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Teacher Selection Instruments and Teacher Value-Added: Evidence From Peru 教师选择工具与教师增值:来自秘鲁的证据
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-13 DOI: 10.3102/01623737221149417
Eleonora Bertoni, Gregory Elacqua, Carolina Méndez, Humberto Santos
In this article, we explore whether the evaluation instruments used in the teacher selection process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers and test their relationship with Peru’s results of two rounds of the teacher evaluation (i.e., a centralized national stage and a decentralized stage performed at the school level). Our findings indicate that among the instruments that comprise the national stage of the process, the logical reasoning and curricular and pedagogical knowledge subtests have the strongest relationship with the TVA measure, while the weakest relationship is found with the reading comprehension component. Also, we find that the weighted aggregate score has a higher relationship with estimated TVA than the specific subtests. At the school-level stage, we find no significant relationships with our measures of TVA for math, as well as a nonrobust relationship for the classroom observation and interview evaluation instruments for reading. Moreover, we find relationships between our TVA measure and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts. These results provide lessons for the design and implementation of evaluation instruments in teacher hiring processes around the world.
在这篇文章中,我们探讨了秘鲁教师选拔过程中使用的评估工具是否是教师有效性的良好预测指标。为此,我们估计了公立小学教师的教师增值(TVA)指标,并测试了它们与秘鲁两轮教师评估结果的关系(即国家集中阶段和学校分散阶段)。我们的研究结果表明,在构成该过程国家阶段的工具中,逻辑推理、课程和教学知识子测验与TVA测量的关系最强,而与阅读理解部分的关系最弱。此外,我们发现加权总分与估计TVA的关系比特定子测验更高。在学校层面,我们发现与我们的数学TVA测量没有显著关系,课堂观察和阅读访谈评估工具也存在非稳健关系。此外,我们发现我们的TVA指标与几个教师特征之间存在关系:女教师和工资水平较高的教师的TVA较高,而签订临时合同的教师则较低。这些结果为世界各地教师招聘过程中评估工具的设计和实施提供了经验教训。
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引用次数: 0
Resource for Self-Determination or Perpetuation of Linguistic Imposition: Effects of English Learner Classification Among Alaska Native Students* 自我决定或语言强制延续的资源:阿拉斯加本土学生中英语学习者分类的影响*
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-13 DOI: 10.3102/01623737221144320
Ilana M. Umansky, Manuel Vazquez Cano, Lorna M. Porter
Federal law defines eligibility for English learner (EL) classification differently for Indigenous students compared with non-Indigenous students. To be EL-eligible, non-Indigenous students are required to have a non-English primary language. Indigenous students, by contrast, can be English-dominant or English monolingual. A critical question, therefore, is how EL classification impacts Indigenous students’ educational outcomes. This study explores this question for Alaska Native students, drawing on data from five Alaska school districts. Using a regression discontinuity design, we find preliminary evidence that among students who score near the EL classification threshold in kindergarten, EL classification has a large negative impact on Alaska Native students’ academic outcomes in the third and fourth grades. Negative impacts are not found for non–Alaska Native students.
与非土著学生相比,联邦法律对土著学生英语学习者(EL)分类资格的定义有所不同。要获得EL资格,非土著学生必须拥有非英语母语。相比之下,土著学生可能以英语为主,也可能只会说英语。因此,一个关键问题是EL分类如何影响土著学生的教育成果。这项研究利用阿拉斯加五个学区的数据,为阿拉斯加原住民学生探讨了这个问题。使用回归不连续性设计,我们发现初步证据表明,在幼儿园成绩接近EL分类阈值的学生中,EL分类对阿拉斯加原住民学生在三年级和四年级的学业成绩有很大的负面影响。未发现对非阿拉斯加原住民学生的负面影响。
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引用次数: 0
Charter Schools and the Segregation of Students by Income 特许学校和学生的收入隔离
1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-13 DOI: 10.3102/01623737221137903
Kari Dalane, Dave E. Marcotte
The share of students attending charter schools has been rising. There is evidence that charter school growth has increased socioeconomic segregation of students between schools. In this paper, we assess whether charter school growth affects how students are organized within nearby traditional public schools (TPS). We use administrative data from North Carolina to estimate the impact of charter school openings on segregation by income within nearby TPS. Our models exploit variation in the presence and location of charter schools over time between 2007 and 2014 for students in Grades 3 to 8. We find limited evidence that the segregation of students by income at the classroom level increases when charters open nearby. We find some evidence of increasing segregation in third grade and fourth grade math and third grade ELA classrooms at TPS within 2 miles of new charters in large urban districts schools. Our results vary somewhat depending on how we control for underlying trends and measure segregation. We find no effect of charter school growth on income segregation in higher grades.
