Aera Open最新文献

In this manuscript, we discuss the importance of data sharing in educational and psychological research, emphasizing the historical context of data sharing, the current open science movement, and the so-called replication crisis. We additionally explore the barriers to data sharing, particularly the fear of incorrectly deidentifying data or accidentally including private information. We then highlight the importance of deidentifying data for data sharing. Finally, we present specific techniques for data deidentification, namely non-perturbative and perturbative methods, and make recommendations for which techniques are relevant for specific types of variables. To assist readers in implementing the material from this study, we have additionally created an interactive tutorial as a Shiny web application, which is publicly available and free to use.

Using the Early Childhood Longitudinal Study - Kindergarten Cohort 2011, we examine (i) whether more preschool attendees in a kindergarten classroom relate to higher academic and social skills for children who did not go to preschool, (ii) whether more preschool attendees in the classroom moderate the benefits of preschool attendance (child N = 11,360; class N = 2,460; 67% White; 51% males; M _age = 5.6 years), and (iii) whether more preschool attendees in the classroom relate to teachers' perceptions of children's skills and their instructional content. In contrast to prior analyses using the 1998 cohort of the ECLS-K, we found no evidence of an association between the classroom percentage of preschool-attending peers and children's academic, executive function, and behavioral and prosocial skills. However, we found that the percentage of preschool peers was associated with teachers' perceptions of children's reading skills and teachers' instructional time spent on advanced reading content.

Career and technical education (CTE) programs aim to prepare students for college and careers in a wide range of occupations and industries. However, it is necessary to examine how existing inequalities in the K-12 education system structure access to and participation in different types of CTE. Using a non-parametric clustering approach to categorize CTE programs, I demonstrate that CTE can be reduced to two types - career-focused or college-focused. These two types of CTE offer participants divergent postsecondary opportunities. I then use regression analyses to show that there is a positive association between school district income level and access to college-focused CTE, but inequality in access shapes inequality in participation. However, school districts are similarly likely to offer career-focused CTE, but students in higher-income districts are less likely to participate. These findings highlight how income inequality between school districts influences CTE access and participation.

Using newly available data from Tulsa, Oklahoma-home of a renowned and much-studied universal public preschool program-we investigated associations between public preschool attendance and a wide range of third grade school administrative outcomes collected in the post-COVID-19 era. We explored associations between preschool attendance and school outcomes in our full sample of students (all of whom were from low-income households) as well as in our sizable subsample of dual language learners. Public preschool was unrelated to state standardized test scores, grade retention, and special education status. However, for dual language learners only, public preschool attendance predicted substantial reductions in third grade (post-COVID-19) absenteeism. Given skyrocketing rates of absenteeism when schools reopened after COVID-19-rates that are especially large for students from low-income and minoritized backgrounds such as those in our sample-these results hold special importance and may suggest a potentially overlooked response to a rising problem.