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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 Social Sciences 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 Social Sciences 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 Social Sciences 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 Social Sciences 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 Social Sciences 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
Evaluating Technical and Issue Bias in Teacher Evaluation Policy Briefs and State Handbooks 评估教师评估政策简报和国家手册中的技术和问题偏见
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-10-03 DOI: 10.3102/01623737221120578
L. Mayger
Recognizing the need for scientific fidelity and balanced representation in the evidence that informs public policy, this study investigates technical and issue bias in 43 policy briefs and state handbooks that provided information about the use of Student Learning Objectives to evaluate teachers’ performance. The author uses multiple qualitative methods to categorize the contributors to the focal documents, identify the evidence they drew upon, and determine how they represented the information to their targeted audiences. The study reinforces the findings of prior research by documenting the outsized impact of advocacy groups in a policy-related evidence base. The results make an important addition to the scholarly literature by cataloging an array of technical assistance providers that translated and disseminated evidence to decision makers and spotlighting the various ways biased information appeared in the publications. Throughout, the study reinforces how incentives and timing shape evidence production and use in policymaking.
认识到公共政策证据中需要科学的保真度和平衡的代表性,本研究调查了43份政策简报和州手册中的技术和问题偏见,这些政策简报和国家手册提供了关于使用学生学习目标评估教师表现的信息。作者使用多种定性方法对焦点文件的贡献者进行分类,确定他们所利用的证据,并确定他们如何向目标受众表达信息。该研究通过在与政策相关的证据库中记录倡导团体的巨大影响,强化了先前研究的结果。研究结果对翻译并向决策者传播证据的一系列技术援助提供者进行了编目,并突出了出版物中出现的各种有偏见的信息,为学术文献增添了重要内容。在整个过程中,这项研究强化了激励措施和时机如何影响证据的产生和在决策中的使用。
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引用次数: 0
Round and Round They Go: The Relationship Between Changing Grades and Schools and Teacher Quality and Absence Rates 他们一圈又一圈地走:年级和学校的变化与教师素质和缺勤率的关系
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-08-29 DOI: 10.3102/01623737221111800
Tasminda K. Dhaliwal, Ijun Lai, Katharine O. Strunk
Research on teacher churn has produced conflicting conclusions as to its impact on students and teachers. We bring clarity to this work by combining and expanding on analytical approaches used in earlier research to determine how and when different types of churn (i.e., grade, school) impact teacher effectiveness and attendance. Using data from the Los Angeles Unified School District, our results suggest differences based on analytical approach but ultimately show that changing schools and grades may be less of an issue than previously reported. In addition, in the case of school churn, a beneficial match in their new school sites may matter more for teacher outcomes than potential disruptive effects of churn. We conclude with implications for policy and future research.
关于教师流失对学生和教师的影响的研究得出了相互矛盾的结论。我们通过结合和扩展早期研究中使用的分析方法来确定不同类型的流失(即年级,学校)如何以及何时影响教师的效率和出勤率,从而使这项工作更加清晰。使用来自洛杉矶联合学区的数据,我们的结果显示了基于分析方法的差异,但最终表明,改变学校和成绩可能比之前报道的问题要小。此外,在学校流失的情况下,与流失的潜在破坏性影响相比,新学校网站的有益匹配可能对教师的成果更重要。最后,我们提出了对政策和未来研究的启示。
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引用次数: 1
Misunderstanding Law: Undergraduates’ Analysis of Campus Title IX Policies 法律误区:大学生对校园产权政策的分析
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-08-22 DOI: 10.3102/01623737221113576
Kathrin Albrecht, L. Nielsen, Lydia Wuorinen
Colleges and universities are legally required to attempt to prevent and redress sexual violations on campus. Neo-institutional theory suggests that the implementation of law by compliance professionals rarely achieves law’s goals. It is critical in claims-based systems that those who are potential claimants understand the law. This article demonstrates that (a) intended subjects of the law (colleges and universities) interpret and frame the law in very similar ways; (b) resultant policies are complex and difficult to navigate; and (c) university undergraduates in an experimental setting are not able to comprehend the Title IX policies designed to protect them. These findings suggest that current implementations of Title IX policies leave them structurally ineffective to combat sexual assaults on campus.
