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Educational Researcher
Journal Prestige (SJR): 3.473
Citation Impact (citeScore): 5
Number of Followers: 168  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0013-189X - ISSN (Online) 1935-102X
Published by Sage Publications Homepage  [1079 journals]
  • Fourteenth Annual Brown Lecture in Education Research: Reenvisioning
           
    • Authors: Alfredo J. Artiles
      Pages: 325 - 335
      Abstract: Educational Researcher, Volume 48, Issue 6, Page 325-335, August/September 2019.
      I engage longstanding challenges and risks associated with conducting and using research on complex equity problems. I engage these challenges in the context of research on disability identification disparities, which have been historically intertwined with particular identity markers (e.g., race, social class, gender, language). Some of these tensions revolve around knowledge production, the nuances of representation, and the identities of oppressed groups. I critique traditional research on disability identification disparities and outline guiding principles for the next generation of equity research. First, future research on disability intersections must rely on historical epistemologies to honor the complexities of equity in worlds of difference. Second, the next generation of research must produce alternative interdisciplinary re-presentations of disability intersections.
      Citation: Educational Researcher
      PubDate: 2019-09-05T06:58:06Z
      DOI: 10.3102/0013189X19871949
       
  • Examining DACA Students’ Financial Experiences in College
    • Authors: Erica Regan, Anne McDaniel
      Abstract: Educational Researcher, Ahead of Print.
      This study aims to gain a greater understanding of the financial experiences of students with Deferred Action for Childhood Arrival (DACA) status enrolled in college. The study uses a data set that includes 317 self-identified DACA college students enrolled in 65 two- and four-year institutions nationwide, one of the largest samples of DACA students available. Results suggest that DACA students have higher levels of financial stress than their non-DACA counterparts but report similar levels of optimism about their own financial futures.
      Citation: Educational Researcher
      PubDate: 2019-09-13T07:22:24Z
      DOI: 10.3102/0013189X19875452
       
  • Not Just Generalizability: A Case for Multifaceted Latent Trait Models in
           Teacher Observation Systems
    • Authors: Stefanie A. Wind, Eli Jones
      Abstract: Educational Researcher, Ahead of Print.
      Teacher evaluation systems often include classroom observations in which raters use rating scales to evaluate teachers’ effectiveness. Recently, researchers have promoted the use of multifaceted approaches to investigating reliability using Generalizability theory, instead of rater reliability statistics. Generalizability theory allows analysts to quantify the contribution of multiple sources of variance (e.g., raters and tasks) to measurement error. We used data from a teacher evaluation system to illustrate another multifaceted approach that provides additional indicators of the quality of observational systems. We show how analysts can use Many-Facet Rasch models to identify and control for differences in rater severity, identify idiosyncratic ratings associated with various facets, and evaluate rating scale functioning. We discuss implications for research and practice in teacher evaluation.
      Citation: Educational Researcher
      PubDate: 2019-09-12T09:27:29Z
      DOI: 10.3102/0013189X19874084
       
  • The Price of Mission Complexity: A National Study of the Impact of
           Community College Baccalaureate Adoption on Tuition and Fees
    • Authors: Justin C. Ortagus, Xiaodan Hu
      Abstract: Educational Researcher, Ahead of Print.
      The traditional mission of community colleges is rooted in the provision of sub-baccalaureate education at a low price, but a total of 19 states have changed their legislative policies and currently allow community colleges to offer community college baccalaureate (CCB) degree programs. This study examines the impact of CCB adoption on the tuition and fees at CCB-adopting institutions. We leverage a novel national dataset and employ a difference-in-differences regression approach to find that CCB adoption is associated with increases in tuition and fees at public community colleges.
      Citation: Educational Researcher
      PubDate: 2019-09-12T05:14:49Z
      DOI: 10.3102/0013189X19872494
       
