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The Special Olympics Unified Champion Schools Program and High School Completion 特奥会统一冠军学校计划和高中完成
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-09-22 DOI: 10.3102/00028312211032744
Michelle Yin, Garima Siwach, Yu. O. Belyakova
{"title":"The Special Olympics Unified Champion Schools Program and High School Completion","authors":"Michelle Yin, Garima Siwach, Yu. O. Belyakova","doi":"10.3102/00028312211032744","DOIUrl":"https://doi.org/10.3102/00028312211032744","url":null,"abstract":"Despite an increase in special education enrollment, a stark gap in high school completion between students with and without disabilities persists. This study examined the impact of Unified Champion Schools (UCS), a Special Olympics program designed to foster social inclusion through three components—Unified Sports, Inclusive Youth Leadership, and Whole School Engagement—on high school graduation rates. Using a novel dataset and a difference-in-differences design, we found that implementing the UCS program increased the graduation rate by 1.1 percentage points for all students and 1.4 percentage points for students with disabilities. The increase in schooling outcomes for students with disabilities in UCS schools also was found to be positively correlated with perceptions about a more socially inclusive school environment.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"32 1","pages":"315 - 344"},"PeriodicalIF":3.6,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76017225","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
How Do Parents Evaluate and Select Schools? Evidence From a Survey Experiment 家长如何评估和选择学校?调查实验的证据
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-09-18 DOI: 10.3102/00028312211046360
S. Haderlein
{"title":"How Do Parents Evaluate and Select Schools? Evidence From a Survey Experiment","authors":"S. Haderlein","doi":"10.3102/00028312211046360","DOIUrl":"https://doi.org/10.3102/00028312211046360","url":null,"abstract":"As parents are increasingly given flexibility to enroll their children in a school of their choice, understanding parents’ preferences for school qualities is essential. Using a randomized survey experiment, this study adds to the existing literature by assessing parents’ preferences in a controlled environment, where they can be isolated from information asymmetries and constraints. Results suggest that achievement matters to parents but status matters more when evaluating quality and growth matters more when choosing between schools. Additionally, student demographics affect both parents’ perception of school quality and their likelihood of selecting into a school. This article has important implications for the theory and practice of accountability as it offers new insights on parents’ latent preferences for school qualities.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"1 1","pages":"381 - 414"},"PeriodicalIF":3.6,"publicationDate":"2021-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89663784","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
A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale 一个可复制的基于身份的干预在规模上减少了黑人和白人的悬架差距
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-09-18 DOI: 10.3102/00028312211042251
Geoffrey D. Borman, Jaymes Pyne, Christopher S. Rozek, Alex Schmidt
{"title":"A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale","authors":"Geoffrey D. Borman, Jaymes Pyne, Christopher S. Rozek, Alex Schmidt","doi":"10.3102/00028312211042251","DOIUrl":"https://doi.org/10.3102/00028312211042251","url":null,"abstract":"Nationally, educators suspend Black students at greater rates than any other group. This disproportionality is fueled by stereotypes casting Black students as “troublemakers”—a label students too often internalize as part of their identities. Across two independent double-blind randomized field trials involving over 2,000 seventh graders in 11 middle schools, we tested the efficacy of a brief intervention to buffer students from stereotypes and mitigate the racial suspension gap. The self-affirmation intervention helps students access positive aspects of their identities less associated with troublemaking in school. Confirmed in both trials, treatment effects cut Black-White suspension and office disciplinary referral gaps during seventh and eighth grade by approximately two thirds, with even greater impacts for Black students with prior infractions.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"35 1","pages":"284 - 314"},"PeriodicalIF":3.6,"publicationDate":"2021-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88367279","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
Can Teacher Evaluation Systems Produce High-Quality Feedback? An Administrator Training Field Experiment 教师评价系统能产生高质量的反馈吗?管理人员培训现场实验
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-07-20 DOI: 10.3102/00028312211024603
M. Kraft, A. Christian
