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The Effects of Student–Teacher Ethnoracial Matching on Exclusionary Discipline for Asian American, Black, and Latinx Students: Evidence From New York City 学生-教师种族匹配对亚裔、黑人和拉丁裔学生排他纪律的影响:来自纽约市的证据
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2023-06-19 DOI: 10.3102/01623737231175461
Matthew Shirrell, Travis J. Bristol, Tolani A. Britton
Although Black and Latinx students disproportionately face exclusionary school discipline, prior research finds that the likelihood of suspension for Black students decreases when they are taught by greater proportions of Black teachers. Little prior work, however, has examined whether these effects generalize to large, diverse, urban school districts or to Asian American or Latinx students and teachers. Using student fixed-effects models and 10 years of data from New York City, we find that assignment to greater proportions of ethnoracially matched teachers decreases the likelihood of suspension for Black and Latinx students. The magnitudes of these effects are small but suggest that diversifying the teacher workforce could lead to significant decreases in exclusionary discipline in urban districts.
尽管黑人和拉丁裔学生不成比例地面临排斥性的学校纪律,但先前的研究发现,当黑人教师的比例更大时,黑人学生被停职的可能性会降低。然而,之前几乎没有研究过这些影响是否适用于大型、多样化的城市学区,或者适用于亚裔或拉丁裔学生和教师。使用学生固定效应模型和纽约市10年的数据,我们发现分配给更大比例的种族匹配教师会降低黑人和拉丁裔学生停课的可能性。这些影响的幅度很小,但表明教师队伍的多样化可能会导致城市地区排斥性学科的显著减少。
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引用次数: 8
The Role of State Education Regulation: Evidence From the Texas Districts of Innovation Statute 州教育监管的作用:来自德克萨斯州创新地区法规的证据
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2023-06-19 DOI: 10.3102/01623737231176509
Kylie L. Anglin
School districts are traditionally subject to a variety of state regulations on educational inputs. Absent regulations, policymakers fear that districts will make inappropriate decisions. However, it is also possible that regulations hinder schools from optimizing student learning. This article tests the salience of these hypotheses by estimating the impact of the Texas District of Innovation statute, which allows districts to opt out of regulations on inputs like teacher certification and class sizes. Using web-scraped implementation data, I document widespread exemptions and variation in regulatory preferences. However, staggered difference-in-differences analyses demonstrate a limited impact of deregulation within 4 years, suggesting that deregulation alone is a relatively weak lever for spurring innovation and changing the state of education.
学区传统上受制于各州对教育投入的各种规定。没有监管,政策制定者担心地区会做出不恰当的决定。然而,也有可能是规章制度阻碍了学校优化学生的学习。本文通过估计德克萨斯州创新区法规的影响来检验这些假设的显著性,该法规允许地区选择退出对教师认证和班级规模等投入的监管。通过使用网络收集的执行数据,我记录了监管偏好的广泛豁免和变化。然而,交错差异分析表明,放松管制在4年内的影响有限,这表明放松管制本身是刺激创新和改变教育状况的相对较弱的杠杆。
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引用次数: 1
“On a Risky Slope of Democracy”: Racialized Logics Embedded in Community–School Board Interactions “在民主的危险斜坡上”:嵌入社区-学校董事会互动的种族化逻辑
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2023-06-19 DOI: 10.3102/01623737231175166
Eupha Jeanne Daramola, Taylor Enoch-Stevens, James C. Bridgeforth, Akua Nkansah-Amankra
As school board meetings are integral sites of local education policymaking, scholars must consider how structural racism manifests in these spaces across various district contexts. We examine how racialized institutional logics undergird the interactions between majority-Black district leadership and a local Black community during school board meetings. Through an ethnographic case study of school board meetings over the 2019–2020 school year, we find that racialized pressures led predominantly Black school board members and district administrators to uphold policies and practices that limited two-way authentic interactions with their Black constituents. In conclusion, we argue that racial representation in educational politics may be important, but is not sufficient unless accompanied by changes to policies and practices that privilege Whiteness and reproduce racism.