  • Rookie Mistakes: The Interplay of Teacher Experience and Racial
           Representation
    • Authors: Katie Vinopal, Stephen B. Holt
      Abstract: Educational Researcher, Ahead of Print.
      A growing body of research has documented the important benefits teachers of color bring to students of color, including higher expectations. Separately, researchers have shown that teachers improve student achievement with increasing effectiveness over their careers. We bridge these two streams of research by examining the extent to which teachers’ perceptions of racially dissimilar students vary by experience in the teaching profession. Using nationally representative data, we show that while the expectations gap between non-Black and Black teachers regarding Black students’ academic potential persists regardless of experience, the gap is much larger among first year teachers. We demonstrate that non-Black teachers with more than one year of experience have higher expectations of Black students than non-Black rookie teachers, and perhaps surprisingly, Black teachers with more than one year of experience have lower expectations of Black students compared to rookie Black teachers. We do not find such results for Latino/a students. We discuss the implications of these results for both research and practice.
      Citation: Educational Researcher
      PubDate: 2019-09-11T11:00:01Z
      DOI: 10.3102/0013189X19867699
       
  • Racial and Ethnic Discrimination in the Labor Market for Child Care
           Teachers
    • Authors: Casey Boyd-Swan, Chris M. Herbst
      Abstract: Educational Researcher, Ahead of Print.
      This article examines racial and ethnic discrimination in the child care teacher hiring process. We construct a unique data set that combines a résumé audit study of center-based providers with a follow-up survey of those in the original audit sample. Fictitious résumés were randomly assigned White-, Black-, and Hispanic-sounding names and submitted in response to real teacher job advertisements. The survey was then administered to capture the characteristics of children, teachers, and administrators within the center. These data reveal three key results. First, we find robust evidence of discrimination: Black and Hispanic applicants receive significantly fewer interview requests than observationally equivalent Whites. Second, our results are consistent with a model of customer discrimination: The racial and ethnic composition of the center’s customer base is correlated with the characteristics of job seekers receiving an interview. Finally, we show that states’ child care regulations mitigate the racial and ethnic gap in interview requests.
      Citation: Educational Researcher
      PubDate: 2019-09-09T06:29:20Z
      DOI: 10.3102/0013189X19867941
       
  • How Much Should We Rely on Student Test Achievement as a Measure of
           Success'
    • Authors: Dan Goldhaber, Umut Özek
      Abstract: Educational Researcher, Ahead of Print.
      The use of test scores as a performance measure in high-stakes educational accountability has become increasingly popular since the enactment of the No Child Left Behind Act of 2001 (NCLB), which imposed sanctions such as the threat of losing federal funds unless a state implemented a school accountability system that measures student progress continuously. Since then, many in the education community have questioned whether differences in student test scores reflect actual discrepancies in the long-term well-being of individuals. In this review, we try to address this question in the light of the extant literature that examines the relationship between test scores and later life outcomes. We show that while there are certainly studies that contradict the causality of this relationship, there is also abundant evidence suggesting a causal link between test scores and later life outcomes. We conclude that any debate about the use of test scores in educational accountability (1) should be framed by use of all relevant empirical evidence, (2) should also consider the predictive validity of nontest measures of student success, and (3) should keep in mind that the predictive validity of test scores could be stronger in some contexts than others.
      Citation: Educational Researcher
      PubDate: 2019-09-06T05:47:29Z
      DOI: 10.3102/0013189X19874061
       
  • Toward a Synergistic Model for Improving the Use of Research in
           Court-Driven Educational Reform: Examining Gary B. v. Snyder and Literacy
           Improvement in Detroit
    • Authors: Benjamin Michael Superfine, Susan R. Goldman, Meagan S. Richard
      Abstract: Educational Researcher, Ahead of Print.
      Gary B. v. Snyder, a federal class action lawsuit originally filed in September 2016, is one of the most recent and high-profile entrants into the line of cases involving large-scale education reform. In this case, seven students from traditional public schools and charter schools in Detroit sued various Michigan state officials, arguing that the U.S. Constitution includes a fundamental right of access to literacy and that the state had denied them this right. Although the federal trial court in Detroit that initially heard the case found that students were not denied their right of access to literacy by the state, the plaintiffs appealed the case, and it is now being considered in the Sixth Circuit Court of Appeals. Given the difficulties that have historically emerged with court-driven education reform, we examine the opportunities and challenges inherent in Gary B. to provide insight into the prospects of Gary B. and similar cases to effectively promote educational improvement. Grounded in this examination, we also present an argument for the utility of a new model for education litigation. We specifically argue that courts acting as agenda setters and working in concert with stakeholders to tailor reform to ground-level conditions is a model that is highly compatible with contemporary education research on effective models of systemic improvement. A court-mandated agenda for educational improvement must be structured in a way that engages stakeholder groups in implementation efforts precisely because improvement naturally involves dynamic, contextual conditions that cannot be completely accounted for in advance.
      Citation: Educational Researcher
      PubDate: 2019-09-06T05:43:07Z
      DOI: 10.3102/0013189X19874067
       
