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Is Kindergarten Ability Group Placement Biased? New Data, New Methods, New Answers. 幼儿园能力分组安排是否有偏差？新数据、新方法、新答案。
IF 3.5 1区 教育学
American Educational Research Journal Pub Date : 2022-08-01 Epub Date: 2021-12-13 DOI: 10.3102/00028312211061410
Paul T von Hippel, Ana P Cañedo
{"title":"Is Kindergarten Ability Group Placement Biased? New Data, New Methods, New Answers.","authors":"Paul T von Hippel, Ana P Cañedo","doi":"10.3102/00028312211061410","DOIUrl":"10.3102/00028312211061410","url":null,"abstract":"<p><p>Half of kindergarten teachers split children into higher and lower ability groups for reading or math. In national data, we predicted kindergarten ability group placement using linear and ordinal logistic regression with classroom fixed effects. In fall, test scores were the best predictors of group placement, but there was bias favoring girls, high-SES (socioeconomic status) children, and Asian Americans, who received higher placements than their scores alone would predict. Net of SES, there was no bias against placing black children in higher groups. By spring, one third of kindergartners moved groups, and high-SES children moved up more than their score gains alone would predict. Teacher-reported behaviors (e.g., attentiveness, approaches to learning) helped explain girls' higher placements, but did little to explain the higher placements of Asian American and high-SES children.</p>","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11323065/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82549241","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
Restorative for All? Racial Disproportionality and School Discipline Under Restorative Justice. 对所有人都有益?恢复性司法下的种族不成比例与学校纪律。
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2022-08-01 Epub Date: 2021-12-15 DOI: 10.3102/00028312211062613
Miles Davison, Andrew M Penner, Emily K Penner
{"title":"Restorative for All? Racial Disproportionality and School Discipline Under Restorative Justice.","authors":"Miles Davison,&nbsp;Andrew M Penner,&nbsp;Emily K Penner","doi":"10.3102/00028312211062613","DOIUrl":"https://doi.org/10.3102/00028312211062613","url":null,"abstract":"A growing number of schools are adopting restorative justice (RJ) practices that de–emphasize exclusionary discipline and aim for racial equity. We examine student discipline as RJ programs matured in Meadowview Public Schools from 2008 to 2017. Our difference–in–difference estimates show that students in RJ schools experienced a profound decline in their suspension rates during the first 5 years of implementation. However, the benefits of RJ were not shared by all students, as disciplinary outcomes for Black students were largely unchanged. While the overall effects of RJ in this context are promising, racial disproportionality widened. Our results suggest that the racial equity intentions of RJ may be diluted as schools integrate RJ into their existing practices.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9562994/pdf/nihms-1764444.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33543635","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: 10
The Imposition of Instrumental Research Use: How School and District Practitioners Enact Their State’s Evidence Requirements 仪器研究使用的强制:学校和地区从业者如何制定他们州的证据要求
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2022-07-31 DOI: 10.3102/00028312221113556
Lauren Yoshizawa
{"title":"The Imposition of Instrumental Research Use: How School and District Practitioners Enact Their State’s Evidence Requirements","authors":"Lauren Yoshizawa","doi":"10.3102/00028312221113556","DOIUrl":"https://doi.org/10.3102/00028312221113556","url":null,"abstract":"The Every Student Succeeds Act builds on prior efforts to bridge the gap between research and practice through the imposition of evidence requirements. This article presents findings from a small-scale micro-process study of three districts in one state during their first year of implementing those requirements. Informed by past conceptualizations of the research-practice gap and sociocultural theory, I look closely at how these practitioners made use of the state’s highly elaborated implementation tools for research-based decision-making. I argue that these micro-processes point to possible new dimensions of the research-practice gap—namely, practitioners’ understandings of the purposes of evidence, the degree of confidence evidence should provide, and the commensurability of different forms of evidence","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74450393","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 Efficacy of Digital Media Resources in Improving Children’s Ability to Use Informational Text: An Evaluation of Molly of Denali From PBS KIDS 数字媒体资源在提高儿童信息文本使用能力方面的作用:对PBS KIDS节目《莫莉的德纳里》的评价
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2022-07-26 DOI: 10.3102/00028312221113326
J. Kennedy, C. Christensen, T. Maxon, Sarah Gerard, Elisa B. Garcia, J. F. Kook, Naomi Hupert, P. Vahey, Shelley Pasnik