{"title":"Can Teacher Evaluation Systems Produce High-Quality Feedback? An Administrator Training Field Experiment","authors":"M. Kraft, A. Christian","doi":"10.3102/00028312211024603","DOIUrl":"https://doi.org/10.3102/00028312211024603","url":null,"abstract":"A core motivation for the widespread teacher evaluation reforms of the past decade was the belief that these new systems would promote teacher development through high-quality feedback. We examine this theory by studying teachers’ perceptions of evaluation feedback in Boston Public Schools and evaluating the district's efforts to improve feedback through an administrator training program. Teachers generally reported that evaluators were trustworthy, fair, and accurate but that they struggled to provide high-quality feedback. We find little evidence that the training program improved perceived feedback quality, classroom instruction, teacher self-efficacy, or student achievement. Our results illustrate the challenges of using evaluation systems as engines for professional growth when administrators lack the time and skill necessary to provide frequent, high-quality feedback.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"23 1","pages":"500 - 537"},"PeriodicalIF":3.6,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73500766","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: 17
New Assessments and Teacher Accountability: Lessons for Teachers’ Practice 新评估与教师问责:教师实践的经验教训
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-06-24 DOI: 10.3102/00028312211024596
Jessalynn K. James
{"title":"New Assessments and Teacher Accountability: Lessons for Teachers’ Practice","authors":"Jessalynn K. James","doi":"10.3102/00028312211024596","DOIUrl":"https://doi.org/10.3102/00028312211024596","url":null,"abstract":"The transition to new assessments aligned to the Common Core State Standards was a significant turning point in the standards’ implementation. Concerns about the transition led districts to suspend the use of value-added scores for evaluating teachers, but changes to other measures, such as classroom observations, were rare. Using data from the Washington, DC Public Schools, I evaluate the effect of the assessment transition on teachers’ practice. I find substantial declines in instructional practice, ranging from 13% to 20% of a standard deviation, for teachers in tested grades and subjects when the new exam was introduced. These results suggest that policymakers should consider the ramifications of testing changes on a wider array of teaching outcomes than value-added scores alone.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"27 1","pages":"252 - 283"},"PeriodicalIF":3.6,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76505301","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
Coming Soon to a Neighborhood Near You? Off-Campus Recruiting by Public Research Universities 即将来到你附近的社区?公立研究型大学的校外招聘
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-05-14 DOI: 10.3102/00028312211001810
Karina G. Salazar, Ozan Jaquette, Crystal Han
{"title":"Coming Soon to a Neighborhood Near You? Off-Campus Recruiting by Public Research Universities","authors":"Karina G. Salazar, Ozan Jaquette, Crystal Han","doi":"10.3102/00028312211001810","DOIUrl":"https://doi.org/10.3102/00028312211001810","url":null,"abstract":"Scholarship on college choice largely focuses on how students search for colleges but less is known about how colleges recruit students. This article analyzes off-campus recruiting visits for 15 public research universities. We Web-scrape university admissions websites and issue public records requests to collect data on recruiting visits. Analyses explore the similarities and differences in off-campus recruiting patterns across universities in the study. Results reveal socioeconomic, racial, and geographic disparities in recruiting patterns. In particular, most universities made more out-of-state than in-state visits, and out-of-state visits systematically targeted affluent, predominantly White localities. We recommend that future research should exploit new data collection methodologies to develop a systematic literature on marketing and recruiting practices in higher education.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"10 1","pages":"1270 - 1314"},"PeriodicalIF":3.6,"publicationDate":"2021-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78406797","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: 12
The Common Core State Standards Initiative as an Innovation Network 作为创新网络的共同核心州标准倡议
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-04-24 DOI: 10.3102/00028312211006689
Brian Rowan, Mark White
{"title":"The Common Core State Standards Initiative as an Innovation Network","authors":"Brian Rowan, Mark White","doi":"10.3102/00028312211006689","DOIUrl":"https://doi.org/10.3102/00028312211006689","url":null,"abstract":"This article analyzes the Common Core State Standards initiative as an innovation network. Using narrative data and quantitative analysis of hypertext linkages on the World Wide Web, we describe a network of about 3200 organizations that arose to scale up the Common Core State Standards and link them to aligned academic resources such as assessments, instructional materials, and professional development. By 2017, this network developed a “core-periphery” topology. The article describes structures and processes at the core of the network that created strong pressures for construction of a coherent ecosystem of instruction for American education and processes at the periphery that that worked against use of this system by most organizations in the network.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"11 1","pages":"73 - 111"},"PeriodicalIF":3.6,"publicationDate":"2021-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85906214","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
