Pub Date : 2024-07-27DOI: 10.3102/00028312241257453
Wonsun Ryu, Lauren Schudde, Kimberly Pack-Cosme
Dual enrollment (DE)—where students earn college credits during high school—is expanding rapidly. To facilitate DE, institutional actors across K-12 schools and colleges must build or repurpose structures across separate organizations to determine course offerings, assignments, modality, and composition. Yet the organization and implications of those structures remain a black box. Using statewide administrative data from Texas, we describe DE coursetaking and course characteristics for traditional Texas public high school students and examine how DE course characteristics predict students’ course performance and subsequent college enrollment. Our descriptive analyses illuminate striking differences between academic and career and technical education DE, both in students’ backgrounds and course structures. Our regression analyses illustrate how several malleable DE course characteristics predict student outcomes.
双录取（DE）--即学生在高中阶段获得大学学分--正在迅速扩大。为了促进双录取，K-12 学校和学院的机构参与者必须建立或重新利用不同组织的结构，以确定课程设置、作业、模式和组成。然而，这些结构的组织和影响仍然是一个黑箱。利用得克萨斯州的全州行政数据，我们描述了得克萨斯州传统公立高中学生的 DE 课程选修情况和课程特点，并研究了 DE 课程特点如何预测学生的课程成绩和随后的大学入学率。我们的描述性分析揭示了学术类 DE 与职业技术教育类 DE 在学生背景和课程结构方面的显著差异。我们的回归分析表明了几种可塑的职业技术教育课程特征是如何预测学生成绩的。
{"title":"Dually Noted: Examining the Implications of Dual Enrollment Course Structure for Students’ Course and College Enrollment Outcomes","authors":"Wonsun Ryu, Lauren Schudde, Kimberly Pack-Cosme","doi":"10.3102/00028312241257453","DOIUrl":"https://doi.org/10.3102/00028312241257453","url":null,"abstract":"Dual enrollment (DE)—where students earn college credits during high school—is expanding rapidly. To facilitate DE, institutional actors across K-12 schools and colleges must build or repurpose structures across separate organizations to determine course offerings, assignments, modality, and composition. Yet the organization and implications of those structures remain a black box. Using statewide administrative data from Texas, we describe DE coursetaking and course characteristics for traditional Texas public high school students and examine how DE course characteristics predict students’ course performance and subsequent college enrollment. Our descriptive analyses illuminate striking differences between academic and career and technical education DE, both in students’ backgrounds and course structures. Our regression analyses illustrate how several malleable DE course characteristics predict student outcomes.","PeriodicalId":502612,"journal":{"name":"American Educational Research Journal","volume":"93 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-25DOI: 10.3102/00028312241262280
Christopher C. Martell, Robert Martinelle, Jennifer P. Chalmers
In this study, researchers used a longitudinal multisite qualitative cross-case study to examine the beliefs and practices of five beginning teachers related to critical historical inquiry. They collected interview, observation, and classroom artifact data over a 5-year period, from teacher preparation through the teachers’ 4th year in the classroom. Using critical theory as the frame, the researchers found that the beginning history teachers tended to move along two pedagogical continuums: one related to the criticality of content and the other related to didactic- or inquiry- based instruction. Teachers were more successful in engaging in critical historical inquiry practices if they had well-developed conceptual and practice tools and had opportunities to teach within school contexts that supported the use of critical historical inquiry.
{"title":"Becoming and Remaining (Un)Critical: A Longitudinal Study of Beginning History Teachers","authors":"Christopher C. Martell, Robert Martinelle, Jennifer P. Chalmers","doi":"10.3102/00028312241262280","DOIUrl":"https://doi.org/10.3102/00028312241262280","url":null,"abstract":"In this study, researchers used a longitudinal multisite qualitative cross-case study to examine the beliefs and practices of five beginning teachers related to critical historical inquiry. They collected interview, observation, and classroom artifact data over a 5-year period, from teacher preparation through the teachers’ 4th year in the classroom. Using critical theory as the frame, the researchers found that the beginning history teachers tended to move along two pedagogical continuums: one related to the criticality of content and the other related to didactic- or inquiry- based instruction. Teachers were more successful in engaging in critical historical inquiry practices if they had well-developed conceptual and practice tools and had opportunities to teach within school contexts that supported the use of critical historical inquiry.","PeriodicalId":502612,"journal":{"name":"American Educational Research Journal","volume":"55 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141802396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-20DOI: 10.3102/00028312241248513
J. Lincove, Jon Valant
Unified enrollment (UE) systems were designed to improve efficiency, equity, and transparency in school choice processes, but research has focused on efficiency gains. This study examines whether moving from decentralized enrollment processes to UE mitigates or exacerbates racial segregation that often occurs in choice systems. Specifically, we examine a subset of charter schools in New Orleans that had enrolled disproportionately high numbers of White students prior to entering UE. We find that UE entry was associated with increased enrollment of non-White students in these schools without offsetting declines in White enrollment, facilitated by schools also increasing total enrollment after entering UE. We find no meaningful impacts of UE on school accountability measures, student or teacher mobility, or student discipline.
