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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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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
Corrigendum for “Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten” “检查地方、州和国家层面的利益相关者如何理解改变后的幼儿园”的勘误表
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-04-01 DOI: 10.3102/0002831220977423
{"title":"Corrigendum for “Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten”","authors":"","doi":"10.3102/0002831220977423","DOIUrl":"https://doi.org/10.3102/0002831220977423","url":null,"abstract":"For this study, the VCME method involved four steps (Adair, 2014; Tobin et al., 2009): videotaping a day in a public kindergarten classroom in TX; generating and editing the video down to 23 minutes with the classroom teacher; showing it to other teachers and administrators in the school; and lastly, showing it to other education stakeholders in TX, WV, and at the national level (all names are pseudonyms).","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75648085","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
“Maybe You Should Try It This Way Instead”: Youth Activism Amid Managerialist Subterfuge “也许你应该试试这种方式”:在管理主义的托词中的青年行动主义
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-04-01 DOI: 10.3102/0002831221993476
Kevin L. Clay, D. Turner
{"title":"“Maybe You Should Try It This Way Instead”: Youth Activism Amid Managerialist Subterfuge","authors":"Kevin L. Clay, D. Turner","doi":"10.3102/0002831221993476","DOIUrl":"https://doi.org/10.3102/0002831221993476","url":null,"abstract":"The authors theorize what we call managerialist subterfuge, drawing on distinct ethnographic studies to examine how adult “partners” leverage the language and strategies of corporate managerialism to undermine youths’ radical visions of change. Critical analysis of patterns in interview and participant observation data across two youth participatory action research projects revealed the ways in which adult interventions functioned to co-opt youths’ activist agendas; following the rationale that youth who are presumed to be in need of adult management are “out of their depth” when it comes to civic matters. The authors assert that managerialist subterfuge functions as a mechanism to further bureaucratize youth activism and absolve state actors of accountability for harm that Black youth and youth of color experience.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82254923","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
Off the Beaten Path: Can Statewide Articulation Support Students Transferring in Nonlinear Directions? 不走寻常路:全州范围的发音是否能支持学生向非线性方向转移?
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-03-26 DOI: 10.3102/0002831221999782
George Spencer
{"title":"Off the Beaten Path: Can Statewide Articulation Support Students Transferring in Nonlinear Directions?","authors":"George Spencer","doi":"10.3102/0002831221999782","DOIUrl":"https://doi.org/10.3102/0002831221999782","url":null,"abstract":"Students who transfer between colleges risk losing credits and decreasing their chances of degree completion. Despite emerging evidence regarding the effectiveness of articulation agreements to address this challenge, it is unclear if these policies support nonlinear transfer pathways—including lateral transfer between 4-year colleges or reverse transfer to 2-year colleges. I use propensity score weighting to examine a statewide articulation agreement in Ohio that established universal credit acceptance for coursework affecting all transfers. Comparing students who completed universally transferrable courses with those who did not, I find no measurable difference in degree attainment among reverse transfers. But there is a positive association with bachelor's degree attainment among lateral transfers, which the findings suggest is related to academic major persistence.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75012727","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: 7
Exploring Social, Emotional, and Behavioral Screening Approaches in U.S. Public School Districts 在美国公立学区探索社会、情感和行为筛查方法
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-03-26 DOI: 10.3102/00028312211000043
Jennifer N. Dineen, Sandra M. Chafouleas, A. Briesch, D. McCoach, Sarah D. Newton, Dakota W. Cintron
{"title":"Exploring Social, Emotional, and Behavioral Screening Approaches in U.S. Public School Districts","authors":"Jennifer N. Dineen, Sandra M. Chafouleas, A. Briesch, D. McCoach, Sarah D. Newton, Dakota W. Cintron","doi":"10.3102/00028312211000043","DOIUrl":"https://doi.org/10.3102/00028312211000043","url":null,"abstract":"Using a nationally representative sample of U.S. public school districts, we explored the current landscape of social, emotional, and behavioral (SEB) approaches and their impact on behavioral outcomes. Data suggest SEB screening is the exception rather than the rule, with most districts reporting that students are referred to an internal support team when SEB concerns arise. Districts more likely to report SEB problems were identified and supported internally when they had elementary SEB programs, were located in urban areas, and had higher socioeconomic status levels. District administrators who reported that SEB problems were identified and addressed internally, including use of universal screening procedures, reported the highest levels of knowledge about their SEB approach as well as willingness to change their practices.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80961535","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
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