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Accountability or Equity: Combining Topic Models and Qualitative Analysis to Examine Public Rhetoric about Performance-Based Funding. 问责制或公平:结合主题模型和定性分析来检验关于绩效基金的公共修辞
IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-01 Epub Date: 2022-04-11 DOI: 10.3102/01623737221081532
Denisa Gándara, Stijn Daenekindt

Examining rhetoric is important to understanding educational policymaking. This study focuses on rhetoric on one educational policy, performance-based funding (PBF) for higher education. In contrast to previous research on PBF, we analyze rhetoric in both states that implemented the policy and those that opted out. We employ a sequential mixed-methods design combining topic modeling with qualitative analysis of newspapers. Findings indicate that rhetoric in states that implemented PBF aligned closely with neoliberalism. Rhetoric from non-implementer states focused on higher education agents and policy processes, and was more likely to highlight equity than rhetoric from implementer states. This study sheds light on policy innovation and diffusion by contrasting rhetoric around PBF between states that implemented the policy and those that held out.

研究修辞对于理解教育政策制定很重要。这项研究的重点是对一项教育政策的修辞,即基于绩效的高等教育资助(PBF)。与之前对PBF的研究相反,我们分析了实施该政策和选择退出的州的言论。我们采用顺序混合方法设计,将主题建模与报纸定性分析相结合。研究结果表明,实施PBF的州的言论与新自由主义密切相关。非实施州的言论侧重于高等教育机构和政策过程,与实施州的言辞相比,更可能强调公平。这项研究通过对比实施政策的州和坚持政策的州之间围绕PBF的言论,揭示了政策创新和传播。
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引用次数: 0
The Effect of School District Consolidation on Student Achievement: Evidence From Arkansas 学区整合对学生成绩的影响:来自阿肯色州的证据
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-21 DOI: 10.3102/01623737221133394
Josh B. McGee, Jonathan N. Mills, Jessica S. Goldstein
School district consolidation is one of the most widespread education reforms of the last century, but surprisingly little research has directly investigated its effectiveness. To examine the impact of consolidation on student achievement, this study takes advantage of a policy that requires the consolidation of all Arkansas school districts with enrollment of fewer than 350 students for two consecutive school years. Using a regression discontinuity model, we find that consolidation has either null or small positive impacts on student achievement in math and English Language Arts (ELA). We do not find evidence that consolidation in Arkansas results in positive economies of scale, either by reducing overall cost or by allowing for a greater share of resources to be spent in the classroom.
学区合并是上个世纪最广泛的教育改革之一,但令人惊讶的是,很少有研究直接调查其有效性。为了检验合并对学生成绩的影响,本研究利用了一项政策,该政策要求阿肯色州所有连续两年招生人数少于350人的学区合并。使用回归不连续模型,我们发现巩固对学生在数学和英语语言艺术(ELA)方面的成绩有零或小的积极影响。我们没有发现证据表明,阿肯色州的整合通过降低总体成本或允许在课堂上花费更大份额的资源,产生了积极的规模经济。
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引用次数: 2
School Vouchers and College Enrollment: Experimental Evidence From Washington, DC 学校代金券与大学招生:来自华盛顿特区的实验证据
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-14 DOI: 10.3102/01623737221131549
Matthew M. Chingos, Brian Kisida
Washington, DC’s Opportunity Scholarship Program (OSP), the only federally funded school voucher program in the United States, has provided private school scholarships to low-income students in DC since 2004. From its inception, the program has received significant attention in national debates and has been the subject of rigorous evaluations mandated by Congress. We conduct an experimental evaluation of the effect of the OSP on college enrollment by comparing the college enrollment rates of students offered a scholarship in lotteries held in 2004 and 2005 with those of students who applied but did not win a scholarship. Students who won scholarships to attend private schools were not significantly more or less likely to enroll in college than students who did not.
华盛顿特区的机会奖学金计划(OSP)是美国唯一由联邦政府资助的教育券计划,自2004年以来为华盛顿特区的低收入学生提供私立学校奖学金。从一开始,该项目就在全国辩论中受到了极大的关注,并一直是国会授权进行的严格评估的主题。我们通过比较2004年和2005年通过抽签获得奖学金的学生和申请但没有获得奖学金的学生的大学入学率,对OSP对大学入学率的影响进行了实验评估。获得奖学金进入私立学校的学生与没有获得奖学金的学生相比,进入大学的可能性并没有显著增加或减少。
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引用次数: 0
The Effect of the Uniform Bar Examination on Admissions, Diversity, Affordability, and Employment Across Law Schools in the United States 统一律师资格考试对美国法学院招生、多样性、可负担性和就业的影响
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-14 DOI: 10.3102/01623737221131803
Taylor K. Odle, Ji Yeon Bae, Manuel S. González Canché
The Uniform Bar Examination (UBE) is a multijurisdictional test that law students can use to gain admission to the bar in 37 states and territories. Despite this near-universal applicability and the potential of UBE to affect law schools’ admissions, diversity, affordability, and employment outcomes, no research to date has examined the impacts of UBE. Equipped with a novel data set that we make available to future researchers, we apply a difference-in-differences design to estimate these impacts by exploiting variation in UBE adoption timing across states. We find early evidence to suggest that law schools in UBE states benefited by receiving more applications and having higher overall enrollments after UBE adoption.
