Pub Date : 2024-06-01DOI: 10.3102/00028312241229413
Cassandra M.D. Hart, Constance A. Lindsay
A host of recent literature suggests benefits to Black children of being matched to same-race teachers. We extend this literature to explore whether being matched to a Black teacher is related to Black students’ likelihood of being identified for two types of discretionary educational services in the following academic year: gifted education and special education. While we do not find that access to Black teachers affects students’ likelihood of gifted identification, Black students matched to Black teachers are less likely to be identified for special education. The results are strongest for Black boys, particularly those who are also economically disadvantaged and are strongest for disabilities with more discretion in identification.
{"title":"Teacher-Student Race Match and Identification for Discretionary Educational Services","authors":"Cassandra M.D. Hart, Constance A. Lindsay","doi":"10.3102/00028312241229413","DOIUrl":"https://doi.org/10.3102/00028312241229413","url":null,"abstract":"A host of recent literature suggests benefits to Black children of being matched to same-race teachers. We extend this literature to explore whether being matched to a Black teacher is related to Black students’ likelihood of being identified for two types of discretionary educational services in the following academic year: gifted education and special education. While we do not find that access to Black teachers affects students’ likelihood of gifted identification, Black students matched to Black teachers are less likely to be identified for special education. The results are strongest for Black boys, particularly those who are also economically disadvantaged and are strongest for disabilities with more discretion in identification.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141407511","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 : 2024-02-27DOI: 10.3102/00028312241229027
Mobarak Hossain
The World Bank’s (WB) growing emphasis on decentralizing educational systems has sparked widespread discussion in the literature. This study examines whether WB reforms are indeed associated with decentralizing educational systems in low- and middle-income countries (LMICs), as commonly assumed. Using unique, untapped country-level panel data on 30 LMICs from 1990 to 2019, I do not find a significant association between the WB’s actions and changes observed in educational systems. Employing the institutional logics perspective, I argue that the WB’s diffusion of “homogeneous” educational reforms may clash with “heterogeneous” socioeconomic, political, and cultural contexts, thus hindering the direct translation of reforms into tangible outcomes on the ground.
{"title":"The Mismatch Between World Bank Actions and the Decentralization of Educational Systems in LMICs","authors":"Mobarak Hossain","doi":"10.3102/00028312241229027","DOIUrl":"https://doi.org/10.3102/00028312241229027","url":null,"abstract":"The World Bank’s (WB) growing emphasis on decentralizing educational systems has sparked widespread discussion in the literature. This study examines whether WB reforms are indeed associated with decentralizing educational systems in low- and middle-income countries (LMICs), as commonly assumed. Using unique, untapped country-level panel data on 30 LMICs from 1990 to 2019, I do not find a significant association between the WB’s actions and changes observed in educational systems. Employing the institutional logics perspective, I argue that the WB’s diffusion of “homogeneous” educational reforms may clash with “heterogeneous” socioeconomic, political, and cultural contexts, thus hindering the direct translation of reforms into tangible outcomes on the ground.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140425683","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 : 2024-02-27DOI: 10.3102/00028312241228837
Crissa Stephens
Educational interpreters are not neutral mediators of messages. In education, they are policy brokers whose translations can reflect their own social identities and often align with larger social power dynamics, including deficit perspectives of racialized multilingual people. In U.S. schools, language minoritized parents have the right to make decisions about their children’s education; yet current theory does not account for their power to shape educational policies—or the political roles of interpreters who represent their negotiations. I propose a theory of interpreters as invisible policy brokers and identity mediators. I employ an approach that centers the questions and agency of newly arrived, predominantly Spanish-speaking mothers in a Midwest school district with growing demographics of language minoritized students.