就读特许学校的学生比例一直在上升。有证据表明,特许学校的增长加剧了学校之间学生的社会经济隔离。在本文中,我们评估特许学校的增长是否会影响附近传统公立学校(TPS)的学生组织方式。我们使用来自北卡罗来纳州的行政数据来估计特许学校开放对附近TPS内收入隔离的影响。我们的模型利用了特许学校在2007年至2014年间对三年级至八年级学生的存在和位置的变化。我们发现有限的证据表明,当特许学校在附近开设时,学生在课堂上的收入隔离会加剧。我们发现一些证据表明,在距离大城市地区学校新特许学校2英里以内的TPS学校,三年级和四年级数学和三年级ELA教室的种族隔离正在加剧。我们的结果在一定程度上取决于我们如何控制潜在的趋势和衡量隔离。我们发现特许学校的增长对高年级的收入隔离没有影响。
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引用次数: 0
The Efficacy and Implementation of Michigan’s Partnership Model of School and District Turnaround: Mixed-Methods Evidence From the First 2 Years of Reform Implementation 密歇根州学校和地区转型伙伴关系模式的有效性和实施:改革实施前两年的混合方法证据
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-30 DOI: 10.3102/01623737221141415
Jason Burns, Erica Harbatkin, Katharine O. Strunk, Chris Torres, Aliyah Mcilwain, Sandy Frost Waldron
The recent Every Student Succeeds Act (ESSA) requires states to identify and turn around their lowest performing schools, but it breaks somewhat from prior policies by granting states significant autonomy over how they identify and turn around these schools. This mixed-methods study, which draws on administrative, qualitative, and survey data, examines the effectiveness of Michigan’s approach to school turnaround under ESSA. We find that students in turnaround schools experienced significant achievement gains in math and to a lesser extent in English language arts (ELA), with effects concentrated among the lowest achieving students. Analyses of qualitative and survey data suggest that these outcomes were influenced by state-level supports, strategic planning, the threat of accountability for continued low performance, and improved leadership quality in turnaround schools.
最近的《每个学生成功法案》(Every Student success Act, ESSA)要求各州找出并扭转表现最差的学校,但它在某种程度上打破了以往的政策,赋予各州在如何找出和扭转这些学校方面的重大自主权。这项混合方法的研究,利用了行政、定性和调查数据,检验了密歇根州在ESSA下学校转型方法的有效性。我们发现,转型学校的学生在数学方面取得了显著的成就,在英语语言艺术(ELA)方面取得了较小程度的进步,这种影响集中在成绩最差的学生身上。对定性和调查数据的分析表明,这些结果受到国家层面的支持、战略规划、对持续低绩效的问责威胁以及转型学校领导质量的提高的影响。
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引用次数: 2
What Schools Do Families Want (and Why)? Evidence on Revealed Preferences From New Orleans 家庭想要什么学校(为什么)?新奥尔良的偏好证据
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-20 DOI: 10.3102/01623737221134528
Douglas N. Harris, Matthew F. Larsen
Prior research suggests that families prefer schools with higher test scores, shorter distances from home, and certain student demographics. We build on this using data from New Orleans, a context well suited to identification of parent preferences because of its deferred acceptance algorithm and extensive, standardized, and broadly accessible school information. This allows us to study revealed preferences for a richer set of characteristics. We find that families prefer schools with higher school value-added, more extracurricular activities, and after-school childcare. We also find heterogeneity by family income that is more consistent with income constraints than preference heterogeneity. Finally, we show how methodology and data shape the results.
