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Educational Evaluation and Policy Analysis最新文献

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From Boardrooms to Classrooms: How Interorganizational Networks Influence Education Policy Adoption 从会议室到教室：组织间网络如何影响教育政策的采用
Educational Evaluation and Policy Analysis Pub Date : 2024-06-04 DOI: 10.3102/01623737241254791
J. E. Trinidad
{"title":"From Boardrooms to Classrooms: How Interorganizational Networks Influence Education Policy Adoption","authors":"J. E. Trinidad","doi":"10.3102/01623737241254791","DOIUrl":"https://doi.org/10.3102/01623737241254791","url":null,"abstract":"This paper examines how relationships among government and “outside” organizations influenced policy implementation of new dropout prediction data systems. Using comparative historical and network analyses of three cities, I suggest the concept of interorganizational coupling—highlighting how the dependence and (in)formal collaborations among local school improvement organizations affected implementation speed, variation, and constraint. In Chicago, the loosely coupled system influenced slow and varied implementation, sustained by interpersonal relations and challenged by unclear division of labor. In Philadelphia, the tightly coupled system shaped swift and uniform changes, constrained by questions of sustainability. In New York, the tightening system led to fast yet variable transformations, limited by competition among organizations. Broadly, the article contributes to studies of education policies, interorganizational networks, and school improvement.","PeriodicalId":508380,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"82 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141268410","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
School Choice, Socioeconomic Status, and Stratified Enrollment in Urban Districts: Evidence From Detroit 城市地区的择校、社会经济地位和分层入学：来自底特律的证据
Educational Evaluation and Policy Analysis Pub Date : 2024-06-04 DOI: 10.3102/01623737241254783
Jeremy Singer
{"title":"School Choice, Socioeconomic Status, and Stratified Enrollment in Urban Districts: Evidence From Detroit","authors":"Jeremy Singer","doi":"10.3102/01623737241254783","DOIUrl":"https://doi.org/10.3102/01623737241254783","url":null,"abstract":"Researchers and policymakers have often debated whether urban schools of choice enroll students who are relatively advantaged compared to their traditional public school peers. Existing research has not adequately answered this question due to a reliance on inadequate quantitative measures of socioeconomic status and an emphasis on differences between racial or class groups rather than within them. This mixed-methods study contributes new evidence based on novel survey data and interviews with parents and educational leaders in Detroit. Detroit charter schools enroll significantly fewer students living in deep poverty than neighborhood schools, and selective schools enroll a distinctly advantaged population. These stratified enrollment patterns result from differences in geographic constraints, the influence of social networks, school type reputations, and school practices.","PeriodicalId":508380,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141265998","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 Vital Necessity of Critical Education Policy Research 批判性教育政策研究的重要必要性
Educational Evaluation and Policy Analysis Pub Date : 2024-03-25 DOI: 10.3102/01623737241239985
Michelle D. Young, Sarah Diem, Carrie Sampson
{"title":"The Vital Necessity of Critical Education Policy Research","authors":"Michelle D. Young, Sarah Diem, Carrie Sampson","doi":"10.3102/01623737241239985","DOIUrl":"https://doi.org/10.3102/01623737241239985","url":null,"abstract":"Critical education policy research has a deep-rooted history, evolving over four decades to challenge traditional positivist approaches. Reimagining epistemology, theory, and methods, scholars pioneered critical policy analysis (CPA), examining power dynamics and contextual influences on educational experiences. In the ensuing paragraphs, we explore how the articles in this volume exemplify critical approaches to policy analysis, examining topics such as racial inequalities in college recruitment, platform technologies’ impact on policy, and racialized discourses in corporal punishment policies. Embracing critical theories and methodologies, scholars reveal how language, hierarchy, and privilege construct realities, perpetuate inequities, and reinforce power structures, and they advocate for equitable policy solutions, challenging the status quo to envision a more just educational future.","PeriodicalId":508380,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"111 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140381743","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 High-Performing, High-Turnover Teachers on Long-Run Student Achievement: Evidence From Teach For America 高绩效、高流失率教师对长期学生成绩的影响：来自 "为美国而教 "组织的证据
