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Unmet Need: Evaluating Pell as a Lever for Equitable Dual Enrollment Participation and Outcomes 未满足的需求:评估Pell作为公平双重入学参与和结果的杠杆
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-05-30 DOI: 10.3102/01623737221091574
E. Bettinger, A. Lu, Kaylee T. Matheny, Gregory S. Kienzl
Dual enrollment is an increasingly popular avenue for high school students to earn college credit. However, low-income students are underrepresented among dual enrollment participants. In this study, we use a difference-in-differences design to evaluate a unique federal pilot program that allowed high school students to access Pell Grants to fund their dual enrollment. Generally, we find a negative effect of the pilot program on dual enrollment participation, with no effect on subsequent college attendance. Our qualitative analysis suggests this initiative did not sufficiently meet students’ specific needs, required strong partnerships with high schools to ensure high school counselors informed students about the program, and involved substantial financial and administrative burden for participating institutions.
双录取是高中生获得大学学分的一种日益流行的途径。然而,低收入家庭的学生在双招生参与者中代表性不足。在这项研究中,我们使用差异中的差异设计来评估一个独特的联邦试点项目,该项目允许高中生获得佩尔助学金来资助他们的双重入学。一般来说,我们发现试点计划对双录取参与有负面影响,对随后的大学入学率没有影响。我们的定性分析表明,这一举措没有充分满足学生的具体需求,需要与高中建立强有力的合作关系,以确保高中辅导员告知学生该计划,并为参与机构带来了巨大的财政和行政负担。
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引用次数: 1
Ever-Increasing Listed Tuition and Institutional Aid: The Role of Net Price Differentials by Year of Study 不断增长的挂牌学费和机构资助:按学习年份划分的净价差的作用
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-05-30 DOI: 10.3102/01623737221094565
John J. Cheslock, S. Riggs
Over the last forty years, non-elite private institutions have steadily increased listed tuition and institutional aid. This practice has continued even though the net tuition revenue gains from incoming students have become minimal. We present a new explanation for why these yearly increases continue: The pricing structure of non-elite privates relies upon net price differentials by year of study that are generated through annual increases in listed tuition. We describe how the presence of transfer costs encourages the use of this pricing structure and then document the presence of this pricing structure using data from IPEDS and NPSAS. Similar analyses of public and elite private institutions reveal differences across sectors in the use of differential pricing by year of study.
在过去的四十年里,非精英私立机构稳步增加了上市学费和机构援助。这种做法仍在继续,尽管来自新生的净学费收入收益已降至最低。我们对为什么每年都会继续上涨提出了一个新的解释:非精英私立学校的定价结构依赖于每年学费上涨所产生的学习年份的净价格差异。我们描述了转移成本的存在如何鼓励使用这种定价结构,然后使用IPEDS和NPSAS的数据记录这种定价结构的存在。对公共和精英私营机构的类似分析显示,各部门在研究年份使用差别定价方面存在差异。
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引用次数: 2
Do Long Bus Rides Drive Down Academic Outcomes? 乘坐长途汽车会降低学习成绩吗?
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-05-30 DOI: 10.3102/01623737221092450
Sarah A. Cordes, Christopher Rick, A. Schwartz
School buses may be a critical education policy lever, breaking the link between schools and neighborhoods and facilitating access to school choice. Yet, little is known about the commute for bus riders, including the average length of the bus ride or whether long commutes harm academic outcomes. We begin to fill this gap using data from New York City to explore the morning commutes of more than 120,000 bus riders. We find that long bus rides are uncommon and that those with long bus rides are disproportionately Black and more likely to attend charter or district choice schools. We find deleterious effects of long bus rides on attendance and chronic absenteeism of district choice students.
校车可能是一个重要的教育政策杠杆,打破了学校和社区之间的联系,促进了学校的选择。然而,人们对公交车乘客的通勤情况知之甚少,包括公交车的平均乘车时间,或者长时间通勤是否会损害学术成果。我们开始利用纽约市的数据来填补这一空白,以探索超过120000名公交车乘客的早晨通勤情况。我们发现,长时间乘坐公交车的情况并不常见,那些长时间乘坐公交的人中黑人比例过高,更有可能就读特许学校或地区选择学校。我们发现长时间乘坐公交车会对学区选择学生的出勤率和长期旷课产生有害影响。
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引用次数: 6
Expectations of a Promise: The Psychological Contracts Between Students, the State, and Key Actors in a Tuition-Free College Environment 对承诺的期望:免学费大学环境中学生、国家和关键行为者之间的心理契约
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-05-30 DOI: 10.3102/01623737221090265
Jenna W. Kramer
This qualitative study examines Tennessee Promise students’ (N = 60) perceptions of supports and resources during their first year of college. Students’ reflections suggest that they hold expectations for support from the state beyond scholarship dollars, and that other actors, including faculty, staff, parents, and the state’s nonprofit partner, mediate fulfillment of these expectations. Students’ unmet expectations for the state may impede their college success and signal dimensions of student need not met by current scholarship program provisions. Evidence of these “psychological contracts” has implications for the architecture and framing of Promise programs and the provision of supplemental supports by colleges.
