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:Rebecca M. Callahan, Lei Jiang, Anne-Marie Núñez Abstract: Educational Policy, Ahead of Print. Although current and former English Learner (EL) or “ever-EL” students comprise one of the fastest-growing K-12 populations, we still know relatively little about the factors that influence their college-going. Using Perna’s seminal college-going model as a launching point, we propose a policy-driven empirical approach to explore how state and federal policy uniquely inform ever-EL students’ academic trajectories. This model considers how EL education policy is largely defined at the federal level but interpreted and implemented by state and local actors (i.e., the Lau and Castañeda cases). In addition, largely of immigrant origin, ever-EL students are directly affected by federal immigration policy as well as state immigrant policies. We suggest that the unique status of EL education in K-12 schools and the framing of immigrant-origin communities in federal and state policies make it necessary to consider both federal and state policy contexts in ever-EL college-going research. Citation: Educational Policy PubDate: 2022-06-21T09:33:00Z DOI: 10.1177/08959048221103802
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:Melissa Arnold Lyon Abstract: Educational Policy, Ahead of Print. Educational policy research on teacher unionization in the United States has been dominated by two theoretical perspectives: rent-seeking and teacher voice. While bringing valuable insights to bear, these views have mutated into rigid and often ideologically charged alternatives with strong normative claims about teacher collective bargaining. Drawing from a political economy framework, this article advances a distinct theoretical perspective focusing on the progressive coalition building activities of teachers’ unions (i.e., organizing and mobilizing to promote the interests of working people in policymaking). This perspective resolves previous theoretical anomalies of union behavior; provides many new avenues for research; and highlights distinct considerations for the practice of teacher organizing. Citation: Educational Policy PubDate: 2022-06-21T09:31:40Z DOI: 10.1177/08959048221103798
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:Albert Cheng, Daniel Hamlin Abstract: Educational Policy, Ahead of Print. Dramatic growth in the homeschool population in recent decades has coincided with an increase in the methods used to educate homeschooled children. However, researchers tend to treat homeschooled children as a uniform group without accounting for vastly different homeschooling arrangements. In this study, we examine the prevalence of four types of homeschool arrangements by pooling three cross-sectional waves of nationally representative data on American homeschool families (n = 1,468). Results indicate that most homeschool families supplement home education with cooperative instructors and private tutors, online education, and brick-and-mortar schooling. Families who do not use these resources are declining. They are also more likely to be White, less educated, and residing in the South region. Homeschool families whose children attend brick-and-mortar schools part-time are less likely to be White and more likely to reside in urban areas. Future research is needed to explore outcomes across different homeschool arrangements. Citation: Educational Policy PubDate: 2022-06-21T09:30:43Z DOI: 10.1177/08959048221103795
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:Robert Wassmer, Meredith Galloway Abstract: Educational Policy, Ahead of Print. Only a quarter of full-time U.S. students complete their desired goal from community college attendance, with the rate of success even lower for Latinx students. This panel-data regression study looks for evidence regarding the expected influence of increasing the presence of Latinx faculty or administrators on cohort completion rates for all students, only Latinx students, and sub-samples of these two cohort types divided further by economic advantage or college preparation. We find that a one-percentage-point increase in Latinx faculty among full-time instructors or a similar increase in Latinx representation among administrators positively influences nearly all cohort completion rates. Citation: Educational Policy PubDate: 2022-04-25T09:34:40Z DOI: 10.1177/08959048221090152
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, Patrick Graff, Mark Berends Abstract: Educational Policy, Ahead of Print. Existing research examines whether studying with teachers of the same race/ethnicity affects student achievement, but little is known about whether those effects vary by timing and frequency. We use 7 years of administrative data from third through eighth graders in Indiana to estimate the heterogenous links between same race/ethnicity teachers and achievement by school level (i.e., elementary vs. middle schools) and self-contained classroom (i.e., self-contained vs. departmentalized classrooms). We find that the positive links between same race/ethnicity teachers and improved achievement are stronger for elementary school students and students in self-contained classrooms, particularly for Black students. Our findings highlight the importance of timing and frequent exposure to same race/ethnicity teachers in academic trajectories. Citation: Educational Policy PubDate: 2022-04-15T12:33:34Z DOI: 10.1177/08959048221087212