由于学校董事会会议是地方教育政策制定的重要场所,学者们必须考虑结构性种族主义是如何在不同地区背景下在这些空间中表现出来的。我们研究了种族化的制度逻辑如何在学校董事会会议期间支撑多数黑人地区领导层和当地黑人社区之间的互动。通过对2019-2020学年学校董事会会议的民族志案例研究,我们发现种族化的压力导致以黑人为主的学校董事会成员和地区行政人员坚持限制与黑人选民双向真实互动的政策和做法。总之,我们认为,教育政治中的种族代表性可能很重要,但这还不够,除非伴随着特权白人和再现种族主义的政策和做法的改变。
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引用次数: 0
Assessing the Public Availability of School Discipline and Infraction Data 评估学校纪律和违规数据的公共可用性
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2023-05-08 DOI: 10.3102/01623737231168817
F. Curran, Lelydeyvis Boza, Katharine Harris-Walls, Tiffany S. Tan
Research using school discipline and infraction data has contributed to public policy conversations by helping elucidate the effects of and disproportionate experience of school disciplinary outcomes. This research brief presents results from an analysis of the public availability of such data from state departments of education. Findings suggest that while public availability of discipline data has not changed significantly over the past decade, states are more likely to disaggregate such data by subgroups. Unfortunately, such data remain generally focused on a small number of exclusionary practices rather than nonpunitive or nonexclusionary alternatives. Infraction data are slightly less available than discipline data and significantly less likely to be disaggregated by subgroup.
利用学校纪律和违规数据进行的研究通过帮助阐明学校纪律结果的影响和不成比例的经验,为公共政策对话做出了贡献。本研究简报介绍了对各州教育部门提供的公共可用性数据的分析结果。研究结果表明,尽管在过去十年中,学科数据的公开可用性没有显著变化,但各州更有可能将此类数据按子组分类。不幸的是,这些数据仍然普遍集中在少数的排他性做法,而不是非惩罚性或非排他性的替代方案。违规数据的可用性略低于纪律数据,而且按子组分类的可能性明显较低。
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引用次数: 0
Can Automated Feedback Improve Teachers’ Uptake of Student Ideas? Evidence From a Randomized Controlled Trial in a Large-Scale Online Course 自动反馈能提高教师对学生想法的吸收吗?大规模在线课程中随机对照试验的证据
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2023-05-08 DOI: 10.3102/01623737231169270
Dorottya Demszky, Jing Liu, H. Hill, Dan Jurafsky, C. Piech
Providing consistent, individualized feedback to teachers is essential for improving instruction but can be prohibitively resource-intensive in most educational contexts. We develop M-Powering Teachers, an automated tool based on natural language processing to give teachers feedback on their uptake of student contributions, a high-leverage dialogic teaching practice that makes students feel heard. We conduct a randomized controlled trial in an online computer science course (N = 1,136 instructors), to evaluate the effectiveness of our tool. We find that M-Powering Teachers improves instructors’ uptake of student contributions by 13% and present suggestive evidence that it also improves students’ satisfaction with the course and assignment completion. These results demonstrate the promise of M-Powering Teachers to complement existing efforts in teachers’ professional development.