先前的研究表明,家庭更喜欢考试成绩更高、离家距离更短、学生人口结构特定的学校。我们使用新奥尔良的数据建立在这一基础上,由于其延迟接受算法和广泛、标准化和可广泛获取的学校信息,新奥尔良非常适合确定家长的偏好。这使我们能够研究揭示的偏好,以获得更丰富的特征。我们发现,家庭更喜欢学校附加值更高、课外活动更多、课后托儿的学校。我们还发现,家庭收入的异质性比偏好异质性更符合收入约束。最后,我们展示了方法论和数据是如何影响结果的。
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引用次数: 8
Underrepresented Minority Students in College: The Role of Classmates 大学中代表性不足的少数民族学生:同学的角色
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-16 DOI: 10.3102/01623737221143133
D. Oliver
The role of racial diversity at colleges has been debated for over more than a half a century with limited quasi-experimental evidence from classrooms. To fill this void, I estimate the extent that classmate racial compositions affect Hispanic and African American students at a large and oversubscribed California community college where they are minorities. I find that when minority students are exposed to a greater share of same-race classmates, they are more likely to complete the class with a pass and are more likely to enroll in a same-subject course the subsequent term. The findings are robust to first-time students with the lowest registration priority versus all students and different combinations of fixed effects (e.g., student, class, and instructor race).
种族多样性在大学中的作用已经被争论了半个多世纪,课堂上的准实验证据有限。为了填补这一空白,我估计了在一所规模庞大、招生过多的加州社区大学,同学的种族构成对西班牙裔和非洲裔美国学生的影响程度,这些学生是少数族裔。我发现,当少数族裔学生接触到更多同种族的同学时,他们更有可能以及格的成绩完成这门课,也更有可能在下一个学期选修同学科的课程。对于注册优先级最低的首次入学学生和所有学生以及固定效应的不同组合(例如,学生、班级和教师种族),研究结果是稳健的。
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引用次数: 0
The Cost of Retention Under a Test-Based Promotion Policy for Taxpayers and Students 基于考试的晋升政策下纳税人和学生的保留成本
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-26 DOI: 10.3102/01623737221138041
Marcus A. Winters
Prior research substantially overstates the cost of retention under test-based promotion policies to both taxpayers and students who delay labor market entry because it omits two important factors. First, there is a delay between the intervention and the taxpayer’s expenditure. Second, on average, the treatment leads to less than a full year of additional schooling. I provide formulas for calculating the cost of grade retention within a test-based promotion policy and illustrate using data from Florida. Retaining a third-grade student under Florida’s policy was about 45% less costly to taxpayers and about 37% less costly to retained students than would be suggested by prior authors.
先前的研究大大夸大了纳税人和学生在基于考试的晋升政策下的保留成本,因为他们忽略了两个重要因素而推迟了劳动力市场的进入。首先,干预和纳税人的支出之间存在延迟。其次,平均而言,这种治疗会导致不到一整年的额外教育。我提供了在基于测试的晋升政策中计算成绩保持成本的公式,并使用佛罗里达州的数据进行了说明。根据佛罗里达州的政策,留住一名三年级学生的成本比之前的作者建议的要低45%,留住学生的成本低37%。
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引用次数: 0
What 20 Years of MDRC RCTs Suggest About Predictive Relationships Between Intervention Features and Intervention Impacts for Community College Students 20年MDRC随机对照试验对社区大学生干预特征与干预效果预测关系的启示
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-19 DOI: 10.3102/01623737221139493
Michael J. Weiss, H. Bloom, Kriti Singh
This article provides evidence about predictive relationships between features of community college interventions and their impacts on student progress. This evidence is based on analyses of student-level data from large-scale randomized trials of 39 (mostly) community college interventions. Specifically, the evidence consistently indicates that impacts tend to be larger as the number of intervention components increases and with the degree to which interventions promote full-time enrollment in fall and spring and/or summer enrollment. Less consistent evidence suggests that impacts tend to be larger for interventions that increase advising, tutoring, and, to a lesser extent, financial support. These results provide food for thought about the design of future community college innovations to be tested by researchers or tried by practitioners.