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:Karen D. Thompson, Ilana M. Umansky, W. Joshua Rew Abstract: Educational Policy, Ahead of Print. Existing analytic frameworks used to analyze and report on English learner (EL) students have important limitations that complicate the efforts of policymakers, practitioners, and researchers to fully understand this group’s experiences and outcomes and respond accordingly. To address this issue, we argue that education agencies should report and analyze outcomes for four categories of students: current ELs, former ELs, ever ELs (the combined group of current and former ELs), and never ELs. We present empirical data from six applications of our proposed four-category framework, illustrating the insights it provides. Citation: Educational Policy PubDate: 2022-04-13T06:42:49Z DOI: 10.1177/08959048221087214
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:Coby V. Meyers, W. Christopher Brandt, Bryan A. VanGronigen Abstract: Educational Policy, Ahead of Print. The Every Student Succeeds Act (ESSA) offers states increased flexibility in how they identify, rank, label, and support underperforming schools. Initial reviews of state ESSA plans, however, suggest that identification and labeling policies have remained relatively unchanged. In this study, we analyze all state ESSA plans to systematically determine how states’ identified Comprehensive Support and Improvement (CSI) schools and the criteria they set for those schools to exit CSI status. We describe our findings through the theory of institutional isomorphism, noting the many ways states responded similarly to ESSA. We close by considering what the lack of innovation in response to ESSA flexibility might mean for the future of educational policy and the implications for schools identified as underperforming. Citation: Educational Policy PubDate: 2022-04-11T06:18:04Z DOI: 10.1177/08959048221087209
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:Xiaodan Hu, Justin C. Ortagus Abstract: Educational Policy, Ahead of Print.
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 A. Williams, Cheryl Mallant, Megan Svajda-Hardy Abstract: Educational Policy, Ahead of Print. A signature item that beleaguers most teachers is classroom management. Recognizing the futility of punitive classroom management within school discipline practices, Weinstein and colleagues forged culturally responsive classroom management (CRCM). While nearly 20 years of scholarship highlights the importance of teachers employing CRCM to reduce their reliance on punitive discipline approaches, which are disproportionally skewed against students of color, there exists a gap between educational research and educational policies concerning the use of CRCM in schools. We employed a critical policy analysis to determine the existence of CRCM in student code-of-conduct policies, across all 50 states. Our findings highlight an absence of CRCM in states’ policies, and limited support for the incorporation of CRCM in schools and school districts. Ultimately, an opportunity awaits stakeholders (teachers, school districts, education preparation programs, and policymakers) to reform educational policies and the tools teachers can employ to affirm and sustain students’ learning environments. Citation: Educational Policy PubDate: 2022-04-08T09:30:11Z DOI: 10.1177/08959048221087213
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:Lesley Lavery, Ashley Jochim Abstract: Educational Policy, Ahead of Print. In this paper, we draw upon in-depth interviews with teachers and administrators in 18 unionized charter schools around the country to investigate teachers’ motivations for unionization. Our results suggest that while mismanagement and distrust are often the proximate cause of charter unionization efforts, both material and purposive goals—greater job security and pay as well as increased voice in school decision-making—power organization drives and contract negotiations. Our evidence suggests unionization and collective bargaining agreements can create more transparency around pay and development, which teachers desired. But, sometimes unionization carried unanticipated risks for administrators—salaries increased faster than revenues and teacher development became constrained by newly formed collective bargaining agreements. Citation: Educational Policy PubDate: 2022-04-08T07:13:35Z DOI: 10.1177/08959048221087215
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, Christopher Redding Abstract: Educational Policy, Ahead of Print. Using unique statewide panel data from Tennessee, we describe instructional coach (IC) and teacher peer observer (TPO) distributions in terms of their teaching expertise and observable school and district characteristics. The evidence suggests ICs are more likely to work in districts with lower-performing teachers while working in schools with higher-performing teachers. District characteristics largely determine where TPOs work. We also find that ICs and TPOs possess relatively more teaching expertise than classroom teachers and that these positive differences grow in magnitude as the concentration of economically disadvantaged students in a school rises. Citation: Educational Policy PubDate: 2022-04-02T09:19:01Z DOI: 10.1177/08959048221087201
