Pub Date : 2021-02-08DOI: 10.3102/0002831221989650
Jinho Kim, Y. Tong, Skylar Biyang Sun
Despite scholarly consensus on the positive influence of peers’ parental education on students’ academic achievement, less is known about whether marginalized students reap similar benefits as their nonmarginalized counterparts. Using data from the China Educational Panel Survey and a quasi-experimental design, we show that the impact of classmates’ parental education on test scores is significantly stronger for local students than for migrant students in urban schools. These differential effects are largely driven by rural-to-urban migrants and not by urban-to-urban migrants. Additionally, we find that rural migrant students benefit less from the positive effects of peer parental education than their local counterparts, especially when their local peers hold higher levels of discriminative attitudes toward rural migrant students in their classes.
{"title":"The Effects of Peer Parental Education on Student Achievement in Urban China: The Disparities Between Migrants and Locals","authors":"Jinho Kim, Y. Tong, Skylar Biyang Sun","doi":"10.3102/0002831221989650","DOIUrl":"https://doi.org/10.3102/0002831221989650","url":null,"abstract":"Despite scholarly consensus on the positive influence of peers’ parental education on students’ academic achievement, less is known about whether marginalized students reap similar benefits as their nonmarginalized counterparts. Using data from the China Educational Panel Survey and a quasi-experimental design, we show that the impact of classmates’ parental education on test scores is significantly stronger for local students than for migrant students in urban schools. These differential effects are largely driven by rural-to-urban migrants and not by urban-to-urban migrants. Additionally, we find that rural migrant students benefit less from the positive effects of peer parental education than their local counterparts, especially when their local peers hold higher levels of discriminative attitudes toward rural migrant students in their classes.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"6 1","pages":"675 - 709"},"PeriodicalIF":3.6,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90776950","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 : 2021-02-01DOI: 10.3102/0002831220930199
Samantha Viano, L. Pham, G. Henry, Adam Kho, R. Zimmer
Attracting and retaining teachers can be an important ingredient in improving low-performing schools. In this study, we estimate the expressed preferences for teachers who have worked in low-performing schools in Tennessee. Using adaptive conjoint analysis survey design, we examine three types of school attributes that may influence teachers’ employment decisions: fixed school characteristics, structural features of employment, and malleable school processes. We find that teachers express a strong preference for two malleable school processes, administrative support and discipline enforcement, along with a higher salary, a structural feature. Estimates indicate these attributes are 2 to 3 times more important to teachers than fixed school characteristics like prior achievement. We validate our results using administrative data on teachers’ revealed preferences.
{"title":"What Teachers Want: School Factors Predicting Teachers’ Decisions to Work in Low-Performing Schools","authors":"Samantha Viano, L. Pham, G. Henry, Adam Kho, R. Zimmer","doi":"10.3102/0002831220930199","DOIUrl":"https://doi.org/10.3102/0002831220930199","url":null,"abstract":"Attracting and retaining teachers can be an important ingredient in improving low-performing schools. In this study, we estimate the expressed preferences for teachers who have worked in low-performing schools in Tennessee. Using adaptive conjoint analysis survey design, we examine three types of school attributes that may influence teachers’ employment decisions: fixed school characteristics, structural features of employment, and malleable school processes. We find that teachers express a strong preference for two malleable school processes, administrative support and discipline enforcement, along with a higher salary, a structural feature. Estimates indicate these attributes are 2 to 3 times more important to teachers than fixed school characteristics like prior achievement. We validate our results using administrative data on teachers’ revealed preferences.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"2 1","pages":"201 - 233"},"PeriodicalIF":3.6,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75664106","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 : 2021-02-01DOI: 10.3102/0002831219890608
D. Gitomer, J. Martínez, Dan Battey, Nora E. Hyland
The Educative Teacher Performance Assessment (edTPA) is a system of standardized portfolio assessments of teaching performance mandated for use by educator preparation programs in 18 states, and approved in 21 others, as part of initial certification for preservice teachers. Because of the high stakes involved for examinees, it is critical that the scores produced and resulting decisions are meaningful and meet robust standards of validity and technical quality for educational measurements. We examined the technical documentation of edTPA and raise serious concerns about scoring design, the reliability of the assessments, and the consequential impact on decisions about edTPA candidates. In light of these findings, we argue that the proposed and actual uses of the edTPA are currently unwarranted on technical grounds.