统一律师考试(UBE)是一项多司法管辖区的考试,法律系学生可以利用它在37个州和地区获得律师资格。尽管UBE几乎具有普遍适用性,并且有可能影响法学院的招生、多样性、可负担性和就业结果,但迄今为止,没有任何研究考察UBE的影响。配备了我们提供给未来研究人员的新数据集,我们应用差异设计,通过利用各州采用UBE时间的差异来估计这些影响。我们发现早期证据表明,UBE州的法学院在采用UBE后收到了更多的申请,总体入学率更高,从而受益。
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引用次数: 0
Contested Justice: Rethinking Educational Equity Through New York City’s COVID-19 School Reopening Debates 正义之争:通过纽约市新冠肺炎学校重新开放辩论反思教育公平
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-14 DOI: 10.3102/01623737221121802
Alexandra Freidus, Erica O. Turner
This study examines competing justice claims that stakeholders policymakers, district leaders, families, and educators evoked during the 2020 COVID-19 New York City school reopening debates. Drawing on thematic analysis of 300 news and opinion articles, we examine stakeholders’ overlapping and contested understandings of justice in public education, including claims related to how school resources are distributed, whom district policies recognize, and who is represented in policymaking. In addition to deepening our understanding of the educational politics of the COVID-19 pandemic—an event with field-changing consequences—our analysis offers researchers and policymakers a more robust basis for advancing equity and conceptualizing just educational policy for multiple stakeholders.
本研究考察了利益相关者、政策制定者、地区领导人、家庭和教育工作者在2020年纽约市学校重新开放辩论期间提出的相互竞争的正义主张。通过对300篇新闻和观点文章的专题分析,我们研究了利益相关者对公共教育正义的重叠和有争议的理解,包括与学校资源如何分配、地区政策认可谁以及谁在政策制定中有代表有关的主张。除了加深我们对2019冠状病毒病大流行的教育政治的理解之外,我们的分析还为研究人员和政策制定者提供了更坚实的基础,以促进公平,并为多个利益攸关方构想公正的教育政策。
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引用次数: 2
Can a Commercial Screening Tool Help Select Better Teachers? 商业筛选工具能帮助选择更好的教师吗?
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-14 DOI: 10.3102/01623737221131547
Olivia L. Chi, M. Lenard
Improving teacher selection is an important strategy for strengthening the quality of the teacher workforce. As districts adopt commercial teacher screening tools, evidence is needed to understand these tools’ predictive validity. We examine the relationship between Frontline Education’s TeacherFit instrument and newly hired teachers’ outcomes. We find that a 1 SD increase on an index of TeacherFit scores is associated with a 0.06 SD increase in evaluation scores. However, we also find evidence that teachers with higher TeacherFit scores are more likely to leave their hiring schools the following year. Our results suggest that TeacherFit is not necessarily a substitute for more rigorous screening processes that are conducted by human resources officials, such as those documented in recent studies.
改进教师选拔是提高教师队伍质量的重要战略。随着地区采用商业教师筛选工具,需要证据来了解这些工具的预测有效性。我们研究了Frontline Education的TeacherFit工具与新聘教师成绩之间的关系。我们发现,TeacherFit分数指数增加1 SD与评估分数增加0.06 SD相关。然而,我们也发现有证据表明,TeacherFit分数较高的教师更有可能在第二年离开他们的招聘学校。我们的研究结果表明,TeacherFit不一定能取代人力资源官员进行的更严格的筛选过程,比如最近的研究中记录的筛选过程。
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引用次数: 1
Did the American Reinvestment and Recovery Act Expand and Improve Vocational Training at Community Colleges? 美国再投资和复苏法案是否扩大和改善了社区大学的职业培训?
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-14 DOI: 10.3102/01623737221129611
A. Soliz, Walter G. Ecton
This study explores whether the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Program, the largest federal investment in community colleges in this nation’s history, expanded and improved vocational training programs. We find that, on average, the completion of credentials in career-technical fields increased at institutions receiving a TAACCCT in the first wave of the program, compared with other public, 2-year colleges. In particular, credentials in business, health care, and information technology (IT)-related fields increased, and the growth is concentrated in certificates. Our findings support previous literature examining the relationship between college funding and student outcomes, and suggest that additional funding enables public 2-year colleges to expand and improve technical education programs, despite some of the unique challenges facing these programs.