{"title":"Invisible Policy Brokers: The Political Roles of Interpreters in Educational Policy Negotiations With Language Minoritized Mothers","authors":"Crissa Stephens","doi":"10.3102/00028312241228837","DOIUrl":"https://doi.org/10.3102/00028312241228837","url":null,"abstract":"Educational interpreters are not neutral mediators of messages. In education, they are policy brokers whose translations can reflect their own social identities and often align with larger social power dynamics, including deficit perspectives of racialized multilingual people. In U.S. schools, language minoritized parents have the right to make decisions about their children’s education; yet current theory does not account for their power to shape educational policies—or the political roles of interpreters who represent their negotiations. I propose a theory of interpreters as invisible policy brokers and identity mediators. I employ an approach that centers the questions and agency of newly arrived, predominantly Spanish-speaking mothers in a Midwest school district with growing demographics of language minoritized students.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140426814","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 : 2024-02-21DOI: 10.3102/00028312241228280
David M. Houston
Drawing on annual, nationally representative survey data from 2007–2022, I demonstrate that partisan gaps—the average differences in public opinion between Democrats and Republicans—have widened on many education issues. This pattern consistently exceeds what would be expected due to the changing demographic compositions of the parties alone. Widening partisan gaps are primarily attributable to sorting (alignment of one's party affiliation and one's issue positions) rather than polarization (increasing support for more extreme positions relative to more moderate positions). However, polarization is also increasing on some of the most divisive issues. Among those who are sorting, individuals are overwhelmingly switching their issue positions to align with their party affiliations rather than switching their party affiliations to align with their issue positions.
{"title":"Polarization, Partisan Sorting, and the Politics of Education","authors":"David M. Houston","doi":"10.3102/00028312241228280","DOIUrl":"https://doi.org/10.3102/00028312241228280","url":null,"abstract":"Drawing on annual, nationally representative survey data from 2007–2022, I demonstrate that partisan gaps—the average differences in public opinion between Democrats and Republicans—have widened on many education issues. This pattern consistently exceeds what would be expected due to the changing demographic compositions of the parties alone. Widening partisan gaps are primarily attributable to sorting (alignment of one's party affiliation and one's issue positions) rather than polarization (increasing support for more extreme positions relative to more moderate positions). However, polarization is also increasing on some of the most divisive issues. Among those who are sorting, individuals are overwhelmingly switching their issue positions to align with their party affiliations rather than switching their party affiliations to align with their issue positions.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140445157","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 : 2024-01-09DOI: 10.3102/00028312231222264
Justin C. Ortagus, Rodney Hughes, Hope Allchin
This study leverages national data and a quasi-experimental design to examine the influence of enrolling in an exclusively online degree program on students’ likelihood of completing their degree. We find that enrolling in an exclusively online degree program had a negative influence on students’ likelihood of completing their bachelor's degree or any degree when compared to their otherwise-similar peers who enrolled in at least some face-to-face courses. The negative relationship between exclusively online enrollment and students’ likelihood of bachelor's degree completion was relatively consistent among White, Black, Hispanic, Asian, low-income, and military students. Findings focused solely on those students enrolled in exclusively online degree programs revealed that the negative influence of exclusively online enrollment was exacerbated when the student attended a for-profit 4-year institution.
{"title":"The Role and Influence of Exclusively Online Degree Programs in Higher Education","authors":"Justin C. Ortagus, Rodney Hughes, Hope Allchin","doi":"10.3102/00028312231222264","DOIUrl":"https://doi.org/10.3102/00028312231222264","url":null,"abstract":"This study leverages national data and a quasi-experimental design to examine the influence of enrolling in an exclusively online degree program on students’ likelihood of completing their degree. We find that enrolling in an exclusively online degree program had a negative influence on students’ likelihood of completing their bachelor's degree or any degree when compared to their otherwise-similar peers who enrolled in at least some face-to-face courses. The negative relationship between exclusively online enrollment and students’ likelihood of bachelor's degree completion was relatively consistent among White, Black, Hispanic, Asian, low-income, and military students. Findings focused solely on those students enrolled in exclusively online degree programs revealed that the negative influence of exclusively online enrollment was exacerbated when the student attended a for-profit 4-year institution.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139441771","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 : 2024-01-09DOI: 10.3102/00028312231222266
T. Domina, Leah R. Clark, Vitaly Radsky, Renuka Bhaskar
The Community Eligibility Provision (CEP) allows high-poverty schools to offer free meals to all students regardless of household income. Conceptualizing universal meal provision as a strategy to alleviate stigma associated with school meals, we hypothesize that CEP implementation reduces the incidence of suspensions, particularly for students from low-income backgrounds and minoritized students. We link educational records for students enrolled in Oregon public schools between 2010 and 2017 with administrative data describing their families’ household income and social safety net program participation. Difference-in-differences analyses indicate that CEP has protective effects on the probability of suspension for students in participating schools, particularly for students from low-income families, students who received free or reduced-price meals prior to CEP implementation, and Hispanic students.
