Pub Date : 2023-03-30DOI: 10.3102/00028312231161037
A. Stornaiuolo, Laura Desimone, Morgan S. Polikoff
This study examines implementation of college-and-career-ready (CCR) education standards across five school districts in Ohio, Texas, California, Pennsylvania, and Massachusetts. Drawing on the policy attributes theory, we found that the specificity of districts’ approaches to two long-recognized policy levers, curriculum and professional learning, was critical in shaping how stakeholders implemented and experienced CCR policies. We identified an approach we called “flexible specificity”—flexibility informed by ongoing data collection and evaluation that allowed districts to develop specific, useful guidance about curriculum and professional learning based on stakeholder needs. We present four shared practices characterizing this approach in two districts, analyzing why those districts seemed to find the right balance of specificity and flexibility while others struggled.
{"title":"“The Good Struggle” of Flexible Specificity: Districts Balancing Specific Guidance With Autonomy to Support Standards-Based Instruction","authors":"A. Stornaiuolo, Laura Desimone, Morgan S. Polikoff","doi":"10.3102/00028312231161037","DOIUrl":"https://doi.org/10.3102/00028312231161037","url":null,"abstract":"This study examines implementation of college-and-career-ready (CCR) education standards across five school districts in Ohio, Texas, California, Pennsylvania, and Massachusetts. Drawing on the policy attributes theory, we found that the specificity of districts’ approaches to two long-recognized policy levers, curriculum and professional learning, was critical in shaping how stakeholders implemented and experienced CCR policies. We identified an approach we called “flexible specificity”—flexibility informed by ongoing data collection and evaluation that allowed districts to develop specific, useful guidance about curriculum and professional learning based on stakeholder needs. We present four shared practices characterizing this approach in two districts, analyzing why those districts seemed to find the right balance of specificity and flexibility while others struggled.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77743220","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 : 2023-03-25DOI: 10.3102/00028312231162061
Junghee Choi
Climbing the ladder of institutional prestige is often promoted by leaders and policymakers in higher education, but there may be trade-offs associated with striving for status. This study examines the impact of Texas’s National Research University Fund (NRUF), which uses financial incentives to support institutions’ pursuit of prestige, on the salaries and employment of faculty. For full professors, the NRUF had a positive effect on the salaries of both men and women, but the policy also contributed to widening the gender gap in salary. In regard to employment, the NRUF had a negative impact on the share of women among full professors. The findings suggest that organizational pursuit of prestige may have unintended consequences for faculty gender equity.
{"title":"Institutional Striving and Gender Equity in Faculty Salaries and Employment","authors":"Junghee Choi","doi":"10.3102/00028312231162061","DOIUrl":"https://doi.org/10.3102/00028312231162061","url":null,"abstract":"Climbing the ladder of institutional prestige is often promoted by leaders and policymakers in higher education, but there may be trade-offs associated with striving for status. This study examines the impact of Texas’s National Research University Fund (NRUF), which uses financial incentives to support institutions’ pursuit of prestige, on the salaries and employment of faculty. For full professors, the NRUF had a positive effect on the salaries of both men and women, but the policy also contributed to widening the gender gap in salary. In regard to employment, the NRUF had a negative impact on the share of women among full professors. The findings suggest that organizational pursuit of prestige may have unintended consequences for faculty gender equity.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73834908","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 : 2023-03-21DOI: 10.3102/00028312231157661
Emily Machado, Margaret R. Beneke, Jordan Taitingfong
Although writing is often used for personal reflection in teacher education, it is less commonly leveraged to imagine educational futures (Gilligan, 2020)—particularly those centered on collective liberation. Amid intersecting social crises, however, imagining futures is critically important (Ladson-Billings, 2021), and writing is a crucial step toward bringing them into the present. In this participatory case study (Reilly, 2010), we explored the future-oriented writing practices of five early childhood teachers in an inquiry group. Drawing on critical literacy (Vasquez et al., 2019) and prolepsis (Cole, 1993), we describe how collaborative, creative, and pedagogical writing supported them in envisioning, enacting, and leading liberatory literacy pedagogies within and beyond their schools. Findings contribute to literature in teacher education, early childhood education, and literacy.
