Pub Date : 2023-09-12DOI: 10.3102/01623737231195887
Jilli Jung, Maithreyi Gopalan
Youth voter turnout remains stubbornly low and unresponsive to civic education. Rigorous evaluations of the effects of adopting civics tests for high school graduation by some states on youth voter turnout remain limited. We estimate the impact of a recent, state-mandated civics test policy—the Civics Education Initiative (CEI)—on youth voter turnout by exploiting spatial and temporal variation in the adoption of CEI across states. Using nationally representative data from the 1996 to 2020 Current Population Survey and a difference-in-differences analysis, we find that CEI does not significantly affect youth voter turnout. Our null results, largely insensitive to a variety of alternative specifications and robustness checks, provide evidence regarding the lack of efficacy of civics test policies when it comes to youth voter participation.
{"title":"The Stubborn Unresponsiveness of Youth Voter Turnout to Civic Education: Quasi-Experimental Evidence From State-Mandated Civics Tests","authors":"Jilli Jung, Maithreyi Gopalan","doi":"10.3102/01623737231195887","DOIUrl":"https://doi.org/10.3102/01623737231195887","url":null,"abstract":"Youth voter turnout remains stubbornly low and unresponsive to civic education. Rigorous evaluations of the effects of adopting civics tests for high school graduation by some states on youth voter turnout remain limited. We estimate the impact of a recent, state-mandated civics test policy—the Civics Education Initiative (CEI)—on youth voter turnout by exploiting spatial and temporal variation in the adoption of CEI across states. Using nationally representative data from the 1996 to 2020 Current Population Survey and a difference-in-differences analysis, we find that CEI does not significantly affect youth voter turnout. Our null results, largely insensitive to a variety of alternative specifications and robustness checks, provide evidence regarding the lack of efficacy of civics test policies when it comes to youth voter participation.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135879193","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 : 2023-08-28DOI: 10.3102/01623737231192487
Kaitlin P. Anderson
Black and Latinx students are underrepresented in advanced placement (AP) and dual enrollment (DE), and implicit bias of educators has been discussed as one potential contributor. This study tests whether aggregate measures of implicit and explicit racial bias are related to AP and DE participation and racial/ethnic gaps in participation, controlling for contextual factors. The results indicate a relationship between implicit racial bias and disparate AP participation for Black students relative to White students, and suggestive evidence of a relationship between explicit racial bias and disparate DE participation between Black and White students. Furthermore, more explicitly biased communities have lower AP participation overall. Implications for school leaders regarding interventions to address systemic inequities in access are discussed.
{"title":"Biased Opportunities: The Role of Implicit and Explicit Bias in Advanced Placement and Dual Enrollment","authors":"Kaitlin P. Anderson","doi":"10.3102/01623737231192487","DOIUrl":"https://doi.org/10.3102/01623737231192487","url":null,"abstract":"Black and Latinx students are underrepresented in advanced placement (AP) and dual enrollment (DE), and implicit bias of educators has been discussed as one potential contributor. This study tests whether aggregate measures of implicit and explicit racial bias are related to AP and DE participation and racial/ethnic gaps in participation, controlling for contextual factors. The results indicate a relationship between implicit racial bias and disparate AP participation for Black students relative to White students, and suggestive evidence of a relationship between explicit racial bias and disparate DE participation between Black and White students. Furthermore, more explicitly biased communities have lower AP participation overall. Implications for school leaders regarding interventions to address systemic inequities in access are discussed.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48152612","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 : 2023-08-21DOI: 10.3102/01623737231189478
Heather N. McCambly, Quinn Mulroy
In this critical, political discourse analysis, we trace how two concepts, equity and quality, became discursively linked and contested in the administration of postsecondary education policy over time (1968–1994)—a developmental process we refer to as (e)quality politics. By engaging in a historical analysis, we investigate (a) the racialized political origins and discursive processes by which arguments over educational “quality” are advanced as part of an antiequity policy paradigm and (b) how this paradigm reinscribes racial inequity into administrative and organizational action over time. We illustrate how, once an (e)quality politics paradigm is established, racialized policy designs can persist, even in the absence of explicit references to racialized social constructions of target populations in later periods of policy development.
