Pub Date : 2024-07-25DOI: 10.3102/01623737241255348
Greta Morando
This paper examines the relationship between subject specialization in high school and university undergraduate degree program choices. Focusing on a reform in England that encouraged students to opt for studying mathematics in the last 2 years of high school, the study analyzes its effect on undergraduate enrollment in Science, Technology, Engineering, and Mathematics (STEM) fields. The findings indicate that the reform increased the likelihood of students pursuing and completing STEM undergraduate degrees. Thus, encouraging mathematics specialization during high school enhances the number of STEM graduates. However, despite the reform’s implementation, gender and socioeconomic disparities in STEM participation remained unchanged, suggesting that interventions during adolescence might not effectively address the underrepresentation of specific groups, such as females, in STEM programs.
{"title":"Mathematics Specialization at High School and Undergraduate Degree Choice: Evidence From England","authors":"Greta Morando","doi":"10.3102/01623737241255348","DOIUrl":"https://doi.org/10.3102/01623737241255348","url":null,"abstract":"This paper examines the relationship between subject specialization in high school and university undergraduate degree program choices. Focusing on a reform in England that encouraged students to opt for studying mathematics in the last 2 years of high school, the study analyzes its effect on undergraduate enrollment in Science, Technology, Engineering, and Mathematics (STEM) fields. The findings indicate that the reform increased the likelihood of students pursuing and completing STEM undergraduate degrees. Thus, encouraging mathematics specialization during high school enhances the number of STEM graduates. However, despite the reform’s implementation, gender and socioeconomic disparities in STEM participation remained unchanged, suggesting that interventions during adolescence might not effectively address the underrepresentation of specific groups, such as females, in STEM programs.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141802538","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}
Pub Date : 2024-07-25DOI: 10.3102/01623737241257951
Katharine Parham Malhotra
The inclusion of students with disabilities in general education versus more restrictive settings has steadily increased since the 1990s. Yet little is known about inclusion’s effectiveness for these students or their nondisabled peers. I examine the impacts of a district-wide inclusion policy, leveraging the staggered, school-level implementation to estimate the policy’s causal effects on academic and behavioral outcomes. Elementary and middle school test scores and attendance rates were unaffected by the policy. High school graduation and ninth grade promotion rates increased by two and six percentage points, respectively, in the years following implementation. Findings suggest that inclusive education does not come at the expense of students’ academic progress in the short term and may improve academic outcomes in the longer term.
{"title":"Whose IDEA Is This? An Examination of the Effectiveness of Inclusive Education","authors":"Katharine Parham Malhotra","doi":"10.3102/01623737241257951","DOIUrl":"https://doi.org/10.3102/01623737241257951","url":null,"abstract":"The inclusion of students with disabilities in general education versus more restrictive settings has steadily increased since the 1990s. Yet little is known about inclusion’s effectiveness for these students or their nondisabled peers. I examine the impacts of a district-wide inclusion policy, leveraging the staggered, school-level implementation to estimate the policy’s causal effects on academic and behavioral outcomes. Elementary and middle school test scores and attendance rates were unaffected by the policy. High school graduation and ninth grade promotion rates increased by two and six percentage points, respectively, in the years following implementation. Findings suggest that inclusive education does not come at the expense of students’ academic progress in the short term and may improve academic outcomes in the longer term.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141805881","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}
Pub Date : 2024-05-24DOI: 10.3102/01623737241249459
Tuan D. Nguyen, Elizabeth Bettini, Christopher Redding, Allison F. Gilmour
Many studies rely on teachers’ reported career intentions instead of measuring actual turnover, but research does not clearly document how these variables relate to one another. We test how measures of teacher intentions relate to turnover. Using nationally representative data on 102,970 public school teachers, we conduct a descriptive and regression analysis to probe how teachers’ turnover intentions are and are not associated with moving schools and leaving teaching. While there is some variation across measures of intent, we find evidence that intention is distinct from, but strongly related to, turnover. We advise that surveys continue to capture intention as it provides meaningful information, but we recommend intention not be used as proxy for turnover.