{"title":"“Rise Up, Hand in Hand”: Early Childhood Teachers Writing a Liberatory Literacy Pedagogy","authors":"Emily Machado, Margaret R. Beneke, Jordan Taitingfong","doi":"10.3102/00028312231157661","DOIUrl":"https://doi.org/10.3102/00028312231157661","url":null,"abstract":"Although writing is often used for personal reflection in teacher education, it is less commonly leveraged to imagine educational futures (Gilligan, 2020)—particularly those centered on collective liberation. Amid intersecting social crises, however, imagining futures is critically important (Ladson-Billings, 2021), and writing is a crucial step toward bringing them into the present. In this participatory case study (Reilly, 2010), we explored the future-oriented writing practices of five early childhood teachers in an inquiry group. Drawing on critical literacy (Vasquez et al., 2019) and prolepsis (Cole, 1993), we describe how collaborative, creative, and pedagogical writing supported them in envisioning, enacting, and leading liberatory literacy pedagogies within and beyond their schools. Findings contribute to literature in teacher education, early childhood education, and literacy.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75019893","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 : 2023-02-24DOI: 10.3102/00028312231152584
Nicholas Limerick
Indigenous education increasingly seeks to reclaim the institutions of state assimilation as spaces for the dissemination and support of localized forms of knowledge and language use and the valorization of alternative citizenship identities. In this study, I compare two schools in Ecuador to show how divergent ways of teaching Kichwa promote or reject state policies of language standardization and the kinds of citizens foregrounded by them. By comparing the schools’ approaches to teaching Kichwa, I call attention to linguistic registers as they carry out or contest predominant forms of citizenship. These examples provide a pathway to study inclusive language policies and classrooms and to understand the multiplicity of ways that citizenship manifestsin communication.
{"title":"Linguistic Registers and Citizenship Education: Divergent Approaches to Content, Instruction, Kichwa Use, and State Relationships in Ecuador’s Intercultural Bilingual Education","authors":"Nicholas Limerick","doi":"10.3102/00028312231152584","DOIUrl":"https://doi.org/10.3102/00028312231152584","url":null,"abstract":"Indigenous education increasingly seeks to reclaim the institutions of state assimilation as spaces for the dissemination and support of localized forms of knowledge and language use and the valorization of alternative citizenship identities. In this study, I compare two schools in Ecuador to show how divergent ways of teaching Kichwa promote or reject state policies of language standardization and the kinds of citizens foregrounded by them. By comparing the schools’ approaches to teaching Kichwa, I call attention to linguistic registers as they carry out or contest predominant forms of citizenship. These examples provide a pathway to study inclusive language policies and classrooms and to understand the multiplicity of ways that citizenship manifestsin communication.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74005377","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 : 2023-02-01DOI: 10.3102/00028312221150438
K. O’Meara, Lindsey L. Templeton, Damani K. White-Lewis, Dawn Culpepper, Julia L. Anderson
Efforts to mitigate bias in faculty hiring processes are well-documented in the literature. Yet, significant barriers to the hiring of racially minoritized and White women in many STEM fields remain. An underreported barrier to inclusive hiring is assessment of risk. Guided by theory from behavioral economics, social psychology, and decision-making, we examine the inner workings of five faculty search committees to understand how committee members identified and assessed risk with particular attention to assessments of risk that became intermingled with social biases. Committees identified and assessed five risks, including candidate interest, candidate disciplinary expertise, candidate competence, candidate collegiality, and the timing and oversight of the search process itself. We discuss implications of risk identification and assessment for effective and inclusive searches.
{"title":"The Safest Bet: Identifying and Assessing Risk in Faculty Selection","authors":"K. O’Meara, Lindsey L. Templeton, Damani K. White-Lewis, Dawn Culpepper, Julia L. Anderson","doi":"10.3102/00028312221150438","DOIUrl":"https://doi.org/10.3102/00028312221150438","url":null,"abstract":"Efforts to mitigate bias in faculty hiring processes are well-documented in the literature. Yet, significant barriers to the hiring of racially minoritized and White women in many STEM fields remain. An underreported barrier to inclusive hiring is assessment of risk. Guided by theory from behavioral economics, social psychology, and decision-making, we examine the inner workings of five faculty search committees to understand how committee members identified and assessed risk with particular attention to assessments of risk that became intermingled with social biases. Committees identified and assessed five risks, including candidate interest, candidate disciplinary expertise, candidate competence, candidate collegiality, and the timing and oversight of the search process itself. We discuss implications of risk identification and assessment for effective and inclusive searches.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76507180","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 : 2023-01-20DOI: 10.3102/00028312221144755
Ela Joshi
Reclassification is a crucial outcome for English learner (EL) students’ academic progress. Though ELs spend a large portion of their academic time with general education teachers, we know little about the role general education teachers play in developing ELs’ English language proficiency. Drawing from a longitudinal administrative dataset from Tennessee, this study uses discrete-time survival analysis to estimate the relationship between ELs’ likelihood of reclassification and characteristics of their general education English language arts (ELA) teachers in Grades 3–8. The study finds that several measures of teacher effectiveness consistently predict EL reclassification. Sensitivity and robustness checks substantiate these relationships. Findings have important policy implications for the identification and assignment of ELs to effective general education ELA teachers.
