Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Eunjong Ra, Jihyun Kim, Jiin Hong, Stephen L. DesJardins Abstract: Educational Evaluation and Policy Analysis, Ahead of Print. We examined how performance-based funding (PBF) for higher education institutions in Tennessee, Ohio, and Indiana affects bachelor’s degree completion, admission practices, and the enrollment of underserved students. Utilizing data from the Integrated Postsecondary Education Data System, we employed an event study analysis, in addition to a canonical difference-in-differences and coarsened exact matching strategy. The event study results revealed no effect in Tennessee, whereas bachelor’s degree completion may have a delayed positive effect in Ohio and Indiana. Interestingly, Indiana institutions funded based on performance increased their institutional selectivity immediately after the funding was enacted, whereas underrepresented students’ enrollment results differed among subgroups across states. We conclude by offering a critical review of the policy regimes and recommending fruitful areas for future research. Citation: Educational Evaluation and Policy Analysis PubDate: 2022-06-20T04:00:43Z DOI: 10.3102/01623737221094563
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Emily Morton Abstract: Educational Evaluation and Policy Analysis, Ahead of Print. Four-day school weeks have proliferated across the United States in recent years, reaching over 650 public school districts in 24 states as of 2019, but little is known about their implementation and there is no consensus on their effects on students. This study uses district-level panel data from Oklahoma and a difference-in-differences research design to provide estimates of the causal effect of the 4-day school week on high school students’ ACT scores, attendance, and disciplinary incidents during school. Results indicate that 4-day school weeks decrease per-pupil bullying incidents by approximately 39% and per-pupil fighting incidents by approximately 31%, but have no detectable effect on other incident types, ACT scores, or attendance. Citation: Educational Evaluation and Policy Analysis PubDate: 2022-06-20T04:00:18Z DOI: 10.3102/01623737221097420
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Monica G. Lee, James G. Soland Abstract: Educational Evaluation and Policy Analysis, Ahead of Print. Reclassification can be an important juncture in the academic experience of English Learners (ELs). Literature has explored the potential for reclassification to influence academic outcomes like achievement, yet its impact on social-emotional learning (SEL) skills, which are as malleable and important to long-term success, remains unclear. Using a regression discontinuity design, we examine the causal effect of reclassification on SEL skills (self-efficacy, growth mindset, self-management, and social awareness) among 4th to 8th graders. In the districts studied, reclassification improved academic self-efficacy by 0.2 standard deviations for students near the threshold. Results are robust to alternative specifications and analyses. Given this evidence, we discuss ways districts might establish practices that instill more positive academic beliefs among ELs. Citation: Educational Evaluation and Policy Analysis PubDate: 2022-06-20T04:00:15Z DOI: 10.3102/01623737221097419
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:John P. Papay, Ann Mantil, Richard J. Murnane Abstract: Educational Evaluation and Policy Analysis, Ahead of Print. Many states use high-school exit examinations to assess students’ career and college readiness in core subjects. We find meaningful consequences of barely passing the mathematics examination in Massachusetts, as opposed to just failing it. However, these impacts operate at different educational attainment margins for low-income and higher-income students. As in previous work, we find that barely passing increases the probability of graduating from high school for low-income (particularly urban low-income) students, but not for higher-income students. However, this pattern is reversed for 4-year college graduation. For higher-income students only, just passing the examination increases the probability of completing a 4-year college degree by 2.1 percentage points, a sizable effect given that only 13% of these students near the cutoff graduate. Citation: Educational Evaluation and Policy Analysis PubDate: 2022-06-13T04:00:01Z DOI: 10.3102/01623737221090258
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Anna Rosefsky Saavedra, Kari Lock Morgan, Ying Liu, Marshall W. Garland, Amie Rapaport, Alyssa Hu, Danial Hoepfner, Shira Korn Haderlein Abstract: Educational Evaluation and Policy Analysis, Ahead of Print. Harnessing a cluster randomized controlled trial, we estimated the impact on students’ advanced placement (AP) examination performance of a project-based learning (PBL) approach to AP compared with a lecture-based AP approach. Through PBL, teachers primarily play a facilitator role, while students work on complex tasks organized around central questions leading to a final product. We estimated positive and significant treatment effects on AP exam performance for the overall sample, within both AP courses studied, and within low- and high-income student groups. Results support teacher-driven adoption of the PBL AP approach within both courses studied, among districts with open-enrollment AP policies and supportive of PBL, for students from low- and high-income households. Citation: Educational Evaluation and Policy Analysis PubDate: 2022-06-10T02:18:55Z DOI: 10.3102/01623737221084355
