Hans Fricke, S. Loeb, R. Meyer, Andrew B. Rice, L. Pier, Heather Hough
Purpose: Recent attempts to measure schools’ influence on students’ social-emotional learning (SEL) show differences across schools, but whether these estimated differences measure the true effects of schools remain unclear. To better understand these measures, we examine the stability of estimated school-by-grade effects across 2 years using large-scale survey data. Research Methods: We use 3 years of student SEL survey data from five large urban school districts in California, student-level demographic information, and summative assessment scores in math and English language arts (ELA) to estimate 2 years of growth measures (i.e., 2015–16 and 2016–17) with school fixed effects included to estimate schools’ contributions to student growth in SEL, math, and ELA. We compute the growth measures separately by grade and by year. We then estimate correlations of the school effects between the same grades in the two different years, as well as between adjacent grades for a given cohort. Findings: We find that schools in the top or bottom of the effect distribution have more persistent impacts across years than do those in the middle. Correlations among effects in the same grades across years are positive but lower than those for math and ELA. Implications: The results provide some evidence that school effect estimates based on student surveys measure actual contributions to students’ SEL; however, the low stability of estimated school effects draws into question including the measures in school performance systems. Using the estimates to identify particularly effective schools is more promising.
{"title":"Stability of School Contributions to Student Social-Emotional Learning Gains","authors":"Hans Fricke, S. Loeb, R. Meyer, Andrew B. Rice, L. Pier, Heather Hough","doi":"10.1086/716550","DOIUrl":"https://doi.org/10.1086/716550","url":null,"abstract":"Purpose: Recent attempts to measure schools’ influence on students’ social-emotional learning (SEL) show differences across schools, but whether these estimated differences measure the true effects of schools remain unclear. To better understand these measures, we examine the stability of estimated school-by-grade effects across 2 years using large-scale survey data. Research Methods: We use 3 years of student SEL survey data from five large urban school districts in California, student-level demographic information, and summative assessment scores in math and English language arts (ELA) to estimate 2 years of growth measures (i.e., 2015–16 and 2016–17) with school fixed effects included to estimate schools’ contributions to student growth in SEL, math, and ELA. We compute the growth measures separately by grade and by year. We then estimate correlations of the school effects between the same grades in the two different years, as well as between adjacent grades for a given cohort. Findings: We find that schools in the top or bottom of the effect distribution have more persistent impacts across years than do those in the middle. Correlations among effects in the same grades across years are positive but lower than those for math and ELA. Implications: The results provide some evidence that school effect estimates based on student surveys measure actual contributions to students’ SEL; however, the low stability of estimated school effects draws into question including the measures in school performance systems. Using the estimates to identify particularly effective schools is more promising.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"128 1","pages":"95 - 145"},"PeriodicalIF":2.5,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45809145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: For decades, federal and state agencies have identified teacher shortages in high-needs endorsement areas (HNEAs), including science, mathematics, and special education, as a critical problem. Many states have implemented policies and practices to recruit HNEA teachers, but little is known about how their workforce outcomes compare with other teachers. Research Methods: We leverage statewide longitudinal data in Tennessee to analyze the workforce outcomes of teachers prepared in the state between 2010 and 2016. We model our outcomes of interest using linear and logistic multilevel regression. Findings: We observe that the number of teachers who receive HNEA endorsements has increased over time even as the overall number of teachers prepared in the state has declined. HNEA teachers are employed at higher rates and retained at similar rates as other teachers. HNEA teachers have similar student achievement gains as non-HNEA teachers. Though HNEA and non-HNEA teachers also have similar first-year observation ratings, STEM (science, technology, engineering, and mathematics) and special education teachers improve at slower rates subsequently. Implications: Our results suggest that potential policy solutions to the recruitment, retention, and development of highly effective HNEA teachers might require policies targeted to individual HNEAs, as each area might have unique needs and challenges. The positive results on preparation and employment of HNEA teachers suggest that Tennessee’s policies to train, employ, and retain HNEA teachers have been largely successful. However, our findings also suggest that HNEA teachers may need additional supports in instructional development.
