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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 Social Sciences 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 Social Sciences 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 Social Sciences 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 Social Sciences 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 Social Sciences 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
Interscholastic Policy Debate Promotes Critical Thinking and College-Going: Evidence From Boston Public Schools 校际政策辩论促进批判性思维和上大学:来自波士顿公立学校的证据
1区 教育学 Q1 Social Sciences Pub Date : 2023-10-23 DOI: 10.3102/01623737231200234
Beth E. Schueler, Katherine E. Larned
Few interventions reduce inequality in reading achievement, let alone higher-order thinking skills, among adolescents. We study policy debate—an extracurricular activity focused on improving middle and high schoolers’ critical thinking, argumentation, and policy analysis skills—in Boston schools serving large concentrations of economically disadvantaged students of color. Student fixed effects estimates show debate had positive impacts on English Language Arts (ELA) test scores of 0.13 SD, equivalent to 68% of a full year of average ninth-grade learning. Gains were concentrated on analytical more than rote subskills. We find no harm to math, attendance, or disciplinary records, and evidence of positive effects on high school graduation and postsecondary enrollment. Impacts were largest among students who were lowest achieving prior to joining debate.
很少有干预措施能减少青少年阅读成绩的不平等,更不用说高阶思维技能了。我们在波士顿的学校研究政策辩论,这是一项旨在提高初高中学生批判性思维、论证和政策分析技能的课外活动,主要服务于大量经济上处于劣势的有色人种学生。学生固定效应估计显示,辩论对英语语言艺术(ELA)考试成绩有0.13 SD的积极影响,相当于九年级平均全年学习的68%。收益集中在分析而非死记硬背的子技能上。我们发现对数学、出勤率或纪律记录没有损害,并有证据表明对高中毕业和高等教育入学有积极影响。在参加辩论前成绩最差的学生中,影响最大。
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引用次数: 0
Framing Effects and the Public’s Attitudes Toward Racial Equity in Education Policy 框架效应与公众对教育政策中种族平等的态度
1区 教育学 Q1 Social Sciences Pub Date : 2023-10-16 DOI: 10.3102/01623737231200202
David M. Quinn
Frames shape public opinion on policy issues, with implications for policy adoption and agenda-setting. What impact do common issue frames for racial equity in education have on voters’ support for racially equitable education policy? Across survey experiments with two independent representative polls of California voters, framing effects were moderated by voters’ prior policy preferences. Among respondents concerned with tax policy, a frame emphasizing the economic benefits of equity elicited higher priority for racial equity in education. Among respondents concerned with social justice, an “equal opportunity” frame elicited higher priority ratings. However, exploratory analyses showed frames only mattered when respondents held mixed policy preferences. Among respondents who (a) valued both tax policy and social justice issues, or who (b) valued neither, both frames were equally impactful.
框架塑造公众对政策问题的看法,对政策采纳和议程设置产生影响。教育中种族平等的共同议题框架对选民对种族平等教育政策的支持有什么影响?在对加州选民进行的两次独立代表性民意调查中,框架效应受到选民先前政策偏好的调节。在关注税收政策的受访者中,强调公平的经济利益的框架使教育中的种族平等得到了更高的优先考虑。在关注社会公正的受访者中,“机会均等”的框架获得了更高的优先级。然而,探索性分析表明,只有当受访者持有混合政策偏好时,框架才起作用。在(a)同时重视税收政策和社会正义问题,或(b)两者都不重视的受访者中,这两个框架的影响是一样的。
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引用次数: 0
Helping or Hurting: The Effects of Retention in the Third Grade on Student Outcomes 帮助还是伤害:三年级留校对学生成绩的影响
1区 教育学 Q1 Social Sciences Pub Date : 2023-10-11 DOI: 10.3102/01623737231197639
NaYoung Hwang, Cory Koedel
We evaluate the effects of grade retention on students’ academic, attendance, and disciplinary outcomes in Indiana. Using a regression discontinuity design, we show that third-grade retention increases achievement in English Language Arts (ELA) and math immediately and substantially, and the effects persist into middle school. We find no evidence of grade retention effects on student attendance or disciplinary incidents, again into middle school. Our findings combine to show that Indiana’s third-grade retention policy improves achievement for retained students without adverse impacts along (measured) nonacademic dimensions.