{"title":"Unpacking the Relationship Between Classroom Teacher Characteristics and Time to English Learner Reclassification","authors":"Ela Joshi","doi":"10.3102/00028312221144755","DOIUrl":"https://doi.org/10.3102/00028312221144755","url":null,"abstract":"Reclassification is a crucial outcome for English learner (EL) students’ academic progress. Though ELs spend a large portion of their academic time with general education teachers, we know little about the role general education teachers play in developing ELs’ English language proficiency. Drawing from a longitudinal administrative dataset from Tennessee, this study uses discrete-time survival analysis to estimate the relationship between ELs’ likelihood of reclassification and characteristics of their general education English language arts (ELA) teachers in Grades 3–8. The study finds that several measures of teacher effectiveness consistently predict EL reclassification. Sensitivity and robustness checks substantiate these relationships. Findings have important policy implications for the identification and assignment of ELs to effective general education ELA teachers.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79697273","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 : 2023-01-16DOI: 10.3102/00028312221134769
Kaylee T. Matheny, M. Thompson, Carrie Townley-Flores, Sean F. Reardon
We use data from the Stanford Education Data Archive to describe district-level trends in average academic achievement between 2009 and 2019. Although on average school districts’ test scores improved very modestly (by about 0.001 standard deviations per year), there is significant variation among districts. Moreover, we find that average test score disparities between nonpoor and poor students and between White and Black students are growing; those between White and Hispanic students are shrinking. We find no evidence of achievement-equity synergies or trade-offs: Improvements in overall achievement are uncorrelated with trends in achievement disparities. Finally, we find that the strongest predictors of achievement disparity trends are the levels and trends in within-district racial and socioeconomic segregation and changes in differential access to certified teachers.
{"title":"Uneven Progress: Recent Trends in Academic Performance Among U.S. School Districts","authors":"Kaylee T. Matheny, M. Thompson, Carrie Townley-Flores, Sean F. Reardon","doi":"10.3102/00028312221134769","DOIUrl":"https://doi.org/10.3102/00028312221134769","url":null,"abstract":"We use data from the Stanford Education Data Archive to describe district-level trends in average academic achievement between 2009 and 2019. Although on average school districts’ test scores improved very modestly (by about 0.001 standard deviations per year), there is significant variation among districts. Moreover, we find that average test score disparities between nonpoor and poor students and between White and Black students are growing; those between White and Hispanic students are shrinking. We find no evidence of achievement-equity synergies or trade-offs: Improvements in overall achievement are uncorrelated with trends in achievement disparities. Finally, we find that the strongest predictors of achievement disparity trends are the levels and trends in within-district racial and socioeconomic segregation and changes in differential access to certified teachers.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72884218","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 : 2023-01-09DOI: 10.3102/00028312221138267
Elisheva Cohen
This article examines the complex process of teachers’ care for students in contexts of inclusive refugee education in Jordan, where Syrian refugees and Jordanian students study together. I illustrate that while teachers’ caring practices represent efforts to support refugee students, they are limited by teachers’ inability to see the social, structural, and systemic power dynamics that restrict Syrian refugees, reifying unequal relations of power between refugees and nationals. National teachers are embedded in the social fabric of the societies in which they live and not impervious to the discriminatory attitudes towards refugees, thereby limiting the extent of their care. This article illuminates the complexity of inclusive refugee education and concludes with implications for teacher education and professional development.