{"title":"Constructing an Educational “Quality” Crisis: (E)quality Politics and Racialization Beyond Target Beneficiaries","authors":"Heather N. McCambly, Quinn Mulroy","doi":"10.3102/01623737231189478","DOIUrl":"https://doi.org/10.3102/01623737231189478","url":null,"abstract":"In this critical, political discourse analysis, we trace how two concepts, equity and quality, became discursively linked and contested in the administration of postsecondary education policy over time (1968–1994)—a developmental process we refer to as (e)quality politics. By engaging in a historical analysis, we investigate (a) the racialized political origins and discursive processes by which arguments over educational “quality” are advanced as part of an antiequity policy paradigm and (b) how this paradigm reinscribes racial inequity into administrative and organizational action over time. We illustrate how, once an (e)quality politics paradigm is established, racialized policy designs can persist, even in the absence of explicit references to racialized social constructions of target populations in later periods of policy development.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45844767","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 : 2023-08-07DOI: 10.3102/01623737231188366
Megan Duff, Joshua L. Glazer, Matthew Shirrell, Dryw Freed
Although research alliances (RAs) have long been seen as mutualistic and reciprocal, RAs face numerous obstacles navigating stakeholders’ differing goals, incentives, and information. This longitudinal, comparative case study of two RAs uses principal-agent theory to analyze these interdependent challenges and their relationship to RA strategy and design. Findings suggest that while some RAs may be better designed to balance the competing interests of various stakeholders, increasingly contested definitions of RA effectiveness among those stakeholders have muddled RA identities. As a result, RA researchers are now often held to expectations that their organizations were not originally designed to meet. We argue that this has implications for how RAs are funded, designed, and, ultimately, evaluated.
{"title":"Walking a Tightrope: Navigating Principal-Agent Dilemmas in Research-Practice Partnerships","authors":"Megan Duff, Joshua L. Glazer, Matthew Shirrell, Dryw Freed","doi":"10.3102/01623737231188366","DOIUrl":"https://doi.org/10.3102/01623737231188366","url":null,"abstract":"Although research alliances (RAs) have long been seen as mutualistic and reciprocal, RAs face numerous obstacles navigating stakeholders’ differing goals, incentives, and information. This longitudinal, comparative case study of two RAs uses principal-agent theory to analyze these interdependent challenges and their relationship to RA strategy and design. Findings suggest that while some RAs may be better designed to balance the competing interests of various stakeholders, increasingly contested definitions of RA effectiveness among those stakeholders have muddled RA identities. As a result, RA researchers are now often held to expectations that their organizations were not originally designed to meet. We argue that this has implications for how RAs are funded, designed, and, ultimately, evaluated.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135903333","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 : 2023-07-24DOI: 10.3102/01623737231182751
Elizabeth K. Jeffers, Adrienne Dixson
Education research has often overlooked how the long durée of resistance for Black education has shaped current educational policy. We complicate notions of Black public school closures in two case studies from extensive ethnographic research in post-Katrina New Orleans through our reading of the plantation. Findings suggest these institutions have served as linchpins for the transferal of the blues. Data analysis also indicates that traditional public school closures have functioned as a plantation management device. We encourage future inquiries into portfolio governance models, school “choice,” and school closures to consider the plantation complex and to recognize that post-Katrina education reforms were not isolated policy enactments.
{"title":"The Plantation “All Charter” Model and the Long Durée of Resistance for Black Public High Schools in New Orleans","authors":"Elizabeth K. Jeffers, Adrienne Dixson","doi":"10.3102/01623737231182751","DOIUrl":"https://doi.org/10.3102/01623737231182751","url":null,"abstract":"Education research has often overlooked how the long durée of resistance for Black education has shaped current educational policy. We complicate notions of Black public school closures in two case studies from extensive ethnographic research in post-Katrina New Orleans through our reading of the plantation. Findings suggest these institutions have served as linchpins for the transferal of the blues. Data analysis also indicates that traditional public school closures have functioned as a plantation management device. We encourage future inquiries into portfolio governance models, school “choice,” and school closures to consider the plantation complex and to recognize that post-Katrina education reforms were not isolated policy enactments.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47925569","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 : 2023-07-17DOI: 10.3102/01623737231183397
R. J. Waddington, R. Zimmer, M. Berends
A pervasive issue in the school choice literature is whether schools of choice cream skim students by enrolling high-achieving, less-challenging, or less-costly students. Similarly, schools of choice may “push out” low-achieving, more-challenging, or more-costly students. Using longitudinal student-level data from Indiana, we created multiple measures to examine whether there is evidence consistent with the claims of voucher-participating private schools cream skimming the best students from public schools or pushing out voucher-receiving students. We do not find evidence consistent with the claim of cream skimming. However, we find evidence consistent with the claim of private schools pushing out the lowest-achieving voucher students. This is the first study to examine these two issues within a statewide private school voucher program.