本研究探讨了贸易调整援助社区学院和职业培训(TAACCCT)计划是否扩大和改进了职业培训计划,该计划是美国历史上对社区学院最大的联邦投资。我们发现,与其他公立两年制大学相比,在第一波课程中,获得TAACCCT的院校平均完成职业技术领域证书的人数有所增加。特别是,商业、医疗保健和信息技术(IT)相关领域的证书有所增加,而且增长集中在证书上。我们的研究结果支持了以前研究大学资助与学生成绩之间关系的文献,并表明额外的资助使公立两年制大学能够扩大和改进技术教育项目,尽管这些项目面临着一些独特的挑战。
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引用次数: 1
Early Birds in Elementary School? School Start Times and Outcomes for Younger Students 小学里早起的鸟儿?低年级学生的开学时间和结果
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-12 DOI: 10.3102/01623737221121799
Kevin C. Bastian, Sarah C. Fuller
While research supports later start times for secondary schools, there is little evidence regarding start times for elementary schools. We address this gap with a statewide examination of elementary schools and a quasi-experimental analysis of an urban district that recently changed its elementary start times. We find that earlier start times predict less sleep for students. Regarding academic outcomes, our estimates are small in magnitude and suggest that earlier elementary start times have near-zero effects. Earlier start times predict a slight increase in absences and modestly higher math scores, especially for traditionally disadvantaged students. In districts that need to stagger start times, it may be advisable for elementary schools to start earlier to accommodate later secondary school start times.
虽然研究支持中学推迟开学时间,但几乎没有证据表明小学的开学时间。我们通过全州范围的小学考试和对一个最近改变了小学开学时间的城区的准实验分析来解决这一差距。我们发现,较早的开始时间预示着学生的睡眠会减少。关于学术成果,我们的估计幅度很小,表明早期的小学开学时间几乎没有影响。更早的开始时间预测缺席人数会略有增加,数学成绩也会略高,尤其是对于传统上处于不利地位的学生。在需要错开开学时间的地区,小学最好早点开学,以适应中学较晚的开学时间。
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引用次数: 2
Preference Compromise and Parent Satisfaction With Schools in Choice Markets: Evidence From Kansas City, Missouri 选择市场中的偏好妥协与家长对学校的满意度:来自密苏里州堪萨斯城的证据
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-10 DOI: 10.3102/01623737221121812
Argun Saatcioglu, Anthony Snethen
Parents desire several features when choosing a school, but they often compromise on some preferences in favor of others. We develop a novel measure of aggregate preference compromise by examining the discrepancy between ideal preferences and those specified under real-world constraints. Relying on data from a representative sample in Kansas City, MO, we find that low-income and less educated parents and those from historically marginalized racial/ethnic backgrounds make a greater degree of preference compromise than other parents do. This is associated with lower satisfaction with chosen schools, suggesting that compromises matter. Less privileged families are also geographically more restricted in making school choices and have more limited access to better performing schools, which can aggravate preference compromises. Implications are discussed.
父母在选择学校时希望有几个特点,但他们往往会在某些偏好上妥协,以利于其他偏好。我们通过检查理想偏好与现实世界约束下指定偏好之间的差异,开发了一种新的总体偏好折衷度量。根据密苏里州堪萨斯城的一个代表性样本的数据,我们发现低收入和受教育程度较低的父母以及那些来自历史上被边缘化的种族/民族背景的父母比其他父母在偏好上做出了更大程度的妥协。这与对所选学校的满意度较低有关,这表明妥协很重要。在地理位置上,弱势家庭在选择学校方面也受到更大的限制,进入表现更好的学校的机会也更有限,这可能会加剧偏好妥协。讨论了影响。
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引用次数: 2
Dual Identification? The Effects of English Learner (EL) Status on Subsequent Special Education (SPED) Placement in an Equity-Focused District 双重识别?英语学习者(EL)状况对公平学区后续特殊教育(SPED)安置的影响
IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-03 DOI: 10.3102/01623737221121786
M. Murphy, Angela Johnson
This study examines the effects of English Learner (EL) status on subsequent Special Education (SPED) placement. Through a research-practice partnership, we link student demographic data and initial English proficiency assessment data across seven cohorts of test takers and observe EL and SPED programmatic participation for these students over 7 years. Our regression discontinuity (RD) estimates at the English proficiency margin consistently differ substantively from positive associations generated through regression analyses. RD evidence indicates that EL status had no effect on SPED placement at the English proficiency threshold. Grade-by-grade and subgroup RD analyses at this margin suggest that ELs were modestly underidentified for SPED during Grade 5 and that ELs whose primary language was Spanish were underidentified for SPED.
本研究探讨英语学习者(EL)身份对后续特殊教育(SPED)安置的影响。通过研究与实践的合作,我们将学生人口统计数据与七组测试者的初始英语水平评估数据联系起来,并观察这些学生在7年多的时间里对英语学习和外语学习项目的参与情况。我们对英语水平边际的回归不连续(RD)估计始终与回归分析产生的正相关存在实质性差异。RD证据表明,英语水平状态对英语水平阈值下的特殊语言水平安置没有影响。逐年级和亚组RD分析表明,在5年级期间,el轻度未被识别为SPED,主要语言为西班牙语的el未被识别为SPED。
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引用次数: 1
期刊
Educational Evaluation and Policy Analysis
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