法律要求学院和大学努力防止和纠正校园内的性侵犯行为。新制度理论认为,合规专业人员实施法律很少能实现法律目标。在基于索赔的系统中,潜在索赔人了解法律至关重要。本文证明:(a)法律的意向主体(学院和大学)以非常相似的方式解释和界定法律;(b) 由此产生的政策既复杂又难以驾驭;以及(c)处于实验环境中的大学本科生无法理解旨在保护他们的第九章政策。这些发现表明,目前第九章政策的实施使其在打击校园性侵方面在结构上无效。
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引用次数: 2
Spillover Effects of Recruiting Teachers for School Turnaround: Evidence From Tennessee 学校转岗招聘教师的溢出效应:来自田纳西州的证据
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-08-22 DOI: 10.3102/01623737221111807
Adam Kho, G. Henry, L. D. Pham, R. Zimmer
Many districts and states have implemented incentives to recruit teachers to low-performing schools, and previous research has found evidence that these incentives are effective at attracting teachers. However, effects on the schools and students these teachers leave behind have not been examined. This study focuses on the spillover effects of recruiting effective teachers to Tennessee’s Innovation Zone (iZone) schools. We find the short-term effects of losing these teachers range from −0.04 to −0.12 SDs in student test score gains, with larger negative effects when more effective teachers leave. However, combining both these negative effects in schools teachers leave and the positive effects in iZone schools yields overall net positive effects.
许多地区和州都实施了激励措施来为表现不佳的学校招聘教师,之前的研究发现,这些激励措施在吸引教师方面是有效的。然而,这些教师留下的对学校和学生的影响尚未得到检验。本研究聚焦于田纳西州创新区(iZone)学校招募有效教师的溢出效应。我们发现,失去这些教师对学生考试成绩收益的短期影响范围为- 0.04至- 0.12标准差,当更有效的教师离开时,负面影响更大。然而,将教师离职对学校的这些负面影响和iZone学校的积极影响结合起来,就会产生总体的净积极影响。
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引用次数: 3
Public-Sector Leadership and Philanthropy: The Case of Broad Superintendents 公共部门领导与慈善:宽泛管理者的案例
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-08-22 DOI: 10.3102/01623737221113575
T. Dee, S. Loeb, Ying Shi
Philanthropic initiatives incorporating prescriptive practices have become prominent in K–12 education. This study provides evidence on the reach, character, and impact of the Broad Superintendents Academy, a controversial initiative designed to transform district leadership. A novel data set on Broad trainees linked to data on large districts over 20 years shows that Broad superintendents have had extensive reach, serving nearly 3 million students at their peak, and that, for districts that hired Broad trainees, Broad superintendents were 40% more likely to be Black than non-Broad superintendents, although they had significantly shorter tenures. Estimates provide evidence that Broad-trained leaders had little effect on several district outcomes including enrollment, spending, and student completion. However, they initiated a trend toward increased charter school enrollment.
结合规范做法的慈善倡议在K-12教育中变得突出。这项研究提供了广泛督导学院的范围、特征和影响的证据,这是一项旨在改变地区领导的有争议的倡议。一组关于布罗德培训生的新数据集与20年来大型学区的数据相关联,表明布罗德培训生的影响范围很广,在高峰时期为近300万名学生服务,而且,在聘用布罗德培训生的学区,布罗德培训生的黑人比例比非布罗德培训生高40%,尽管他们的任期明显较短。估计提供的证据表明,受过广泛训练的领导者对几个地区的结果几乎没有影响,包括入学,支出和学生完成。然而,他们开创了特许学校入学人数增加的趋势。
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引用次数: 0
期刊
Educational Evaluation and Policy Analysis
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