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Developing a Research–Practice Partnership With Policy Intermediaries: An Examination of Collaboration With State Education Agency Leaders 与政策中介机构建立研究-实践伙伴关系:与州教育机构领导的合作研究
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-18 DOI: 10.3102/01623737231213082
Hayley Weddle
A growing body of scholarship foregrounds research–practice partnerships (RPPs) as venues for advancing equity in education. However, few studies focus on partnerships with state education agency leaders, despite their influential roles connecting policy and practice. This article explores state leaders’ experiences collaborating in an early-phase, national RPP focused on advancing multilingual learner equity. Findings shed light on how joint work was facilitated through the development of evidence-based resources addressing current problems of practice. Findings also demonstrate the importance of attending to leaders’ dual responsibilities across state and local levels, informing future efforts to foster partnerships with state leaders. Future research is needed to examine the sustainability of state-level RPPs, as well as the experiences of researchers engaging in such partnerships.
越来越多的学术研究将研究与实践伙伴关系(RPPs)视为促进教育公平的渠道。然而,很少有研究关注与州教育机构领导的合作关系,尽管他们在连接政策与实践方面发挥着有影响力的作用。本文探讨了州领导在一个早期阶段的全国性 RPP 中的合作经验,该 RPP 的重点是促进多语种学习者的平等。研究结果阐明了如何通过开发循证资源来解决当前的实践问题,从而促进共同工作。研究结果还表明,必须关注领导者在州和地方层面的双重责任,为今后促进与州领导者的伙伴关系提供信息。未来的研究需要考察州级 RPP 的可持续性,以及参与此类合作的研究人员的经验。
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引用次数: 0
Is Working in College Worth It? How Hours on the Job Affect Postsecondary Outcomes 在大学里工作值得吗?工作时间如何影响中学后的学习成绩
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-18 DOI: 10.3102/01623737231210243
A. Davis
Many students work during college to offset rising costs, but significant time on the job affects postsecondary outcomes. Analyzing the High School Longitudinal Study (N = 4,418), this article estimates the effects of hours worked on grades, credits earned, persistence, stopping out (i.e., unenrolling for 5 months before reenrolling), and dropping out. The polynomial regression analysis shows that after adjusting for background characteristics, prior academic achievement, institution types, and family obligations, “traditional” undergraduate students begin seeing deleterious effects at 20 hours, which becomes even more severe for those working 28+ hours (and the worst for Pell Grant recipients working long hours). While some work was good for students, on average, financial and family circumstances help explain the curvilinear relationships.
许多学生在大学期间打工以抵消不断上涨的费用,但大量的打工时间会影响中学后的学习成绩。本文通过分析高中纵向研究(N = 4,418),估算了工作时间对成绩、所获学分、持续学习、中途退学(即退学 5 个月后再重新入学)和辍学的影响。多项式回归分析表明,在对背景特征、以前的学业成绩、院校类型和家庭义务进行调整后,"传统 "的本科生在工作 20 小时后就开始看到有害影响,而对于工作 28 小时以上的学生来说,这种影响变得更加严重(对于长期工作的佩尔助学金获得者来说,这种影响最为严重)。虽然有些工作对学生有利,但平均而言,经济和家庭情况有助于解释这种曲线关系。
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引用次数: 0
Core Requirements, Structured Flexibility, and Local Judgment: Balancing Adherence and Adaptation in the Design and Implementation of District-Wide Professional Development 核心要求、结构灵活性和地方判断:在设计和实施全区专业发展过程中平衡坚持与调整
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-11 DOI: 10.3102/01623737231210285
Julie Cohen, Arielle Boguslav, James Wyckoff, Veronica Katz, Katherine Sadowski, Emily A. Wiseman
Professional development (PD) for teachers is a ubiquitous feature of the American educational landscape. Yet we know little about how districts navigate the variation in teacher learning needs when designing and implementing district-wide PD programs. In this paper, we describe how the District of Columbia Public Schools implemented an ambitious PD program called LEAP (LEarning together to Advance our Practice). Aligned with best practices, LEAP consisted of weekly group learning in content-specific teams, followed by individualized coaching support, all guided by a district-provided professional learning curriculum. We capitalize on both quantitative and qualitative data to understand how the program was implemented and how the district’s implementation efforts shaped what happened on the ground. Finally, we highlight implications for other districts interested in implementing complex PD.