{"title":"Assessing the Assessment: Evidence of Reliability and Validity in the edTPA","authors":"D. Gitomer, J. Martínez, Dan Battey, Nora E. Hyland","doi":"10.3102/0002831219890608","DOIUrl":"https://doi.org/10.3102/0002831219890608","url":null,"abstract":"The Educative Teacher Performance Assessment (edTPA) is a system of standardized portfolio assessments of teaching performance mandated for use by educator preparation programs in 18 states, and approved in 21 others, as part of initial certification for preservice teachers. Because of the high stakes involved for examinees, it is critical that the scores produced and resulting decisions are meaningful and meet robust standards of validity and technical quality for educational measurements. We examined the technical documentation of edTPA and raise serious concerns about scoring design, the reliability of the assessments, and the consequential impact on decisions about edTPA candidates. In light of these findings, we argue that the proposed and actual uses of the edTPA are currently unwarranted on technical grounds.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"8 1","pages":"3 - 31"},"PeriodicalIF":3.6,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88284042","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 : 2021-01-10DOI: 10.3102/0002831220983583
Theresa Stewart-Ambo
Wielding degrees of influence within educational organizations, university leaders are critical in determining how institutions enact their espoused missions and support severely marginalized campus communities. How do universities address and improve educational outcomes for the most severely underrepresented communities? This article presents emergent findings from an illustrative multiple-case study that examined the relationships between two public universities and local American Indian nations in California. As a preliminary step in understanding the present state of “tribal-university relationships,” I present findings on university leaders’ perceptions and knowledge regarding American Indians broadly and relationships with local Native nations specifically. Using tribal critical race theory as an analytical framework, I posit how colonization, federal recognition, and educational practices affect curricular, political, and economic relationships.
{"title":"“We Can Do Better”: University Leaders Speak to Tribal-University Relationships","authors":"Theresa Stewart-Ambo","doi":"10.3102/0002831220983583","DOIUrl":"https://doi.org/10.3102/0002831220983583","url":null,"abstract":"Wielding degrees of influence within educational organizations, university leaders are critical in determining how institutions enact their espoused missions and support severely marginalized campus communities. How do universities address and improve educational outcomes for the most severely underrepresented communities? This article presents emergent findings from an illustrative multiple-case study that examined the relationships between two public universities and local American Indian nations in California. As a preliminary step in understanding the present state of “tribal-university relationships,” I present findings on university leaders’ perceptions and knowledge regarding American Indians broadly and relationships with local Native nations specifically. Using tribal critical race theory as an analytical framework, I posit how colonization, federal recognition, and educational practices affect curricular, political, and economic relationships.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"56 1","pages":"459 - 491"},"PeriodicalIF":3.6,"publicationDate":"2021-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72826968","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 : 2020-11-16DOI: 10.3102/0002831220963908
Julia Burdick-Will, K. Nerenberg, Jeffrey A. Grigg, F. Connolly
High levels of school mobility are a problem in many urban districts. Many of these same districts are also dealing with high rates of violent crime. In this study, we use 6 years (2010–2011 to 2015–2016) of administrative data from Baltimore City public elementary school students and crime data from the Baltimore Police Department to examine whether changes in violent crime at schools are associated with the likelihood of school exit. Using logistic regression with school fixed effects to adjust for constant differences between schools, we find that students are more likely to leave following years with higher levels of violent crime at their school. These associations are strongest for students ineligible for free or reduced-price meals and from safer neighborhoods.
{"title":"Student Mobility and Violent Crime Exposure at Baltimore City Public Elementary Schools","authors":"Julia Burdick-Will, K. Nerenberg, Jeffrey A. Grigg, F. Connolly","doi":"10.3102/0002831220963908","DOIUrl":"https://doi.org/10.3102/0002831220963908","url":null,"abstract":"High levels of school mobility are a problem in many urban districts. Many of these same districts are also dealing with high rates of violent crime. In this study, we use 6 years (2010–2011 to 2015–2016) of administrative data from Baltimore City public elementary school students and crime data from the Baltimore Police Department to examine whether changes in violent crime at schools are associated with the likelihood of school exit. Using logistic regression with school fixed effects to adjust for constant differences between schools, we find that students are more likely to leave following years with higher levels of violent crime at their school. These associations are strongest for students ineligible for free or reduced-price meals and from safer neighborhoods.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"37 1","pages":"602 - 634"},"PeriodicalIF":3.6,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84030543","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 : 2020-11-12DOI: 10.3102/0002831220969138
Heather E. Price
The rise in college preparatory coursework across American high schools appears not to affect college enrollment and graduation rates. This study uses the Civil Rights Data Collection to evaluate three stages along the college preparatory pipeline: access to, enrollment in, and mastery of Advanced Placement® and International Baccalaureate® coursework to understand the cumulative academic opportunities shaping students’ college readiness. Leaks in the pipeline divert out historically marginalized students. An adaptation of the Herfindahl-Hirschman Index captures the magnitude of these racial and ethnic disparities. Social context explains where school and district resources alleviate disparities to provide more equitable (i.e., proportionally representative) academic opportunities. These findings offer substantive direction to improve equality in students’ college readiness opportunities.