{"title":"The Effects of Unified School Enrollment Systems on School Demographics and Outcomes: Evidence From New Orleans’ Transition to a Centralized School Lottery","authors":"J. Lincove, Jon Valant","doi":"10.3102/00028312241248513","DOIUrl":"https://doi.org/10.3102/00028312241248513","url":null,"abstract":"Unified enrollment (UE) systems were designed to improve efficiency, equity, and transparency in school choice processes, but research has focused on efficiency gains. This study examines whether moving from decentralized enrollment processes to UE mitigates or exacerbates racial segregation that often occurs in choice systems. Specifically, we examine a subset of charter schools in New Orleans that had enrolled disproportionately high numbers of White students prior to entering UE. We find that UE entry was associated with increased enrollment of non-White students in these schools without offsetting declines in White enrollment, facilitated by schools also increasing total enrollment after entering UE. We find no meaningful impacts of UE on school accountability measures, student or teacher mobility, or student discipline.","PeriodicalId":502612,"journal":{"name":"American Educational Research Journal","volume":"23 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141120058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Scalable and accessible professional development programs have the potential to address the opportunity gap many teachers experience. Yet many asynchronous online programs lack interaction with and timely feedback to teachers. We addressed this problem by developing a virtual, interactive program that uses intelligent tutoring systems to provide just‐in‐time feedback to teachers. We conducted a randomized controlled trial with teachers across the United States in which teachers were assigned to either this program or no additional training. We found that teachers who completed our program ( N = 29) used mathematically richer tasks and created a more coherent, connected learning environment for students to build conceptual understandings than did teachers who were in the business‐as‐usual condition ( N = 23).
{"title":"Improving Teaching at Scale: Can AI Be Incorporated Into Professional Development to Create Interactive, Personalized Learning for Teachers?","authors":"Yasemin Copur-Gencturk, Jingxian Li, Sebnem Atabas","doi":"10.3102/00028312241248514","DOIUrl":"https://doi.org/10.3102/00028312241248514","url":null,"abstract":"Scalable and accessible professional development programs have the potential to address the opportunity gap many teachers experience. Yet many asynchronous online programs lack interaction with and timely feedback to teachers. We addressed this problem by developing a virtual, interactive program that uses intelligent tutoring systems to provide just‐in‐time feedback to teachers. We conducted a randomized controlled trial with teachers across the United States in which teachers were assigned to either this program or no additional training. We found that teachers who completed our program ( N = 29) used mathematically richer tasks and created a more coherent, connected learning environment for students to build conceptual understandings than did teachers who were in the business‐as‐usual condition ( N = 23).","PeriodicalId":502612,"journal":{"name":"American Educational Research Journal","volume":"40 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140970470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-11DOI: 10.3102/00028312241231512
Liang Zhang, Xiangmin Liu, Yitong Hu
Using data collected from more than 5.8 million high school and college graduates ages 18 to 65 years who participated in the American Community Survey between 2009 and 2021, the authors estimate the internal rates of return (IRRs) for individuals with college degrees in 10 broad majors compared with high school graduates. The analysis shows significant differences in the age-earnings trajectories and IRRs across college majors. Furthermore, quantile regression analyses show that IRR is generally higher at the high end of the earnings distribution compared with the low end. Finally, the authors observed a slight decrease in IRR during the study period, which is consistent with the flattening and even decline in college wage premiums following the 2008 Great Recession.
