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Dually Noted: Examining the Implications of Dual Enrollment Course Structure for Students’ Course and College Enrollment Outcomes Dually Noted：研究双录取课程结构对学生课程和大学入学结果的影响
American Educational Research Journal Pub Date : 2024-07-27 DOI: 10.3102/00028312241257453
Wonsun Ryu, Lauren Schudde, Kimberly Pack-Cosme
{"title":"Dually Noted: Examining the Implications of Dual Enrollment Course Structure for Students’ Course and College Enrollment Outcomes","authors":"Wonsun Ryu, Lauren Schudde, Kimberly Pack-Cosme","doi":"10.3102/00028312241257453","DOIUrl":"https://doi.org/10.3102/00028312241257453","url":null,"abstract":"Dual enrollment (DE)—where students earn college credits during high school—is expanding rapidly. To facilitate DE, institutional actors across K-12 schools and colleges must build or repurpose structures across separate organizations to determine course offerings, assignments, modality, and composition. Yet the organization and implications of those structures remain a black box. Using statewide administrative data from Texas, we describe DE coursetaking and course characteristics for traditional Texas public high school students and examine how DE course characteristics predict students’ course performance and subsequent college enrollment. Our descriptive analyses illuminate striking differences between academic and career and technical education DE, both in students’ backgrounds and course structures. Our regression analyses illustrate how several malleable DE course characteristics predict student outcomes.","PeriodicalId":502612,"journal":{"name":"American Educational Research Journal","volume":"93 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Becoming and Remaining (Un)Critical: A Longitudinal Study of Beginning History Teachers 成为和保持（非）批判性：初任历史教师纵向研究
American Educational Research Journal Pub Date : 2024-07-25 DOI: 10.3102/00028312241262280
Christopher C. Martell, Robert Martinelle, Jennifer P. Chalmers
{"title":"Becoming and Remaining (Un)Critical: A Longitudinal Study of Beginning History Teachers","authors":"Christopher C. Martell, Robert Martinelle, Jennifer P. Chalmers","doi":"10.3102/00028312241262280","DOIUrl":"https://doi.org/10.3102/00028312241262280","url":null,"abstract":"In this study, researchers used a longitudinal multisite qualitative cross-case study to examine the beliefs and practices of five beginning teachers related to critical historical inquiry. They collected interview, observation, and classroom artifact data over a 5-year period, from teacher preparation through the teachers’ 4th year in the classroom. Using critical theory as the frame, the researchers found that the beginning history teachers tended to move along two pedagogical continuums: one related to the criticality of content and the other related to didactic- or inquiry- based instruction. Teachers were more successful in engaging in critical historical inquiry practices if they had well-developed conceptual and practice tools and had opportunities to teach within school contexts that supported the use of critical historical inquiry.","PeriodicalId":502612,"journal":{"name":"American Educational Research Journal","volume":"55 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141802396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Effects of Unified School Enrollment Systems on School Demographics and Outcomes: Evidence From New Orleans’ Transition to a Centralized School Lottery 统一入学制度对学校人口统计和成果的影响：新奥尔良向中央学校彩票过渡的证据
American Educational Research Journal Pub Date : 2024-05-20 DOI: 10.3102/00028312241248513
J. Lincove, Jon Valant
{"title":"The Effects of Unified School Enrollment Systems on School Demographics and Outcomes: Evidence From New Orleans’ Transition to a Centralized School Lottery","authors":"J. Lincove, Jon Valant","doi":"10.3102/00028312241248513","DOIUrl":"https://doi.org/10.3102/00028312241248513","url":null,"abstract":"Unified enrollment (UE) systems were designed to improve efficiency, equity, and transparency in school choice processes, but research has focused on efficiency gains. This study examines whether moving from decentralized enrollment processes to UE mitigates or exacerbates racial segregation that often occurs in choice systems. Specifically, we examine a subset of charter schools in New Orleans that had enrolled disproportionately high numbers of White students prior to entering UE. We find that UE entry was associated with increased enrollment of non-White students in these schools without offsetting declines in White enrollment, facilitated by schools also increasing total enrollment after entering UE. We find no meaningful impacts of UE on school accountability measures, student or teacher mobility, or student discipline.","PeriodicalId":502612,"journal":{"name":"American Educational Research Journal","volume":"23 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141120058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Improving Teaching at Scale: Can AI Be Incorporated Into Professional Development to Create Interactive, Personalized Learning for Teachers? 大规模改进教学：能否将人工智能融入专业发展，为教师创造互动式个性化学习？
