Pub Date : 2024-02-13DOI: 10.3102/01623737231202469
T. P. Nichols, Ezekiel Dixon-Román
This article develops a framework for understanding and analyzing the intermediary work of platform technologies, and their owners, as an emerging form of platform governance in educational systems. Our investigation is guided by two questions: (a) How do platform technologies shape policy by brokering relations among commercial, technical, and educational actors? And (b) how might these relations contribute to, or compromise, educational equity as they are folded into existing governance regimes? We address these questions by bringing together two critical orientations—critical policy analysis and critical platform studies—to map the power and politics of platformization in and across education systems.
{"title":"Platform Governance and Education Policy: Power and Politics in Emerging Edtech Ecologies","authors":"T. P. Nichols, Ezekiel Dixon-Román","doi":"10.3102/01623737231202469","DOIUrl":"https://doi.org/10.3102/01623737231202469","url":null,"abstract":"This article develops a framework for understanding and analyzing the intermediary work of platform technologies, and their owners, as an emerging form of platform governance in educational systems. Our investigation is guided by two questions: (a) How do platform technologies shape policy by brokering relations among commercial, technical, and educational actors? And (b) how might these relations contribute to, or compromise, educational equity as they are folded into existing governance regimes? We address these questions by bringing together two critical orientations—critical policy analysis and critical platform studies—to map the power and politics of platformization in and across education systems.","PeriodicalId":508380,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"34 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139841051","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 : 2024-02-13DOI: 10.3102/01623737231213040
Tasminda K. Dhaliwal, Jerome Graham, Yi-Chih Chiang, Andrew S. Johnson
Corporal punishment (CP), or inflicting pain through spanking, hitting, and paddling, is still legally sanctioned and exercised in U.S. schools. We use critical discourse analysis and draw on state policy documents and data from the Office of Civil Rights to investigate which discourses pervade policy texts and how CP is practiced. These sources reveal discourses relating to morality, delinquency, and authority that draw on ideas associated with power, punishment, and control. Across all these discourses, we find color-evasive and deficit language to justify CP practices that are disproportionally applied to minoritized students. We conclude with policy implications for CP and school discipline more broadly.
{"title":"Spare the Rod, Spoil the Child? A Critical Discourse Analysis of State Corporal Punishment Policies and Practices","authors":"Tasminda K. Dhaliwal, Jerome Graham, Yi-Chih Chiang, Andrew S. Johnson","doi":"10.3102/01623737231213040","DOIUrl":"https://doi.org/10.3102/01623737231213040","url":null,"abstract":"Corporal punishment (CP), or inflicting pain through spanking, hitting, and paddling, is still legally sanctioned and exercised in U.S. schools. We use critical discourse analysis and draw on state policy documents and data from the Office of Civil Rights to investigate which discourses pervade policy texts and how CP is practiced. These sources reveal discourses relating to morality, delinquency, and authority that draw on ideas associated with power, punishment, and control. Across all these discourses, we find color-evasive and deficit language to justify CP practices that are disproportionally applied to minoritized students. We conclude with policy implications for CP and school discipline more broadly.","PeriodicalId":508380,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"584 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139841298","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 : 2024-02-05DOI: 10.3102/01623737231221503
Yusuf Canbolat
Many schools across the United States use the Early Warning System (EWS) to identify chronically absent students on time and intervene. The prediction power of the EWS is well examined but more evidence is needed about their effectiveness at reducing student absence. This study examines the effect of EWS on student absence in a large urban school district using a multiple-cutoff regression discontinuity design. Findings indicate that EWS reduces chronic absence among socioeconomically advantaged students. However, it has no significant effect on chronic absence among socioeconomically disadvantaged students. Furthermore, EWS has no significant effect on moderate absence. These results suggest that schools should consider social and institutional barriers to improving attendance, especially among socioeconomically disadvantaged students.
