Pub Date : 2021-03-16DOI: 10.3102/0002831221997571
Ilana M. Umansky, H. Dumont
Prior research has shown that English learner (EL) classification is consequential for students; however, less is known about how EL classification affects student outcomes. In this study, we examine one hypothesized mechanism: teacher perceptions. Using a national data set (Early Childhood Longitudinal Study—Kindergarten Cohort of 2010–2011 or ECLS-K:2011), we use coarsened exact matching to estimate the effect of kindergarten EL status on teachers’ perceptions of students’ academic skills. We further explore whether that impact is moderated by instructional setting (bilingual vs. English immersion). We find evidence that EL classification results in lower teacher perceptions. This impact is, however, moderated by bilingual environments. In bilingual classrooms, we do not find evidence that EL classification results in diminished perceptions. This study adds to research on teacher perceptions and the effects of EL classification.
{"title":"English Learner Labeling: How English Learner Classification in Kindergarten Shapes Teacher Perceptions of Student Skills and the Moderating Role of Bilingual Instructional Settings","authors":"Ilana M. Umansky, H. Dumont","doi":"10.3102/0002831221997571","DOIUrl":"https://doi.org/10.3102/0002831221997571","url":null,"abstract":"Prior research has shown that English learner (EL) classification is consequential for students; however, less is known about how EL classification affects student outcomes. In this study, we examine one hypothesized mechanism: teacher perceptions. Using a national data set (Early Childhood Longitudinal Study—Kindergarten Cohort of 2010–2011 or ECLS-K:2011), we use coarsened exact matching to estimate the effect of kindergarten EL status on teachers’ perceptions of students’ academic skills. We further explore whether that impact is moderated by instructional setting (bilingual vs. English immersion). We find evidence that EL classification results in lower teacher perceptions. This impact is, however, moderated by bilingual environments. In bilingual classrooms, we do not find evidence that EL classification results in diminished perceptions. This study adds to research on teacher perceptions and the effects of EL classification.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80414347","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 : 2021-03-04DOI: 10.3102/0002831221996669
S. Alvarado
This study examines the association between college-bound friends and college enrollment using restricted transcript data from the High School Longitudinal Study. Propensity score matching and school fixed effects models suggest that having close college-bound friends is positively associated with enrolling in college. However, Black and Latino male students are much less likely to benefit from having college-bound friends than others, suggesting that structural and cultural factors that are tied to race, ethnicity, and gender may limit the beneficial potential of friends, especially for these male Black and Latino students. Implications for addressing racial and ethnic disparities in college enrollment and for the role of friends in college enrollment decisions are discussed.
{"title":"The Role of College-Bound Friends in College Enrollment Decisions by Race, Ethnicity, and Gender","authors":"S. Alvarado","doi":"10.3102/0002831221996669","DOIUrl":"https://doi.org/10.3102/0002831221996669","url":null,"abstract":"This study examines the association between college-bound friends and college enrollment using restricted transcript data from the High School Longitudinal Study. Propensity score matching and school fixed effects models suggest that having close college-bound friends is positively associated with enrolling in college. However, Black and Latino male students are much less likely to benefit from having college-bound friends than others, suggesting that structural and cultural factors that are tied to race, ethnicity, and gender may limit the beneficial potential of friends, especially for these male Black and Latino students. Implications for addressing racial and ethnic disparities in college enrollment and for the role of friends in college enrollment decisions are discussed.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81411470","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 : 2021-02-22DOI: 10.3102/0002831221993834
S. Neuman, Donna Celano, Maya Portillo
Recognizing the academic benefits of access to print for young children, book distribution programs abound in the United States. Designed to promote book ownership for low-income families, programs have unique delivery systems, leading to a largely fragmented policy. This article describes an urban city’s effort to build a coordinated book distribution program. Phase 1 examines the extent of book distributions, integrating data from 74 organizations and their branches (297). Using geographic information systems, we determined the spatialized patterns of scarcity and/or opportunity and the alignment between the intended and actual audience. In Phase 2, we conducted nine focus groups from neighborhoods receiving these book distributions. Results highlight the complexities of a well-intentioned policy and how multiple methods might inform policymaking in the future.