本定性研究考察了田纳西州承诺学生(N = 60)在大学第一年对支持和资源的看法。学生们的反思表明,除了奖学金之外,他们还期望得到国家的支持,而其他行为者,包括教职员工、家长和国家的非营利合作伙伴,会调解这些期望的实现。学生对国家的期望没有得到满足,这可能会阻碍他们在大学的成功,并表明当前奖学金计划的规定无法满足学生的需求。这些“心理契约”的证据对承诺项目的架构和框架以及大学提供的补充支持都有影响。
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引用次数: 1
Striving for Coherence, Struggling With Incoherence: A Comparative Study of Six Educational Systems Organizing for Instruction 追求连贯,与不连贯作斗争——六种教育体系组织教学的比较研究
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-05-23 DOI: 10.3102/01623737221093382
James P. Spillane, Naomi L. Blaushild, Christine M. Neumerski, Jennifer L. Seelig, D. J. Peurach
This article examines how leaders in public, private, and hybrid educational systems manage competing pressures in their institutional environments. Across all systems, leaders responded to system-specific puzzles by (re)building systemwide educational infrastructures to support instructional coherence and framed these efforts as rooted in concerns about pragmatic organizational legitimacy. These efforts surfaced several challenges related to educational equity; leaders framed their responses to these challenges as tied to both pragmatic and moral organizational legitimacy. To address these challenges, leaders turned to an array of disparate government and nongovernment organizations in their institutional environments to procure and coordinate essential resources. Thus, the press for instructional coherence reinforced their reliance on an incoherent institutional environment.
本文探讨了公立、私立和混合教育系统的领导者如何在其制度环境中管理竞争压力。在所有系统中,领导者通过(重建)全系统的教育基础设施来支持教学连贯性,并将这些努力视为植根于对务实组织合法性的担忧,从而应对特定系统的困惑。这些努力提出了一些与教育公平有关的挑战;领导者们将他们对这些挑战的回应视为与务实和道德组织合法性相联系。为了应对这些挑战,领导人在体制环境中求助于一系列不同的政府和非政府组织来采购和协调必要的资源。因此,要求教学连贯性的压力加强了他们对不连贯的制度环境的依赖。
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引用次数: 3
Informing School-Choosing Families About Their Options: A Field Experiment From New Orleans 告知择校家庭他们的选择:来自新奥尔良的实地实验
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-05-16 DOI: 10.3102/01623737221086305
J. Valant, Lindsay Weixler
We conducted a randomized controlled trial to assess the effects of providing information to families as they choose schools. Likely applicants to prekindergarten, kindergarten, and ninth grade were assigned to one of three groups. A “growth” group received lists (via U.S. mail, email, and text message) of the highest performing schools they could request. A “distance” group received lists of schools in their home geographic zone. A “control” group did not see any schools highlighted. The growth treatment led applicants to request more high-growth schools, with the strongest effects for high school choosers and families of students with disabilities. In addition, applicants’ first-choice requests appeared less malleable than their lower ranked requests. The distance treatment had only modest effects.
我们进行了一项随机对照试验,以评估在家庭选择学校时向他们提供信息的效果。学前班、幼儿园和九年级的申请者被分为三组。一个“成长”组收到了他们可以要求的表现最好的学校的名单(通过美国邮件、电子邮件和短信)。“远程”组收到了他们家乡地理区域内的学校名单。“对照组”没有看到任何学校被突出显示。成长治疗导致申请者要求更多高增长学校,对高中选择者和残疾学生家庭的影响最大。此外,申请人的首选请求似乎比排名较低的请求更具可塑性。距离治疗只有适度的效果。
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引用次数: 5
Spread Too Thin: The Effect of Specialization on Teaching Effectiveness 专业化对教学效果的影响
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-04-11 DOI: 10.3102/01623737221084312
NaYoung Hwang, Brian Kisida
Although the majority of elementary school teachers cover all major subjects in self-contained classrooms, a growing number of teachers specialize in teaching fewer subjects to higher numbers of students. We use administrative data from Indiana to estimate the effect of teacher specialization on teacher and school effectiveness in elementary schools. We find that teacher specialization leads to lower teaching effectiveness in math and reading, and the negative effects are larger when teaching students who are more likely to experience obstacles in school. Moreover, we find no evidence that increasing the proportion of teacher specialists at the school level generates improvements in indicators of school quality. Our findings underscore the importance of fostering opportunities to develop stronger student–teacher relationships.
