Educational Evaluation and Policy Analysis最新文献

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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 Social Sciences

Educational Evaluation and Policy Analysis

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。

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 Social Sciences

Educational Evaluation and Policy Analysis

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%。

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 Social Sciences

Educational Evaluation and Policy Analysis

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。

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 Social Sciences

Educational Evaluation and Policy Analysis

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。

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 Social Sciences

Educational Evaluation and Policy Analysis

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。

引用次数: 0

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

Educational Evaluation and Policy Analysis

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。

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 Social Sciences

Educational Evaluation and Policy Analysis

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。

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 Social Sciences

Educational Evaluation and Policy Analysis

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。

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 Social Sciences

Educational Evaluation and Policy Analysis

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。

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 Social Sciences

Educational Evaluation and Policy Analysis

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。

引用次数: 2

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