{"title":"Early Warning for Whom? Regression Discontinuity Evidence From the Effect of Early Warning System on Student Absence","authors":"Yusuf Canbolat","doi":"10.3102/01623737231221503","DOIUrl":"https://doi.org/10.3102/01623737231221503","url":null,"abstract":"Many schools across the United States use the Early Warning System (EWS) to identify chronically absent students on time and intervene. The prediction power of the EWS is well examined but more evidence is needed about their effectiveness at reducing student absence. This study examines the effect of EWS on student absence in a large urban school district using a multiple-cutoff regression discontinuity design. Findings indicate that EWS reduces chronic absence among socioeconomically advantaged students. However, it has no significant effect on chronic absence among socioeconomically disadvantaged students. Furthermore, EWS has no significant effect on moderate absence. These results suggest that schools should consider social and institutional barriers to improving attendance, especially among socioeconomically disadvantaged students.","PeriodicalId":508380,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"47 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139865260","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 : 2024-02-05DOI: 10.3102/01623737231221503
Yusuf Canbolat
Many schools across the United States use the Early Warning System (EWS) to identify chronically absent students on time and intervene. The prediction power of the EWS is well examined but more evidence is needed about their effectiveness at reducing student absence. This study examines the effect of EWS on student absence in a large urban school district using a multiple-cutoff regression discontinuity design. Findings indicate that EWS reduces chronic absence among socioeconomically advantaged students. However, it has no significant effect on chronic absence among socioeconomically disadvantaged students. Furthermore, EWS has no significant effect on moderate absence. These results suggest that schools should consider social and institutional barriers to improving attendance, especially among socioeconomically disadvantaged students.
{"title":"Early Warning for Whom? Regression Discontinuity Evidence From the Effect of Early Warning System on Student Absence","authors":"Yusuf Canbolat","doi":"10.3102/01623737231221503","DOIUrl":"https://doi.org/10.3102/01623737231221503","url":null,"abstract":"Many schools across the United States use the Early Warning System (EWS) to identify chronically absent students on time and intervene. The prediction power of the EWS is well examined but more evidence is needed about their effectiveness at reducing student absence. This study examines the effect of EWS on student absence in a large urban school district using a multiple-cutoff regression discontinuity design. Findings indicate that EWS reduces chronic absence among socioeconomically advantaged students. However, it has no significant effect on chronic absence among socioeconomically disadvantaged students. Furthermore, EWS has no significant effect on moderate absence. These results suggest that schools should consider social and institutional barriers to improving attendance, especially among socioeconomically disadvantaged students.","PeriodicalId":508380,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139805416","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 : 2024-01-22DOI: 10.3102/01623737231217983
Eupha Jeanne Daramola
This comparative case study examines two out-of-system education programs created by Black community organizers during the 2020–2021 school year. Applying a unique framework based on the Black radical imagination, I examine how the communities experienced these programs and the potential of the programs to shape advocacy and local policy reforms. This critical policy analysis expands our understating of how racially minoritized communities build political power in education systems and offers educators, policymakers, and researchers guidance for advancing racially just policy change at the local level.
{"title":"Racially Just Policy Change: Examining the Consequences of Black Education Imaginaries for K–12 Policy","authors":"Eupha Jeanne Daramola","doi":"10.3102/01623737231217983","DOIUrl":"https://doi.org/10.3102/01623737231217983","url":null,"abstract":"This comparative case study examines two out-of-system education programs created by Black community organizers during the 2020–2021 school year. Applying a unique framework based on the Black radical imagination, I examine how the communities experienced these programs and the potential of the programs to shape advocacy and local policy reforms. This critical policy analysis expands our understating of how racially minoritized communities build political power in education systems and offers educators, policymakers, and researchers guidance for advancing racially just policy change at the local level.","PeriodicalId":508380,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"42 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139606940","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 : 2024-01-22DOI: 10.3102/01623737231221155
R. Vue, Katrya Txay Ly, Tori Porter, Ariana Aparicio Aguilar
Recent attacks on critical race theory (CRT) aim to limit discussion and understanding of race (and its intersection with class, gender, and power). Racial dialogues can be uncomfortable for those who benefit from power, suggesting that resistance to CRT or any discussion of race and power in education is rooted in emotions. This study examines the role of racialized emotions in public policy discourse that surrounds CRT bans in education that have been proposed, and in many cases, passed across the United States. Focusing on four early-adopting states of the bans, the findings reveal how emotionalities of whiteness are tacitly endorsed, invited, and animated within racialized politics, as well as how these emotionalities might be disrupted.