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:John J. Cheslock, Sam O. Riggs Abstract: Educational Evaluation and Policy Analysis, Ahead of Print. Over the last forty years, non-elite private institutions have steadily increased listed tuition and institutional aid. This practice has continued even though the net tuition revenue gains from incoming students have become minimal. We present a new explanation for why these yearly increases continue: The pricing structure of non-elite privates relies upon net price differentials by year of study that are generated through annual increases in listed tuition. We describe how the presence of transfer costs encourages the use of this pricing structure and then document the presence of this pricing structure using data from IPEDS and NPSAS. Similar analyses of public and elite private institutions reveal differences across sectors in the use of differential pricing by year of study. Citation: Educational Evaluation and Policy Analysis PubDate: 2022-05-30T04:00:43Z DOI: 10.3102/01623737221094565
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Sarah A. Cordes, Christopher Rick, Amy Ellen Schwartz Abstract: Educational Evaluation and Policy Analysis, Ahead of Print. School buses may be a critical education policy lever, breaking the link between schools and neighborhoods and facilitating access to school choice. Yet, little is known about the commute for bus riders, including the average length of the bus ride or whether long commutes harm academic outcomes. We begin to fill this gap using data from New York City to explore the morning commutes of more than 120,000 bus riders. We find that long bus rides are uncommon and that those with long bus rides are disproportionately Black and more likely to attend charter or district choice schools. We find deleterious effects of long bus rides on attendance and chronic absenteeism of district choice students. Citation: Educational Evaluation and Policy Analysis PubDate: 2022-05-30T04:00:30Z DOI: 10.3102/01623737221092450
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Jenna W. Kramer Abstract: Educational Evaluation and Policy Analysis, Ahead of Print. This qualitative study examines Tennessee Promise students’ (N = 60) perceptions of supports and resources during their first year of college. Students’ reflections suggest that they hold expectations for support from the state beyond scholarship dollars, and that other actors, including faculty, staff, parents, and the state’s nonprofit partner, mediate fulfillment of these expectations. Students’ unmet expectations for the state may impede their college success and signal dimensions of student need not met by current scholarship program provisions. Evidence of these “psychological contracts” has implications for the architecture and framing of Promise programs and the provision of supplemental supports by colleges. Citation: Educational Evaluation and Policy Analysis PubDate: 2022-05-30T04:00:18Z DOI: 10.3102/01623737221090265
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Eric P. Bettinger, Amanda Lu, Kaylee T. Matheny, Gregory S. Kienzl Abstract: Educational Evaluation and Policy Analysis, Ahead of Print. Dual enrollment is an increasingly popular avenue for high school students to earn college credit. However, low-income students are underrepresented among dual enrollment participants. In this study, we use a difference-in-differences design to evaluate a unique federal pilot program that allowed high school students to access Pell Grants to fund their dual enrollment. Generally, we find a negative effect of the pilot program on dual enrollment participation, with no effect on subsequent college attendance. Our qualitative analysis suggests this initiative did not sufficiently meet students’ specific needs, required strong partnerships with high schools to ensure high school counselors informed students about the program, and involved substantial financial and administrative burden for participating institutions. Citation: Educational Evaluation and Policy Analysis PubDate: 2022-05-30T04:00:17Z DOI: 10.3102/01623737221091574
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:James P. Spillane, Naomi L. Blaushild, Christine M. Neumerski, Jennifer L. Seelig, Donald J. Peurach Abstract: Educational Evaluation and Policy Analysis, Ahead of Print. This article examines how leaders in public, private, and hybrid educational systems manage competing pressures in their institutional environments. Across all systems, leaders responded to system-specific puzzles by (re)building systemwide educational infrastructures to support instructional coherence and framed these efforts as rooted in concerns about pragmatic organizational legitimacy. These efforts surfaced several challenges related to educational equity; leaders framed their responses to these challenges as tied to both pragmatic and moral organizational legitimacy. To address these challenges, leaders turned to an array of disparate government and nongovernment organizations in their institutional environments to procure and coordinate essential resources. Thus, the press for instructional coherence reinforced their reliance on an incoherent institutional environment. Citation: Educational Evaluation and Policy Analysis PubDate: 2022-05-23T04:00:02Z DOI: 10.3102/01623737221093382
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Jon Valant, Lindsay H. Weixler Abstract: Educational Evaluation and Policy Analysis, Ahead of Print. We conducted a randomized controlled trial to assess the effects of providing information to families as they choose schools. Likely applicants to prekindergarten, kindergarten, and ninth grade were assigned to one of three groups. A “growth” group received lists (via U.S. mail, email, and text message) of the highest performing schools they could request. A “distance” group received lists of schools in their home geographic zone. A “control” group did not see any schools highlighted. The growth treatment led applicants to request more high-growth schools, with the strongest effects for high school choosers and families of students with disabilities. In addition, applicants’ first-choice requests appeared less malleable than their lower ranked requests. The distance treatment had only modest effects. Citation: Educational Evaluation and Policy Analysis PubDate: 2022-05-16T04:00:02Z DOI: 10.3102/01623737221086305