{"title":"Comparing Teacher Turnover Intentions to Actual Turnover: Cautions and Lessons for the Field","authors":"Tuan D. Nguyen, Elizabeth Bettini, Christopher Redding, Allison F. Gilmour","doi":"10.3102/01623737241249459","DOIUrl":"https://doi.org/10.3102/01623737241249459","url":null,"abstract":"Many studies rely on teachers’ reported career intentions instead of measuring actual turnover, but research does not clearly document how these variables relate to one another. We test how measures of teacher intentions relate to turnover. Using nationally representative data on 102,970 public school teachers, we conduct a descriptive and regression analysis to probe how teachers’ turnover intentions are and are not associated with moving schools and leaving teaching. While there is some variation across measures of intent, we find evidence that intention is distinct from, but strongly related to, turnover. We advise that surveys continue to capture intention as it provides meaningful information, but we recommend intention not be used as proxy for turnover.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141102753","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}
Pub Date : 2024-05-17DOI: 10.3102/01623737241257935
{"title":"Corrigendum to Spare the Rod, Spoil the Child? A Critical Discourse Analysis of State Corporal Punishment Policies & Practices","authors":"","doi":"10.3102/01623737241257935","DOIUrl":"https://doi.org/10.3102/01623737241257935","url":null,"abstract":"","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140965129","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}
Pub Date : 2024-05-10DOI: 10.3102/01623737241246548
Dan Goldhaber, Grace T. Falken, Roddy Theobald
While decades of research document inequity in the distribution of teachers across schools, few studies consider the distribution of teacher vacancies and other school hiring needs. We use teacher job postings, a direct proxy of school hiring needs, to document how these hiring needs vary across districts, schools, and subject areas. We first validate job postings as an indicator of school hiring needs by showing that filled postings closely line up with eventual teacher hires. We then show that schools serving more students of color had greater hiring needs throughout the year and that hiring needs for special education and science, technology, engineering, and math positions were considerably higher than for elementary positions according to both the number and duration of job postings.
{"title":"What Do Teacher Job Postings Tell Us About School Hiring Needs and Equity?","authors":"Dan Goldhaber, Grace T. Falken, Roddy Theobald","doi":"10.3102/01623737241246548","DOIUrl":"https://doi.org/10.3102/01623737241246548","url":null,"abstract":"While decades of research document inequity in the distribution of teachers across schools, few studies consider the distribution of teacher vacancies and other school hiring needs. We use teacher job postings, a direct proxy of school hiring needs, to document how these hiring needs vary across districts, schools, and subject areas. We first validate job postings as an indicator of school hiring needs by showing that filled postings closely line up with eventual teacher hires. We then show that schools serving more students of color had greater hiring needs throughout the year and that hiring needs for special education and science, technology, engineering, and math positions were considerably higher than for elementary positions according to both the number and duration of job postings.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140993101","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}
Pub Date : 2024-04-22DOI: 10.3102/01623737241242108
Federick J. Ngo, Tatiana Melguizo
AB705 is a landmark higher education policy that has changed approaches to developmental/remedial education in the California Community College system. We study one district that implemented reforms by placing most students in transfer-level math/English courses and encouraging enrollment in support courses based on multiple measures of academic preparation (e.g., grade point average [GPA]). We use regression discontinuity designs to examine the impact of these new placement recommendations, finding some benefits to English support course recommendations for low GPA students and increased math support course enrollment. We use matching methods to explore the relationship between support course enrollment and subsequent outcomes; finding enrollment in concurrent math and English support courses was associated with increased likelihood of completing transfer-level math and English.