虽然大多数小学教师在自给自足的教室里教授所有的主要科目,但是越来越多的教师专门教授较少的科目给较多的学生。我们使用来自印第安纳州的行政数据来估计教师专业化对小学教师和学校效能的影响。我们发现,教师专业化导致数学和阅读的教学效果较低,并且当教授更容易在学校遇到障碍的学生时,负面影响更大。此外,我们没有发现证据表明,在学校一级增加教师专家的比例会提高学校质量指标。我们的研究结果强调了培养机会以发展更牢固的师生关系的重要性。
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引用次数: 1
How Big Are Effect Sizes in International Education Studies? 国际教育研究的效应大小有多大?
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-04-04 DOI: 10.3102/01623737221079646
David K. Evans, Fei Yuan
A growing literature measures the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But how should one contextualize the size of impacts? This article provides the distribution of standardized effect sizes on learning and access from 234 studies in low- and middle-income countries. We identify a median effect size of 0.10 standard deviations on learning and 0.07 standard deviations on access among randomized controlled trials. Effect sizes are similar for quasi-experimental studies. Effects are larger and demonstrate higher variance for small-scale studies than for large-scale studies. The distribution of existing effects can help researchers and policymakers to situate new findings within current knowledge and design new studies with sufficient statistical power to identify effects.
越来越多的文献衡量了中低收入国家的教育干预措施对入学机会和学习成果的影响。但是,人们应该如何将影响的大小置于情境中呢?本文提供了来自中低收入国家234项研究的学习和获取标准化效应大小的分布。在随机对照试验中,我们确定了学习方面0.10标准差和访问方面0.07标准差的中位效应大小。准实验研究的效应大小相似。与大规模研究相比,小规模研究的影响更大,方差更高。现有影响的分布可以帮助研究人员和政策制定者将新发现置于当前知识中,并设计具有足够统计能力的新研究来识别影响。
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引用次数: 47
Opportunity Seeking Across Segregated Schools: Unintended Effects of Automatic Admission Policies on High School Segregation 跨种族隔离学校寻找机会:自动录取政策对高中种族隔离的意外影响
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-04-04 DOI: 10.3102/01623737221078286
Jeremy E. Fiel
Automatic admissions policies (AAPs, “percent plans”) redistribute college-going opportunities across segregated high schools to diversify college enrollments, increasing opportunities at predominantly minority high schools. If students “game” AAPs by attending schools with increased opportunities, AAPs could alter racial sorting across high schools. Comparative interrupted time series analyses provide evidence that Texas’s and California’s AAPs reduced Black–White segregation in highly segregated school districts. These effects were concentrated in sparsely populated areas in Texas, and they were modest in California, so it seems unlikely this significantly undermined AAPs’ ability to reduce racial disparities in college-going opportunities. It shows, however, that strategic responses to policies that redistribute opportunities in segregated contexts can create tension between segregation and inequality of opportunity.
自动录取政策(AAPs,“百分比计划”)重新分配了种族隔离高中的大学入学机会,使大学入学人数多样化,增加了少数族裔高中的机会。如果学生通过进入有更多机会的学校来“玩弄”aap, aap可能会改变高中的种族分类。比较中断时间序列分析提供了证据,证明德克萨斯州和加利福尼亚州的aap在高度隔离的学区减少了黑人和白人的隔离。这些影响主要集中在德克萨斯州人口稀少的地区,而在加利福尼亚州则较为温和,因此,这似乎不太可能显著削弱AAPs在减少上大学机会上的种族差异方面的能力。然而,它表明,对在隔离环境中重新分配机会的政策的战略反应可能在隔离和机会不平等之间造成紧张关系。
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引用次数: 0
Accountability, Alignment, and Coherence: How Educators Made Sense of Complex Policy Environments in the Common Core Era 问责制、一致性和连贯性:共同核心时代教育工作者如何理解复杂的政策环境
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-04-04 DOI: 10.3102/01623737221079650
Emily M. Hodge, E. Stosich
This study takes advantage of natural variation in alignment and accountability to analyze educator sensemaking of a complex policy environment. It describes how educators in two large, high-accountability districts in New York and Florida made sense of multiple policy changes, including new standards, curriculum, assessments, and teacher evaluation. Drawing on interviews with 68 individuals, observations of instruction and professional development, and policy documents, findings suggest that high policy alignment represents a fundamental yet insufficient condition for educators to perceive policies as coherent and coordinated. Accountability strength and policy sequence were important factors in educators’ perceptions of coherence. In both districts, the pace and complexity of change contributed to policy overwhelm.
本研究利用一致性和问责制的自然变化来分析教育工作者对复杂政策环境的理解。它描述了纽约和佛罗里达两个大型、高问责制地区的教育工作者如何理解多项政策变化,包括新标准、课程、评估和教师评估。根据对68人的访谈、对教学和专业发展的观察以及政策文件,研究结果表明,高度的政策一致性是教育工作者认为政策连贯和协调的一个基本但不足的条件。问责力度和政策顺序是教育工作者对连贯性的看法的重要因素。在这两个地区,变化的速度和复杂性导致了政策压力。
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引用次数: 1
期刊
Educational Evaluation and Policy Analysis
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