{"title":"Feeling the Threat of Race in Education: Exploring the Cultural Politics of Emotions in CRT-Ban Political Discourses","authors":"R. Vue, Katrya Txay Ly, Tori Porter, Ariana Aparicio Aguilar","doi":"10.3102/01623737231221155","DOIUrl":"https://doi.org/10.3102/01623737231221155","url":null,"abstract":"Recent attacks on critical race theory (CRT) aim to limit discussion and understanding of race (and its intersection with class, gender, and power). Racial dialogues can be uncomfortable for those who benefit from power, suggesting that resistance to CRT or any discussion of race and power in education is rooted in emotions. This study examines the role of racialized emotions in public policy discourse that surrounds CRT bans in education that have been proposed, and in many cases, passed across the United States. Focusing on four early-adopting states of the bans, the findings reveal how emotionalities of whiteness are tacitly endorsed, invited, and animated within racialized politics, as well as how these emotionalities might be disrupted.","PeriodicalId":508380,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"12 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139607403","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 : 2024-01-22DOI: 10.3102/01623737231212168
Christine Zabala-Eisshofer, Kate Somerville, Kathryn Wiley
School resources officers (SROs) have increasingly become a staple in United States K–12 schools, and research on their roles and efficacy is prevalent. However, policy recommendations, when left unexamined, may perpetuate majoritarian narratives that harm marginalized students. This project investigates the majoritarian and counternarratives surrounding policy recommendations for SRO programs. Analyzing policy recommendations in 100 peer-reviewed articles, we find that most articles recommend reform or retention of SROs regardless of study findings—recommendations rooted in majoritarian narratives about the necessity and benevolence of SROs. Counternarratives, which view harm done to students as a potential reason to remove SROs entirely or reduce their use in schools, are much less common in the literature.
{"title":"Recommending Reform: A Critical Race and Critical Policy Analysis of Research Recommendations About Resource Officers","authors":"Christine Zabala-Eisshofer, Kate Somerville, Kathryn Wiley","doi":"10.3102/01623737231212168","DOIUrl":"https://doi.org/10.3102/01623737231212168","url":null,"abstract":"School resources officers (SROs) have increasingly become a staple in United States K–12 schools, and research on their roles and efficacy is prevalent. However, policy recommendations, when left unexamined, may perpetuate majoritarian narratives that harm marginalized students. This project investigates the majoritarian and counternarratives surrounding policy recommendations for SRO programs. Analyzing policy recommendations in 100 peer-reviewed articles, we find that most articles recommend reform or retention of SROs regardless of study findings—recommendations rooted in majoritarian narratives about the necessity and benevolence of SROs. Counternarratives, which view harm done to students as a potential reason to remove SROs entirely or reduce their use in schools, are much less common in the literature.","PeriodicalId":508380,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"17 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139607764","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 : 2024-01-16DOI: 10.3102/01623737231212163
Ishtiaque Fazlul, C. Koedel, E. Parsons
Measures of student disadvantage—or risk—are critical components of equity-focused education policies. However, the risk measures used in contemporary policies have significant limitations, and despite continued advances in data infrastructure and analytic capacity, there has been little innovation in these measures for decades. We develop a new measure of student risk for use in education policies, which we call Predicted Academic Performance (PAP). PAP is a flexible, data-rich indicator that identifies students at risk of poor academic outcomes. It blends concepts from emerging early warning systems with principles of incentive design to balance the competing priorities of accurate risk measurement and suitability for policy use. In proof-of-concept policy simulations using data from Missouri, we show PAP is more effective than common alternatives at identifying students who are at risk of poor academic outcomes and can be used to target resources toward these students—and students who belong to several other associated risk categories—more efficiently.
衡量学生劣势（或风险）是注重公平的教育政策的重要组成部分。然而，当代政策中使用的风险衡量标准有很大的局限性，尽管数据基础设施和分析能力不断进步，但几十年来这些衡量标准几乎没有创新。我们开发了一种新的衡量学生风险的指标，用于教育政策中，我们称之为 "预测学业成绩"（PAP）。PAP 是一个灵活的、数据丰富的指标，可识别面临不良学业成绩风险的学生。它融合了新兴预警系统的概念和激励设计的原则，以平衡风险测量的准确性和政策使用的适宜性这两个相互竞争的优先事项。在使用密苏里州数据进行的概念验证政策模拟中，我们发现 PAP 在识别学业成绩不良风险学生方面比普通替代指标更有效，并且可以更高效地将资源用于这些学生以及属于其他几个相关风险类别的学生。
{"title":"Using Predicted Academic Performance to Identify At-Risk Students in Public Schools","authors":"Ishtiaque Fazlul, C. Koedel, E. Parsons","doi":"10.3102/01623737231212163","DOIUrl":"https://doi.org/10.3102/01623737231212163","url":null,"abstract":"Measures of student disadvantage—or risk—are critical components of equity-focused education policies. However, the risk measures used in contemporary policies have significant limitations, and despite continued advances in data infrastructure and analytic capacity, there has been little innovation in these measures for decades. We develop a new measure of student risk for use in education policies, which we call Predicted Academic Performance (PAP). PAP is a flexible, data-rich indicator that identifies students at risk of poor academic outcomes. It blends concepts from emerging early warning systems with principles of incentive design to balance the competing priorities of accurate risk measurement and suitability for policy use. In proof-of-concept policy simulations using data from Missouri, we show PAP is more effective than common alternatives at identifying students who are at risk of poor academic outcomes and can be used to target resources toward these students—and students who belong to several other associated risk categories—more efficiently.","PeriodicalId":508380,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139619079","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 : 2024-01-15DOI: 10.3102/01623737231218735
L. D. Pham, Gage F. Matthews, Timothy A. Drake
Although multiple studies have examined the impact of school turnaround, less is known about reforms under the Every Student Succeeds Act (ESSA). To advance this literature, we examine North Carolina’s Restart (NCR) model. NCR aligns with ESSA by giving school leaders increased flexibility. Also, NCR differs from previous turnaround models by repackaging a traditionally sanction-based approach to instead motivate school leaders with increased autonomy. Using comparative interrupted time series models, we find positive NCR effects in math, but not in English Language Arts or on nontest-based student outcomes. Also, nearly a quarter of the positive NCR effect can be explained by decreased teacher and principal turnover. These results provide evidence to support current shifts toward reform models featuring local autonomy.