{"title":"Cream Skimming and Pushout of Students Participating in a Statewide Private School Voucher Program","authors":"R. J. Waddington, R. Zimmer, M. Berends","doi":"10.3102/01623737231183397","DOIUrl":"https://doi.org/10.3102/01623737231183397","url":null,"abstract":"A pervasive issue in the school choice literature is whether schools of choice cream skim students by enrolling high-achieving, less-challenging, or less-costly students. Similarly, schools of choice may “push out” low-achieving, more-challenging, or more-costly students. Using longitudinal student-level data from Indiana, we created multiple measures to examine whether there is evidence consistent with the claims of voucher-participating private schools cream skimming the best students from public schools or pushing out voucher-receiving students. We do not find evidence consistent with the claim of cream skimming. However, we find evidence consistent with the claim of private schools pushing out the lowest-achieving voucher students. This is the first study to examine these two issues within a statewide private school voucher program.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44281065","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 : 2023-07-17DOI: 10.3102/01623737231183414
Matthew Ronfeldt, Matthew Truwit, Emanuele Bardelli, Kevin Schaaf, Brian Smith
Despite the critical role of mentors in the preparation of preservice teachers, very little causal quantitative research has explored the effects of offering mentors professional development (PD) around how to coach and support their candidates. We conduct an experimental evaluation of a PD opportunity randomly offered to mentors within six different Tennessee programs over the course of 3 years to investigate its impacts on the perceptions and practices of both the mentors themselves and their candidates. PD significantly increased the frequency of coaching provided by mentors and mentors’ own instructional effectiveness but did not impact their candidates’ satisfaction or feelings of preparedness, though candidates of mentors assigned to treatment were marginally significantly more likely to find employment.
{"title":"Cultivating Stronger Coaching in Clinical Mentors: An Experimental Evaluation of the Mentors Matter Professional Development Initiative","authors":"Matthew Ronfeldt, Matthew Truwit, Emanuele Bardelli, Kevin Schaaf, Brian Smith","doi":"10.3102/01623737231183414","DOIUrl":"https://doi.org/10.3102/01623737231183414","url":null,"abstract":"Despite the critical role of mentors in the preparation of preservice teachers, very little causal quantitative research has explored the effects of offering mentors professional development (PD) around how to coach and support their candidates. We conduct an experimental evaluation of a PD opportunity randomly offered to mentors within six different Tennessee programs over the course of 3 years to investigate its impacts on the perceptions and practices of both the mentors themselves and their candidates. PD significantly increased the frequency of coaching provided by mentors and mentors’ own instructional effectiveness but did not impact their candidates’ satisfaction or feelings of preparedness, though candidates of mentors assigned to treatment were marginally significantly more likely to find employment.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45950893","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 : 2023-07-11DOI: 10.3102/01623737231182672
Andrea Briceno Mosquera
Undocumented immigrants face learning, compliance, and psychological costs when confronting in-state resident tuition (ISRT) policy implementation. Building on administrative burdens scholarship and using qualitative data from 19 semi-structured interviews with undocumented youth immigrants, this article examines administrative burdens that may discourage and prevent students from accessing ISRT policy—a public benefit aimed at extending their educational opportunities. Findings demonstrate that undocumented youth navigate multifaceted contexts, including multiple rules at different organizational levels and interactions with admissions officers whose attitudes may facilitate or obstruct access. This study spotlights how some intended beneficiaries may be more affected by stigma and fear, depriving them of accessing public benefits. Furthermore, the study shows how bureaucratic procedures reinforce existing social inequalities by affecting those less well-positioned to address burdens.