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Denisa Gándara, Stijn Daenekindt Abstract: Educational Evaluation and Policy Analysis, Ahead of Print. Examining rhetoric is important to understanding educational policymaking. This study focuses on rhetoric on one educational policy, performance-based funding (PBF) for higher education. In contrast to previous research on PBF, we analyze rhetoric in both states that implemented the policy and those that opted out. We employ a sequential mixed-methods design combining topic modeling with qualitative analysis of newspapers. Findings indicate that rhetoric in states that implemented PBF aligned closely with neoliberalism. Rhetoric from non-implementer states focused on higher education agents and policy processes, and was more likely to highlight equity than rhetoric from implementer states. This study sheds light on policy innovation and diffusion by contrasting rhetoric around PBF between states that implemented the policy and those that held out. Citation: Educational Evaluation and Policy Analysis PubDate: 2022-04-11T04:00:30Z DOI: 10.3102/01623737221081532
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:NaYoung Hwang, Brian Kisida Abstract: Educational Evaluation and Policy Analysis, Ahead of Print. Although the majority of elementary school teachers cover all major subjects in self-contained classrooms, a growing number of teachers specialize in teaching fewer subjects to higher numbers of students. We use administrative data from Indiana to estimate the effect of teacher specialization on teacher and school effectiveness in elementary schools. We find that teacher specialization leads to lower teaching effectiveness in math and reading, and the negative effects are larger when teaching students who are more likely to experience obstacles in school. Moreover, we find no evidence that increasing the proportion of teacher specialists at the school level generates improvements in indicators of school quality. Our findings underscore the importance of fostering opportunities to develop stronger student–teacher relationships. Citation: Educational Evaluation and Policy Analysis PubDate: 2022-04-11T04:00:03Z DOI: 10.3102/01623737221084312
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:David K. Evans, Fei Yuan Abstract: Educational Evaluation and Policy Analysis, Ahead of Print. A growing literature measures the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But how should one contextualize the size of impacts' This article provides the distribution of standardized effect sizes on learning and access from 234 studies in low- and middle-income countries. We identify a median effect size of 0.10 standard deviations on learning and 0.07 standard deviations on access among randomized controlled trials. Effect sizes are similar for quasi-experimental studies. Effects are larger and demonstrate higher variance for small-scale studies than for large-scale studies. The distribution of existing effects can help researchers and policymakers to situate new findings within current knowledge and design new studies with sufficient statistical power to identify effects. Citation: Educational Evaluation and Policy Analysis PubDate: 2022-04-04T04:00:28Z DOI: 10.3102/01623737221079646
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Jeremy E. Fiel Abstract: Educational Evaluation and Policy Analysis, Ahead of Print. Automatic admissions policies (AAPs, “percent plans”) redistribute college-going opportunities across segregated high schools to diversify college enrollments, increasing opportunities at predominantly minority high schools. If students “game” AAPs by attending schools with increased opportunities, AAPs could alter racial sorting across high schools. Comparative interrupted time series analyses provide evidence that Texas’s and California’s AAPs reduced Black–White segregation in highly segregated school districts. These effects were concentrated in sparsely populated areas in Texas, and they were modest in California, so it seems unlikely this significantly undermined AAPs’ ability to reduce racial disparities in college-going opportunities. It shows, however, that strategic responses to policies that redistribute opportunities in segregated contexts can create tension between segregation and inequality of opportunity. Citation: Educational Evaluation and Policy Analysis PubDate: 2022-04-04T04:00:17Z DOI: 10.3102/01623737221078286
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Emily M. Hodge, Elizabeth Leisy Stosich Abstract: Educational Evaluation and Policy Analysis, Ahead of Print. This study takes advantage of natural variation in alignment and accountability to analyze educator sensemaking of a complex policy environment. It describes how educators in two large, high-accountability districts in New York and Florida made sense of multiple policy changes, including new standards, curriculum, assessments, and teacher evaluation. Drawing on interviews with 68 individuals, observations of instruction and professional development, and policy documents, findings suggest that high policy alignment represents a fundamental yet insufficient condition for educators to perceive policies as coherent and coordinated. Accountability strength and policy sequence were important factors in educators’ perceptions of coherence. In both districts, the pace and complexity of change contributed to policy overwhelm. Citation: Educational Evaluation and Policy Analysis PubDate: 2022-04-04T04:00:17Z DOI: 10.3102/01623737221079650