{"title":"Degrees of Return: Estimating Internal Rates of Return for College Majors Using Quantile Regression","authors":"Liang Zhang, Xiangmin Liu, Yitong Hu","doi":"10.3102/00028312241231512","DOIUrl":"https://doi.org/10.3102/00028312241231512","url":null,"abstract":"Using data collected from more than 5.8 million high school and college graduates ages 18 to 65 years who participated in the American Community Survey between 2009 and 2021, the authors estimate the internal rates of return (IRRs) for individuals with college degrees in 10 broad majors compared with high school graduates. The analysis shows significant differences in the age-earnings trajectories and IRRs across college majors. Furthermore, quantile regression analyses show that IRR is generally higher at the high end of the earnings distribution compared with the low end. Finally, the authors observed a slight decrease in IRR during the study period, which is consistent with the flattening and even decline in college wage premiums following the 2008 Great Recession.","PeriodicalId":502612,"journal":{"name":"American Educational Research Journal","volume":"10 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140252510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-26DOI: 10.3102/00028312231214477
Roderick L. Carey
Black and Latinx adolescent boys from economically stratified communities face pervasive societal inequities and, therefore, deserve more responsive school supports to determine and actualize postsecondary pathways. For insights into how such students conceptualize their futures and their school’s role in facilitating this process, this ethnographic study investigated one urban school’s college-going culture and its impact on shaping what the author calls participants’ postsecondary future selves. This theoretical approach encompasses three domains: college (i.e., postsecondary education), career (i.e., post-college employment trajectory), and condition (i.e., expected financial stability, relational and familial prospects, future living arrangements, happiness, and joy). Implications suggest that college-going school practitioners widen supports so students can imagine and envision how college ambitions align with career and condition goals.
{"title":"The Postsecondary Future Selves of Black and Latinx Boys: A Case for Cultivating More Expansive Supports in College-Going Schools","authors":"Roderick L. Carey","doi":"10.3102/00028312231214477","DOIUrl":"https://doi.org/10.3102/00028312231214477","url":null,"abstract":"Black and Latinx adolescent boys from economically stratified communities face pervasive societal inequities and, therefore, deserve more responsive school supports to determine and actualize postsecondary pathways. For insights into how such students conceptualize their futures and their school’s role in facilitating this process, this ethnographic study investigated one urban school’s college-going culture and its impact on shaping what the author calls participants’ postsecondary future selves. This theoretical approach encompasses three domains: college (i.e., postsecondary education), career (i.e., post-college employment trajectory), and condition (i.e., expected financial stability, relational and familial prospects, future living arrangements, happiness, and joy). Implications suggest that college-going school practitioners widen supports so students can imagine and envision how college ambitions align with career and condition goals.","PeriodicalId":502612,"journal":{"name":"American Educational Research Journal","volume":"8 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139155402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-29DOI: 10.3102/00028312231208956
Virginia S. Lovison, Cecilia Hyunjung Mo
Inadequate compensation is often viewed as the root of teacher workforce challenges despite teacher reports that working conditions matter more. Using an original discrete choice experiment with a national sample of 1,030 U.S. teachers, we found that support staff—special education specialists, counselors, and nurses—play an essential role in shaping teachers’ employment preferences. Teachers value access to these support staff more than they value a 10% increase to their own salary. We also assessed teachers’ preferences regarding childcare subsidies and find that teachers treat a 10% salary increase and a childcare benefit of similar value as near perfect substitutes. To test the durability of these findings, we replicated our study 2 years later and found nearly identical results.