{"title":"“They Asked for More, More, and More Paperwork”: Administrative Burdens When Undocumented Youth Claim In-State Resident Tuition Policy Benefits","authors":"Andrea Briceno Mosquera","doi":"10.3102/01623737231182672","DOIUrl":"https://doi.org/10.3102/01623737231182672","url":null,"abstract":"Undocumented immigrants face learning, compliance, and psychological costs when confronting in-state resident tuition (ISRT) policy implementation. Building on administrative burdens scholarship and using qualitative data from 19 semi-structured interviews with undocumented youth immigrants, this article examines administrative burdens that may discourage and prevent students from accessing ISRT policy—a public benefit aimed at extending their educational opportunities. Findings demonstrate that undocumented youth navigate multifaceted contexts, including multiple rules at different organizational levels and interactions with admissions officers whose attitudes may facilitate or obstruct access. This study spotlights how some intended beneficiaries may be more affected by stigma and fear, depriving them of accessing public benefits. Furthermore, the study shows how bureaucratic procedures reinforce existing social inequalities by affecting those less well-positioned to address burdens.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43716836","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 : 2023-07-10DOI: 10.3102/01623737231182629
Curtis J. Jones, M. Reeves, Dongmei Li, Leon J. Gilman
Future Forward leverages both tutoring and parent engagement to support the literacy development of early primary students. In 2010, Future Forward was awarded an Investing in Innovations grant to develop and test its impact in seven Milwaukee Public Schools, primarily serving Black and Latinx students. A randomized control trial evaluation found 2 years of participation had positive impacts on foundational literacy, reading achievement, and school attendance (Jones & Christian, 2021). We followed participants 5 years past the end of the i3 study to determine whether benefits were sustained. Students receiving Future Forward continued to demonstrate improved reading achievement, school attendance, and were less likely to be placed into special education. Even considering this, Future Forward participants fell behind in their reading development over time.
未来前进利用辅导和家长参与来支持小学生的识字发展。2010年，Future Forward获得了“创新投资”(Investing In Innovations)赠款，用于开发和测试其在密尔沃基七所公立学校的影响，这些学校主要服务于黑人和拉丁裔学生。一项随机对照试验评估发现，两年的参与对基础素养、阅读成绩和出勤率有积极影响(Jones & Christian, 2021)。我们在1993年研究结束后对参与者进行了5年的随访，以确定这些益处是否持续。接受“未来前进”计划的学生继续表现出阅读成绩和出勤率的提高，而且接受特殊教育的可能性更小。即使考虑到这一点，随着时间的推移，“未来前进”参与者的阅读能力还是落后了。
{"title":"What Is the Sustained Impact of Future Forward on Reading Achievement, Attendance, and Special Education Placement 5 Years After Participation?","authors":"Curtis J. Jones, M. Reeves, Dongmei Li, Leon J. Gilman","doi":"10.3102/01623737231182629","DOIUrl":"https://doi.org/10.3102/01623737231182629","url":null,"abstract":"Future Forward leverages both tutoring and parent engagement to support the literacy development of early primary students. In 2010, Future Forward was awarded an Investing in Innovations grant to develop and test its impact in seven Milwaukee Public Schools, primarily serving Black and Latinx students. A randomized control trial evaluation found 2 years of participation had positive impacts on foundational literacy, reading achievement, and school attendance (Jones & Christian, 2021). We followed participants 5 years past the end of the i3 study to determine whether benefits were sustained. Students receiving Future Forward continued to demonstrate improved reading achievement, school attendance, and were less likely to be placed into special education. Even considering this, Future Forward participants fell behind in their reading development over time.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69392562","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 : 2023-07-03DOI: 10.3102/01623737231178299
Beth E. Schueler, Luke C. Miller
Public school enrollment dramatically decreased during the pandemic, but the patterns of decline and student movement across schools are not yet well understood. Using statewide student-level data from Virginia, we find pre-K–12 enrollment dropped by 4% between fall 2019 and the first post-pandemic fall of 2020. The changes were the largest in pre-kindergarten and kindergarten and explained mostly by decreases in new enrollees, though exits also increased. K–12 enrollment declines were the largest among White and economically-advantaged students (but largest for Black and economically-disadvantaged pre-kindergartners). We also observe a decline in school transfers (both within and between districts), concentrated among Black and economically-disadvantaged students and students with disabilities. Findings have implications for equity, school funding, and student well-being.
{"title":"Post-Pandemic Onset Public School Enrollment and Mobility: Evidence From Virginia","authors":"Beth E. Schueler, Luke C. Miller","doi":"10.3102/01623737231178299","DOIUrl":"https://doi.org/10.3102/01623737231178299","url":null,"abstract":"Public school enrollment dramatically decreased during the pandemic, but the patterns of decline and student movement across schools are not yet well understood. Using statewide student-level data from Virginia, we find pre-K–12 enrollment dropped by 4% between fall 2019 and the first post-pandemic fall of 2020. The changes were the largest in pre-kindergarten and kindergarten and explained mostly by decreases in new enrollees, though exits also increased. K–12 enrollment declines were the largest among White and economically-advantaged students (but largest for Black and economically-disadvantaged pre-kindergartners). We also observe a decline in school transfers (both within and between districts), concentrated among Black and economically-disadvantaged students and students with disabilities. Findings have implications for equity, school funding, and student well-being.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41301365","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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