本文提供了社区大学干预措施的特征及其对学生进步的影响之间的预测关系的证据。这一证据是基于对39个(大部分)社区大学干预措施的大规模随机试验中学生水平数据的分析。具体而言,证据一致表明,随着干预成分数量的增加,以及干预措施促进秋季、春季和/或夏季全日制招生的程度,影响往往更大。不太一致的证据表明,增加建议、辅导以及在较小程度上增加财政支持的干预措施的影响往往更大。这些结果为未来社区大学创新的设计提供了思考的食物,这些创新将由研究人员或实践者进行测试。
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引用次数: 1
Teacher Attrition and Mobility in the Pandemic 疫情中的教师流失与流动
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-12 DOI: 10.3102/01623737221139285
Dan Goldhaber, Roddy Theobald
We contextualize the magnitude of teacher attrition during the pandemic, including from the 2020–2021 school year to the 2021–2022 school year, using longitudinal data on teachers in Washington since the 1984–1985 school year. The teacher attrition rate after the 2020–2021 school year (7.3%) increased by almost one percentage point from the attrition rate after the 2019–2020 school year (6.4%), but these rates are well within the range of turnover rates observed during pre-pandemic years. The increase in turnover during the pandemic was also smaller than pre-pandemic differences in turnover between high- and low-poverty classrooms in the state, and these inequities in turnover between high- and low-poverty classrooms decreased during the pandemic relative to pre-pandemic years.
我们使用1984–1985学年以来华盛顿教师的纵向数据,分析了疫情期间教师流失的规模,包括从2020–2021学年到2021–2022学年。2020-2021学年后的教师流失率(7.3%)比2019-2020学年后的流失率(6.4%)增加了近一个百分点,但这些流失率完全在疫情前几年观察到的流失率范围内。疫情期间营业额的增长也小于疫情前该州高贫困和低贫困教室营业额的差异,与疫情前相比,疫情期间高贫困和低贫教室营业额的不平等现象有所减少。
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引用次数: 12
Professional Development at Scale: The Causal Effect of Obtaining an SEI Endorsement Under Massachusetts’s RETELL Initiative 大规模的专业发展:在马萨诸塞州RETELL倡议下获得SEI认可的因果效应
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-05 DOI: 10.3102/01623737221136101
Jesse Bruhn, Nathan D. Jones, Y. Kanno, Marcus A. Winters
We apply a difference-in-difference design to measure the causal effect of a teacher obtaining an endorsement in Sheltered English Immersion under Massachusetts’s Rethinking Equity in the Teaching of English Language Learners initiative on student’s learning outcomes. More than 35,000 in-service public school teachers completed the semester-long course. We find no effect on English learners’ (ELs) average test scores, but modest positive spillovers for students with disabilities and other non-EL students. Training benefited teachers recently hired by their district but had no effect on longer serving teachers.
我们采用差异中差异设计来衡量教师在马萨诸塞州英语学习者教学中的反思公平倡议下获得庇护英语浸入背书对学生学习成果的因果效应。超过35000名在职公立学校教师完成了这个学期的课程。我们发现对英语学习者的平均考试成绩没有影响,但对残疾学生和其他非英语学习者有适度的积极溢出效应。培训使新入职的教师受益,但对长期在职的教师没有影响。
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引用次数: 0
期刊
Educational Evaluation and Policy Analysis
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