{"title":"“We Aren’t Only Here to Teach”: Caring Practices of Teachers in the Context of Inclusive Refugee Education in Jordan","authors":"Elisheva Cohen","doi":"10.3102/00028312221138267","DOIUrl":"https://doi.org/10.3102/00028312221138267","url":null,"abstract":"This article examines the complex process of teachers’ care for students in contexts of inclusive refugee education in Jordan, where Syrian refugees and Jordanian students study together. I illustrate that while teachers’ caring practices represent efforts to support refugee students, they are limited by teachers’ inability to see the social, structural, and systemic power dynamics that restrict Syrian refugees, reifying unequal relations of power between refugees and nationals. National teachers are embedded in the social fabric of the societies in which they live and not impervious to the discriminatory attitudes towards refugees, thereby limiting the extent of their care. This article illuminates the complexity of inclusive refugee education and concludes with implications for teacher education and professional development.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75436436","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 : 2023-01-09DOI: 10.3102/00028312221147007
Adai A. Tefera, Alfredo J. Artiles, Catherine Kramarczuk Voulgarides, A. Aylward, Sarah Alvarado
We used a situated approach to examine the aftermath of citations for racial disparities in special education and discipline. The study was conducted in one suburban school district and examined staff’s interpretations and responses to multiple disproportionality citations. We found that historical, spatial, and sociocultural contexts mediated stakeholders’ interpretations and reactions to citations and the consequences of their responses. Our findings demonstrate how a history of race relations in the district and the community as well as spatial opportunity structures shaped disability and discipline racial disparities; the consequences of a damaged imagery for multiply marginalized youth and their families in explanations of disproportionality citations; and the shortcomings of the district’s symbolic and predominately color-evasive responses as a consequence of ambiguous federal and state policy mandates.
{"title":"The Aftermath of Disproportionality Citations: Situating Disability-Race Intersections in Historical, Spatial, and Sociocultural Contexts","authors":"Adai A. Tefera, Alfredo J. Artiles, Catherine Kramarczuk Voulgarides, A. Aylward, Sarah Alvarado","doi":"10.3102/00028312221147007","DOIUrl":"https://doi.org/10.3102/00028312221147007","url":null,"abstract":"We used a situated approach to examine the aftermath of citations for racial disparities in special education and discipline. The study was conducted in one suburban school district and examined staff’s interpretations and responses to multiple disproportionality citations. We found that historical, spatial, and sociocultural contexts mediated stakeholders’ interpretations and reactions to citations and the consequences of their responses. Our findings demonstrate how a history of race relations in the district and the community as well as spatial opportunity structures shaped disability and discipline racial disparities; the consequences of a damaged imagery for multiply marginalized youth and their families in explanations of disproportionality citations; and the shortcomings of the district’s symbolic and predominately color-evasive responses as a consequence of ambiguous federal and state policy mandates.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83706856","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 : 2022-12-29DOI: 10.3102/00028312221140026
Jessika H. Bottiani, Joseph M. Kush, Heather L. McDaniel, Elise T. Pas, Catherine P. Bradshaw
Challenges in the measurement of racial disparities in school discipline are a significant barrier to identifying policy and programmatic reforms that are effective at closing gaps. This article reviews key measurement issues and presents a set of empirical analyses as an illustrative case study. Specifically, we reframe the interpretation of discipline data in light of initiatives designed to reduce racial discipline disparities. We also characterize common metrics and recognize several additional ones for use in discipline disproportionality outcome evaluations. Leveraging a statewide policy reform as an example, we report findings from a quasi-experimental evaluation, which demonstrated that the various metrics can point to differing conclusions. We conclude with proposed guiding principles for the selection and use of discipline disproportionality metrics in evaluations.
{"title":"Are We Moving the Needle on Racial Disproportionality? Measurement Challenges in Evaluating School Discipline Reform","authors":"Jessika H. Bottiani, Joseph M. Kush, Heather L. McDaniel, Elise T. Pas, Catherine P. Bradshaw","doi":"10.3102/00028312221140026","DOIUrl":"https://doi.org/10.3102/00028312221140026","url":null,"abstract":"Challenges in the measurement of racial disparities in school discipline are a significant barrier to identifying policy and programmatic reforms that are effective at closing gaps. This article reviews key measurement issues and presents a set of empirical analyses as an illustrative case study. Specifically, we reframe the interpretation of discipline data in light of initiatives designed to reduce racial discipline disparities. We also characterize common metrics and recognize several additional ones for use in discipline disproportionality outcome evaluations. Leveraging a statewide policy reform as an example, we report findings from a quasi-experimental evaluation, which demonstrated that the various metrics can point to differing conclusions. We conclude with proposed guiding principles for the selection and use of discipline disproportionality metrics in evaluations.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75613945","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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