尽管已有多项研究探讨了学校转机的影响，但人们对根据《每个学生都能成功法案》（ESSA）进行的改革却知之甚少。为了推动这方面的研究，我们研究了北卡罗来纳州的 "重新开始"（NCR）模式。NCR 与 ESSA 保持一致，给予学校领导更多的灵活性。此外，NCR 与以往的扭转局面模式不同，它重新包装了传统的以制裁为基础的方法，转而以更大的自主权来激励学校领导。通过比较中断时间序列模型，我们发现 NCR 在数学方面产生了积极影响，但在英语语言艺术或非基于测试的学生成绩方面却没有。此外，近四分之一的 NCR 正效应可以用教师和校长流动率下降来解释。这些结果为当前转向以地方自治为特色的改革模式提供了证据支持。
{"title":"Beyond Prescriptive Reforms: An Examination of North Carolina’s Flexible School Restart Program","authors":"L. D. Pham, Gage F. Matthews, Timothy A. Drake","doi":"10.3102/01623737231218735","DOIUrl":"https://doi.org/10.3102/01623737231218735","url":null,"abstract":"Although multiple studies have examined the impact of school turnaround, less is known about reforms under the Every Student Succeeds Act (ESSA). To advance this literature, we examine North Carolina’s Restart (NCR) model. NCR aligns with ESSA by giving school leaders increased flexibility. Also, NCR differs from previous turnaround models by repackaging a traditionally sanction-based approach to instead motivate school leaders with increased autonomy. Using comparative interrupted time series models, we find positive NCR effects in math, but not in English Language Arts or on nontest-based student outcomes. Also, nearly a quarter of the positive NCR effect can be explained by decreased teacher and principal turnover. These results provide evidence to support current shifts toward reform models featuring local autonomy.","PeriodicalId":508380,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139622961","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 : 2024-01-08DOI: 10.3102/01623737231217683
M. Spiegel, Leah R. Clark, T. Domina, Vitaly Radsky, Paul Y. Yoo, Andrew Penner
Many educational policies hinge on the valid measurement of student economic disadvantage at the school level. Measures based on free and reduced-price lunch enrollment are used widely. However, recent research raises questions about their reliability, particularly following the introduction of universal free lunch in certain schools and districts. Using unique data linking the universe of students in Oregon public schools to IRS tax records and other data housed at the U.S. Census Bureau, we provide the first examination of how well different measures capture school economic disadvantage. We find that, in Oregon, direct certification provides the best widely available measure, both over time and across the distribution of school economic disadvantage. By contrast, neighborhood-based measures consistently perform relatively poorly.
{"title":"Measuring School Economic Disadvantage","authors":"M. Spiegel, Leah R. Clark, T. Domina, Vitaly Radsky, Paul Y. Yoo, Andrew Penner","doi":"10.3102/01623737231217683","DOIUrl":"https://doi.org/10.3102/01623737231217683","url":null,"abstract":"Many educational policies hinge on the valid measurement of student economic disadvantage at the school level. Measures based on free and reduced-price lunch enrollment are used widely. However, recent research raises questions about their reliability, particularly following the introduction of universal free lunch in certain schools and districts. Using unique data linking the universe of students in Oregon public schools to IRS tax records and other data housed at the U.S. Census Bureau, we provide the first examination of how well different measures capture school economic disadvantage. We find that, in Oregon, direct certification provides the best widely available measure, both over time and across the distribution of school economic disadvantage. By contrast, neighborhood-based measures consistently perform relatively poorly.","PeriodicalId":508380,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"16 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139445729","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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