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Zachary Mabel, Michael D. Hurwitz, Jessica Howell, Greg Perfetto Abstract: Educational Evaluation and Policy Analysis, Ahead of Print. Many selective colleges consider the backgrounds of applicants to improve equity in admissions. However, this information is usually not available for all applicants. We examine whether the chances of admission and enrollment changed after 43 colleges gained access to a new tool that standardizes information on educational disadvantage for all applicants. Applicants from the most challenging school and neighborhood backgrounds experienced a 5-percentage point increase in the probability of admission in the year of adoption relative to similar applicants in the previous year. The tool did not alter the probability of enrollment as a function of applicant challenge level in the full sample, but positive changes are concentrated among applicants to institutions that used the tool to allocate financial aid. Citation: Educational Evaluation and Policy Analysis PubDate: 2022-03-14T04:00:02Z DOI: 10.3102/01623737221078849
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Florence Xiaotao Ran, Yuxin Lin Abstract: Educational Evaluation and Policy Analysis, Ahead of Print. This article provides the first causal evidence of a system-wide corequisite reform in Tennessee, which mainstreams underprepared students into college-level courses with concurrent support. Using regression discontinuity and difference-in-regression-discontinuity designs, we find that, for those on the margin of college level, students placed into corequisite remediation were up to 18 percentage points more likely to pass gateway courses by Year 1, compared with peers placed into prerequisite remediation, and they were 10 percentage points more likely to pass subsequent math than peers directly placed into the college level. The positive effects in math gateway completion were largely driven by efforts to guide students to take coursework aligned with the requirements for their program. We do not find significant impacts on long-term outcomes. Citation: Educational Evaluation and Policy Analysis PubDate: 2022-02-03T05:25:46Z DOI: 10.3102/01623737211070836
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Nathan D. Jones, Courtney A. Bell, Mary Brownell, Yi Qi, David Peyton, Daisy Pua, Melissa Fowler, Steven Holtzman Abstract: Educational Evaluation and Policy Analysis, Ahead of Print. We examine whether one of the most popular observation systems in teacher evaluation—the Framework for Teaching (FFT)—captures the range of instructional skills teachers need to be effective. We focus on the case of special educators, who are likely to use instructional approaches that, although supported by research, are de-emphasized in common observation systems. Drawing on 206 lessons from 51 teachers, we compare FFT scores to an observation system from special education. We find that FFT’s psychometric properties are consistent with previous studies, but the system is limited in assessing the quality of instructional practices used in special education. We discuss implications of these findings for two practical uses of observations—supporting teacher development and informing human capital decisions. Citation: Educational Evaluation and Policy Analysis PubDate: 2022-01-31T05:00:03Z DOI: 10.3102/01623737211068523
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Kelli A. Bird, Benjamin L. Castleman, Brett Fischer, Benjamin T. Skinner Abstract: Educational Evaluation and Policy Analysis, Ahead of Print. Recent state policy efforts have focused on increasing attainment among adults with some college but no degree (SCND). Yet little is actually known about the SCND population. Using data from the Virginia Community College System (VCCS), we provide the first detailed profile on the academic, employment, and earnings trajectories of the SCND population and how these compare with VCCS graduates. We show that the share of SCND students who are academically ready to re-enroll and would benefit from doing so may be substantially lower than policy makers anticipate. Specifically, we estimate that few SCND students (approximately 3%) could fairly easily re-enroll in fields of study from which they could reasonably expect a sizable earnings premium from completing their degree. Citation: Educational Evaluation and Policy Analysis PubDate: 2022-01-24T05:00:20Z DOI: 10.3102/01623737211067547
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Seth B. Hunter, Matthew G. Springer Abstract: Educational Evaluation and Policy Analysis, Ahead of Print. Most education agencies have implemented new teacher evaluation systems that promise to improve teacher performance. Post-observation performance feedback is a theoretically important driver of this promise as it should ultimately develop teacher-specific weaknesses. This is the first large-scale study to use the written feedback provided to early-career teachers during formal post-observation conferences and quantitatively link critical feedback characteristics (CFCs) to measures of teacher human capital. We find that most conferences do not include CFCs, that feedback is typically unidimensional, and that less effective early-career teachers receive higher shares of CFCs. However, goal-setting is the only CFC associated with subsequent teacher performance. Beginning and less-educated teachers, for whom goal-setting may clarify performance expectations, drive this relationship. Citation: Educational Evaluation and Policy Analysis PubDate: 2022-01-17T05:00:02Z DOI: 10.3102/01623737211062913
Hybrid journal (It can contain Open Access articles)
[1174 journals]