Educational Evaluation and Policy Analysis Pub Date : 2024-03-25 DOI: 10.3102/01623737241238017
Virginia S. Lovison
{"title":"The Effects of High-Performing, High-Turnover Teachers on Long-Run Student Achievement: Evidence From Teach For America","authors":"Virginia S. Lovison","doi":"10.3102/01623737241238017","DOIUrl":"https://doi.org/10.3102/01623737241238017","url":null,"abstract":"An increasing share of new teachers participate in alternative preparation programs. A fundamental question is what effect these programs have on long-run student achievement. To address this question, I study Teach For America (TFA) teachers working in New York City (NYC). I first estimate within-teacher returns to experience and find that TFA alumni teachers improve at double the rate of the average NYC teacher over their first 5 years in the classroom. I then model the joint relationship between turnover and performance over time. The results suggest that the net effect of TFA hiring on long-run student achievement is positive, despite the regular churn within the TFA workforce.","PeriodicalId":508380,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140383644","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
Critical Policy Analysis: Gains and Challenges 关键政策分析：收获与挑战
Educational Evaluation and Policy Analysis Pub Date : 2024-03-25 DOI: 10.3102/01623737241240434
M. Apple
{"title":"Critical Policy Analysis: Gains and Challenges","authors":"M. Apple","doi":"10.3102/01623737241240434","DOIUrl":"https://doi.org/10.3102/01623737241240434","url":null,"abstract":"The special issue documents the conceptual, empirical, and political progress that critical policy analysis in education has made. The contributions build on and employ the tools that have already been established, while they represent new critical approaches and combinations, each of which provides paths to be developed even further. I discuss the gains, limits, and paths to take to strengthen these analyses.","PeriodicalId":508380,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140383651","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
Dual Language Immersion Programs and Student Achievement in Early Elementary Grades 小学低年级双语沉浸式课程与学生成绩
Educational Evaluation and Policy Analysis Pub Date : 2024-02-26 DOI: 10.3102/01623737241228829
Camila Morales
{"title":"Dual Language Immersion Programs and Student Achievement in Early Elementary Grades","authors":"Camila Morales","doi":"10.3102/01623737241228829","DOIUrl":"https://doi.org/10.3102/01623737241228829","url":null,"abstract":"This paper presents evidence of the effects of dual language immersion (DLI) programs on the academic outcomes of students in elementary grades. Leveraging enrollment lotteries from four cohorts of DLI applicants across 10 oversubscribed programs, analyses estimate the intent-to-treat effect of access to bilingual education on reading and math test scores. On average, native English-speaking students in Grades 1 through 4 who win access to a DLI program score higher in reading and math by 0.12 and 0.14 SDs, respectively. The achievement gains in test scores are realized as early as first grade.","PeriodicalId":508380,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"110 4‐5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140429235","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 Information Provision on the Gender Gap in Technology: Experimental Evidence From Course Enrollment and Major Decisions 信息提供对技术领域性别差距的影响：来自课程注册和专业决定的实验证据
Educational Evaluation and Policy Analysis Pub Date : 2024-02-26 DOI: 10.3102/01623737241228278
NaLette Brodnax
{"title":"The Effects of Information Provision on the Gender Gap in Technology: Experimental Evidence From Course Enrollment and Major Decisions","authors":"NaLette Brodnax","doi":"10.3102/01623737241228278","DOIUrl":"https://doi.org/10.3102/01623737241228278","url":null,"abstract":"This article reports on the impacts of a nudge intervention designed to narrow the gender gap in technology education. I randomly assigned approximately 4,000 college freshmen to one of three advising interventions during new student orientation. Students in the treatment group received a brochure containing information about technology courses and were exposed to stereotypical imagery, neutral imagery, or counter-stereotypical imagery. Information provision had a positive impact on both technology course take-up and technology major selection. A stronger response by men led to an overall increase in the gender gap, but this gap is smallest among students exposed to counter-stereotypical imagery.","PeriodicalId":508380,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"24 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140429952","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