American Educational Research Journal Pub Date : 2024-05-16 DOI: 10.3102/00028312241248514
Yasemin Copur-Gencturk, Jingxian Li, Sebnem Atabas
{"title":"Improving Teaching at Scale: Can AI Be Incorporated Into Professional Development to Create Interactive, Personalized Learning for Teachers?","authors":"Yasemin Copur-Gencturk, Jingxian Li, Sebnem Atabas","doi":"10.3102/00028312241248514","DOIUrl":"https://doi.org/10.3102/00028312241248514","url":null,"abstract":"Scalable and accessible professional development programs have the potential to address the opportunity gap many teachers experience. Yet many asynchronous online programs lack interaction with and timely feedback to teachers. We addressed this problem by developing a virtual, interactive program that uses intelligent tutoring systems to provide just‐in‐time feedback to teachers. We conducted a randomized controlled trial with teachers across the United States in which teachers were assigned to either this program or no additional training. We found that teachers who completed our program ( N = 29) used mathematically richer tasks and created a more coherent, connected learning environment for students to build conceptual understandings than did teachers who were in the business‐as‐usual condition ( N = 23).","PeriodicalId":502612,"journal":{"name":"American Educational Research Journal","volume":"40 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140970470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Degrees of Return: Estimating Internal Rates of Return for College Majors Using Quantile Regression 回报程度：利用定量回归估算大学专业的内部收益率
American Educational Research Journal Pub Date : 2024-03-11 DOI: 10.3102/00028312241231512
Liang Zhang, Xiangmin Liu, Yitong Hu
{"title":"Degrees of Return: Estimating Internal Rates of Return for College Majors Using Quantile Regression","authors":"Liang Zhang, Xiangmin Liu, Yitong Hu","doi":"10.3102/00028312241231512","DOIUrl":"https://doi.org/10.3102/00028312241231512","url":null,"abstract":"Using data collected from more than 5.8 million high school and college graduates ages 18 to 65 years who participated in the American Community Survey between 2009 and 2021, the authors estimate the internal rates of return (IRRs) for individuals with college degrees in 10 broad majors compared with high school graduates. The analysis shows significant differences in the age-earnings trajectories and IRRs across college majors. Furthermore, quantile regression analyses show that IRR is generally higher at the high end of the earnings distribution compared with the low end. Finally, the authors observed a slight decrease in IRR during the study period, which is consistent with the flattening and even decline in college wage premiums following the 2008 Great Recession.","PeriodicalId":502612,"journal":{"name":"American Educational Research Journal","volume":"10 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140252510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Postsecondary Future Selves of Black and Latinx Boys: A Case for Cultivating More Expansive Supports in College-Going Schools 黑人和拉美裔男生中学后的未来自我：在升学学校培养更广泛支持的理由
American Educational Research Journal Pub Date : 2023-12-26 DOI: 10.3102/00028312231214477
Roderick L. Carey
{"title":"The Postsecondary Future Selves of Black and Latinx Boys: A Case for Cultivating More Expansive Supports in College-Going Schools","authors":"Roderick L. Carey","doi":"10.3102/00028312231214477","DOIUrl":"https://doi.org/10.3102/00028312231214477","url":null,"abstract":"Black and Latinx adolescent boys from economically stratified communities face pervasive societal inequities and, therefore, deserve more responsive school supports to determine and actualize postsecondary pathways. For insights into how such students conceptualize their futures and their school’s role in facilitating this process, this ethnographic study investigated one urban school’s college-going culture and its impact on shaping what the author calls participants’ postsecondary future selves. This theoretical approach encompasses three domains: college (i.e., postsecondary education), career (i.e., post-college employment trajectory), and condition (i.e., expected financial stability, relational and familial prospects, future living arrangements, happiness, and joy). Implications suggest that college-going school practitioners widen supports so students can imagine and envision how college ambitions align with career and condition goals.","PeriodicalId":502612,"journal":{"name":"American Educational Research Journal","volume":"8 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139155402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Investing in the Teacher Workforce: Experimental Evidence on Teachers’ Preferences 投资教师队伍：教师偏好的实验证据