{"title":"There Is Such a Thing as a Free Lunch: School Meals, Stigma, and Student Discipline","authors":"T. Domina, Leah R. Clark, Vitaly Radsky, Renuka Bhaskar","doi":"10.3102/00028312231222266","DOIUrl":"https://doi.org/10.3102/00028312231222266","url":null,"abstract":"The Community Eligibility Provision (CEP) allows high-poverty schools to offer free meals to all students regardless of household income. Conceptualizing universal meal provision as a strategy to alleviate stigma associated with school meals, we hypothesize that CEP implementation reduces the incidence of suspensions, particularly for students from low-income backgrounds and minoritized students. We link educational records for students enrolled in Oregon public schools between 2010 and 2017 with administrative data describing their families’ household income and social safety net program participation. Difference-in-differences analyses indicate that CEP has protective effects on the probability of suspension for students in participating schools, particularly for students from low-income families, students who received free or reduced-price meals prior to CEP implementation, and Hispanic students.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139442965","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}
Collaborative relationships between families and teachers of elementary-aged children are complicated by teachers’ lack of training for family engagement and by hierarchical and racialized power differentials. Home visiting can create a space for teachers to center and honor families’ ways of knowing and being, but those home visits need to be conducted in ways specifically intended to build relationships with families; otherwise, the visits can do damage. In this descriptive exploratory study, we examined how teachers responded to families’ openings during home visits. We articulate a theory that describes actions teachers can employ to build rapport, particularly across difference. This work has implications for research on family engagement and for teacher preparation for home visiting.
{"title":"Teachers Centering Families and Building Rapport During Home Visits","authors":"Judy Paulick, Melissa Lucas, Tatiana Yasmeen Hill-Maini","doi":"10.3102/00028312231222270","DOIUrl":"https://doi.org/10.3102/00028312231222270","url":null,"abstract":"Collaborative relationships between families and teachers of elementary-aged children are complicated by teachers’ lack of training for family engagement and by hierarchical and racialized power differentials. Home visiting can create a space for teachers to center and honor families’ ways of knowing and being, but those home visits need to be conducted in ways specifically intended to build relationships with families; otherwise, the visits can do damage. In this descriptive exploratory study, we examined how teachers responded to families’ openings during home visits. We articulate a theory that describes actions teachers can employ to build rapport, particularly across difference. This work has implications for research on family engagement and for teacher preparation for home visiting.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139444700","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 : 2024-01-07DOI: 10.3102/00028312231217751
Nathan F. Alleman, Cara Cliburn Allen, Sarah E. Madsen
Studies about collegiate food insecurity show its prevalence as a national issue that disproportionately affects students from marginalized groups. This study further contextualizes this work, examining the ways that multiply-marginalized students navigate systems of privilege and opportunity at selective, normatively affluent universities to meet food needs and pursue personal goals. Findings from this multi-institutional qualitative study highlight asset-based approaches by which students leverage institutional interest in their marginal identities as navigational strategies. Conclusions point to the value of “student pathways navigation” as a conceptual and analytic approach to understanding how students manage collegiate environments.