{"title":"Use and Effectiveness of Academic Supports After Developmental Education Reform in California’s Community Colleges","authors":"Federick J. Ngo, Tatiana Melguizo","doi":"10.3102/01623737241242108","DOIUrl":"https://doi.org/10.3102/01623737241242108","url":null,"abstract":"AB705 is a landmark higher education policy that has changed approaches to developmental/remedial education in the California Community College system. We study one district that implemented reforms by placing most students in transfer-level math/English courses and encouraging enrollment in support courses based on multiple measures of academic preparation (e.g., grade point average [GPA]). We use regression discontinuity designs to examine the impact of these new placement recommendations, finding some benefits to English support course recommendations for low GPA students and increased math support course enrollment. We use matching methods to explore the relationship between support course enrollment and subsequent outcomes; finding enrollment in concurrent math and English support courses was associated with increased likelihood of completing transfer-level math and English.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140677866","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}
Pub Date : 2024-04-18DOI: 10.3102/01623737241239677
Paul von Hippel
Educational researchers often report effect sizes in standard deviation units (SD), but SD effects are hard to interpret. Effects are easier to interpret in percentile points, but converting SDs to percentile points involves a calculation that is not transparent to educational stakeholders. We show that if the outcome variable is normally distributed, we can approximate the percentile-point effect simply by multiplying the SD effect by 37 (or, equivalently, dividing the SD effect by 0.027). For students in the middle three-fifths of a normal distribution, this rule of thumb is always accurate to within 1.6 percentile points for effect sizes of up to 0.8 SD. Two examples show that the rule can be just as accurate for empirical effects from real studies. Applying the rule to empirical benchmarks, we find that the least effective third of educational interventions raise scores by 0 to 2 percentile points; the middle third raise scores by 2 to 7 percentile points; and the most effective third raise scores by more than 7 percentile points.
{"title":"Multiply by 37 (or Divide by 0.027): A Surprisingly Accurate Rule of Thumb for Converting Effect Sizes From Standard Deviations to Percentile Points","authors":"Paul von Hippel","doi":"10.3102/01623737241239677","DOIUrl":"https://doi.org/10.3102/01623737241239677","url":null,"abstract":"Educational researchers often report effect sizes in standard deviation units (SD), but SD effects are hard to interpret. Effects are easier to interpret in percentile points, but converting SDs to percentile points involves a calculation that is not transparent to educational stakeholders. We show that if the outcome variable is normally distributed, we can approximate the percentile-point effect simply by multiplying the SD effect by 37 (or, equivalently, dividing the SD effect by 0.027). For students in the middle three-fifths of a normal distribution, this rule of thumb is always accurate to within 1.6 percentile points for effect sizes of up to 0.8 SD. Two examples show that the rule can be just as accurate for empirical effects from real studies. Applying the rule to empirical benchmarks, we find that the least effective third of educational interventions raise scores by 0 to 2 percentile points; the middle third raise scores by 2 to 7 percentile points; and the most effective third raise scores by more than 7 percentile points.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140686152","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}
Pub Date : 2024-04-11DOI: 10.3102/01623737241241260
Tom Swiderski
Twenty-nine states require or allow all 11th graders to take the ACT or SAT in school, for free, eliminating access to testing as a barrier to college entry. I examine whether this affects postsecondary outcomes using state-aggregated panel data and time-varying difference-in-differences methods. I find policy adoption led to 2% increases in selective 4-year enrollments by students from treated states. However, adoption had no effect on enrollments within adopting states’ selective institutions, in part because institutions enrolled fewer students from out-of-state after adoption. I also find null but directionally negative effects on the number of graduates from state institutions. Therefore, impacts are small but positive for students from adopting states, but null or negative for adopting states’ institutions.