{"title":"Getting Books in Children’s Hands: Creating a Citywide Book Distribution Policy Using a Mixed-Methods Geospatial Approach","authors":"S. Neuman, Donna Celano, Maya Portillo","doi":"10.3102/0002831221993834","DOIUrl":"https://doi.org/10.3102/0002831221993834","url":null,"abstract":"Recognizing the academic benefits of access to print for young children, book distribution programs abound in the United States. Designed to promote book ownership for low-income families, programs have unique delivery systems, leading to a largely fragmented policy. This article describes an urban city’s effort to build a coordinated book distribution program. Phase 1 examines the extent of book distributions, integrating data from 74 organizations and their branches (297). Using geographic information systems, we determined the spatialized patterns of scarcity and/or opportunity and the alignment between the intended and actual audience. In Phase 2, we conducted nine focus groups from neighborhoods receiving these book distributions. Results highlight the complexities of a well-intentioned policy and how multiple methods might inform policymaking in the future.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76389668","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 : 2021-02-20DOI: 10.3102/0002831221993824
Alice Huguet, C. Coburn, Caitlin C. Farrell, Debbie H. Kim, Anna-Ruth Allen
Using over 350 hours of observational data from district-level meetings, we investigate how leaders support their interpretations of problems and proposed solutions during closed-door negotiations around three policy decisions, and how they invoke race, class, and language in the process. District leaders primarily cite constraints from stakeholders, practical realities, and policies during deliberations. They also draw on beliefs, values, and—to a lesser extent—information like research and data. Race, class, and language discourses were layered with values-based reasons, and most often addressed structural challenges to equity. The balance of attention to these factors depended on the configuration of participants and the nature of the policy decision itself, particularly decision makers’ perception that it would be controversial among certain groups.
{"title":"Constraints, Values, and Information: How Leaders in One District Justify Their Positions During Instructional Decision Making","authors":"Alice Huguet, C. Coburn, Caitlin C. Farrell, Debbie H. Kim, Anna-Ruth Allen","doi":"10.3102/0002831221993824","DOIUrl":"https://doi.org/10.3102/0002831221993824","url":null,"abstract":"Using over 350 hours of observational data from district-level meetings, we investigate how leaders support their interpretations of problems and proposed solutions during closed-door negotiations around three policy decisions, and how they invoke race, class, and language in the process. District leaders primarily cite constraints from stakeholders, practical realities, and policies during deliberations. They also draw on beliefs, values, and—to a lesser extent—information like research and data. Race, class, and language discourses were layered with values-based reasons, and most often addressed structural challenges to equity. The balance of attention to these factors depended on the configuration of participants and the nature of the policy decision itself, particularly decision makers’ perception that it would be controversial among certain groups.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82119930","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 : 2021-02-11DOI: 10.3102/0002831221990359
Brendan Bartanen, Andrew Kwok
We draw on rich longitudinal data from one of the largest teacher education programs in Texas to examine the properties of rubric-based observational evaluations of preservice teachers (PSTs) during clinical teaching. Using a variance decomposition approach, we find that little of the variation in observation scores is attributable to actual differences between PSTs. Instead, differences in scores largely reflect differences in the rating standards of field supervisors. Men and PSTs of color receive systematically lower scores, as do PSTs in lower-income and rural placement schools. Finally, higher-scoring PSTs are slightly more likely to become employed as K–12 public school teachers and substantially more likely to be hired at the same school as their clinical teaching placement.
{"title":"Examining Clinical Teaching Observation Scores as a Measure of Preservice Teacher Quality","authors":"Brendan Bartanen, Andrew Kwok","doi":"10.3102/0002831221990359","DOIUrl":"https://doi.org/10.3102/0002831221990359","url":null,"abstract":"We draw on rich longitudinal data from one of the largest teacher education programs in Texas to examine the properties of rubric-based observational evaluations of preservice teachers (PSTs) during clinical teaching. Using a variance decomposition approach, we find that little of the variation in observation scores is attributable to actual differences between PSTs. Instead, differences in scores largely reflect differences in the rating standards of field supervisors. Men and PSTs of color receive systematically lower scores, as do PSTs in lower-income and rural placement schools. Finally, higher-scoring PSTs are slightly more likely to become employed as K–12 public school teachers and substantially more likely to be hired at the same school as their clinical teaching placement.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90432495","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 : 2021-02-08DOI: 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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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 : 2021-02-01Epub Date: 2020-05-12DOI: 10.3102/0002831220921119
Maxine McKinney de Royston, Tia C Madkins, Jarvis R Givens, Na'ilah Suad Nasir
Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children? and (2) What mechanisms of protection do they enact in their classrooms and schools? Through further elaborating the politicized caring framework, our analyses show how Black educators disrupt the racialized harm produced within schools to instead (re)position Black students as children worthy of protection via caring relationships, alternative discipline policies, and other interpersonal and institutional mechanisms. This study has implications for teaching, teacher education, and how the "work" of teachers is conceptualized and researched.
{"title":"\"I'm a Teacher, I'm Gonna Always Protect You\": Understanding Black Educators' Protection of Black Children.","authors":"Maxine McKinney de Royston, Tia C Madkins, Jarvis R Givens, Na'ilah Suad Nasir","doi":"10.3102/0002831220921119","DOIUrl":"10.3102/0002831220921119","url":null,"abstract":"<p><p>Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children? and (2) What mechanisms of protection do they enact in their classrooms and schools? Through further elaborating the politicized caring framework, our analyses show how Black educators disrupt the racialized harm produced within schools to instead (re)position Black students as children worthy of protection via caring relationships, alternative discipline policies, and other interpersonal and institutional mechanisms. This study has implications for teaching, teacher education, and how the \"work\" of teachers is conceptualized and researched.</p>","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11364349/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84129032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","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":null,"pages":null},"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}
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