District-Level School Choice and Racial/Ethnic Test Score Gaps 地区一级的学校选择和种族/民族考试成绩差距
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-04-19 DOI: 10.3102/0002831221999405
Lorraine R. Blatt, E. Votruba-Drzal
{"title":"District-Level School Choice and Racial/Ethnic Test Score Gaps","authors":"Lorraine R. Blatt, E. Votruba-Drzal","doi":"10.3102/0002831221999405","DOIUrl":"https://doi.org/10.3102/0002831221999405","url":null,"abstract":"The rapid expansion of school choice is restructuring public education in the United States. This study examines associations between charter and magnet school enrollment, White-Black and White-Hispanic segregation, and test score gaps at the district level from 2009 to 2015 in third to eighth grade using the Stanford Education Data Archive and the U.S. Department of Education's Common Core of Data. Robust findings indicate that higher charter school enrollment is associated with larger White-Black test score gaps and this effect is mediated by White-Black segregation. There is also evidence that magnet school enrollment is associated with White-Hispanic test score gaps. Overall, this study suggests that the expansion of school choice may have negative implications for structural education equity.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"2 1","pages":"1178 - 1224"},"PeriodicalIF":3.6,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76611646","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
Untested Admissions: Examining Changes in Application Behaviors and Student Demographics Under Test-Optional Policies 未经测试的招生:在可选测试政策下检查申请行为和学生人口统计学的变化
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-04-12 DOI: 10.3102/00028312211003526
Christopher T. Bennett
{"title":"Untested Admissions: Examining Changes in Application Behaviors and Student Demographics Under Test-Optional Policies","authors":"Christopher T. Bennett","doi":"10.3102/00028312211003526","DOIUrl":"https://doi.org/10.3102/00028312211003526","url":null,"abstract":"This study examines a diverse set of nearly 100 private institutions that adopted test-optional undergraduate admissions policies between 2005–2006 and 2015–2016. Using comparative interrupted time series analysis and difference-in-differences with matching, I find that test-optional policies were associated with a 3% to 4% increase in Pell Grant recipients, a 10% to 12% increase in first-time students from underrepresented racial/ethnic backgrounds, and a 6% to 8% increase in first-time enrollment of women. Overall, I do not detect clear evidence of changes in application volume or yield rate. Subgroup analyses suggest that these patterns were generally similar for both the more selective and the less selective institutions examined. These findings provide evidence regarding the potential—and the limitations—of using test-optional policies to improve equity in admissions.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"9 1","pages":"180 - 216"},"PeriodicalIF":3.6,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73440556","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: 28
Can Free Community College Close Racial Disparities in Postsecondary Attainment? How Tulsa Achieves Affects Racially Minoritized Student Outcomes 免费社区大学能缩小高等教育中的种族差异吗?塔尔萨的成就如何影响少数族裔学生的成绩
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-04-09 DOI: 10.3102/00028312211003501
Elizabeth Bell, Denisa Gándara
{"title":"Can Free Community College Close Racial Disparities in Postsecondary Attainment? How Tulsa Achieves Affects Racially Minoritized Student Outcomes","authors":"Elizabeth Bell, Denisa Gándara","doi":"10.3102/00028312211003501","DOIUrl":"https://doi.org/10.3102/00028312211003501","url":null,"abstract":"Promise programs, or place-based tuition-free college policies, have become increasingly popular among policymakers looking to expand postsecondary attainment. In this article, we examine Tulsa Achieves, a widespread, albeit understudied type of promise program that covers the balance of students’ tuition and fees after other aid is exhausted at a single community college. Utilizing a difference-in-differences and event-study design, we investigate the role Tulsa Achieves eligibility plays in promoting or hindering vertical transfer and bachelor's degree attainment across racial/ethnic groups. We find that Tulsa Achieves eligibility is associated with increases in bachelor's degree attainment within 5 years among Native American and Hispanic students and an increased likelihood of transfer within 4 years for Hispanic students.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"42 1","pages":"1142 - 1177"},"PeriodicalIF":3.6,"publicationDate":"2021-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80810005","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: 12
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