教师专业发展(PD)是美国教育的一个普遍特征。然而,我们对各学区在设计和实施全学区范围的教师专业发展项目时,如何把握教师学习需求的差异性知之甚少。在本文中,我们将介绍哥伦比亚特区公立学校如何实施一项名为 LEAP(LEarning together to Advance our Practice)的雄心勃勃的教师进修计划。LEAP 与最佳实践相一致,包括每周在特定内容团队中开展小组学习,随后提供个别辅导支持,所有这些都以学区提供的专业学习课程为指导。我们利用定量和定性数据来了解该计划是如何实施的,以及学区的实施工作是如何影响实际情况的。最后,我们强调了对其他有意实施复合型专业发展项目的学区的启示。
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引用次数: 0
The Effects of Race to the Top on Teacher Qualifications, Work Environments, and Job Attitudes 力争上游 "计划对教师资格、工作环境和工作态度的影响
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-11 DOI: 10.3102/01623737231210291
Christopher Redding, Tuan D. Nguyen
We estimate the effects of Race to the Top (RTTT) on teacher qualifications, work environments, and job attitudes. Drawing on the Schools and Staffing Survey and the National Teacher and Principal Survey, we create a nationally representative data set of public school teachers from 1988 to 2018. We adopt an event study difference-in-differences research design to estimate the dynamic effect of RTTT on several teacher outcomes. We find evidence that, following RTTT, teachers were more worried about job security relative to prereform years. We find smaller and less consistent evidence of a relationship between RTTT and decreased teacher certification levels and increased levels of cooperation with colleagues.
我们估算了 "力争上游 "计划(RTTT)对教师资格、工作环境和工作态度的影响。我们利用学校与人员编制调查(Schools and Staffing Survey)和全国教师与校长调查(National Teacher and Principal Survey),创建了一个从 1988 年到 2018 年具有全国代表性的公立学校教师数据集。我们采用事件研究差分法的研究设计,来估计 RTTT 对几种教师结果的动态影响。我们发现有证据表明,与改革前相比,RTTT 之后,教师对工作保障更加担忧。我们发现,RTTT 与教师认证水平下降和与同事合作水平提高之间的关系证据较少,且不太一致。
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引用次数: 0
Assigning Students to Schools in an Era of Public School Choice: Patterns in Enrollment, Applications, and Offers in Chicago 公立学校择校时代的学生派位:芝加哥的入学、申请和录取模式
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-04 DOI: 10.3102/01623737231206777
Lauren Sartain, Riley Lewers, Lisa Barrow
Districts with expansive school choice must decide how to match students and schools. Increasingly, districts are centralizing applications on one-stop portals that feature information about schooling options, admission requirements, and a single application and deadline with the hope of increasing transparency and streamlining the enrollment process. After Chicago Public Schools introduced a centralized platform (GoCPS), students were more likely to enroll in high-performing high schools, although this continued as a pre-existing upward trend. Enrollment declined slightly at charter schools and increased at neighborhood schools, mirroring shifts in applications. GoCPS reduced the number of admission offers, likely lessening uncertainty around ninth-grade enrollment. Districts implementing similar systems should consider the availability of seats at high-demand schools and reduce barriers to navigating choice systems.
拥有大量学校选择的地区必须决定如何匹配学生和学校。各学区越来越多地将申请集中在一站式门户网站上,该门户网站提供有关学校选择、入学要求、单一申请和截止日期的信息,希望提高透明度并简化入学流程。在芝加哥公立学校引入了一个集中平台(GoCPS)之后,学生们更有可能进入成绩优异的高中,尽管这一趋势一直呈上升趋势。特许学校的入学人数略有下降,而社区学校的入学人数有所增加,反映了申请人数的变化。GoCPS减少了录取通知的数量,可能会减少九年级入学的不确定性。实施类似系统的地区应考虑高需求学校的席位可用性,并减少导航选择系统的障碍。
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引用次数: 0
The Impact of Teacher Unions on School District Finance and Student Achievement: Evidence From the Great Recession 教师工会对学区财政和学生成绩的影响:来自大衰退的证据
1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-06 DOI: 10.3102/01623737231204349
Andrew Ju
I examine whether the impact of the Great Recession on school district spending, the allocation of resources, and student achievement varied depending on the strength of state’s teachers’ unions. Employing a diff-in-diff-in-diff identification strategy, I find that school districts in states with strong teachers’ unions experienced significantly larger declines in per-pupil expenditures during the economic downtown compared with otherwise similar districts in states with weak teachers’ unions. The larger decline in expenditures in strong union states, however, did not lead to a differential decline in student achievement relative to weak union states.
我考察了大衰退对学区支出、资源分配和学生成绩的影响是否因州教师工会的实力而异。采用“难中难中难”的识别策略,我发现,在经济低迷时期,与教师工会薄弱的州的类似学区相比,教师工会强大的州的学区的每名学生支出的下降幅度要大得多。然而,在强大的联盟国家,支出的较大下降并没有导致学生成绩相对于弱联盟国家的差异下降。
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引用次数: 0
When Do Informational Interventions Work? Experimental Evidence From New York City High School Choice 信息干预何时起作用?来自纽约市高中选择的实验证据
1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-06 DOI: 10.3102/01623737231203293
Sarah R. Cohodes, Sean P. Corcoran, Jennifer L. Jennings, Carolyn Sattin-Bajaj
Despite evidence that informational interventions can influence K–12 school choices, we know little about the mechanisms through which they work and the factors that produce heterogeneity in student responses. Through a school-level randomized controlled trial conducted in 473 New York City middle schools serving 115,000 eighth graders, we evaluated three counselor-delivered informational interventions that were designed to help students avoid low-graduation high schools, but differed in their level of individual customization and mode of delivery (paper or online). Every intervention reduced likelihood of application to and enrollment in low-graduation-rate schools (those below the city median of 75%). Simplified paper interventions had the largest impacts and produced lower heterogeneity in effects across subgroups than customizable digital formats. A key mechanism by which interventions worked was through new information replacing students’ default first-choice schools that had low graduation rates and guaranteed admission. We conclude that informational interventions to support school choice can be effectively implemented at scale via school counselors, but that intervention design can lead to differences in who engages, with consequences for inequality.