{"title":"Investing in the Teacher Workforce: Experimental Evidence on Teachers’ Preferences","authors":"Virginia S. Lovison, Cecilia Hyunjung Mo","doi":"10.3102/00028312231208956","DOIUrl":"https://doi.org/10.3102/00028312231208956","url":null,"abstract":"Inadequate compensation is often viewed as the root of teacher workforce challenges despite teacher reports that working conditions matter more. Using an original discrete choice experiment with a national sample of 1,030 U.S. teachers, we found that support staff—special education specialists, counselors, and nurses—play an essential role in shaping teachers’ employment preferences. Teachers value access to these support staff more than they value a 10% increase to their own salary. We also assessed teachers’ preferences regarding childcare subsidies and find that teachers treat a 10% salary increase and a childcare benefit of similar value as near perfect substitutes. To test the durability of these findings, we replicated our study 2 years later and found nearly identical results.","PeriodicalId":502612,"journal":{"name":"American Educational Research Journal","volume":"356 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139211107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-27DOI: 10.3102/00028312231208687
Andre Nickow, Philip Oreopoulos, Vincent Quan
Tutoring ranks among the most versatile and potentially transformative educational tools available. Dozens of randomized experiments have evaluated preK–12 tutoring programs, varying widely in approaches, contexts, and costs. This article presents results from a systematic review and meta-analysis of tutoring field experiments. We develop a framework for understanding variation in tutoring program impact and examine effect sizes (ESs) across a range of characteristics. We find that tutoring programs yield consistently substantial positive impacts on learning, with an overall pooled ES of 0.288 SD (SE = 0.029, p < .001). ESs tend to be largest for programs that use teachers or paraprofessionals as tutors, are held in earlier grades, occur at least 3 days per week, and are held during school.
辅导是目前最通用、最具变革潜力的教育工具之一。数十项随机实验对学前班至 12 年级的辅导项目进行了评估，这些项目在方法、环境和成本方面差异很大。本文介绍了对辅导实地实验进行系统回顾和元分析的结果。我们建立了一个框架来理解辅导计划影响的变化，并考察了一系列特征的效应大小（ES）。我们发现，辅导计划对学习产生了持续的实质性积极影响，总体汇总 ES 为 0.288 SD（SE = 0.029，p < .001）。使用教师或辅助专业人员作为辅导教师、在低年级开展、每周至少开展 3 天且在学校期间开展的辅导项目，其 ES 值往往最大。
{"title":"The Promise of Tutoring for PreK–12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence","authors":"Andre Nickow, Philip Oreopoulos, Vincent Quan","doi":"10.3102/00028312231208687","DOIUrl":"https://doi.org/10.3102/00028312231208687","url":null,"abstract":"Tutoring ranks among the most versatile and potentially transformative educational tools available. Dozens of randomized experiments have evaluated preK–12 tutoring programs, varying widely in approaches, contexts, and costs. This article presents results from a systematic review and meta-analysis of tutoring field experiments. We develop a framework for understanding variation in tutoring program impact and examine effect sizes (ESs) across a range of characteristics. We find that tutoring programs yield consistently substantial positive impacts on learning, with an overall pooled ES of 0.288 SD (SE = 0.029, p < .001). ESs tend to be largest for programs that use teachers or paraprofessionals as tutors, are held in earlier grades, occur at least 3 days per week, and are held during school.","PeriodicalId":502612,"journal":{"name":"American Educational Research Journal","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139230712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-24DOI: 10.3102/00028312231208675
M. Shen, D. French
This study applied Simulation Investigation for Empirical Network Analysis to disentangle friendship selection and influence regarding the academic achievement of Chinese adolescents in a 3-year longitudinal study of 880 middle school students (400 girls, Year 1 mean age = 13.33) and 525 high school students (284 girls, mean age = 16.45). Both peer selection and influence effects were obtained. Chinese adolescents preferred friendships with similarly achieving or higher achieving peers but avoided friendships with lower achieving peers. They increased achievement when they befriended high-achieving peers but decreased achievement when they befriended low-achieving peers. Influence but not selection was stronger for middle school students than for high school students. The results may be a function of the importance of academic success for Chinese students.
{"title":"Peer Relationships and Chinese Adolescents’ Academic Achievement: Selection and Influence","authors":"M. Shen, D. French","doi":"10.3102/00028312231208675","DOIUrl":"https://doi.org/10.3102/00028312231208675","url":null,"abstract":"This study applied Simulation Investigation for Empirical Network Analysis to disentangle friendship selection and influence regarding the academic achievement of Chinese adolescents in a 3-year longitudinal study of 880 middle school students (400 girls, Year 1 mean age = 13.33) and 525 high school students (284 girls, mean age = 16.45). Both peer selection and influence effects were obtained. Chinese adolescents preferred friendships with similarly achieving or higher achieving peers but avoided friendships with lower achieving peers. They increased achievement when they befriended high-achieving peers but decreased achievement when they befriended low-achieving peers. Influence but not selection was stronger for middle school students than for high school students. The results may be a function of the importance of academic success for Chinese students.","PeriodicalId":502612,"journal":{"name":"American Educational Research Journal","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139240679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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