{"title":"The College Preparatory Pipeline: Disparate Stages in Academic Opportunities","authors":"Heather E. Price","doi":"10.3102/0002831220969138","DOIUrl":"https://doi.org/10.3102/0002831220969138","url":null,"abstract":"The rise in college preparatory coursework across American high schools appears not to affect college enrollment and graduation rates. This study uses the Civil Rights Data Collection to evaluate three stages along the college preparatory pipeline: access to, enrollment in, and mastery of Advanced Placement® and International Baccalaureate® coursework to understand the cumulative academic opportunities shaping students’ college readiness. Leaks in the pipeline divert out historically marginalized students. An adaptation of the Herfindahl-Hirschman Index captures the magnitude of these racial and ethnic disparities. Social context explains where school and district resources alleviate disparities to provide more equitable (i.e., proportionally representative) academic opportunities. These findings offer substantive direction to improve equality in students’ college readiness opportunities.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"21 1","pages":"785 - 814"},"PeriodicalIF":3.6,"publicationDate":"2020-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88506847","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 : 2020-10-30DOI: 10.3102/0002831220968947
Xiaodan Hu, F. Fernandez, Denisa Gándara
We examine the impact of the Texas Research Incentive Program (TRIP), a state policy that offers matching funds to incentivize private-sector donations to certain public universities. We use a national dataset and employ a generalized difference-in-differences approach with matching procedures to estimate the treatment effect of TRIP on revenues at eligible institutions. Results show that TRIP is associated with increases in revenue from private gifts and state grants/contracts, which suggests that policymakers can leverage public investment to incentivize private donations. We do not detect a statistically significant relationship between TRIP and endowments, so donations are likely used for short-term funding and do not create long-term dividends. We consider potential social consequences of selecting certain universities to benefit from incentive policies.
{"title":"Are Donations Bigger in Texas? Analyzing the Impact of a Policy to Match Donations to Texas’ Emerging Research Universities","authors":"Xiaodan Hu, F. Fernandez, Denisa Gándara","doi":"10.3102/0002831220968947","DOIUrl":"https://doi.org/10.3102/0002831220968947","url":null,"abstract":"We examine the impact of the Texas Research Incentive Program (TRIP), a state policy that offers matching funds to incentivize private-sector donations to certain public universities. We use a national dataset and employ a generalized difference-in-differences approach with matching procedures to estimate the treatment effect of TRIP on revenues at eligible institutions. Results show that TRIP is associated with increases in revenue from private gifts and state grants/contracts, which suggests that policymakers can leverage public investment to incentivize private donations. We do not detect a statistically significant relationship between TRIP and endowments, so donations are likely used for short-term funding and do not create long-term dividends. We consider potential social consequences of selecting certain universities to benefit from incentive policies.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"53 1","pages":"850 - 882"},"PeriodicalIF":3.6,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74948176","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 : 2020-10-01DOI: 10.3102/0002831219890575
Lori Delale-O’Connor, James P. Huguley, Alyssa K. Parr, Ming-Te Wang
In this study, we examine the intersections and divergences of class- and race-based parenting motivations and practices as they connect to education through an exploration of the purposeful, race-conscious ways that a socioeconomically mixed sample of Black families approaches and practices academic and social enrichment and development. Drawing from focus groups and interviews with 28 African American caregivers and their middle school children, we propose the concept of racialized compensatory cultivation to describe the racialized ways Black parents across socioeconomic classes understand and engage in educationally focused enrichment practices. We add to the body of work that actively challenges the centering of White, middle-class caregiving norms and connections to schools as the dominant and most effective practices and strategies.