{"title":"The Efficacy of Digital Media Resources in Improving Children’s Ability to Use Informational Text: An Evaluation of Molly of Denali From PBS KIDS","authors":"J. Kennedy, C. Christensen, T. Maxon, Sarah Gerard, Elisa B. Garcia, J. F. Kook, Naomi Hupert, P. Vahey, Shelley Pasnik","doi":"10.3102/00028312221113326","DOIUrl":"https://doi.org/10.3102/00028312221113326","url":null,"abstract":"Informational text—resources whose purpose is to inform—is essential to daily life and fundamental to literacy. Unfortunately, young children typically have limited exposure to informational text. Two 9-week randomized controlled trials with 263 first-grade children from low-income communities examined whether free educational videos and digital games supported children’s ability to use informational text to answer real-world questions. Participants received Internet-enabled tablets and were randomly assigned to condition. Study 1 found significant positive intervention impacts on child outcomes; Study 2 replicated these findings. Combined analyses demonstrated primary impact on children’s ability to identify and use structural and graphical features of informational text. Results are discussed in the context of the scalability of educational media to support informational text learning.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89347213","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
Examining Human and Automated Ratings of Elementary Students’ Writing Quality: A Multivariate Generalizability Theory Application 小学生写作质量的人工评分与自动评分:多元概化理论的应用
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2022-07-08 DOI: 10.3102/00028312221106773
Dandan Chen, Michael A. Hebert, Joshua Wilson
{"title":"Examining Human and Automated Ratings of Elementary Students’ Writing Quality: A Multivariate Generalizability Theory Application","authors":"Dandan Chen, Michael A. Hebert, Joshua Wilson","doi":"10.3102/00028312221106773","DOIUrl":"https://doi.org/10.3102/00028312221106773","url":null,"abstract":"We used multivariate generalizability theory to examine the reliability of hand-scoring and automated essay scoring (AES) and to identify how these scoring methods could be used in conjunction to optimize writing assessment. Students (n = 113) included subsamples of struggling writers and non-struggling writers in Grades 3–5 drawn from a larger study. Students wrote six essays across three genres. All essays were hand-scored by four raters and an AES system called Project Essay Grade (PEG). Both scoring methods were highly reliable, but PEG was more reliable for non-struggling students, while hand-scoring was more reliable for struggling students. We provide recommendations regarding ways of optimizing writing assessment and blending hand-scoring with AES.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83086511","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
Understanding the Relationship of Science and Mathematics Place-Based Workforce Development on Adolescents’ Motivation and Rural Aspirations 科学与数学在地劳动力发展对青少年动机与农村愿望的关系研究
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2022-05-27 DOI: 10.3102/00028312221099009
Angela Starrett, M. Irvin, Christine Lotter, J. Yow
{"title":"Understanding the Relationship of Science and Mathematics Place-Based Workforce Development on Adolescents’ Motivation and Rural Aspirations","authors":"Angela Starrett, M. Irvin, Christine Lotter, J. Yow","doi":"10.3102/00028312221099009","DOIUrl":"https://doi.org/10.3102/00028312221099009","url":null,"abstract":"One overarching goal for rural place-based education is to influence adolescents’ aspirations to stay in the community to help sustain and revitalize the local economy. The authors explore the relationship of place-based workforce development in science and mathematics classes with motivation (i.e., expectancy beliefs and science, technology, engineering, and mathematics [STEM] career interest) and rural community aspirations in a large sample of secondary students. The results confirmed that the more place-based workforce development adolescents reported, the higher their expectancy beliefs, STEM career interest, and rural community aspirations. Moreover, motivation positively predicted rural community aspirations. Our findings suggest that teachers should attend not only to content but also to the inclusion of local STEM-related assets and needs, thereby cultivating STEM career trajectories in rural communities.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87227861","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
“Our Community Is So Small”: Considering Intraracial Peer Networks in Black Student Adjustment and Belonging at PWIs “我们的社区是如此之小”:考虑黑人学生适应和归属的种族内同伴网络
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2022-05-10 DOI: 10.3102/00028312221092780
Seanna C. Leath, Taina B. Quiles, M. Samuel, Uche Chima, Tabbye M Chavous