向教师提供一致的、个性化的反馈对于改善教学至关重要,但在大多数教育环境中,这可能是令人望而却步的资源密集型。我们开发了M-Powering Teachers,这是一种基于自然语言处理的自动化工具,可以向教师反馈他们对学生贡献的理解,这是种高杠杆的对话教学实践,让学生感到被倾听。我们在一门在线计算机科学课程中进行了一项随机对照试验(N=1136名教师),以评估我们的工具的有效性。我们发现,M-Powering教师将教师对学生贡献的接受率提高了13%,并提供了提示性证据,表明它也提高了学生对课程和作业完成的满意度。这些结果表明,M-Powering教师有望补充教师专业发展方面的现有努力。
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引用次数: 15
“One of the Weakest Budget Players in the State”: State Funding of Higher Education at the Onset of the COVID-19 Pandemic “国家预算最薄弱的参与者之一”:新冠肺炎疫情爆发时国家对高等教育的资助
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2023-05-08 DOI: 10.3102/01623737231168812
Denisa Gándara, Meredith S. Billings, Paul G. Rubin, Lindsey Hammond
Prior studies have documented the pattern of decreased state funding for higher education in periods of economic contraction (i.e., the balance wheel phenomenon). This qualitative case study examines how policymakers in California and Texas made decisions about funding higher education at the onset of the COVID-19 pandemic, when policymakers faced an economic downturn. Data comprise 28 interviews with key state actors and 69 documents. The analysis expands prior understandings of how state policymakers make budgeting decisions that affect higher education by exploring how they perceive certain target populations as deserving or undeserving of state support. The study also sheds light on the tenuous relationship between policymakers’ views of higher education and their funding decisions.
先前的研究记录了经济收缩时期国家对高等教育的资助减少的模式(即,平衡轮现象)。本定性案例研究考察了加利福尼亚州和德克萨斯州的政策制定者在2019冠状病毒病大流行开始时,在政策制定者面临经济衰退的情况下,如何做出为高等教育提供资金的决定。数据包括28次对主要国家行为者的采访和69份文件。该分析扩展了先前对国家决策者如何做出影响高等教育的预算决策的理解,探讨了他们如何认为某些目标人群值得或不值得国家支持。这项研究还揭示了决策者对高等教育的看法与其资助决策之间的微妙关系。
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引用次数: 0
Ties That Bind? The Teaching and Post-Teaching Trajectories of Black and Latino/a Community Insiders and Elite College Graduates 捆绑的纽带?黑人和拉丁裔社区内部人士和精英大学毕业生的教学和教学后轨迹
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2023-04-24 DOI: 10.3102/01623737231162583
Andrew M. Brantlinger, B. Turner, Á. Valenzuela
Community teachers, particularly those who are Black and Latinx, are assumed to improve retention and outcomes depending on retention in schools that serve low-income Black and Latinx students. Based on a critical quantitative analysis of data collected on the career trajectories and retention of hundreds of alternatively certified mathematics teachers, the study shows that community insiders exhibit significantly higher rates of retention in district schools than community outsiders and, in particular, those from elite colleges. Utilizing quantitative critical theory methodology, the study helps to move the field beyond race-neutral analyses of teachers’ retention and careers.
社区教师,特别是黑人和拉丁裔教师,被认为会提高留校率和成绩,这取决于为低收入黑人和拉丁裔学生服务的学校的留校率。基于对数百名获得替代认证的数学教师的职业轨迹和保留率数据的关键定量分析,该研究表明,社区内部人员在地区学校的保留率明显高于社区外部人员,尤其是精英大学的保留率。利用定量批评理论方法,该研究有助于超越对教师留任和职业的种族中立分析。
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引用次数: 2
Testing an Explanation for Summer Learning Loss: Differential Examinee Effort Between Spring and Fall 测试夏季学习损失的一种解释:春季和秋季的不同考试努力
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2023-04-24 DOI: 10.3102/01623737231165027
Megan Kuhfeld, J. Soland, Brennan Register, A. McEachin
Summer learning loss is a perennial concern for educators and parents alike. However, researchers have recently questioned whether summer learning loss is just a statistical artifact driven by how achievement is measured across the school year. In this study, we empirically investigated a plausible critique of summer learning loss research, namely that students do not put forth their best effort on the fall test compared with the spring test. While we cannot conclude based on our findings that students do in fact lose ground during the summer, we did not find evidence that seasonal differences in test effort are a main driver of summer learning patterns estimated with MAP Growth assessments.