{"title":"Workforce Outcomes of Program Completers in High-Needs Endorsement Areas","authors":"Emanuele Bardelli, Matthew Ronfeldt","doi":"10.1086/716486","DOIUrl":"https://doi.org/10.1086/716486","url":null,"abstract":"Purpose: For decades, federal and state agencies have identified teacher shortages in high-needs endorsement areas (HNEAs), including science, mathematics, and special education, as a critical problem. Many states have implemented policies and practices to recruit HNEA teachers, but little is known about how their workforce outcomes compare with other teachers. Research Methods: We leverage statewide longitudinal data in Tennessee to analyze the workforce outcomes of teachers prepared in the state between 2010 and 2016. We model our outcomes of interest using linear and logistic multilevel regression. Findings: We observe that the number of teachers who receive HNEA endorsements has increased over time even as the overall number of teachers prepared in the state has declined. HNEA teachers are employed at higher rates and retained at similar rates as other teachers. HNEA teachers have similar student achievement gains as non-HNEA teachers. Though HNEA and non-HNEA teachers also have similar first-year observation ratings, STEM (science, technology, engineering, and mathematics) and special education teachers improve at slower rates subsequently. Implications: Our results suggest that potential policy solutions to the recruitment, retention, and development of highly effective HNEA teachers might require policies targeted to individual HNEAs, as each area might have unique needs and challenges. The positive results on preparation and employment of HNEA teachers suggest that Tennessee’s policies to train, employ, and retain HNEA teachers have been largely successful. However, our findings also suggest that HNEA teachers may need additional supports in instructional development.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"128 1","pages":"59 - 93"},"PeriodicalIF":2.5,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47357340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: As the federal government has retreated from taking a dominant role in encouraging implementation of common K–12 standards, states and districts have moved to fill this education policy vacuum. This study aims to understand how state and district leaders are navigating this new policy environment. Research Methods/Approach: Drawing upon 47 interviews with state and district administrators conducted in 2016 and 2017, we used deductive coding based on a policy attributes theory to examine the co-occurrence of codes for specificity, consistency, authority, power, and stability. Throughout this process, we assessed interrater reliability through paired coding, research team discussions, and recoding to uncover broad themes. Findings: We identify the concept of “smart power” as a ubiquitous mechanism that leaders are utilizing to balance buy-in (authority) and accountability (power). We find that this balance remains precarious and highly dependent upon local political contexts. Smart power can allow for more thoughtful and sustainable implementation strategies that increase teacher support for these policies—or it can become a rhetorical device without substantive change. Implications: We reveal the enduring appeal of accountability policies even when administrators express reservations about falling back on the legacy of No Child Left Behind. These findings hold broad relevance for the implementation of K–12 standards moving forward, particularly as states consider how to build legitimacy and buy-in toward new and revised standards-based policies in the wake of the pandemic.
{"title":"“Smart Power” in Standards Implementation after No Child Left Behind","authors":"T. Nichols, A. Edgerton, Laura Desimone","doi":"10.1086/716463","DOIUrl":"https://doi.org/10.1086/716463","url":null,"abstract":"Purpose: As the federal government has retreated from taking a dominant role in encouraging implementation of common K–12 standards, states and districts have moved to fill this education policy vacuum. This study aims to understand how state and district leaders are navigating this new policy environment. Research Methods/Approach: Drawing upon 47 interviews with state and district administrators conducted in 2016 and 2017, we used deductive coding based on a policy attributes theory to examine the co-occurrence of codes for specificity, consistency, authority, power, and stability. Throughout this process, we assessed interrater reliability through paired coding, research team discussions, and recoding to uncover broad themes. Findings: We identify the concept of “smart power” as a ubiquitous mechanism that leaders are utilizing to balance buy-in (authority) and accountability (power). We find that this balance remains precarious and highly dependent upon local political contexts. Smart power can allow for more thoughtful and sustainable implementation strategies that increase teacher support for these policies—or it can become a rhetorical device without substantive change. Implications: We reveal the enduring appeal of accountability policies even when administrators express reservations about falling back on the legacy of No Child Left Behind. These findings hold broad relevance for the implementation of K–12 standards moving forward, particularly as states consider how to build legitimacy and buy-in toward new and revised standards-based policies in the wake of the pandemic.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"128 1","pages":"147 - 169"},"PeriodicalIF":2.5,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47561177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: This study examines the local and institutional factors that shape how educators and educational leaders in western Pennsylvania have understood and responded to rapid growth in opioid misuse and drug overdose within their communities. We examine how educational leaders and educators in two rural school districts in western Pennsylvania made sense of growing opioid misuse as not only a social problem but also a local problem, and how that framing in turn shaped their community and school response. Research Methods/Approach: We analyze data gathered from interviews and fieldwork conducted in two rural school districts in Pennsylvania in 2017–18 experiencing high levels of opioid misuse and drug overdose. Data were drawn from interviews with 36 educators and educational leaders, as well as notes from roughly 60 hours of participant observation in each district at school board meetings, local action group meetings, and community events. Findings: We find that community and institutional forces restricted coherent and meaningful school responses. School district leaders understood growing opioid misuse as emerging both external to and in contradiction with local rural community values and identity. Educators further cited testing assessment pressures and lack of educator training as institutional factors limiting school and educator responses to the mounting opioid problem. Implications: Despite a precedent for schools assuming a variety of health and wellness functions for students and families, and the severity of opioid misuse as a government-defined statewide emergency, coherent school response to opioid addiction is often stymied by a number of social, cultural, and institutional constraints.