{"title":"“Our Community Is So Small”: Considering Intraracial Peer Networks in Black Student Adjustment and Belonging at PWIs","authors":"Seanna C. Leath, Taina B. Quiles, M. Samuel, Uche Chima, Tabbye M Chavous","doi":"10.3102/00028312221092780","DOIUrl":"https://doi.org/10.3102/00028312221092780","url":null,"abstract":"Although Black students may share race-related experiences at predominantly White institutions (PWIs), they are a heterogeneous community with diverse identity beliefs, goals, and expectations about college. In the current study, we foreground how Black students at PWIs understand their racialized identities in relation to one another and within the broader university context. Drawing from interview data with 32 Black undergraduate students, we explore intraracial academic and social norms at two PWIs, with a particular focus on how students’ intersectional identities inform their relationships and experiences with other Black students. We add to the growing literature that actively challenges the homogenization of Black student populations and discuss how intraracial norms contribute to students’ campus adjustment and sense of belonging.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90377818","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
“I Just Didn’t Want to Risk It”: How Perceptions of Risk Motivate Charter School Choice Among Latinx Parents “我只是不想冒险”:拉丁裔家长对风险的认知如何激励他们选择特许学校
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2022-03-04 DOI: 10.3102/00028312221078579
J. Szabó
{"title":"“I Just Didn’t Want to Risk It”: How Perceptions of Risk Motivate Charter School Choice Among Latinx Parents","authors":"J. Szabó","doi":"10.3102/00028312221078579","DOIUrl":"https://doi.org/10.3102/00028312221078579","url":null,"abstract":"Latinx students now make up the largest share of charter school students nationally. In this article, I focus on Latinx charter school choosers in Houston, Texas, and ask what motivates Latinx parents to exit district schools. Drawing on interviews with 31 families, I find that perceptions of present and future risk motivate charter school choice. Perceptions of present risk centered on children’s negative experiences with safety and academics and parents’ negative experiences when they attempted to intervene in district schools. Perceptions of future risk focused on future district schools and relied on information from networks, observations, and the educational experiences of U.S.-born parents. Parents framed charter school choice as a strategy to mitigate risk and protect their children’s educational futures.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76895874","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
For Some and for All: Subgroup Entitlement Policies and Daily Opportunity Provision in Segregated Schools 为某些人，也为所有人:种族隔离学校的次群体权利政策和每日机会提供
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2022-02-16 DOI: 10.3102/00028312221079302
R. Garver
{"title":"For Some and for All: Subgroup Entitlement Policies and Daily Opportunity Provision in Segregated Schools","authors":"R. Garver","doi":"10.3102/00028312221079302","DOIUrl":"https://doi.org/10.3102/00028312221079302","url":null,"abstract":"Educators in economically and racially segregated schools enact subgroup entitlement policies, such as Title III and IDEA (Individuals with Disabilities Education Act), as they negotiate the diverse and underserved needs throughout the student body. How do subgroup entitlement policies for English learners and students with disabilities shape daily opportunity provision—the day-to-day distribution of resources—in segregated schools? This ethnographic study of a public middle school reveals that the implementation of subgroup entitlement policies shaped the opportunity structure for all students through (1) creating tracks that offered distinct conditions for learning, (2) fragmenting the organizational structure and inhibiting coordination, (3) exposing the school to increased compliance pressure that hierarchized priorities, and (4) utilizing subgroup-specific resources for general education students.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87945383","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
Are Homegrown Teachers Who Graduate From Urban Districts More Racially Diverse, More Effective, and Less Likely to Exit Teaching? 从市区毕业的本土教师是否种族更多元化、效率更高、退出教学的可能性更小?
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2022-02-13 DOI: 10.3102/00028312221078018
Christopher Redding
{"title":"Are Homegrown Teachers Who Graduate From Urban Districts More Racially Diverse, More Effective, and Less Likely to Exit Teaching?","authors":"Christopher Redding","doi":"10.3102/00028312221078018","DOIUrl":"https://doi.org/10.3102/00028312221078018","url":null,"abstract":"Teachers’ preference to remain close to where they grew up is recognized as a defining feature of the teacher labor market. Using a unique data set from a large school district in the southeastern United States, I apply a series of within–school and within–student comparisons to assess the effectiveness of homegrown teachers who returned to teach in their home district. Discrete time survival analysis is then used to examine differences in when early career teachers exit the district. Study results show that homegrown teachers make small but statistically meaningful improvements in student achievement in English language arts. They are also more likely to identify as Black compared with other beginning teachers and less likely to exit the district.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76048948","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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