBL, teachers primarily play a facilitator role, while students work on complex tasks organized around central questions leading to a final product. We estimated positive and significant treatment effects on AP exam performance for the overall sample, within both AP courses studied, and within low- and high-income student groups. Results support teacher-driven adoption of the PBL AP approach within both courses studied, among districts with open-enrollment AP policies and supportive of PBL, for students from low- and high-income households.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"638 - 666"},"PeriodicalIF":3.4,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49448793","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
Unmet Need: Evaluating Pell as a Lever for Equitable Dual Enrollment Participation and Outcomes 未满足的需求：评估Pell作为公平双重入学参与和结果的杠杆
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-05-30 DOI: 10.3102/01623737221091574
E. Bettinger, A. Lu, Kaylee T. Matheny, Gregory S. Kienzl
{"title":"Unmet Need: Evaluating Pell as a Lever for Equitable Dual Enrollment Participation and Outcomes","authors":"E. Bettinger, A. Lu, Kaylee T. Matheny, Gregory S. Kienzl","doi":"10.3102/01623737221091574","DOIUrl":"https://doi.org/10.3102/01623737221091574","url":null,"abstract":"Dual enrollment is an increasingly popular avenue for high school students to earn college credit. However, low-income students are underrepresented among dual enrollment participants. In this study, we use a difference-in-differences design to evaluate a unique federal pilot program that allowed high school students to access Pell Grants to fund their dual enrollment. Generally, we find a negative effect of the pilot program on dual enrollment participation, with no effect on subsequent college attendance. Our qualitative analysis suggests this initiative did not sufficiently meet students’ specific needs, required strong partnerships with high schools to ensure high school counselors informed students about the program, and involved substantial financial and administrative burden for participating institutions.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"783 - 807"},"PeriodicalIF":3.4,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43747928","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
Ever-Increasing Listed Tuition and Institutional Aid: The Role of Net Price Differentials by Year of Study 不断增长的挂牌学费和机构资助:按学习年份划分的净价差的作用
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-05-30 DOI: 10.3102/01623737221094565
John J. Cheslock, S. Riggs
{"title":"Ever-Increasing Listed Tuition and Institutional Aid: The Role of Net Price Differentials by Year of Study","authors":"John J. Cheslock, S. Riggs","doi":"10.3102/01623737221094565","DOIUrl":"https://doi.org/10.3102/01623737221094565","url":null,"abstract":"Over the last forty years, non-elite private institutions have steadily increased listed tuition and institutional aid. This practice has continued even though the net tuition revenue gains from incoming students have become minimal. We present a new explanation for why these yearly increases continue: The pricing structure of non-elite privates relies upon net price differentials by year of study that are generated through annual increases in listed tuition. We describe how the presence of transfer costs encourages the use of this pricing structure and then document the presence of this pricing structure using data from IPEDS and NPSAS. Similar analyses of public and elite private institutions reveal differences across sectors in the use of differential pricing by year of study.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"3 - 26"},"PeriodicalIF":3.4,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47153096","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
Do Long Bus Rides Drive Down Academic Outcomes? 乘坐长途汽车会降低学习成绩吗?
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-05-30 DOI: 10.3102/01623737221092450
Sarah A. Cordes, Christopher Rick, A. Schwartz
{"title":"Do Long Bus Rides Drive Down Academic Outcomes?","authors":"Sarah A. Cordes, Christopher Rick, A. Schwartz","doi":"10.3102/01623737221092450","DOIUrl":"https://doi.org/10.3102/01623737221092450","url":null,"abstract":"School buses may be a critical education policy lever, breaking the link between schools and neighborhoods and facilitating access to school choice. Yet, little is known about the commute for bus riders, including the average length of the bus ride or whether long commutes harm academic outcomes. We begin to fill this gap using data from New York City to explore the morning commutes of more than 120,000 bus riders. We find that long bus rides are uncommon and that those with long bus rides are disproportionately Black and more likely to attend charter or district choice schools. We find deleterious effects of long bus rides on attendance and chronic absenteeism of district choice students.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"689 - 716"},"PeriodicalIF":3.4,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43399160","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: 6
Expectations of a Promise: The Psychological Contracts Between Students, the State, and Key Actors in a Tuition-Free College Environment 对承诺的期望:免学费大学环境中学生、国家和关键行为者之间的心理契约
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-05-30 DOI: 10.3102/01623737221090265
Jenna W. Kramer
{"title":"Expectations of a Promise: The Psychological Contracts Between Students, the State, and Key Actors in a Tuition-Free College Environment","authors":"Jenna W. Kramer","doi":"10.3102/01623737221090265","DOIUrl":"https://doi.org/10.3102/01623737221090265","url":null,"abstract":"This qualitative study examines Tennessee Promise students’ (N = 60) perceptions of supports and resources during their first year of college. Students’ reflections suggest that they hold expectations for support from the state beyond scholarship dollars, and that other actors, including faculty, staff, parents, and the state’s nonprofit partner, mediate fulfillment of these expectations. Students’ unmet expectations for the state may impede their college success and signal dimensions of student need not met by current scholarship program provisions. Evidence of these “psychological contracts” has implications for the architecture and framing of Promise programs and the provision of supplemental supports by colleges.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"759 - 782"},"PeriodicalIF":3.4,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69392554","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
Striving for Coherence, Struggling With Incoherence: A Comparative Study of Six Educational Systems Organizing for Instruction 追求连贯，与不连贯作斗争——六种教育体系组织教学的比较研究
IF 3.4 1区 教育学
Educational Evaluation and Policy Analysis Pub Date : 2022-05-23 DOI: 10.3102/01623737221093382
James P. Spillane, Naomi L. Blaushild, Christine M. Neumerski, Jennifer L. Seelig, D. J. Peurach
{"title":"Striving for Coherence, Struggling With Incoherence: A Comparative Study of Six Educational Systems Organizing for Instruction","authors":"James P. Spillane, Naomi L. Blaushild, Christine M. Neumerski, Jennifer L. Seelig, D. J. Peurach","doi":"10.3102/01623737221093382","DOIUrl":"https://doi.org/10.3102/01623737221093382","url":null,"abstract":"This article examines how leaders in public, private, and hybrid educational systems manage competing pressures in their institutional environments. Across all systems, leaders responded to system-specific puzzles by (re)building systemwide educational infrastructures to support instructional coherence and framed these efforts as rooted in concerns about pragmatic organizational legitimacy. These efforts surfaced several challenges related to educational equity; leaders framed their responses to these challenges as tied to both pragmatic and moral organizational legitimacy. To address these challenges, leaders turned to an array of disparate government and nongovernment organizations in their institutional environments to procure and coordinate essential resources. Thus, the press for instructional coherence reinforced their reliance on an incoherent institutional environment.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"567 - 592"},"PeriodicalIF":3.4,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49488536","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
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信