尽管有证据表明信息干预可以影响K-12学校的选择,但我们对其工作机制以及产生学生反应异质性的因素知之甚少。通过在纽约市473所中学进行的一项学校水平的随机对照试验,为115,000名八年级学生提供服务,我们评估了三种辅导员提供的信息干预措施,这些干预措施旨在帮助学生避免低毕业率的高中,但在个人定制水平和交付模式(纸质或在线)方面存在差异。每一项干预措施都降低了低毕业率学校(低于城市中位数75%的学校)的申请和入学率。与可定制的数字格式相比,简化的纸质干预措施具有最大的影响,并且在亚组之间产生的效果异质性较低。干预措施发挥作用的一个关键机制是,通过新的信息取代学生默认的第一选择学校,这些学校毕业率低,而且保证被录取。我们得出的结论是,支持择校的信息干预可以通过学校辅导员有效地大规模实施,但干预设计可能导致谁参与的差异,从而导致不平等的后果。
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引用次数: 0
Editors’ Introduction 编辑的介绍
1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-30 DOI: 10.3102/01623737231210001
Geoffrey D. Borman, A. Brooks Bowden, Deven Carlson, Amanda Datnow, Sylvia Hurtado
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引用次数: 0
Redefining Merit Through New Routines: Holistic Admissions Policy Implementation in Graduate Education 通过新惯例重新定义成绩:研究生教育的整体录取政策实施
1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-30 DOI: 10.3102/01623737231201612
Julie Posselt, Deborah Southern, Theresa Hernandez, Steve Desir, Fatima Alleyne, Casey W. Miller
Despite a growing body of research on the outcomes of holistic admissions and eliminating standardized test score requirements throughout education, few have documented how organizations transition to holistic review. Implementation, however, may help explain variation in impacts of holistic admissions. This article draws upon theories of organizational routines to examine adoption of holistic review in 13 STEM PhD programs from five universities. We conducted 60- to 90-min interviews with admissions leaders, including a COVID-19 transcript review activity. Data reveal change is multilevel, involving new policy/structural, practice/cultural, and cognitive/interpretive routines, which carry promise for disrupting institutionalized inequities where the politics of changing these routines can be managed. We discuss implications for policy, organizational practice, and future research on academic evaluations.
尽管越来越多的研究关注整体录取的结果,并在整个教育过程中取消标准化考试分数要求,但很少有人记录组织如何过渡到整体审查。然而,实施可能有助于解释整体招生影响的变化。本文借鉴组织惯例理论,考察了五所大学13个STEM博士项目采用整体评估的情况。我们对招生负责人进行了60至90分钟的采访,包括COVID-19成绩单审查活动。数据显示,变化是多层次的,涉及新的政策/结构、实践/文化和认知/解释惯例,它们有望打破制度化的不平等,而改变这些惯例的政治是可以管理的。我们将讨论学术评估对政策、组织实践和未来研究的影响。
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引用次数: 0
Disaggregating the Effects of STEM Education and Apprenticeships on Economic Mobility: Evidence From the LaunchCode Program 分解STEM教育和学徒制对经济流动性的影响:来自LaunchCode项目的证据
1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-30 DOI: 10.3102/01623737231199985
Jason Jabbari, Yung Chun, Wenrui Huang, Stephen Roll
We conduct an impact analysis on a unique technology certificate and apprenticeship program offered by LaunchCode. We merge administrative data containing entrance exam scores with survey data for individuals that were (a) not accepted, (b) accepted but did not complete the course, (c) completed the course but not the apprenticeship, and (d) completed the course and the apprenticeship. By using entrance exam scores as an instrumental variable, we conduct an intent-to-treat model, finding that program acceptance was significantly associated with increased earnings and probabilities of working in a science, technology, engineering, and math (STEM) profession. Then, by using machine learning-generated multinomial propensity score weights, we conduct a treatment-on-treated analysis, finding that these increases appear to be primarily driven by the apprenticeship component.
我们对LaunchCode提供的独特技术证书和学徒计划进行了影响分析。我们将包含入学考试成绩的行政数据与以下个人的调查数据合并:(a)未被录取,(b)被录取但未完成课程,(c)完成课程但未完成学徒,以及(d)完成课程并完成学徒。通过使用入学考试分数作为工具变量,我们进行了意向治疗模型,发现课程接受度与增加的收入和在科学,技术,工程和数学(STEM)专业工作的概率显着相关。然后,通过使用机器学习生成的多项倾向得分权重,我们进行了治疗对治疗的分析,发现这些增加似乎主要是由学徒组成部分驱动的。
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引用次数: 0
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Educational Evaluation and Policy Analysis
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