{"title":"“This Is a Good Neighborhood. This Ain’t No Pittsburgh!”: Conflicting Narratives of Opioid Misuse within Rural School Districts and Communities","authors":"Ian Burfoot-Rochford, K. Schafft","doi":"10.1086/716461","DOIUrl":"https://doi.org/10.1086/716461","url":null,"abstract":"Purpose: This study examines the local and institutional factors that shape how educators and educational leaders in western Pennsylvania have understood and responded to rapid growth in opioid misuse and drug overdose within their communities. We examine how educational leaders and educators in two rural school districts in western Pennsylvania made sense of growing opioid misuse as not only a social problem but also a local problem, and how that framing in turn shaped their community and school response. Research Methods/Approach: We analyze data gathered from interviews and fieldwork conducted in two rural school districts in Pennsylvania in 2017–18 experiencing high levels of opioid misuse and drug overdose. Data were drawn from interviews with 36 educators and educational leaders, as well as notes from roughly 60 hours of participant observation in each district at school board meetings, local action group meetings, and community events. Findings: We find that community and institutional forces restricted coherent and meaningful school responses. School district leaders understood growing opioid misuse as emerging both external to and in contradiction with local rural community values and identity. Educators further cited testing assessment pressures and lack of educator training as institutional factors limiting school and educator responses to the mounting opioid problem. Implications: Despite a precedent for schools assuming a variety of health and wellness functions for students and families, and the severity of opioid misuse as a government-defined statewide emergency, coherent school response to opioid addiction is often stymied by a number of social, cultural, and institutional constraints.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"128 1","pages":"1 - 28"},"PeriodicalIF":2.5,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49206472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Higher education cannot escape history. If you don’t believeme, ask Clark Kerr, one of the foremost thinkers on the subject, who published a book by that name in 1994. His point was that the “contradictions and conflicts tormenting higher education” were rooted in the preconditions of the past, and that they would inevitably shape the sector’s future (Kerr 1994, xv). But the title can also be interpreted more benignly: when we talk about higher education, we almost always do so longitudinally. It is hard to find a book about American higher education that does not reference history in some form. That stands in contrast to the scholarly literature on K–12 education, which sometimes reads as though American schools were created with the passage of NoChild Left Behind. (Of course that, in turn, stands in contrast to the popular criticism of all sectors of education, which suggests that they do have a history but that it stopped around 1920.) Part of the ubiquity is because age is uniquely linked to status in higher education, with older institutions almost always consideredmore prestigious.Witness the perpetual debate
{"title":"What’s Future Is Epilogue: The Uses of Higher Education History","authors":"Ethan W. Ris","doi":"10.1086/715035","DOIUrl":"https://doi.org/10.1086/715035","url":null,"abstract":"Higher education cannot escape history. If you don’t believeme, ask Clark Kerr, one of the foremost thinkers on the subject, who published a book by that name in 1994. His point was that the “contradictions and conflicts tormenting higher education” were rooted in the preconditions of the past, and that they would inevitably shape the sector’s future (Kerr 1994, xv). But the title can also be interpreted more benignly: when we talk about higher education, we almost always do so longitudinally. It is hard to find a book about American higher education that does not reference history in some form. That stands in contrast to the scholarly literature on K–12 education, which sometimes reads as though American schools were created with the passage of NoChild Left Behind. (Of course that, in turn, stands in contrast to the popular criticism of all sectors of education, which suggests that they do have a history but that it stopped around 1920.) Part of the ubiquity is because age is uniquely linked to status in higher education, with older institutions almost always consideredmore prestigious.Witness the perpetual debate","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"127 1","pages":"657 - 668"},"PeriodicalIF":2.5,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43068325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Creating the Suburban School Advantage: Race, Localism, and Inequality in an American Metropolis by John L. Rury. Ithaca, NY: Cornell University Press, 2020. 276 pp., $39.95 (cloth).","authors":"Karen Benjamin","doi":"10.1086/715036","DOIUrl":"https://doi.org/10.1086/715036","url":null,"abstract":"","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"1 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44578112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jessica C. Harris, Jean Snider, Julia L. Anderson, Kim Griffin