我们评估了分数保留对印第安纳州学生学业、出勤和纪律结果的影响。使用回归不连续设计,我们表明三年级的保留可以立即显著地提高英语语言艺术(ELA)和数学的成绩,并且这种效果持续到中学。我们没有发现年级保留对学生出勤率或纪律事件的影响,再次进入中学。我们的研究结果表明,印第安纳州的三年级留校政策提高了留校学生的成绩,而没有对(可测量的)非学术方面产生不利影响。
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引用次数: 0
Putting the Instructional Leadership–Student Achievement Relation in Context: A Meta-Analytical Big Data Study Across Cultures and Time 将教学领导与学生成绩的关系置于语境中:跨文化和时间的元分析大数据研究
1区 教育学 Q1 Social Sciences Pub Date : 2023-10-02 DOI: 10.3102/01623737231197434
Marcus Pietsch, Burak Aydin, Sedat Gümüş
Aggregated data meta-analyses indicate a correlation between instructional leadership and student achievement. However, it is unclear to what extent this relationship can be generalized across cultural contexts, as most primary studies stem from Anglophone regions. Drawing on international large-scale assessment data, this 3-level individual participant data (IPD) meta-analysis examines this relationship over a 6-year period using a sample of 1.5 million students in more than 50,000 schools from 75 countries. The findings show that the mean correlation is close to 0 and that the relationship between instructional leadership and student achievement varies significantly across contexts. This is mainly due to the level of human development and cultural factors. Implications for policy, practice, and education research are discussed.
综合数据荟萃分析表明,教学领导与学生成绩之间存在相关性。然而,目前尚不清楚这种关系在多大程度上可以在文化背景下推广,因为大多数初步研究都来自英语国家。利用国际大规模评估数据,这个三层次的个人参与者数据(IPD)荟萃分析使用来自75个国家的5万多所学校的150万名学生的样本,在6年的时间里检验了这种关系。研究发现,平均相关系数接近于0,教学领导与学生成绩的关系在不同情境下存在显著差异。这主要是由于人类的发展水平和文化因素。讨论了对政策、实践和教育研究的影响。
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引用次数: 0
An ADVANCE for Whom? A National Study of Initiatives to Improve Faculty Gender Equity 谁的进步?改善教师性别平等的国家研究
1区 教育学 Q1 Social Sciences Pub Date : 2023-09-25 DOI: 10.3102/01623737231197683
Xiaodan Hu, Frank Fernandez
This study examines whether the National Science Foundation’s ADVANCE-IT grant program identifies and funds institutions that improve faculty gender equity. By using matching procedures and a two-way fixed-effect event study, we find that when universities received ADVANCE-IT grants, their proportion and headcount of women faculty as full-time new-hire, overall faculty, and tenured and tenure-track faculty are not different from multiple comparison groups of universities—including universities that received other types of ADVANCE grants. Drawing on the concept of intersectionality, we further disaggregate women faculty into subracial/ethnic groups. We did not find consistent evidence supporting that ADVANCE-IT universities increase the proportion or headcount of women faculty in subracial/ethnic groups. We discuss implications for federal grantmaking and diversifying higher education faculty.
本研究考察了国家科学基金会的ADVANCE-IT资助项目是否发现并资助了改善教师性别平等的机构。通过使用匹配程序和双向固定效应事件研究,我们发现,当大学获得ADVANCE- it资助时,其全职新聘女教员的比例和人数,整体教员,终身教员和终身教员的人数与多个比较组的大学(包括获得其他类型ADVANCE资助的大学)并没有什么不同。利用交叉性的概念,我们进一步将女性教师分解为边缘/种族群体。我们没有发现一致的证据支持advanced - it大学增加了郊区/种族群体中女性教师的比例或人数。我们讨论了联邦拨款和高等教育师资多元化的影响。
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引用次数: 0
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Educational Evaluation and Policy Analysis
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