有 29 个州要求或允许所有 11 年级学生在学校免费参加 ACT 或 SAT 考试，从而消除了考试作为大学入学障碍的影响。我使用州分类面板数据和时变差分法研究了这是否会影响中学后的学习成绩。我发现，政策的采用使来自受政策影响州的学生四年制选择性入学率提高了 2%。然而，政策的采纳对采纳州的选择性院校的入学率没有影响，部分原因是政策采纳后院校招收的州外学生减少了。我还发现，采用该方案对本州院校毕业生人数的影响为零，但方向为负。因此，对来自采用州的学生的影响虽小，但却是积极的，而对采用州的院校的影响则是无效或消极的。
{"title":"Testing the Way Forward: The Impact of Statewide ACT or SAT Testing on Postsecondary Outcomes","authors":"Tom Swiderski","doi":"10.3102/01623737241241260","DOIUrl":"https://doi.org/10.3102/01623737241241260","url":null,"abstract":"Twenty-nine states require or allow all 11th graders to take the ACT or SAT in school, for free, eliminating access to testing as a barrier to college entry. I examine whether this affects postsecondary outcomes using state-aggregated panel data and time-varying difference-in-differences methods. I find policy adoption led to 2% increases in selective 4-year enrollments by students from treated states. However, adoption had no effect on enrollments within adopting states’ selective institutions, in part because institutions enrolled fewer students from out-of-state after adoption. I also find null but directionally negative effects on the number of graduates from state institutions. Therefore, impacts are small but positive for students from adopting states, but null or negative for adopting states’ institutions.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140714266","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}
Pub Date : 2024-04-08DOI: 10.3102/01623737241239982
Erica O. Turner, Dominique J. Baker, Huriya Jabbar
Many education policy researchers have turned to critical policy analysis as a means to better understand and examine injustices in education and beyond. However, such work is still uncommon in educational journals. In this introduction, we describe the purposes of this special issue and offer readers a framework for understanding critical approaches to education policy research, its general tenets, and how it differs from other kinds of policy research. We then outline the contributions of the articles in this special issue. We highlight analytic moves that researchers of all kinds can make based on the critical education policy research tenets we discuss. The introduction concludes with suggestions for where we hope the field will go next.
{"title":"Improving Researchers’ Capacity to Address Injustice: An Introduction to the Special Issue","authors":"Erica O. Turner, Dominique J. Baker, Huriya Jabbar","doi":"10.3102/01623737241239982","DOIUrl":"https://doi.org/10.3102/01623737241239982","url":null,"abstract":"Many education policy researchers have turned to critical policy analysis as a means to better understand and examine injustices in education and beyond. However, such work is still uncommon in educational journals. In this introduction, we describe the purposes of this special issue and offer readers a framework for understanding critical approaches to education policy research, its general tenets, and how it differs from other kinds of policy research. We then outline the contributions of the articles in this special issue. We highlight analytic moves that researchers of all kinds can make based on the critical education policy research tenets we discuss. The introduction concludes with suggestions for where we hope the field will go next.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140731286","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}
Pub Date : 2024-04-01DOI: 10.3102/01623737241235224
Danielle Sanderson Edwards, Matthew A. Kraft, Alvin Christian, Christopher A. Candelaria
We develop a conceptual framework for understanding and predicting teacher shortages at the state, region, district, and school levels. We then empirically examine how teacher shortages vary geographically and by subject using data on unfilled teaching positions in Tennessee traditional public schools during Fall 2019. We find that teacher staffing challenges are highly localized, causing shortages and surpluses to coexist. Aggregate descriptions of staffing challenges mask considerable variation between schools and subjects within districts. Schools with fewer local early-career teachers, smaller district salary increases, worse working conditions, and higher historical attrition rates have higher vacancy rates. Our findings illustrate why viewpoints about, and solutions to, shortages depend critically on whether one takes an aggregate or local perspective.
{"title":"Teacher Shortages: A Framework for Understanding and Predicting Vacancies","authors":"Danielle Sanderson Edwards, Matthew A. Kraft, Alvin Christian, Christopher A. Candelaria","doi":"10.3102/01623737241235224","DOIUrl":"https://doi.org/10.3102/01623737241235224","url":null,"abstract":"We develop a conceptual framework for understanding and predicting teacher shortages at the state, region, district, and school levels. We then empirically examine how teacher shortages vary geographically and by subject using data on unfilled teaching positions in Tennessee traditional public schools during Fall 2019. We find that teacher staffing challenges are highly localized, causing shortages and surpluses to coexist. Aggregate descriptions of staffing challenges mask considerable variation between schools and subjects within districts. Schools with fewer local early-career teachers, smaller district salary increases, worse working conditions, and higher historical attrition rates have higher vacancy rates. Our findings illustrate why viewpoints about, and solutions to, shortages depend critically on whether one takes an aggregate or local perspective.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140766226","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}
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