Through this study, we explore 26 Multiracial tenured and tenure track faculty members’ experiences with Multiracial microaggressions while working within historically white 4-year colleges and universities in the United States. Findings from the research suggest that Multiracial faculty members often encounter Multiracial microaggressions that stifle their professional success. Yet Multiracial microaggressions may also provide some faculty with unique access within the academy. This study centers Multiracial faculty members’ experiences in an effort to inform institutional procedures that support and retain Multiracial faculty and to complicate a monoracial-only paradigm of race, or the dominant ideology that race only exists in strict monoracial categories.
{"title":"Multiracial Faculty Members’ Experiences with Multiracial Microaggressions","authors":"Jessica C. Harris, Jean Snider, Julia L. Anderson, Kim Griffin","doi":"10.1086/715004","DOIUrl":"https://doi.org/10.1086/715004","url":null,"abstract":"Through this study, we explore 26 Multiracial tenured and tenure track faculty members’ experiences with Multiracial microaggressions while working within historically white 4-year colleges and universities in the United States. Findings from the research suggest that Multiracial faculty members often encounter Multiracial microaggressions that stifle their professional success. Yet Multiracial microaggressions may also provide some faculty with unique access within the academy. This study centers Multiracial faculty members’ experiences in an effort to inform institutional procedures that support and retain Multiracial faculty and to complicate a monoracial-only paradigm of race, or the dominant ideology that race only exists in strict monoracial categories.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"127 1","pages":"531 - 561"},"PeriodicalIF":2.5,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/715004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48606036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The public discussion of education consistently emphasizes school failure. To better understand this rhetoric, we tracked its appearance in five prominent print outlets from 1984 to 2016. By distinguishing between arguments about local schools and the nation’s schools, we found that discussions of “failing schools” surged first as a claim about the nation’s schools and then as a claim about local schools. But, whereas the discussion of national failure featured a narrowed set of arguments, the subsequent discussion of local failure was composed more broadly. Thus, we describe a rhetorical echo, wherein the discussion of local failure acquired the shape and intensity of the preceding national discussion, while taking on the particulars of community context. A national narrative frame shaped the telling of local stories.
{"title":"The Echo of Reform Rhetoric: Arguments about National and Local School Failure in the News, 1984–2016","authors":"M. Hlavacik, J. Schneider","doi":"10.1086/715037","DOIUrl":"https://doi.org/10.1086/715037","url":null,"abstract":"The public discussion of education consistently emphasizes school failure. To better understand this rhetoric, we tracked its appearance in five prominent print outlets from 1984 to 2016. By distinguishing between arguments about local schools and the nation’s schools, we found that discussions of “failing schools” surged first as a claim about the nation’s schools and then as a claim about local schools. But, whereas the discussion of national failure featured a narrowed set of arguments, the subsequent discussion of local failure was composed more broadly. Thus, we describe a rhetorical echo, wherein the discussion of local failure acquired the shape and intensity of the preceding national discussion, while taking on the particulars of community context. A national narrative frame shaped the telling of local stories.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"127 1","pages":"627 - 655"},"PeriodicalIF":2.5,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45825428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Policy implementation research indicates that local contexts and school factors shape how teacher collaboration efforts are implemented in schools. By evaluating a statewide teacher collaboration initiative in Tennessee known as the Instructional Partnership Initiative (IPI), this article provides insight on the school-level factors that are associated with participating teachers’ frequency of IPI collaboration activities and a collaborative focus on instructional practices. We estimate a series of regression models and find that school supports and characteristics of teacher partnerships were significant predictors of the frequency of collaborative activities, focus on instructional activities, and perceptions of IPI as beneficial. Commonalities among partner teachers like subject/grade taught were also associated with teachers’ perceptions of IPI as beneficial. Our results contribute to the broader understanding of how schools can encourage teacher engagement in collaborations that focus on instructional improvement.