  • Immigration Policy and Education in Lived Reality: A Framework for
           Researchers and Educators
    • Authors: Erica O. Turner, Ariana Mangual Figueroa
      Abstract: Educational Researcher, Ahead of Print.
      The urgency of immigration policy in the lives of immigrant students and families and educators is more evident than ever; however, education theories and educators’ practices are not keeping pace with this lived reality. We draw on scholarship that examines the lives and educational experiences of undocumented students and undocumented or mixed-status families; research on classroom, school, and district policy and practice for immigrant students; and critical sociocultural approaches and critical race theories to develop a conceptual framework for understanding the intersection of immigration policy and education in a nuanced way. We highlight conceptual insights—on people, policy, context, outcomes, and power—for making sense of this nexus. We conclude with implications for our work as researchers and educators and how we conceptualize citizenship.
      Citation: Educational Researcher
      PubDate: 2019-09-05T09:59:12Z
      DOI: 10.3102/0013189X19872496
       
  • Schoolhouse Democracy: Public Opinion and Education Spending in the States
    • Authors: David M. Houston
      Abstract: Educational Researcher, Ahead of Print.
      Using new estimates of state-level public opinion, I explore the relationship between support for increased education spending and statewide per-pupil expenditures from 1986 to 2013. In the 1980s, there was a modest, positive relationship between public opinion and actual spending: States with greater support for increased education spending tended to have slightly higher per pupil expenditures. Over the next three decades, this relationship reversed. States with relatively low per-pupil expenditures tended to increase their spending at a slower rate despite steady growth in support for more spending. As a result, public opinion and education spending became inversely related. By the end of the time series, states with greater support for increased education spending tended to spend less per pupil. The changing distribution of local, state, and federal sources of education spending partially explains this pattern. As federal education expenditures rose, some states spent proportionally less from state and local sources, resulting in smaller overall spending increases in those states.
      Citation: Educational Researcher
      PubDate: 2019-08-06T08:30:48Z
      DOI: 10.3102/0013189X19867948
       
  • Worsening School Segregation for Latino Children'
    • Authors: Bruce Fuller, Yoonjeon Kim, Claudia Galindo, Shruti Bathia, Margaret Bridges, Greg J. Duncan, Isabel García Valdivia
      Abstract: Educational Researcher, Ahead of Print.
      A half century of research details how segregating racial groups in separate schools corresponds with disparities in funding and quality teachers and culturally narrow curricula. But we know little about whether young Latino children have entered less or more segregated elementary schools over the past generation. This article details the growing share of Latino children from low-income families populating schools, 1998 to 2010. Latinos became more segregated within districts enrolling at least 10% Latino pupils nationwide, including large urban districts. Exposure of poor students (of any race) to middle-class peers improved nationwide. This appears to stem in part from rising educational attainment of adults in economically integrated communities populated by Latinos. Children of native-born Latina mothers benefit more from economic integration than those of immigrant mothers, who remain isolated in separate schools. We discuss implications for local educators and policy makers and suggest future research to illuminate where and how certain districts have advanced integration.
      Citation: Educational Researcher
      PubDate: 2019-07-29T11:07:29Z
      DOI: 10.3102/0013189X19860814
       
  • Indebted Over Time: Racial Differences in Student Borrowing
    • Authors: Monnica Chan, Jihye Kwon, David J. Nguyen, Katherine M. Saunders, Nilkamal Shah, Katie N. Smith
      Abstract: Educational Researcher, Ahead of Print.
      Recent trends in higher education financing have increased students’ need to borrow to afford college. This brief examines how federal student loan borrowing has changed from 2000 to 2016 by student race/ethnicity using logistic regression analysis and data from the National Postsecondary Student Aid Study (NPSAS). We find that the odds of borrowing have diverged over time across racial and ethnic subgroups even after controlling for institutional sector and students’ financial circumstances. This divergence in student loan borrowing has important implications for policymakers and researchers interested in closing racial gaps in college access and success.
      Citation: Educational Researcher
      PubDate: 2019-07-23T08:09:28Z
      DOI: 10.3102/0013189X19864969
       