{"title":"Racialized Compensatory Cultivation: Centering Race in Parental Educational Engagement and Enrichment","authors":"Lori Delale-O’Connor, James P. Huguley, Alyssa K. Parr, Ming-Te Wang","doi":"10.3102/0002831219890575","DOIUrl":"https://doi.org/10.3102/0002831219890575","url":null,"abstract":"In this study, we examine the intersections and divergences of class- and race-based parenting motivations and practices as they connect to education through an exploration of the purposeful, race-conscious ways that a socioeconomically mixed sample of Black families approaches and practices academic and social enrichment and development. Drawing from focus groups and interviews with 28 African American caregivers and their middle school children, we propose the concept of racialized compensatory cultivation to describe the racialized ways Black parents across socioeconomic classes understand and engage in educationally focused enrichment practices. We add to the body of work that actively challenges the centering of White, middle-class caregiving norms and connections to schools as the dominant and most effective practices and strategies.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"6 1","pages":"1912 - 1953"},"PeriodicalIF":3.6,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84260611","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 : 2020-10-01DOI: 10.3102/0002831219890612
Geoffrey D. Borman, Trisha H. Borman, So Jung Park, Scott Houghton
We present findings from a randomized controlled trial of Descubriendo la Lectura (DLL), an intervention designed to improve the literacy skills of Spanish-speaking first graders, who are struggling with reading. DLL offers one-on-one native language literacy instruction for 12 to 20 weeks to each school’s lowest performing first-graders. Examining literacy outcomes for 187 students, hierarchical linear model analyses revealed statistically significant effects of student-level assignment to DLL on all 9 outcomes evaluated. Impacts were as large as 1.24 standard deviations, or a learning advantage relative to controls exceeding a full school year of achievement growth. The mean effect size of d = 0.66 across the nine literacy measures is equal to approximately two thirds of the overall literacy growth that occurs across the first-grade year.
{"title":"A Multisite Randomized Controlled Trial of the Effectiveness of Descubriendo la Lectura","authors":"Geoffrey D. Borman, Trisha H. Borman, So Jung Park, Scott Houghton","doi":"10.3102/0002831219890612","DOIUrl":"https://doi.org/10.3102/0002831219890612","url":null,"abstract":"We present findings from a randomized controlled trial of Descubriendo la Lectura (DLL), an intervention designed to improve the literacy skills of Spanish-speaking first graders, who are struggling with reading. DLL offers one-on-one native language literacy instruction for 12 to 20 weeks to each school’s lowest performing first-graders. Examining literacy outcomes for 187 students, hierarchical linear model analyses revealed statistically significant effects of student-level assignment to DLL on all 9 outcomes evaluated. Impacts were as large as 1.24 standard deviations, or a learning advantage relative to controls exceeding a full school year of achievement growth. The mean effect size of d = 0.66 across the nine literacy measures is equal to approximately two thirds of the overall literacy growth that occurs across the first-grade year.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"29 1","pages":"1995 - 2020"},"PeriodicalIF":3.6,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78518044","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 : 2020-10-01DOI: 10.3102/0002831219892004
N. Garcia, Rebeca Mireles-Rios
Using pláticas, the sharing of cultural teachings through intimate and informal conversations, this article analyzes our personal college choice processes as Chicanas by examining the impact of being raised by Chicano college-educated fathers. Drawing on two theoretical frameworks, college-conocimiento, a Latinx college choice conceptual framework, and critical raced-gendered epistemologies, we demonstrate how intimate and informal conversations occur within our own Chicana/o daughter-father relationships in negotiating higher education and household contexts. Our analysis responds to the need to explore daughter-father relationships in higher education research. This work expands the college choice scholarship by moving beyond traditional models to examine the gendered and raced experiences of families of color, particularly focusing on how father involvement is associated with the college choice of daughters.
{"title":"“You Were Going to Go to College”: The Role of Chicano Fathers’ Involvement in Chicana Daughters’ College Choice","authors":"N. Garcia, Rebeca Mireles-Rios","doi":"10.3102/0002831219892004","DOIUrl":"https://doi.org/10.3102/0002831219892004","url":null,"abstract":"Using pláticas, the sharing of cultural teachings through intimate and informal conversations, this article analyzes our personal college choice processes as Chicanas by examining the impact of being raised by Chicano college-educated fathers. Drawing on two theoretical frameworks, college-conocimiento, a Latinx college choice conceptual framework, and critical raced-gendered epistemologies, we demonstrate how intimate and informal conversations occur within our own Chicana/o daughter-father relationships in negotiating higher education and household contexts. Our analysis responds to the need to explore daughter-father relationships in higher education research. This work expands the college choice scholarship by moving beyond traditional models to examine the gendered and raced experiences of families of color, particularly focusing on how father involvement is associated with the college choice of daughters.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"92 1","pages":"2059 - 2088"},"PeriodicalIF":3.6,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90530285","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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