Pub Date : 2022-11-14DOI: 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.
{"title":"Can a Commercial Screening Tool Help Select Better Teachers?","authors":"Olivia L. Chi, M. Lenard","doi":"10.3102/01623737221131547","DOIUrl":"https://doi.org/10.3102/01623737221131547","url":null,"abstract":"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.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45436682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-14DOI: 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.
{"title":"Did the American Reinvestment and Recovery Act Expand and Improve Vocational Training at Community Colleges?","authors":"A. Soliz, Walter G. Ecton","doi":"10.3102/01623737221129611","DOIUrl":"https://doi.org/10.3102/01623737221129611","url":null,"abstract":"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.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41352837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-12DOI: 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.
{"title":"Early Birds in Elementary School? School Start Times and Outcomes for Younger Students","authors":"Kevin C. Bastian, Sarah C. Fuller","doi":"10.3102/01623737221121799","DOIUrl":"https://doi.org/10.3102/01623737221121799","url":null,"abstract":"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.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42896975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-10DOI: 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.
{"title":"Preference Compromise and Parent Satisfaction With Schools in Choice Markets: Evidence From Kansas City, Missouri","authors":"Argun Saatcioglu, Anthony Snethen","doi":"10.3102/01623737221121812","DOIUrl":"https://doi.org/10.3102/01623737221121812","url":null,"abstract":"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.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49332918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-03DOI: 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.
{"title":"Dual Identification? The Effects of English Learner (EL) Status on Subsequent Special Education (SPED) Placement in an Equity-Focused District","authors":"M. Murphy, Angela Johnson","doi":"10.3102/01623737221121786","DOIUrl":"https://doi.org/10.3102/01623737221121786","url":null,"abstract":"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.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42179361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-03DOI: 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.
{"title":"Evaluating Technical and Issue Bias in Teacher Evaluation Policy Briefs and State Handbooks","authors":"L. Mayger","doi":"10.3102/01623737221120578","DOIUrl":"https://doi.org/10.3102/01623737221120578","url":null,"abstract":"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.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43112707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-29DOI: 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.
{"title":"Round and Round They Go: The Relationship Between Changing Grades and Schools and Teacher Quality and Absence Rates","authors":"Tasminda K. Dhaliwal, Ijun Lai, Katharine O. Strunk","doi":"10.3102/01623737221111800","DOIUrl":"https://doi.org/10.3102/01623737221111800","url":null,"abstract":"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.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44786857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-22DOI: 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.
{"title":"Misunderstanding Law: Undergraduates’ Analysis of Campus Title IX Policies","authors":"Kathrin Albrecht, L. Nielsen, Lydia Wuorinen","doi":"10.3102/01623737221113576","DOIUrl":"https://doi.org/10.3102/01623737221113576","url":null,"abstract":"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.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47422134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-22DOI: 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.
{"title":"Spillover Effects of Recruiting Teachers for School Turnaround: Evidence From Tennessee","authors":"Adam Kho, G. Henry, L. D. Pham, R. Zimmer","doi":"10.3102/01623737221111807","DOIUrl":"https://doi.org/10.3102/01623737221111807","url":null,"abstract":"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.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45463418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-22DOI: 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.
{"title":"Public-Sector Leadership and Philanthropy: The Case of Broad Superintendents","authors":"T. Dee, S. Loeb, Ying Shi","doi":"10.3102/01623737221113575","DOIUrl":"https://doi.org/10.3102/01623737221113575","url":null,"abstract":"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.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45818825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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