  • “Achievement Gap” Language Affects Teachers’ Issue
           Prioritization
    • Authors: David M. Quinn, Tara-Marie Desruisseaux, Akua Nkansah-Amankra
      Abstract: Educational Researcher, Ahead of Print.
      The term “achievement gap” is regularly used to describe between-group differences in educational outcomes. However, critics of the term argue that it implies the problem is merely one of student performance and may depress support for policies aimed at structural solutions. We hypothesized that the phrase “racial achievement gap” would elicit lower levels of issue prioritization than the phrase “racial inequality in educational outcomes” due to the latter’s connotations of social justice. In a randomized survey experiment with a national teacher sample (N = 1,549), our hypothesis was confirmed. However, language did not affect teachers’ explanations for existing academic outcome disparities.
      Citation: Educational Researcher
      PubDate: 2019-07-11T05:10:18Z
      DOI: 10.3102/0013189X19863765
       
  • Identifying Naturally Occurring Direct Assessments of Social-Emotional
           Competencies: The Promise and Limitations of Survey and Assessment
           Disengagement Metadata
    • Authors: James Soland, Gema Zamarro, Albert Cheng, Collin Hitt
      Abstract: Educational Researcher, Ahead of Print.
      Social-emotional learning (SEL) is gaining increasing attention in education policy and practice due to growing evidence that related constructs are strongly predictive of long-term academic achievement and attainment. However, the work of educators to support SEL is hampered by a lack of available, unbiased measures of related competencies. In this study we conducted a literature review to investigate whether assessment metadata (typically data relevant to how students behave on a test or survey) can provide information on SEL constructs. Implications of this new source of SEL data for practice, policy, and research are discussed.
      Citation: Educational Researcher
      PubDate: 2019-07-11T05:07:18Z
      DOI: 10.3102/0013189X19861356
       
  • Research on the Leadership of Black Women Principals: Implications for
           Black Students
    • Authors: Kofi Lomotey
      First page: 336
      Abstract: Educational Researcher, Ahead of Print.
      In this exploratory review, I consider research on Black women principals for the period 1993 to 2017, using 57 research reports obtained from dissertations, journal articles, and a book chapter. This exploration is of particular significance given the continuous disenfranchisement and subsequent underachievement of Black children in U.S. schools and the importance of black women principals in addressing this quagmire. I highlight the methodological and theoretical traits of these studies, single out overstressed approaches, and highlight the most significant gaps in research on Black women principals. Major findings are (1) the large majority of studies on Black women principals appear in dissertations; (2) researchers studying Black women principals explore the lived experiences of Black women principals (e.g., race, gender) and aspects of the leadership of these women (e.g., transformational leadership); (3) the most common theoretical framework in these studies is Black Feminist Thought, followed by Critical Race Theory and Standpoint Theory; (4) all of the studies employed qualitative methods, while a few also included quantitative methods; (5) the principals who were studied served in elementary, middle, and high schools; and (6) spirituality, race, and gender are important to these leaders. Following a discussion of the findings, I conclude with implications for (1) future research, (2) the preparation of aspiring principals, and (3) the professional development of practicing principals.
      Citation: Educational Researcher
      PubDate: 2019-06-26T07:27:26Z
      DOI: 10.3102/0013189X19858619
       
  • The Ethnocentric Origins of the Learning Style Idea
    • Authors: Thomas Fallace
      First page: 349
      Abstract: Educational Researcher, Ahead of Print.
      In recent years, researchers have questioned the legitimacy of the so-called myth of learning styles and expressed confusion about exactly when and why the idea first emerged. This historical study traces the origin and emergence of the learning style idea. The author argues that the learning style idea originated in the 1960s as part of a broader effort to reach inner-city African American youth that certain educators deemed culturally deficient. By the time scholars developed learning style inventory instruments for mostly white children, they removed the race-specific language, and educators quickly forget the ethnocentric origins of the learning style idea.
      Citation: Educational Researcher
      PubDate: 2019-06-12T07:02:10Z
      DOI: 10.3102/0013189X19858086
       
  • Life on the Frontier of AP Expansion: Can Schools in Less-Resourced
           Communities Successfully Implement Advanced Placement Science Courses'
           