After School: An Examination of the Career Paths and Earnings of Former Teachers 放学后：对退职教师职业生涯和收入的考察
Educational Evaluation and Policy Analysis Pub Date : 2024-02-26 DOI: 10.3102/01623737241227906
Quentin Brummet, Emily K. Penner, Nikolas Pharris-Ciurej, Sonya R. Porter
{"title":"After School: An Examination of the Career Paths and Earnings of Former Teachers","authors":"Quentin Brummet, Emily K. Penner, Nikolas Pharris-Ciurej, Sonya R. Porter","doi":"10.3102/01623737241227906","DOIUrl":"https://doi.org/10.3102/01623737241227906","url":null,"abstract":"We use a novel linkage of school district administrative data to Internal Revenue Service records to study educators’ post-exit career outcomes. The majority of leavers remain in education and mean earnings are slightly below pre-exit earnings even 8 years later. However, these average changes conceal wide variation in outcomes. Roughly 20% of leavers are unemployed, and the bottom quartile of employed leavers earn less than $20,000 annually. At the same time, earnings among the top quartile of employed leavers are higher than those of nearly all stayers, sometimes exceeding $100,000. Post-exit employment and earnings declines are associated with the presence of children or a high-earning spouse for voluntary female leavers, suggesting a role for family-conscious policies for teacher retention.","PeriodicalId":508380,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"33 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140431720","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
Platform Governance and Education Policy: Power and Politics in Emerging Edtech Ecologies 平台治理与教育政策：新兴教育技术生态中的权力与政治
Educational Evaluation and Policy Analysis Pub Date : 2024-02-13 DOI: 10.3102/01623737231202469
T. P. Nichols, Ezekiel Dixon-Román
{"title":"Platform Governance and Education Policy: Power and Politics in Emerging Edtech Ecologies","authors":"T. P. Nichols, Ezekiel Dixon-Román","doi":"10.3102/01623737231202469","DOIUrl":"https://doi.org/10.3102/01623737231202469","url":null,"abstract":"This article develops a framework for understanding and analyzing the intermediary work of platform technologies, and their owners, as an emerging form of platform governance in educational systems. Our investigation is guided by two questions: (a) How do platform technologies shape policy by brokering relations among commercial, technical, and educational actors? And (b) how might these relations contribute to, or compromise, educational equity as they are folded into existing governance regimes? We address these questions by bringing together two critical orientations—critical policy analysis and critical platform studies—to map the power and politics of platformization in and across education systems.","PeriodicalId":508380,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"119 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139781176","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
Spare the Rod, Spoil the Child? A Critical Discourse Analysis of State Corporal Punishment Policies and Practices 不打不成器？对国家体罚政策和做法的批判性话语分析
Educational Evaluation and Policy Analysis Pub Date : 2024-02-13 DOI: 10.3102/01623737231213040
Tasminda K. Dhaliwal, Jerome Graham, Yi-Chih Chiang, Andrew S. Johnson
{"title":"Spare the Rod, Spoil the Child? A Critical Discourse Analysis of State Corporal Punishment Policies and Practices","authors":"Tasminda K. Dhaliwal, Jerome Graham, Yi-Chih Chiang, Andrew S. Johnson","doi":"10.3102/01623737231213040","DOIUrl":"https://doi.org/10.3102/01623737231213040","url":null,"abstract":"Corporal punishment (CP), or inflicting pain through spanking, hitting, and paddling, is still legally sanctioned and exercised in U.S. schools. We use critical discourse analysis and draw on state policy documents and data from the Office of Civil Rights to investigate which discourses pervade policy texts and how CP is practiced. These sources reveal discourses relating to morality, delinquency, and authority that draw on ideas associated with power, punishment, and control. Across all these discourses, we find color-evasive and deficit language to justify CP practices that are disproportionally applied to minoritized students. We conclude with policy implications for CP and school discipline more broadly.","PeriodicalId":508380,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"74 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139781403","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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