American Educational Research Journal Pub Date : 2023-11-29 DOI: 10.3102/00028312231208956
Virginia S. Lovison, Cecilia Hyunjung Mo
{"title":"Investing in the Teacher Workforce: Experimental Evidence on Teachers’ Preferences","authors":"Virginia S. Lovison, Cecilia Hyunjung Mo","doi":"10.3102/00028312231208956","DOIUrl":"https://doi.org/10.3102/00028312231208956","url":null,"abstract":"Inadequate compensation is often viewed as the root of teacher workforce challenges despite teacher reports that working conditions matter more. Using an original discrete choice experiment with a national sample of 1,030 U.S. teachers, we found that support staff—special education specialists, counselors, and nurses—play an essential role in shaping teachers’ employment preferences. Teachers value access to these support staff more than they value a 10% increase to their own salary. We also assessed teachers’ preferences regarding childcare subsidies and find that teachers treat a 10% salary increase and a childcare benefit of similar value as near perfect substitutes. To test the durability of these findings, we replicated our study 2 years later and found nearly identical results.","PeriodicalId":502612,"journal":{"name":"American Educational Research Journal","volume":"356 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139211107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Promise of Tutoring for PreK–12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence 辅导对学前班至 12 年级学习的承诺：实验证据的系统回顾和元分析
American Educational Research Journal Pub Date : 2023-11-27 DOI: 10.3102/00028312231208687
Andre Nickow, Philip Oreopoulos, Vincent Quan
{"title":"The Promise of Tutoring for PreK–12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence","authors":"Andre Nickow, Philip Oreopoulos, Vincent Quan","doi":"10.3102/00028312231208687","DOIUrl":"https://doi.org/10.3102/00028312231208687","url":null,"abstract":"Tutoring ranks among the most versatile and potentially transformative educational tools available. Dozens of randomized experiments have evaluated preK–12 tutoring programs, varying widely in approaches, contexts, and costs. This article presents results from a systematic review and meta-analysis of tutoring field experiments. We develop a framework for understanding variation in tutoring program impact and examine effect sizes (ESs) across a range of characteristics. We find that tutoring programs yield consistently substantial positive impacts on learning, with an overall pooled ES of 0.288 SD (SE = 0.029, p < .001). ESs tend to be largest for programs that use teachers or paraprofessionals as tutors, are held in earlier grades, occur at least 3 days per week, and are held during school.","PeriodicalId":502612,"journal":{"name":"American Educational Research Journal","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139230712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Peer Relationships and Chinese Adolescents’ Academic Achievement: Selection and Influence 同伴关系与中国青少年的学业成就：选择与影响
American Educational Research Journal Pub Date : 2023-11-24 DOI: 10.3102/00028312231208675
M. Shen, D. French
{"title":"Peer Relationships and Chinese Adolescents’ Academic Achievement: Selection and Influence","authors":"M. Shen, D. French","doi":"10.3102/00028312231208675","DOIUrl":"https://doi.org/10.3102/00028312231208675","url":null,"abstract":"This study applied Simulation Investigation for Empirical Network Analysis to disentangle friendship selection and influence regarding the academic achievement of Chinese adolescents in a 3-year longitudinal study of 880 middle school students (400 girls, Year 1 mean age = 13.33) and 525 high school students (284 girls, mean age = 16.45). Both peer selection and influence effects were obtained. Chinese adolescents preferred friendships with similarly achieving or higher achieving peers but avoided friendships with lower achieving peers. They increased achievement when they befriended high-achieving peers but decreased achievement when they befriended low-achieving peers. Influence but not selection was stronger for middle school students than for high school students. The results may be a function of the importance of academic success for Chinese students.","PeriodicalId":502612,"journal":{"name":"American Educational Research Journal","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139240679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","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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