    • Authors: Mark C. Long, Dylan Conger, Raymond McGhee
      First page: 356
      Abstract: Educational Researcher, Ahead of Print.
      The Advanced Placement (AP) program has undergone two major reforms in recent decades: the first aimed at increasing access and the second at increasing relevance. Both initiatives are partially designed to increase the number of high school students from low-income backgrounds who have access to college-level coursework. Yet critics argue that schools in less-resourced communities are unable to implement AP at the level expected by its founders. We offer the first model of the components inherent in a well-implemented AP science course and the first evaluation of AP implementation with a focus on public schools newly offering the inquiry-based version of AP Biology and Chemistry courses. We find that these frontier schools were able to implement most, but not all, of the key components of an AP science course.
      Citation: Educational Researcher
      PubDate: 2019-06-20T04:41:55Z
      DOI: 10.3102/0013189X19859593
       
  • The Multiple Meanings of Scale: Implications for Researchers and
           Practitioners
    • Authors: Richard Paquin Morel, Cynthia Coburn, Amy Koehler Catterson, Jennifer Higgs
      First page: 369
      Abstract: Educational Researcher, Ahead of Print.
      Interest in the study of scale has grown over the past three decades, yet it still suffers from a lack of conceptual clarity. Despite attempts at conceptualizing scale, there is still wide diversity in how the term “scale” is used. These differences matter. They impact how scale is studied, the strategies used to achieve scale, and the lessons we can draw across studies of the scale of innovations. In this article, we argue that scale is a polysemic and dynamic phenomenon. There are multiple, legitimate definitions of scale, and such definitions can shift over time, depending on the goals and needs of reformers. Drawing upon an extensive review of the literature, we present a typology of scale comprising four predominant conceptualizations in the literature. We detail the conceptualizations and discuss the affordances and challenges of each. We conclude by offering implications of the polysemic, dynamic nature of scale for researchers and reformers. Presenting this typology, we aim to spark new conversations about scale and to help guide future scale research and practice.
      Citation: Educational Researcher
      PubDate: 2019-06-27T10:40:44Z
      DOI: 10.3102/0013189X19860531
       
  • Observer-Identification: A Potential Threat to the Validity of
           Self-Identified Race and Ethnicity
    • Authors: Karly S. Ford
      First page: 378
      Abstract: Educational Researcher, Ahead of Print.
      The federal government mandates that school personnel select race and ethnicity identifiers for students who do not provide that information. This process is called “observer identification,” and it poses a potential threat to the validity of self-identified race/ethnicity data because (a) evidence from other fields suggests that about 40% of the time, observer identification does not match self-identification of some of the fastest growing racial/ethnic groups in the K–12 population; (b) state and local guidelines for observer identification vary greatly; and (c) the Department of Education does not record how often observer identification is used, but there is good reason to suspect that the practice is widespread.
      Citation: Educational Researcher
      PubDate: 2019-06-27T10:38:05Z
      DOI: 10.3102/0013189X19860803
       
  • Whose Prior Is It Anyway' A Note on “Rigorous Large-Scale
           Educational RCTs Are Often Uninformative”
    • Authors: Adrian Simpson
      First page: 382
      Abstract: Educational Researcher, Ahead of Print.
      A recent paper uses Bayes factors to argue a large minority of rigorous, large-scale education RCTs are “uninformative.” The definition of uninformative depends on the authors’ hypothesis choices for calculating Bayes factors. These arguably overadjust for effect size inflation and involve a fixed prior distribution, disregarding the trials’ varied intentions.
      Citation: Educational Researcher
      PubDate: 2019-07-12T07:58:24Z
      DOI: 10.3102/0013189X19855076
       
  • The Value of Consensus Priors: A Response to Simpson
    • Authors: Hugues Lortie-Forgues, Matthew Inglis
      First page: 385
      Abstract: Educational Researcher, Ahead of Print.
      In this response, we first show that Simpson’s proposed analysis answers a different and less interesting question than ours. We then justify the choice of prior for our Bayes factors calculations, but we also demonstrate that the substantive conclusions of our article are not substantially affected by varying this choice.
      Citation: Educational Researcher
      PubDate: 2019-07-12T07:58:43Z
      DOI: 10.3102/0013189X19863426
       
  • Erratum to “Successes and Challenges of the ‘New’ College- and
           Career-Ready Standards: Seven Implementation Trends”
    • First page: 388
      Abstract: Educational Researcher, Ahead of Print.

      Citation: Educational Researcher
      PubDate: 2019-07-15T04:48:18Z
      DOI: 10.3102/0013189X19863341
       
 
 
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