夏季学习损失是教育工作者和家长长期关注的问题。然而,研究人员最近质疑,夏季学习损失是否只是一种统计上的假象,是由整个学年的成绩衡量方式驱动的。在本研究中,我们实证调查了对夏季学习损失研究的一个似是而非的批评,即与春季测试相比,学生在秋季测试中没有付出最大的努力。虽然我们不能根据我们的研究结果得出学生在夏季确实会失学的结论,但我们没有发现证据表明测试努力的季节性差异是MAP增长评估估计的夏季学习模式的主要驱动因素。
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引用次数: 0
Linkage Between Fields of Focus in High School Career Technical Education and College Majors 高中职业技术教育重点领域与大学专业的衔接
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2023-04-24 DOI: 10.3102/01623737231164149
Zeyu Xu, Ben Backes
This study examines the extent to which students obtain postsecondary credentials in the career technical education (CTE) fields of focus they choose in high school. Using school fixed-effects models, we find that focusing on a particular CTE field in high school is associated with an increased probability of enrolling and obtaining a postsecondary credential in that field. The secondary–postsecondary relationship varies across focus areas, and it is strongest in health (increase of 12.5 percentage points), which is disproportionately chosen by females. Across all fields of focus, however, most students enroll and obtain a postsecondary credential in fields that are different from what they focused on in high school.
这项研究考察了学生在高中选择的职业技术教育(CTE)领域获得中学后学历的程度。使用学校固定效应模型,我们发现在高中专注于某个特定的CTE领域与在该领域注册和获得中学后证书的概率增加有关。中学-中学后的关系因重点领域而异,在健康方面表现最为强烈(增加了12.5个百分点),而女性选择健康的比例过高。然而,在所有关注的领域中,大多数学生都在与高中时不同的领域注册并获得了中学后证书。
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引用次数: 1
Compliance, Chaos, or Coherence? How Superintendents, Districts, and Schools Craft Coherence From School Turnaround Policy 遵从,混乱,还是连贯?主管、地区和学校如何从学校转型政策中达成一致性
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2023-04-11 DOI: 10.3102/01623737231161363
A. Torres, Sandy Frost Waldron, Jason Burns
This mixed-method study examines Michigan’s Partnership policy for school turnaround, which positions the district and superintendents as key policy implementation actors. We first interviewed 21 of 35 Partnership superintendents/leaders across Michigan and surveyed teachers to understand the initial response to the turnaround policy and the strategic planning process. We then used our understanding of these leaders’ responses to conduct a purposively sampled embedded multiple comparative case study of three varied districts. These case studies helped us more deeply understand and compare how districts engaged in the process of crafting coherence and school-level stakeholders’ perceptions of activities related to coherence and implementation of the reform. Based on these two levels of data collection and analysis, we found that many leaders used the opportunity to create new changes, roles, and partnerships, but the majority also symbolically adopted policy demands by aligning their turnaround plans with pre-existing efforts. Using cross-case comparisons of our three districts, we argue that some degree of strategic buffering from policy demands may be warranted, especially when districts have low capacity and face significant challenges recruiting and retaining teachers.
这项混合方法研究考察了密歇根州的学校转型伙伴关系政策,该政策将学区和督学定位为关键的政策实施参与者。我们首先采访了密歇根州35名伙伴关系负责人/领导者中的21名,并调查了教师,以了解对周转政策和战略规划过程的初步反应。然后,我们利用我们对这些领导人回应的理解,对三个不同地区进行了有目的的抽样嵌入式多个比较案例研究。这些案例研究帮助我们更深入地了解和比较地区如何参与制定一致性的过程,以及学校层面利益相关者对与一致性和改革实施相关的活动的看法。基于这两个层面的数据收集和分析,我们发现许多领导者利用这个机会创造了新的变革、角色和合作伙伴关系,但大多数人也象征性地通过将他们的转型计划与已有的努力相结合来采纳政策要求。通过对我们三个学区的跨案例比较,我们认为在一定程度上对政策需求的战略缓冲是必要的,特别是当学区的能力较低并且面临招聘和留住教师的重大挑战时。
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引用次数: 1
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Educational Evaluation and Policy Analysis
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