{"title":"School Factors That Promote Teacher Collaboration: Results from the Tennessee Instructional Partnership Initiative","authors":"Kristen Carroll, S. Patrick, Ellen B. Goldring","doi":"10.1086/715002","DOIUrl":"https://doi.org/10.1086/715002","url":null,"abstract":"Policy implementation research indicates that local contexts and school factors shape how teacher collaboration efforts are implemented in schools. By evaluating a statewide teacher collaboration initiative in Tennessee known as the Instructional Partnership Initiative (IPI), this article provides insight on the school-level factors that are associated with participating teachers’ frequency of IPI collaboration activities and a collaborative focus on instructional practices. We estimate a series of regression models and find that school supports and characteristics of teacher partnerships were significant predictors of the frequency of collaborative activities, focus on instructional activities, and perceptions of IPI as beneficial. Commonalities among partner teachers like subject/grade taught were also associated with teachers’ perceptions of IPI as beneficial. Our results contribute to the broader understanding of how schools can encourage teacher engagement in collaborations that focus on instructional improvement.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"127 1","pages":"501 - 530"},"PeriodicalIF":2.5,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/715002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48426550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: With rising numbers of deportations over the last 2 decades, there has been a particular concern among educators and researchers that immigrant-origin students and their peers are experiencing educational consequences due to increased stress, anxiety, and fear of the unknown. This study examined the relationship between immigration enforcement and student achievement in counties across the United States. Research Methods/Approach: Data come from two nationally representative samples of kindergartners, the Early Childhood Longitudinal Study—Kindergarten Classes of 1998–99 and 2010, and the number of deportations ordered from each immigration court provided by the Transactional Records Access Clearinghouse. Employing a cross-sectional, longitudinal design, a student, school, and year fixed-effects model was used to examine the association between deportations and achievement in elementary grades, exploiting variation of deportations between counties and years. Findings: The results of the analyses indicated that increases in deportations coincided with declines in Latinx student achievement in math. Declines were most pronounced for Latinx students in urban schools, Latinx English learners, Latinx second-generation immigrant students, and Latinx students attending Title I schools. Declines were not observed in the second term of the Obama presidential administration. Implications: This study adds to the extant body of research detailing who is subject to the educational impacts from immigration enforcement and in what ways, in hopes that future research continues to explore ways to mitigate these consequences for students. Attention from policy makers and educators is needed to mitigate disruptions that deportations introduce into the learning context for young children.
{"title":"From Court to Classroom: Deportation Proceedings and Reading and Math Achievement for Elementary Students from 1998 to 2016","authors":"J. Kirksey","doi":"10.1086/724328","DOIUrl":"https://doi.org/10.1086/724328","url":null,"abstract":"Purpose: With rising numbers of deportations over the last 2 decades, there has been a particular concern among educators and researchers that immigrant-origin students and their peers are experiencing educational consequences due to increased stress, anxiety, and fear of the unknown. This study examined the relationship between immigration enforcement and student achievement in counties across the United States. Research Methods/Approach: Data come from two nationally representative samples of kindergartners, the Early Childhood Longitudinal Study—Kindergarten Classes of 1998–99 and 2010, and the number of deportations ordered from each immigration court provided by the Transactional Records Access Clearinghouse. Employing a cross-sectional, longitudinal design, a student, school, and year fixed-effects model was used to examine the association between deportations and achievement in elementary grades, exploiting variation of deportations between counties and years. Findings: The results of the analyses indicated that increases in deportations coincided with declines in Latinx student achievement in math. Declines were most pronounced for Latinx students in urban schools, Latinx English learners, Latinx second-generation immigrant students, and Latinx students attending Title I schools. Declines were not observed in the second term of the Obama presidential administration. Implications: This study adds to the extant body of research detailing who is subject to the educational impacts from immigration enforcement and in what ways, in hopes that future research continues to explore ways to mitigate these consequences for students. Attention from policy makers and educators is needed to mitigate disruptions that deportations introduce into the learning context for young children.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"129 1","pages":"325 - 354"},"PeriodicalIF":2.5,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44289709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：