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:Jennifer A. Delaney, Bradley Hemenway Abstract: Educational Policy, Ahead of Print. Using a panel dataset from 2000 to 2014, this paper employs a difference-in-difference design to consider the impact of the introduction of a “promise program” on postsecondary institutions’ internal spending levels and patterns. We find that promise programs influence postsecondary institutional behavior in every area we tested: student-related and non-student-related expenditure levels and shares. We find decreases in student-related expenditure areas at 2-year institutions, but no significant change at 4-years. Non-student-related expenditures are mixed at 2-years with levels of expenditures increasing for auxiliary but decreasing in public service areas. By contrast public service expenditures increase at 4-years. Shares of expenses also shift with declining spending on student services but increased institutional support at 2-years. However, there are no changes to the share of expenses at 4-years. Overall, we find that 2- and 4-year institutions react differently to the introduction of a promise program, with the greatest impact at 2-years.JEL Classifications: I22, I23 Citation: Educational Policy PubDate: 2022-02-26T11:36:03Z DOI: 10.1177/08959048211049431
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 Aguayo Abstract: Educational Policy, Ahead of Print. Antiblack geopolitics and educational policies continue to produce oppressive systems, making it difficult for educators to acknowledge Black families’ actions as contributions to produce equitable education. Policy processes have the potential to transform oppressive systems of power. Conceptualizing policy as a practice of power permits local policy actors to use their individualized power to shift a policy’s course of action and transform oppressive educational systems. With an anticolonial framework and using an institutional ethnography, this inquiry explores Black mothers’ actions as policy actors. Findings detail the mothers’ relentless invitation to allow their darkskinned agentic power to collaborate with their school district and form a teacher-recruitment program. The mothers’ policy actions are exemplary of the abilities to transform policy processes ridden with antiblack geopolitics that ignore the voices of BIPOC individuals. This project illustrates the daily antiblackness individuals endure before and while enlisting as educational partners and policy actors. Citation: Educational Policy PubDate: 2022-02-18T09:28:18Z DOI: 10.1177/08959048211049424
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:Angela Johnson Abstract: Educational Policy, Ahead of Print. This study reports achievement and growth from kindergarten to fourth grade for three groups of English Learners (ELs): (a) ever-ELs; (b) ELs consistently eligible for service; and (c) EL and Special Education dually-identified students. All three EL groups had lower test scores than never-ELs throughout K-4. In math, ELs grew more than never-ELs during academic years but lost more during summers. In reading, ELs grew less than never-ELs in K-1 and grew more in later grades, but ELs also lost more during summers. These findings suggest summer support is required to help ELs maintain and develop academic skills. Citation: Educational Policy PubDate: 2022-02-12T09:45:56Z DOI: 10.1177/08959048211049419
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:Lauren Schudde, Ibrahim Bicak, Shea Meghan Abstract: Educational Policy, Ahead of Print. The majority of community college entrants aspire to earn a bachelor’s degree; yet fewer than a third do. States use several strategies to support community college’s transfer function, including a transferrable core curriculum, a block of pre-major coursework universally accepted at public postsecondary institutions. In this study, we used statewide administrative data from Texas—a state with a transferable core—to examine pre-transfer credit accumulation and how pre-transfer core credits predict bachelor’s degree attainment and time to degree for community college transfer students. Our results illuminate high variation in pre-transfer core credit accumulation among community college transfer students. Each additional pre-transfer core credit improves students’ probability of earning a bachelor’s degree, but only up to core completion status. Soon after students are core complete—at which point universities are no longer required to transfer in additional core credits, students experience a negative relationship between core credits and bachelor’s degree attainment. Citation: Educational Policy PubDate: 2022-02-12T09:43:39Z DOI: 10.1177/08959048211049415
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:Bruce Fuller Abstract: Educational Policy, Ahead of Print. Neoliberal tenets have colored the past half-century of education reform, marked by top-down accountability, market competition, and regimented learning aims. Federal drift and post-pandemic recovery, along with economic uncertainty, will blur policy priorities going forward. Less noticed, local networks of pro-equity activists have come to challenge urban bureaucracies, while advancing fairness, diverse forms of schooling, respectful and rigorous social relations inside schools. This paper examines the case of Los Angeles, where a coalition of Black and Latina leaders, civil rights attorneys, social-justice nonprofits, and pedagogical reformers succeeded to progressively fund schools, extend college-prep courses, and decriminalize discipline. Student achievement, in turn, climbed steadily upward for nearly two decades, 2002 to 2019. This pluralist network of advocates carved-out a third civic terrain, challenging corporate elites and traditional labor leaders. Rooted in humanist ideals, these colorful activists countered the individualistic and competitive values of neoliberal advocates, while motivating lasting institutional change. Citation: Educational Policy PubDate: 2022-02-09T06:22:41Z DOI: 10.1177/08959048211049417
Hybrid journal (It can contain Open Access articles)
[1174 journals]