{"title":"Constructed Pathways: How Multiply-Marginalized Students Navigate Food Insecurity at Selective Universities","authors":"Nathan F. Alleman, Cara Cliburn Allen, Sarah E. Madsen","doi":"10.3102/00028312231217751","DOIUrl":"https://doi.org/10.3102/00028312231217751","url":null,"abstract":"Studies about collegiate food insecurity show its prevalence as a national issue that disproportionately affects students from marginalized groups. This study further contextualizes this work, examining the ways that multiply-marginalized students navigate systems of privilege and opportunity at selective, normatively affluent universities to meet food needs and pursue personal goals. Findings from this multi-institutional qualitative study highlight asset-based approaches by which students leverage institutional interest in their marginal identities as navigational strategies. Conclusions point to the value of “student pathways navigation” as a conceptual and analytic approach to understanding how students manage collegiate environments.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139448506","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 : 2023-12-13DOI: 10.3102/00028312231209231
Caitlin Kearney, Alma Nidia Garza, Lysandra Perez, Linda Renzulli, T. Domina
In response to economic distress, schools are increasingly serving as providers and distributors of social service resources. However, even when schools offer resources that respond to needs, they struggle to attain high levels of uptake. We examine the family-level correlates of participation in school-sponsored resources during the early months of the COVID-19 pandemic and find that uptake increases with economic need. In addition, net of need, families who report maintaining communication with parents of their children’s classmates take up more resources; and take-up of key meal and digital technology resources is associated with higher levels of take-up of other resources. These findings contribute to efforts to reposition schools as social service hubs by highlighting promising practices to improve resource uptake.
{"title":"Offer It and They Will Come? An Investigation of the Factors Associated With the Uptake of School-Sponsored Resources","authors":"Caitlin Kearney, Alma Nidia Garza, Lysandra Perez, Linda Renzulli, T. Domina","doi":"10.3102/00028312231209231","DOIUrl":"https://doi.org/10.3102/00028312231209231","url":null,"abstract":"In response to economic distress, schools are increasingly serving as providers and distributors of social service resources. However, even when schools offer resources that respond to needs, they struggle to attain high levels of uptake. We examine the family-level correlates of participation in school-sponsored resources during the early months of the COVID-19 pandemic and find that uptake increases with economic need. In addition, net of need, families who report maintaining communication with parents of their children’s classmates take up more resources; and take-up of key meal and digital technology resources is associated with higher levels of take-up of other resources. These findings contribute to efforts to reposition schools as social service hubs by highlighting promising practices to improve resource uptake.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139004955","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 : 2023-12-12DOI: 10.3102/00028312231200232
D’Wayne Bell, Jing Feng, John B. Holbein, Jonathan Smith
Pundits, politicians, and academics have long worried about potentially low rates of civic participation among STEM-oriented students. Does studying STEM actually decrease the odds that young people will be actively involved in democracy? To answer this question, we created a dataset of over 23 million students in the United States, matched to national validated voting records. This novel dataset is the largest known individual-level dataset in the United States, connecting high school and college students to voting outcomes. It also contains a rich set of demographic and academic variables, to account for many of the common issues related to students’ selection into STEM coursework. We consider two measures of STEM participation: Advanced Placement (AP) exam taking in high school and college major. Using both measures, we find that, across model specifications, the estimated relationships between STEM and voting are small in magnitude—about the same effect size as a single get-out-the-vote mailer. Our analyses demonstrate that, on average, marginally more STEM coursework in high school and college does not contribute noticeably to the low voting rates among young people in the United States.
{"title":"Do STEM Students Vote?12","authors":"D’Wayne Bell, Jing Feng, John B. Holbein, Jonathan Smith","doi":"10.3102/00028312231200232","DOIUrl":"https://doi.org/10.3102/00028312231200232","url":null,"abstract":"Pundits, politicians, and academics have long worried about potentially low rates of civic participation among STEM-oriented students. Does studying STEM actually decrease the odds that young people will be actively involved in democracy? To answer this question, we created a dataset of over 23 million students in the United States, matched to national validated voting records. This novel dataset is the largest known individual-level dataset in the United States, connecting high school and college students to voting outcomes. It also contains a rich set of demographic and academic variables, to account for many of the common issues related to students’ selection into STEM coursework. We consider two measures of STEM participation: Advanced Placement (AP) exam taking in high school and college major. Using both measures, we find that, across model specifications, the estimated relationships between STEM and voting are small in magnitude—about the same effect size as a single get-out-the-vote mailer. Our analyses demonstrate that, on average, marginally more STEM coursework in high school and college does not contribute noticeably to the low voting rates among young people in the United States.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139006681","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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